Assessor Resource

BSBFLM314A
Mentor others in the workplace to support their language, literacy and numeracy skill development

Assessment tool

Version 1.0
Issue Date: April 2024


The unit applies to those in a workplace with limited responsibilities over work colleagues who provide assistance to those who may have LLN challenges. This might include trainees and apprentices, culturally diverse workers including migrants, refugees and/or Aboriginal people. These roles include mentors, buddies, coordinators, managers or supervisors.

This unit may be applied in any context where individuals and groups require LLN support.

This unit describes the performance outcomes, skills and knowledge required to mentor others who may have language, literacy or numeracy (LLN) challenges in the workplace that are affecting their performance. The mentoring relationship is not necessarily to improve LLN outcomes, but rather "will focus on improving job performance taking into account LLN skills of individuals and teams.

Competency in this unit does not indicate that a person is a qualified adult LLN specialist, and does not provide them with the skills or knowledge to provide diagnostic LLN solutions or specialist LLN advice or support.

Note: The term cultural diversity is used in this unit of competency in the context of ‘the principles of equal employment opportunity to include inherent differences such as gender, age, ethnicity, race, cultural/linguistic background, sexual orientation and/or gender identity, intellectual and/or physical ability.

Diversity also refers to other ways in which people are different, such as life experience, socio-economic or educational background, personality, marital status, religious beliefs and family responsibilities.’

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.

Employability Skills

This unit contains employability skills.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Supporting at least two individuals in the workplace.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

establish mentoring arrangements and develop a mentoring plan in consultation with others

apply effective communication strategies to develop the mentoring relationship

monitor and evaluate the mentoring program and determine the benefits of the program for the individual and the organisation.

Candidates must show evidence of successfully supporting at least two individuals in the workplace.

Context of and specific resources for assessment

Assessment must ensure that competency is demonstrated in the context of a relevant workplace or a closely simulated work environment.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples, in combination, are appropriate for this unit:

evaluating an integrated activity which combines the elements of competency for the unit or a cluster of related units of competency

observing processes and procedures in workplaces or role plays

verbal or written questioning on underpinning skills and knowledge

accessing and validating third-party reports.

Guidance information for assessment

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

learning skills to identify the broad LLN skills that underpin workplace tasks

oral communication skills to:

participate in workplace teams

communicate when working with those with LLN challenges

planning and organising skills to apply strategies to support others’ workplace LLN

reading skills to read routine workplace documents

self-management skills to look at own cultural background and learning path to determine how they may affect relationships with others

writing skills to develop word lists and resources to provide mentoring support.

Required knowledge

determine how LLN skills are affecting workers’ capacity to perform effectively

communication techniques to establish and support mentoring arrangements, including listening supportively, questioning, providing feedback constructively, challenging limitations, and using non-verbal communication

key factors to consider when negotiating expectations and goals for mentoring arrangements

protocols and behaviour associated with establishing and maintaining a mentoring relationship

strategies for evaluating mentoring relationships.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Individual characteristics include:

language, literacy and numeracy levels

learning styles

past learning and work experience

specific needs.

Relevant personnel may include:

human resource manager

LLN specialist

supervisor or training manager

training or development officer

work health and safety personnel.

Mentoring arrangements include:

amount of time involved for both parties and scheduling arrangements

confidentiality of information.

Strategies for developing effective relationships with culturally diverse workers may include:

appropriate display of positive regard, empathy and respect

listening to workers’ own analysis of problems and solutions

appropriate gestures and non-verbal techniques

being flexible

identifying and consulting with appropriate key contact people, such as:

Aboriginal liaison officers

cultural representatives

interpreters

LLN specialists

monitoring and reflecting on own actions to ensure cultural values are not imposed on others

non-judgemental approaches

ongoing personal and interpersonal skill development.

Techniques that support LLN include:

acknowledging and building on strengths of worker

allowing for longer periods of silence

breaking down workplace tasks and giving specific instructions in small chunks (both oral and written communication)

encouraging learning, information seeking and questioning in the worker and reducing the stigma of needing to ask for help

encouraging use of worker’s personal word lists and dictionaries

ensuring that decision-making responsibilities are shared with the worker

gauging a worker’s reading/listening skills and adapting one’s communication accordingly

providing model texts, for example completed forms

providing opportunities to discuss requirements of job tasks and not relying solely on email, signs or other documents to communicate critical instructions

providing simplified explanations of key documents, for example legislation summarised into key points

providing information in different ways

using plain English and simplified explanations of workplace concepts

using questions to establish prior knowledge of words and concepts and explaining where necessary

using visual communication, including explanatory charts and tables, audio, video and pictures.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Gather information about the skill development needs and individual characteristics of the person to be mentored 
Liaise effectively with relevant personnel to determine the expected outcomes of the mentoring relationship 
Establish mentoring arrangements and develop agreed expectations and goals in consultation with the worker to be mentored 
Determine a mentoring plan in consultation with relevant personnel and worker to be mentored 
Apply strategies for developing effective relationships with culturally diverse workers 
Share personal experiences and knowledge with worker to assist in progress to agreed goals and development 
Provide a supportive environment by using techniques that support LLN in the workplace 
Make adjustments to the relationship to take into account the needs of both the mentor and individual 
Seek feedback from the worker and other relevant personnel to identify and implement improvements 

Forms

Assessment Cover Sheet

BSBFLM314A - Mentor others in the workplace to support their language, literacy and numeracy skill development
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

BSBFLM314A - Mentor others in the workplace to support their language, literacy and numeracy skill development

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: