Assessment Task 1
Essay: Analyse and plan a peer-learning topic to optimise business and participant benefit
Learning Outcome Alignment
1, 2 & 3
Competency Element Alignment
1600 words maximum excluding attachments
Value (% of 100 overall unit marks)
Description and requirements
1. Access Handout 4.3 – Coaching scenario. This has been provided with your Study Guide and resources supporting Topic 4 in this unit. This assessment mixes application of tools with a short essay providing an academic justification for a peer learning plan.
A. Use Handout 4.2 – Planning a mentoring topic template or, if you are focussing on coaching, Handout 4.1 – Planning a coaching topic template to plan and structure a peer learning topic.
a. Why you choose the modes and methods for the topic.
b. The important individual or resource considerations you felt needed to be addressed given the information provided.
c. How you planned approach conforms to current research and thinking on the conduct of a workplace mentoring topic. [15 marks]
On approval from your course coordinator or unit lecturer this topic may be extended to cover coaching instead of mentoring.
See the essay/report assessment criteria sheet on the following page for information about the criteria and the standards by which your work will be judged. You should use at least eight relevant academic references when addressing Part B, the academic justification component of this assessment. The essay can be based on a real or simulated organisation and their needs.
In today’s modern era, the organisational management needs to work by combining both the factors and decisions that impact their business. In this regard, any misdirection might lead the organisation to lead towards financial downfall. That is why it is suggested to consider the potential of all the factors and inputs that might lead the organisation towards the respective goals and objectives. In this context, both KM (Knowledge Management) and IM (Information Management) are given the highest priority in flourishing the working of an organisation (Kumar, 2010). Similarly, to advance the businesses and their management styles up to a mark of efficiency, mentoring comes into play. This essay aims to provide a piece of in-depth knowledge about the overview of mentoring and discuss the importance of mentoring for emotional Intelligence. Further, this essay will also echo the model that best suits the peer-review topic that is the emotional intelligence to optimise business and participants' benefits. Lastly, this essay will conclude with the planned research conforms for the current workplace monitoring topic.
Importance of Mentoring
It is found to be a process that helps to enhance employee's goals and needs. In this regard, it helps to provide relevant motivation and inspiration to work and thus helps individuals find their role models. The process is found to be including two persons. These include the mentor and the mentee (St-Jean and Audet, 2012). That is why it is often echoed loud that the mentee's skill and knowledge set flourishes when it gets aligned with the mentor's skills and experiences. This provides an opportunity for the employees to generate a pathway to success. In this regard, KM and IM's role comes into play as the vision could be achieved with available resources.
Mentoring vs. coaching at Workplace
The aspects of coaching and mentoring differ in five broad areas. These include areas such as the purpose, the time frame, focus, aims and objectives, and the developed relationships. At the same time, the purpose of coaching is to help employees work and develop their skill sets, mentoring bits of help in understanding the organisations' culture (Alred and Garvey, 2019). Coaching helps employees to possess organisational skills that might help the businesses to achieve their aims and agendas. On the other hand, the process of mentoring helps in developing a vision to work towards. Concerning the time frames, coaching is supposed to be a short-time process and sometimes even bounded with time. In contrast, the process of mentoring is time-consuming and lasts for longer durations comparatively (Passmore et al., 2013). In this regard, the process of coaching is formal, while mentoring is an informal process. That is why it is often said that mentoring is much more essential than coaching when considering the employees' aspects.
Simultaneously, the concept of coaching and mentoring also differ based on their respective focuses. While coaching focuses primarily on the development of the employee and issues arising at the workplace, mentoring focuses more on personal developmental areas. Further, these both concepts are also found to be different based on their respective aims and visions (Megginson and Clutterbuck, 2010). The process of coaching is bounded with agendas supporting organisational objectives and development. In comparison, the process of mentoring is selfless and helps employees become the better version of future opportunities. That is why it is often said that a mentee helps more than a coach. This becomes debatable when concerning the aspects associated with management and organisational working. Lastly, both the concept of coaching and mentoring are also varying based on their related areas. Once the role of coaching is done, there remains no link between the employee and the coach. This is the opposite in the case of mentoring (Bachkirova et al., 2011). A mentor always helps his or her mentee until the individual stands out on their issues and problems. Precisely, while the relationship aspect of coaching is a short-time process, mentoring lasts longer.
Emotional Intelligence at the workplace
Emotional Intelligence is considered as the capacity of the employees to understand and control their emotions. This is perhaps considered as one of the major aspects of business management because often, such feelings are found to be disrupting the relationship between work ethics and personal life. This topic has been chosen because it helps to give a broader aspect of working capabilities and helps individuals with respective productivity. In such a scenario, it is always recommended to overcome emotional feelings and work to achieve the productivity and respective aims and objectives of the organisation (Rasooli et al., 2019). In this regard, if any employee fails in understanding and managing their emotional aspects, attending a mentoring session is highly recommended. The mentoring session is supposed to handle four areas of emotional Intelligence, namely self-awareness, self-management, relationship management, and social awareness. In this regard, five features come into action whenever considering to plan a mentoring session for employee's benefits. These include features such as empathy, self-awareness, motivation, self-regulation, and social skills.
PISA Model for the topic of emotional Intelligence at workplace
Considering the current scenario based on the peer-learning topic to optimise business and participant benefit, I will use the PISA model as it suits the best. Below are the description and overview –
PISA model: This model is more about what the individual should say and do, respectively. It also includes four main aspects, namely the purpose, impact, situation, and action. In this regard, the purpose includes two things, poor conduct and skill gap. If the participants have been emotional person, the decision-making processes can get impacted more comprehensively (Takayama, 2017). Similarly, if there is a skill gap, the acknowledgement of respective responsibilities will get affected. Concerning the impacts associated with this model, the participant's characteristics will make him or her take the wrong decisions that will probably mess up the situations and goals of the businesses. Further, the situation depends upon various factors and should be supervised by the management to avoid unnecessary hackles due to wrong decision making (Hammond and Moore, 2018). The actions in this regard will encourage the employees not to establish any emotional relationship in the workplace and, hence, prepare a clear plan of actions bounded by the timeframe.
Resource considerations and planning for the mentoring session
The mentoring session planning will include eight major segments. These will include purpose, structure, context, introductory session, time frame, action plan, individual reflection, and assessing the outcomes (Warner and Budd, 2018).
Purpose: The mentoring session's purpose will echo the insignificance of emotional connects and relationships at workplaces. This is involved in developing a clear vision before entering into the mentoring session to get a broader aspect of involvement.
Structure: The mentoring session will be designed to aim towards the participants' behavioural performances so that the loopholes could be evaluated. Via this segment, the session will include accuracy, practicality, and management in terms of emotions and relationships.
Context: The mentoring session's context will be based on how to avoid emotional situations to process better decision making processes.
Introductory session: The introductory part of the session will focus on what behavioural performances are and how these might impact the employees' workplace productivity.
Time frame: In the meantime, every participant must be allotted particular timeframes to decide on their vision and inputs so that better involvement could be processed. This will help the mentoring session become a two-way conversation method that processes individuality and beliefs as well.
Action plan: The mentoring session will also include shreds of evidence from various case scenarios that will help participants get a better insight into practicality.
Individual reflection: After every segment of the mentoring session, the participants must share their opinions and points on the areas discussed. This will emphasise more on knowledge and information gathered.
Assessing outcomes: Once the session gets over, the overall performances of every participant should be evaluated. After processing the assessing session, the participants will also be provided with relevant feedback and improvement areas so that better productivity could be achieved.
Research-based justifications for a planned session
The organisational behaviour and emotional theories help employees get a better overview of the decision making processes and their aspects. In this regard, I have explored that emotions and professional decision can be counted as two sides of the same coin and must be aligned in parallel. The emotion-driven decisions can lead employees to failure at the workspace and should be intervened before it is too late (Otaye-Ebede et al., 2019). The mentoring session template attached in the template framework helps participants get a clear vision and broader aspects of the results from poor decision-making processes. Through such impactful sessions, the participants will also gain applications that might be helpful at workplaces (Rasooli et al., 2019). In this regard, from the case scenarios, I explored that various organisations have echoed that acknowledging emotional connect and relationships at workplaces might not be beneficial for the individual as it might lead to several actionable consequences. Thus, the participants must cross-check on their behavioural approaches before processing for a follow-up mentoring session (Such and Mutrie, 2017). In this regard, the GROW model helps evaluate areas such as goal, reality, options, and the way forward in the coaching scenario (Secchi and Adamse, 2017). In contrast, the PISA model helps assess the purposes, impacts, situations, and actions that might help the participant develop more effectively in the case of mentoring sessions.
To conclude, this essay aimed to provide a piece of in-depth knowledge about the overview of mentoring sessions. This essay has also echoed the model that best suits the peer-review topic to optimise business and participants' benefits, namely the PISA model. All the shreds of relevancy have been aligned with proper justifications via researches.