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Evidence Guide: FNSICORG515B - Provide mentoring and coaching within the workplace

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

 

FNSICORG515B - Provide mentoring and coaching within the workplace

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

Identify individuals learning and development needs

  1. Discussion of individual's current and projected role within the organisational is undertaken
  2. A training needs analysis based on agreed individual's current and projected role is conducted
  3. Mentoring and/or coaching needs are identified and discussed with relevant parties in relation to the individual's role, expected outcomes and career progression
Discussion of individual's current and projected role within the organisational is undertaken

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A training needs analysis based on agreed individual's current and projected role is conducted

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Mentoring and/or coaching needs are identified and discussed with relevant parties in relation to the individual's role, expected outcomes and career progression

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify appropriate mentoring and/or coaching avenues

  1. Research is conducted both internally and externally to determine available options for mentoring and coaching, in consideration of the individuals needs and abilities
  2. A development plan is written to provide appropriate training and development opportunities to assist the staff member in accomplishing the requirements of the position and to assist in projected career progression
  3. The development plan is tailored to the individuals needs following agreement between relevant management and staff member and in consideration of company policy and procedure
  4. Where appropriate and applicable, specific times and places for coaching are organised and documented
Research is conducted both internally and externally to determine available options for mentoring and coaching, in consideration of the individuals needs and abilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A development plan is written to provide appropriate training and development opportunities to assist the staff member in accomplishing the requirements of the position and to assist in projected career progression

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The development plan is tailored to the individuals needs following agreement between relevant management and staff member and in consideration of company policy and procedure

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where appropriate and applicable, specific times and places for coaching are organised and documented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake mentoring and/or coaching

  1. Sufficient time and support is provided by the organisation for the conducting of the training and development opportunities documented in the development plan
  2. Specific skills and/or knowledge are explained and demonstrated to the staff member where applicable
  3. External sources are contracted to assist in the delivery of training requirements where applicable
  4. Frequent feedback is provided in a constructive and supportive manner
Sufficient time and support is provided by the organisation for the conducting of the training and development opportunities documented in the development plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Specific skills and/or knowledge are explained and demonstrated to the staff member where applicable

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

External sources are contracted to assist in the delivery of training requirements where applicable

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Frequent feedback is provided in a constructive and supportive manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and evaluate mentoring and/or coaching

  1. Meetings are held with the staff member to identify outcomes of the mentoring/coaching process
  2. Mentoring/coaching is reviewed as part of both staff member and manager/supervisor appraisals
  3. Difficulties or problems are documented and alternatives presented for future application
Meetings are held with the staff member to identify outcomes of the mentoring/coaching process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Mentoring/coaching is reviewed as part of both staff member and manager/supervisor appraisals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Difficulties or problems are documented and alternatives presented for future application

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

EVIDENCE GUIDE

Assessment of performance requirements in the unit should be undertaken in an industry context. The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competency for the unit. Competency is demonstrated by performance of all stated criteria including the Range Statement applicable to the workplace.

Overview of assessment requirements

To achieve competency in this unit, a person must be able to demonstrate:

the ability to develop rapport with individuals to identify career requirements and goals and analysis them in context of organisational requirements and opportunities

the ability to conduct and develop training needs analysis and development plans

the ability to cultivate collective goal setting

the ability to disseminate skills and knowledge

Critical aspects of evidence

Evidence required for demonstration of consistent performance:

Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over the Range Statement and contexts applicable to the work environment.

Delivery/assessment relationship to other units:

This unit may be assessed on its own or it may be assessed with other units that cover related skills and knowledge.

Evidence is most relevant when provided through an integrated activity which combines the elements of competency for the unit.

Assessment requirements

Method of assessment:

For valid and reliable assessment of this unit, evidence should be gathered through a range of methods to indicate consistent performance.

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on underpinning knowledge and skills and other methods as required.

Context of assessment:

Assessment of performance requirements in this unit should be undertaken within the financial services industry context.

Aspects of competency, including attainment of relevant knowledge and skills may be assessed in a simulated work environment or other appropriate means.

Resources required for assessment:

Assessment of this unit of competence requires access to:

qualified assessors and assessment guidelines

a system which facilitates recording of trainee' profiles and progress

facilities for workplace or simulated environment assessment.

Required Skills and Knowledge

REQUIRED KNOWLEDGE&SKILLS

Knowledge requirements include:

knowledge of industry and company career structures and paths

knowledge of relevant available training avenues internally and externally or the ability to source such information

ability to develop and document plans

Skills requirements include:

high level interpersonal and written communication skills, including the ability to build rapport with individuals

strong questioning and listening skills

research and analysis skills

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that will affect performance.

The following variables 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. If bold italicised text is shown in Performance Criteria, details of the text are provided in the Range Statement.

Discussion may include, but is not limited to:

staff performance reviews

setting of goals and objectives

setting of performance indicators

review of company business plans

critical competencies for positions

Mentoring and coaching may include, but is not limited to:

attendance at conferences/seminars

undertaking of specific training courses

attendance at regular staff meetings

one-on-one discussion/training

self development, including development of computer skills

professional development

Development plans will include:

a record of a staff members training and/or development needs

documented opportunities to assist the staff member in reaching agreed career goals

provision for regular performance feedback and advice

a flexible approach to allow for inclusion of feedback and adaptation in approach where necessary

Company policy and procedure may include, but is not limited to:

business and operational plans

business practice guidelines

operating manuals

company codes of practice

work schedules

policy documents

mission statements

likely career paths

Outcomes may include:

both negative and positive issues arising from the process