# PWR-182 — Mentoring and coaching: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 29 min reading and worksheet pass Difficulty: Intermediate Equipment: Basic stationery or digital tools — a low-stakes mentoring conversation with consent and a role boundary.; A role-and-privacy card, 20-minute timer and conversation sheet for goal, observations, questions, options, choice and review date.; A referral list for issues beyond the mentor’s competence. Space: Desk / seated Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G2; Focused research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context This lesson teaches a bounded mentoring conversation: agree the learner’s goal, clarify role and privacy, ask before advising, use observation–question–options, let the learner choose, define one experiment and review the outcome. It excludes diagnosis, therapy, evaluation and dependency. Target outcome: In a consented 20-minute conversation, the mentee states their own goal, considers at least two options and chooses or declines one small action without mentor pressure. ### Authority and setup conditions - Prepare a consented low-stakes mentoring conversation about a reversible learning or work-habit goal with no evaluation authority - Before the first mentoring and coaching attempt, write the exact result you will score: Mentee-chosen goal attainment and wellbeing after contact ends, with harms and other supports declared. - Confirm the mentee wants mentoring, the mentor has no hidden evaluation role and the topic is not clinical, legal, safeguarding or crisis-related. - Agree what is private and what cannot be kept confidential before the conversation. ### Required or supplied materials - a low-stakes mentoring conversation with consent and a role boundary. - A role-and-privacy card, 20-minute timer and conversation sheet for goal, observations, questions, options, choice and review date. - A referral list for issues beyond the mentor’s competence. ## 1. Confirm consent and role State what mentoring can and cannot provide, the time limit and privacy boundary. Ask whether the mentee wants to continue. Why: Clear role and consent prevent coaching language from hiding authority or therapy. Success check: The mentee can freely continue, change topic or decline. Accessible alternative: Complete “State what mentoring can and cannot provide, the time limit and privacy boundary. Ask whether the mentee wants to continue.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The mentee can freely continue, change topic or decline.” Accessible opening check for Mentoring and coaching: The mentee can freely continue, change topic or decline. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Let the mentee name the goal Ask, “What would be useful by the end of this conversation?” Write the answer in the mentee’s words. Why: Goal ownership protects autonomy and makes success observable. Success check: The written goal belongs to the mentee and fits the role. Accessible alternative: Complete the same research action — “Ask, “What would be useful by the end of this conversation?” Write the answer in the mentee’s words.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The written goal belongs to the mentee and fits the role.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Ask before advising Ask two open questions about the current situation and then ask whether the mentee wants ideas, questions only or simple listening. Why: Advice is more useful and less controlling when requested. Success check: The chosen conversation mode is explicit. Accessible alternative: A supported, seated, reduced-range or slower version of “Ask two open questions about the current situation and then ask whether the mentee wants ideas, questions only or simple listening.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “The chosen conversation mode is explicit.” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Use observation, not judgement Offer one neutral observation from what was said: “You named two deadlines this week,” not “You are disorganised.” Why: Specific observations invite reflection without labelling the person. Success check: The mentee can confirm, correct or reject the observation. Accessible alternative: Replace small or visual-only information with enlarged text, high-contrast display, spoken description or tactile/verbal cueing while preserving the same decision and success check. Accessible opening check for Mentoring and coaching: The mentee can freely continue, change topic or decline. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Ask one forward question Ask what a small improvement would look like or what has worked before. Wait without answering for them. Why: A focused question supports the learner’s own reasoning. Success check: The mentee produces at least one criterion or prior resource. Accessible alternative: Replace small or visual-only information with enlarged text, high-contrast display, spoken description or tactile/verbal cueing while preserving the same decision and success check. Offer written questions, silence, AAC, interpreter, extra processing time and asynchronous review; never require spontaneous speech or eye contact. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Offer options with permission If invited, give no more than three options, state their trade-offs and include doing nothing or seeking another resource. Why: Options expand choice without making the mentor’s preference the answer. Success check: At least two genuine choices and their costs are visible. Accessible alternative: Replace small or visual-only information with enlarged text, high-contrast display, spoken description or tactile/verbal cueing while preserving the same decision and success check. Keep usual aids for Mentoring and coaching; record each support inside the mentoring and coaching setup. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Return the decision Ask which option, if any, the mentee wants to try and what support they choose. Do not convert uncertainty into a commitment. Why: The mentee owns action and may decline. Success check: The final choice is stated by the mentee without pressure. Accessible alternative: Complete “Ask which option, if any, the mentee wants to try and what support they choose. Do not convert uncertainty into a commitment.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The final choice is stated by the mentee without pressure.” Accessible opening check for Mentoring and coaching: The mentee can freely continue, change topic or decline. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 8. Close and review outcome Write one small experiment, measure and review date, or record no action. At review, ask what happened rather than whether advice was followed. Why: Outcome review tests usefulness without rewarding obedience or dependence. Success check: The record includes mentee-defined result, burden and next choice. Accessible alternative: Complete the same research action — “Write one small experiment, measure and review date, or record no action. At review, ask what happened rather than whether advice was followed.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The record includes mentee-defined result, burden and next choice.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.