- FDFPPL3003A - Support and mentor individuals and groups
Support and mentor individuals and groups
Issue Date: February 2019
This unit applies to support provided to a team or work group. A person competent in this unit may or may not have formal responsibility for managing others.
This unit of competency covers the skills and knowledge required to model appropriate work practices, provide feedback to groups and individuals and facilitate group processes.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
This unit contains employability skills.
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
Assessment must be carried out in a manner that recognises the cultural and literacy requirements of the assessee and is appropriate to the work performed. Competence in this unit must be achieved in accordance with food safety standards and regulations.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of ability to:
model behaviour and performance consistent with company policy and procedures
support others in their behaviour and performance
provide feedback on performance and take corrective action on inappropriate behaviours
plan and organise group meetings or activities to engage participation
support group meetings to gain clear outcomes.
Context of and specific resources for assessment
Assessment must occur in a real or simulated workplace where the assessee has access to:
advice on workplace policies, codes of practice and procedures
opportunities to interact with others using typical workplace communication processes
typical group forums, such as structured group discussions, committee meetings and work groups
workplace systems and procedures for consultation, feedback, counselling and discipline
advice on conditions of employment and entitlements
information systems, including recording and retrieval systems.
Method of assessment
This unit should be assessed together with core units and other units of competency relevant to the function or work role. Examples could be:
FDFOP2005A Work in a socially diverse environment
FDFPPL3004A Lead work teams and groups.
Guidance information for assessment
To ensure consistency in one's performance, competency should be demonstrated on more than one occasion over a period of time in order to cover a variety of circumstances, cases and responsibilities, and where possible, over a number of assessment activities.
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)
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.
model behaviour consistent with company policies and procedures
identify behaviour or performance that is unacceptable
structure interventions and feedback to clearly convey required standard of performance
apply appropriate explanation, demonstration, questioning and active listening techniques when interacting with others
provide feedback appropriate to the audience requirements
recognise and respond appropriately to difference and diversity in the workplace
provide and/or arrange opportunities to develop/practice appropriate skills
plan group processes, including clearly identifying the purpose of the discussion or meeting, confirming the appropriate people are available and planning a basic outline of the approach and/or agenda
facilitate meetings, including confirming with group members the purpose of the discussion or meeting, engaging people in discussion and assisting the group to reach an agreed outcome within the allotted timeframe
record meeting outcomes
follow up group processes, including identifying actions required to follow up outcomes of a discussion or meeting
use oral communication skills/language competence to fulfil the job role as specified by the organisation, including questioning, active listening, asking for clarification and seeking advice from supervisor
work cooperatively within a culturally diverse workforce
company policies and procedures as they apply to the work area, including areas covered by legislation, such as sexual harassment, equal employment opportunity (EEO)/affirmative action, anti-discrimination, racial vilification and workplace bullying, occupational health and safety (OHS), food safety and environmental management
industry awards and enterprise agreements to develop an awareness of the main issues covered as they affect day-to-day work arrangements
systems and programs in the workplace to support development and mentoring of others
relevant resources to support mentoring role and responsibilities
techniques for structuring and explaining work-related information to meet the needs of people in the work area
interpersonal skills, including appropriate questioning, listening and feedback techniques
training/assessment arrangements in the workplace and related responsibilities
boundaries of responsibility and related procedures for feedback, counselling and disciplinary procedures
formal arrangements and responsibilities for consulting others relating to work role
meeting procedures and recording requirements as relevant in the workplace
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.
Policies and procedures
Work is carried out in accordance with company policies, procedures, regulatory and licensing requirements, legislative requirements and industrial awards and agreements
Mentoring and feedback arrangements
Mentoring and feedback arrangements may be:
formal or informal
Corrective action may include:
reporting an incident to a more senior person as appropriate
Group processes may include:
formal meeting procedures and informal discussions
Communication systems reflect the culture of the workplace and the workforce. This may include:
communicating with people from diverse cultural backgrounds and with people with limited English language and literacy skills
Meeting procedures include:
developing an agenda
recording actions arising and working towards an agreed outcome within time allocation
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.
|Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice||Yes||No||Comments/feedback|
|Individuals are mentored to meet work requirements|
|Performance that is inappropriate is identified and corrective action taken|
|Feedback on performance is provided|
|Purpose of group process is identified|
|Meeting procedures required to achieve an agreed outcome are determined and applied|
|Group members are engaged in the process|
|Clear outcomes are reached in a timely manner|
Assessment Cover Sheet
FDFPPL3003A - Support and mentor individuals and groups
Assessment task 1: [title]
I declare that the assessment tasks submitted for this unit are my own work.
Result: Competent Not yet competent
Feedback to student
Assessment Record Sheet
FDFPPL3003A - Support and mentor individuals and groups
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent