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

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

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

What evidence can you provide to prove your understanding of each of the following citeria?

Establish mentoring requirements and arrangements

  1. Gather information about the skill development needs and individual characteristics of the person to be mentored
  2. Liaise effectively with relevant personnel to determine the expected outcomes of the mentoring relationship
  3. Establish mentoring arrangements and develop agreed expectations and goals in consultation with the worker to be mentored
  4. Determine a mentoring plan in consultation with relevant personnel and worker to be mentored
Gather information about the skill development needs and individual characteristics of the person to be mentored

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Liaise effectively with relevant personnel to determine the expected outcomes of the mentoring relationship

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish mentoring arrangements and develop agreed expectations and goals in consultation with the worker to be mentored

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine a mentoring plan in consultation with relevant personnel and worker to be mentored

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide mentoring support

  1. Apply strategies for developing effective relationships with culturally diverse workers
  2. Share personal experiences and knowledge with worker to assist in progress to agreed goals and development
  3. Provide a supportive environment by using techniques that support LLN in the workplace
Apply strategies for developing effective relationships with culturally diverse workers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Share personal experiences and knowledge with worker to assist in progress to agreed goals and development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide a supportive environment by using techniques that support LLN in the workplace

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate effectiveness of mentoring

  1. Make adjustments to the relationship to take into account the needs of both the mentor and individual
  2. Seek feedback from the worker and other relevant personnel to identify and implement improvements
Make adjustments to the relationship to take into account the needs of both the mentor and individual

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek feedback from the worker and other relevant personnel to identify and implement improvements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Required Skills and Knowledge

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.

Range Statement

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.