- SITXHRM009A - Provide mentoring support to business colleagues
Assessor Resource
SITXHRM009A
Provide mentoring support to business colleagues
Assessment tool
Version 1.0
Issue Date: April 2024
Mentoring may apply to any area of business or professional endeavour and those involved in the mentoring process may work within the same or different organisations.
Providing mentoring support requires the application of highly developed communication and critical thinking skills combined with wide-ranging business skills in the relevant industry context. A good knowledge of the role of mentoring, mentoring protocols, and the ways in which mentoring can be used for maximum benefit, is also required.
By its nature, this role is only undertaken by individuals with significant workplace and business experience.
This unit describes the performance outcomes, skills and knowledge required to act as a business mentor to other individuals in the industry or workplace.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
Nil
Employability Skills
The required outcomes described in this unit of competency contain applicable facets of employability skills. The Employability Skills Summary of the qualification in which this unit is packaged will assist in identifying employability skills requirements.
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, the range statement and the Assessment Guidelines for this Training Package. | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the following is essential: understanding of the role and benefits of mentoring in business extensive experience and knowledge of the context in which the person being mentored is operating ability to use workplace knowledge and experience to assist another individual to achieve his or her agreed goals application of effective communication styles to develop the mentoring relationship demonstration of skills over a period of time where the candidate provides mentoring support for a less experienced colleague. |
Context of and specific resources for assessment | Assessment must ensure: interaction with others to demonstrate appropriate communication and mentoring skills. |
Methods of assessment | A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: evaluation of reports detailing mentoring activities undertaken by the candidate, taking account of confidentiality issues interview with the person being mentored to evaluate the mentor's skills oral or written questions to assess knowledge of the key concepts of mentoring review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate. |
Assessing employability skills | Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts. Employability skills embedded in this unit should be assessed holistically with other relevant units that make up the skill set or qualification and in the context of the job role. |
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.
This section describes the essential skills and knowledge and their level, required for this unit. |
The following skills must be assessed as part of this unit: communication skills to develop and maintain a positive, open and mutually supportive mentoring relationship critical thinking skills to evaluate and generate complex ideas and concepts literacy skills to interpret a wide range of complex documentation. |
The following knowledge must be assessed as part of this unit: understanding of mentoring, its role and potential benefits protocols associated with a mentoring relationship, including appropriate boundaries typical issues and problems that might occur at given points in a mentoring relationship extensive knowledge and experience of the area of business in which the person being mentored operates. |
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 in the performance criteria is detailed below. | |
Expectations and goals for mentoring may include: | acquisition of specific business skills progress with overall business development individual professional and personal development. |
Changes in the mentoring relationship may include: | inability of one party to continue participation identification of a need for assistance from others with different skills achievement of goals and decision to conclude the relationship changes in the dynamic of the relationship. |
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 |
|---|---|---|---|
| Use effective communication styles to develop trust, confidence and rapport. | |||
| Make agreements on how the mentoring relationship will be conducted, including the amount of time involved for both parties, confidentiality of information and the scope of issues to be covered. | |||
| Discuss and clarify expectations and goals. | |||
| Assist the person being mentored to identify and evaluate options to achieve agreed goals. | |||
| Share appropriate personal experiences and knowledge with the person to assist in progress towards agreed goals. | |||
| Encourage the person to make decisions and take responsibility for the courses of action or solutions under consideration. | |||
| Provide supportive advice and assistance in a manner that allows the person to retain responsibility for achievement of his or her own goals. | |||
| Recognise and openly discuss changes in the mentoring relationship. | |||
| Make adjustments to the relationship to take account of the needs of both parties. |
Forms
Assessment Cover Sheet
SITXHRM009A - Provide mentoring support to business colleagues
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
SITXHRM009A - Provide mentoring support to business colleagues
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: