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Evidence Guide: SITXHRM009A - Provide mentoring support to business colleagues

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

 

SITXHRM009A - Provide mentoring support to business colleagues

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

Establish a relationship with the person being mentored.

  1. Use effective communication styles to develop trust, confidence and rapport.
  2. 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.
  3. Discuss and clarify expectations and goals.
Use effective communication styles to develop trust, confidence and rapport.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss and clarify expectations and goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Offer mentoring support.

  1. Assist the person being mentored to identify and evaluate options to achieve agreed goals.
  2. Share appropriate personal experiences and knowledge with the person to assist in progress towards agreed goals.
  3. Encourage the person to make decisions and take responsibility for the courses of action or solutions under consideration.
  4. Provide supportive advice and assistance in a manner that allows the person to retain responsibility for achievement of his or her own goals.
  5. Recognise and openly discuss changes in the mentoring relationship.
  6. Make adjustments to the relationship to take account of the needs of both parties.
Assist the person being mentored to identify and evaluate options to achieve agreed goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Share appropriate personal experiences and knowledge with the person to assist in progress towards agreed goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage the person to make decisions and take responsibility for the courses of action or solutions under consideration.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide supportive advice and assistance in a manner that allows the person to retain responsibility for achievement of his or her own goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise and openly discuss changes in the mentoring relationship.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make adjustments to the relationship to take account of the needs of both parties.

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, 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.

Required Skills and Knowledge

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.

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 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.