NTISthis.com

Evidence Guide: PSPGOV414A - Provide workplace mentoring

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

 

PSPGOV414A - Provide workplace mentoring

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

Establish the need for mentoring

  1. The purpose of the mentoring relationship is identified
  2. The expectations and goals of the mentoring relationship are clarified with the other party
  3. Skill sets that may be shared within the objectives/goals of the mentoring relationship are identified and confirmed
  4. A mentoring agreement/contract is negotiated and agreed in accordance with the identified need, personal expectations and cultural or other considerations
The purpose of the mentoring relationship is identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The expectations and goals of the mentoring relationship are clarified with the other party

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Skill sets that may be shared within the objectives/goals of the mentoring relationship are identified and confirmed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A mentoring agreement/contract is negotiated and agreed in accordance with the identified need, personal expectations and cultural or other considerations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a mentoring plan/framework

  1. The scope and boundaries of the mentoring relationship are identified in accordance with organisational procedures
  2. Ground rules are established and realistic expectations are negotiated
  3. Confidentiality of the relationship is established and maintained in accordance with legislation, policy and procedures
  4. The perceptions of others outside the mentoring relationship are managed in accordance with organisational procedures
The scope and boundaries of the mentoring relationship are identified in accordance with organisational procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ground rules are established and realistic expectations are negotiated

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confidentiality of the relationship is established and maintained in accordance with legislation, policy and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The perceptions of others outside the mentoring relationship are managed in accordance with organisational procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate mentoring relationship

  1. Confidence, self esteem, respect and trust are developed in the mentoring relationship
  2. Personal experiences and knowledge are shared with the person being mentored in accordance with agreed objectives
  3. The person being mentored is supported to develop/use skills in problem solving and decision making
  4. Personal and professional networks are used to assist/support the person being mentored
  5. The person being mentored is assisted to identify and access opportunities for development
  6. Techniques are used for resolving differences/problems without damaging the relationship, or assistance is obtained in accordance with organisational policy and procedures
Confidence, self esteem, respect and trust are developed in the mentoring relationship

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Personal experiences and knowledge are shared with the person being mentored in accordance with agreed objectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The person being mentored is supported to develop/use skills in problem solving and decision making

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Personal and professional networks are used to assist/support the person being mentored

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The person being mentored is assisted to identify and access opportunities for development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Techniques are used for resolving differences/problems without damaging the relationship, or assistance is obtained in accordance with organisational policy and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor mentoring relationship

  1. Planning assistance and guidance are provided as requested by the person being mentored in a form and style to suit their requirements
  2. Feedback is provided to the person being mentored on progress towards achieving the expectations and goals of the mentoring process
  3. Changes in the mentoring relationship are recognised and discussed
  4. Closure of the mentoring arrangement is negotiated and managed once objectives have been met or either party wishes to withdraw
Planning assistance and guidance are provided as requested by the person being mentored in a form and style to suit their requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Feedback is provided to the person being mentored on progress towards achieving the expectations and goals of the mentoring process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Changes in the mentoring relationship are recognised and discussed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Closure of the mentoring arrangement is negotiated and managed once objectives have been met or either party wishes to withdraw

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate effectiveness of mentoring

  1. The benefits gained from the mentoring process are established and discussed
  2. The personal benefits gained from providing mentoring are reflected on and articulated
  3. The benefits and outcomes of the mentoring arrangement for the organisation are identified and reported in accordance with organisational policy and procedures to improve the mentoring system/program
The benefits gained from the mentoring process are established and discussed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The personal benefits gained from providing mentoring are reflected on and articulated

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The benefits and outcomes of the mentoring arrangement for the organisation are identified and reported in accordance with organisational policy and procedures to improve the mentoring system/program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The Evidence Guide specifies the evidence required to demonstrate achievement in the unit of competency as a whole. It must be read in conjunction with the Unit descriptor, Performance Criteria, the Range Statement and the Assessment Guidelines for the Public Sector Training Package.

Units to be assessed together

Pre-requisite unitsthat must be achieved prior to this unit:Nil

Co-requisite unitsthat must be assessed with this unit:Nil

Co-assessed units that may be assessed with this unit to increase the efficiency and realism of the assessment process include, but are not limited to:

PSPETHC401A Uphold and support the values and principles of public service

PSPGOV405B Provide input to change processes

PSPGOV406B Gather and analyse information

PSPGOV408A Value diversity

PSPGOV411A Deal with conflict

PSPGOV412A Use advanced workplace communication strategies

PSPGOV416A Monitor performance and provide feedback

PSPGOV418A Develop internal and external networks

PSPLEGN401A Encourage compliance with legislation in the public sector

PSPOHS401B Implement workplace safety procedures and programs

Overview of evidence requirements

In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms:

the knowledge requirements of this unit

the skill requirements of this unit

application of Employability Skills as they relate to this unit

provision of workplace mentoring in a range of (3 or more) contexts (or occasions, over time)

Resources required to carry out assessment

These resources include:

legislation, policy, procedures and protocols relating to the provision of workplace mentoring, including organisation-specific documents where possible

current workplace mentoring methodologies and strategies

case studies and workplace scenarios to capture the range of mentoring situations likely to be encountered in the public sector

Where and how to assess evidence

Valid assessment of this unit requires:

a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered when providing workplace mentoring, including coping with difficulties, irregularities and breakdowns in routine

provision of workplace mentoring in a range of (3 or more) contexts (or occasions, over time)

Assessment methods should reflect workplace demands, such as literacy, and the needs of particular groups, such as:

people with disabilities

people from culturally and linguistically diverse backgrounds

Aboriginal and Torres Strait Islander people

women

young people

older people

people in rural and remote locations.

Assessment methods suitable for valid and reliable assessment of this competency may include, but are not limited to, a combination of 2 or more of:

case studies

portfolios

projects

questioning

scenarios

simulation or role plays

authenticated evidence from the workplace and/or training courses

For consistency of assessment

Evidence must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments

Required Skills and Knowledge

This section describes the essential skills and knowledge and their level, required for this unit.

Skill requirements

Look for evidence that confirms skills in:

applying legislation, regulations and policies relating to the provision of workplace mentoring in the public sector

developing empathy

networking

planning and time management

thinking laterally

motivating others

setting goals

reflecting

problem solving

engaging in relationship building including trust, confidentiality and rapport building

using a range of communication strategies including listening, questioning, giving and receiving feedback

responding to diversity, including gender and disability

applying procedures relating to occupational health and safety and environmental legislation in the context of workplace mentoring

Knowledge requirements

Look for evidence that confirms knowledge and understanding of:

legislation, regulations, policies, procedures and guidelines relating to the provision of workplace mentoring in the public sector

cultural diversity related to mentoring

codes of conduct

codes of ethics

learning styles

mentoring methodologies and strategies

acceptable behaviour in the mentoring relationship

equal employment opportunity, equity and diversity principles

public sector legislation such as occupational health and safety and environmental legislation in the context of workplace mentoring

Range Statement

The Range Statement provides information about the context in which the unit of competency is carried out. The variables cater for differences between States and Territories and the Commonwealth, and between organisations and workplaces. They allow for different work requirements, work practices and knowledge. The Range Statement also provides a focus for assessment. It relates to the unit as a whole. Text in italics in the Performance Criteria is explained here.

Mentoring

has a long-term focus on personal growth and learning

includes a wide range of learning oriented to:

exchange of wisdom

support

guidance in personal or career growth

is a relationship, not just a procedure or activity

is one person professionally assisting the professional development of another

is a developmental effort to build skills and knowledge for advancement based on merit, rather than alliances/politically-based partnerships to advance careers based on politics rather than aptitude

is provided by a mentor who:

facilitates the growth of the person being mentored

provides information, guidance and constructive comments

evaluates the plans of the person being mentored, decisions, goals and objectives

supports, encourages and, where necessary, highlights shortfalls in agreed performance

maintains confidentiality in the relationship

does NOT take over problems and try to solve them

does NOT give advice, criticisms or solutions, but supports the person being mentored to make their own decisions

is not the direct manager of the person being mentored

Mentoring agreement/contract may include

explicit expectations/purpose

well-defined objectives

issues (past, present, future) that may constrain achievement of the objectives

clear statement of what the mentor will and will not do

goals set by the organisation

expected timeframe/time commitments

meeting arrangements - face-to-face, distance, email

Cultural or other considerations may include

choosing a mentor with appropriate attributes depending on the purpose and objectives of the relationship

age

cultural background

educational level

ethnicity

expertise

family responsibilities

gender

interests

interpersonal approach

language

learning/thinking styles

life experience

marital status

personality

physical ability

political orientation

religious belief

sexual orientation

socio-economic background

work experience

working styles

Ground rules may include

relationship is voluntary

mentoring partners should not be in the same chain of command

supervisors of both mentoring partners must approve, where mentoring arrangement is internal

mentor's guidance and counsel does not supersede that of the supervisor in work-related matters

training for mentoring partners

a mentoring agreement

active involvement of both partners in the mentoring process

internal or external mentoring arrangements

'no-fault divorce' provision where either party can end the relationship any time for any reason, or no reason (Gordon F Shea, 1999, Making the most of being mentored)

Legislation, policy and procedures may include

State/Territory and Commonwealth legislation and regulations such as:

public sector management acts

privacy legislation

equal employment opportunity, anti-discrimination and harassment legislation

occupational health and safety legislation

ethics and accountability standards

public sector standards

organisational policy, procedures and protocols

Techniques for resolving differences may include

finding a mutually beneficial solution

self-disclosure

inviting discussion

providing explanations

not taking it personally when information provided is rejected

not laying blame

using 'I' messages

accessing assistance

withdrawing from the mentoring arrangement

Benefits may include

empowerment

opportunity to acquire competencies and professional experience

insights into the organisational culture, attitudes, protocols and expected behaviours

increased potential for career mobility and promotion

a supportive environment in which successes and failures can be evaluated

networking opportunities

development of professional abilities and self-confidence

recognition and job satisfaction

mutual respect

Personal benefits to the mentor may include

renewed enthusiasm for their role if they are an experienced employee

challenging discussions with people who may have fresh perspectives

satisfaction from contributing to another's development

opportunities to reflect upon and articulate the role of mentor

improved ability to share experiences and knowledge

opportunities to test new ideas

broader picture/strategic overview

Benefits to the organisation may include

increased productivity

new competencies in the person being mentored

staff motivation

more committed, involved and responsible personnel at all levels

personal and trusting developmental relationships

knowledge sharing

increased people focus

safeguard investment in high potential people