This unit applies to experienced workers who take on the role of mentoring individuals or small groups (two to five people) in an on-the-job environment.
Not applicable.
1 | Prepare for mentoring | 1.1 | Specific mentoring needs are identified and confirmed through consultation with appropriate personnel |
1.2 | Mentoring objectives are matched to identified development needs | ||
1.3 | Mentoring relationship is established with mentoring participant/s | ||
1.4 | Mentoring approaches are planned, documented and agreed with mentoring participant/s | ||
1.5 | Mentoring delivery methods are selected appropriate to mentoring participant/s needs, mentor availability, location and resources | ||
2 | Mentor in the workplace | 2.1 | Mentoring is conducted in a safe and accessible workplace environment |
2.2 | Strategies and techniques are employed that facilitate the learning process | ||
2.3 | Mentoring objectives, sequence of activities and assessment processes are discussed with mentoring participant/s on a regular basis | ||
2.4 | Systematic approach is taken to mentoring, which is regularly revised and modified to meet mentoring participant/s needs | ||
3 | Provide opportunities for practice | 3.1 | Practice opportunities are provided for participant/s |
3.2 | Various methods for encouraging learning are implemented to meet mentoring participant/s needs | ||
4 | Review mentoring | 4.1 | Mentoring participant/s are encouraged to evaluate own performance and mentoring experience, and to identify areas for improvement |
4.2 | Own performance as a mentor is evaluated and areas for improvement are identified | ||
4.2 | Mentoring participant readiness for assessment is monitored and assistance is provided to collect evidence of satisfactory performance | ||
4.3 | Mentoring plan and process are evaluated in context of self-assessment, mentoring participant/s feedback, evaluation of own performance, supervisor comments and measurements against workplace objectives | ||
4.4 | Mentoring details are recorded according to enterprise and legislative requirements | ||
4.5 | Review results are used to guide further workplace mentoring |
This section describes the knowledge and skills required for this unit. |
Required knowledge: |
Access, equity and human rights issues in relation to own area of work |
Correct use of equipment and any other processes and procedures appropriate for mentoring |
Cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander peoples and their communities |
Ethical handling of performance issues |
Identification of evidence of competency |
Intended mentoring outcome |
Job/role environment skills |
Mentoring methodologies and strategies |
Planning own work including predicting consequences and identifying improvements |
Relevant legislation, regulations, codes of practice, standards, policies and procedures such as: equal employment opportunity (EEO) occupational health and safety (OH&S) |
Relevant workplace tasks, skills and knowledge |
Workplace: application of relevant competencies training plan for competency development |
Required skills: |
Build trust with mentoring participant/s |
Communicate effectively verbally and in writing using a range of strategies: ensuring language used suits target audience giving and receiving feedback listening questioning |
Complete and maintain required documentation and records |
Maintain confidentiality |
Make recommendations for further mentoring opportunities |
Motivate mentoring participant/s |
Plan and mange time effectively |
Plan for and manage contingencies |
Transfer and apply skills and knowledge to new contexts |
Work in a culturally diverse environment |
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required knowledge and skills, the range statement and the assessment guidelines for this Training Package. | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | The evidence required to demonstrate competence in this unit must be relevant to and satisfy all of the requirements of the Elements, Performance Criteria, Required Skills, Required Knowledge and include: sequencing mentoring activity in a way that facilitates the development of competence ensuring currency of relevant legislative and regulatory knowledge developing effective planning documents providing high quality reports. |
Context of and specific resources for assessment | Performance is demonstrated consistently over time and in a suitable range of contexts. Resources for assessment include access to: workplace where mentoring individuals or small groups can be conducted tools, equipment and personal protective equipment currently used in industry relevant regulatory and equipment documentation that impacts on work activities range of relevant exercises, case studies and/or other simulated practical and knowledge assessments appropriate range of relevant operational situations in the workplace. In both real and simulated environments, access is required to: relevant and appropriate materials and equipment applicable documentation including workplace procedures, regulations, codes of practice and operation manuals. |
Method of assessment | Practical assessment must occur in an: appropriately simulated workplace environment and/or appropriate range of situations in the workplace. A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate to this unit: direct observation of the candidate mentoring individuals or small groups direct observation of the candidate applying relevant OH&S requirements and work practices. |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. | |
Mentoring needs may include: | Industry/enterprise or other performance competency standards Industry/workplace mentoring processes and practices Organisational business plans that identify skill development requirements Results of mentoring needs analyses Standard operating and/or other workplace procedures |
Appropriate personnel may include: | Assessors Consultative committees Managers/employers Mentoring and assessment coordinators Mentoring participant/s Representative government regulatory bodies Team leaders/supervisors/technical experts Union/employee representatives |
Mentoring delivery methods and practise opportunities may include: | Demonstrations Experiential learning Explanations Group work Job rotations On-the-job problem-solving and decision-making Peer mentoring Presentations Problem-solving Combination of the above |
Mentoring participant/s needs may include: | Age Cultural, language and educational background Gender Language, literacy and numeracy needs Level of confidence and self-esteem Physical ability Previous learning, training, coaching, mentoring or assessment experience Work organisation or roster |
Resources may include: | Enterprise/industry standard operating procedures Finances/costs Location Personnel Materials and equipment Time OH&S and other workplace requirements |
Strategies and techniques may include: | Active listening Group discussion Points of clarification Targeted questioning |
Not applicable.
This unit contains employability skills.
Not applicable.