2:52 X SKM C4582210281414... 4 BSBXCM501 Student assessment Booklet V1.0 Errorl Reference source not found. Page 26 Activity 4 Conduct and Record Two(2) Mentoring Sessions Mentor Others to Assist Them in Achieving Communication Goals For this activity, you are required to mentor others, to assist them in achieving their communication goals. Your assessor will break you up into groups of three (3). You will need to conduct and record your mentoring sessions with the other two (2) students, to assist them in achieving their communication goals. You are also required to participate as a mentee for the other two (2) students in your group. Use the below template to record your two (2) mentoring sessions with different individuals, focused on achieving their individual communication goals. BSBXCM501 Student assessment Booklet V1.0 @ Errorl Reference source not found. Page 27Mentoring Record Sheet Mentors Name {Student} H AR FT 5 l N 6; MGM Name ' (Colleague/Student) 21m fly) 5 y] (i, if Mentees Contact Details: , {PhoneorEmar'l} 014193 7-1qu Date of Mentoring Session W\" W Mentoring Session Start time: :1 rm AM Get your Goal Map 1 GOAL COM MM N 'm 30 A): Outline what you'd like to r - \"MPH\". wig 11,149 33090 _/ Npodovn} (Your communication goal) U) E M your needs and wants How this aligns with your values. 1 How achieving this will benet you. others, a cause you believe in. 2 What would happen if you did not r make the effort (Consequences)? 3 Reasons this is Important to you, Are there underlying issues, a goal behind the goal? Ultimately, what Is the goal really about (your intention) what talents and strengths will help you? 2 What stands in the way (Barriers/ obstacles)? 3 How have you overcome similar challenges? 4 How this aligns with your values. 5 How have you overcome similar challenges? A 1 What do you need to do? Are there steps and stages? 8 What might get In the way of these actions (Beliefsl habits How will you change unhelpful beliefs or habits? How willing are you to take these actions (Commitment) 10 11 How will you keep yourself accountable? [530N001 V170 WHAT? What specically. is the outcome you're after? what evidence will tell you you've succeeded [how will you know)? what tlmelrame? when will you start? Realistically. how long will It take? what will you monitor to track your progress over time? What resources do you need to accomplish this goal (time, money. information. skills. knowledge, support)? (Provide notes on how you will cam What" 5 Next? plots the following six point or examples of how they will apply) 1 Set rules (ll-then) reminders 2 Build your will-power muscle (Rest and reward) 3 Track how far you've oome AND what's left 4 Focus on being better not being , - - - (Growth mindset Notice what's changing, persist] Recognise and reward yourself. Activity 2 Case Study - Evaluate complex inc. An estakill Assessment Task 2: ACTIVITIES TASK SUMMARY: This assessment task is in four (4) parts. Activity 1: You are required to create a sign which removes barriers o o Activity 2: You are required to evaluate complex information and influence others Activity 3: You are required to complete a communicate Style table Activity 4: You are required to conduct and record two (2) mentoring sessions You will have five (5) hours to complete this assessment, which may be undertaken in more than one session. RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS ASSESSMENT Computer Access to the internet Meeting space Note: Clinton Institute will provide all the forementioned to complete this assessment WHEN AND WHERE DO I COMPLETE THIS TASK? This task is to be completed in the classroom. Your assessor will advise on the date(s) and time(s) of the assessment. , which may be undertaken in more than one session. WHAT DO I NEED TO SUBMIT AND DO? What do you need to do? What evidence is required? Activity 1: create a sign which removes barriers Completed Sign with no communication barriers Activity 2: evaluate complex information and influence Completed evaluation table including Pro's, Cons and others Recommendations Activity 3: Complete a communicate style table Completed Communication Style Table Activity 4: Conduct and record two (2) mentoring sessions Two (2) completed Mentoring Record Sheets DECISION MAKING RULES Assessors will compare student responses/performance with the model responses and performance descriptors contained in the Assessors Marking Guide. Your responses do not have to be verbatim (unless otherwise specified), but must convey the same meaning as each component listed. Similarly, you do not have to perform exactly as described in the marking guide (unles otherwise specified), but you must address each performance components listed. You must achieve a satisfactory result for every question and component to achieve a satisfactory result for this assessment activity. WHAT HAPPENS IF I GET SOMETHING WRONG? if your assessor sees that you have not completed all parts of this task satisfactorily, the details of resubmission will be advise by your Assessor in writing and discussed with you directly. Student assessment Booklet V1.0 ence source not found