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Evidence Guide: TAEDEL404A - Mentor in 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

 

TAEDEL404A - Mentor in the workplace

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

Develop a mentoring plan

  1. Identify scope and boundaries of the mentoring relationship according to organisational procedures
  2. Establish ground rules and negotiate realistic expectations
  3. Establish and maintain confidentiality of the relationship in accordance with legislation, policy and procedures
Identify scope and boundaries of the mentoring relationship according to organisational procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish ground rules and negotiate realistic expectations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish and maintain confidentiality of the relationship in accordance with legislation, policy and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate mentoring relationship

  1. Develop learner's confidence, self-esteem, respect and trust in the mentoring relationship
  2. Share personal experiences and knowledge with the person being mentored according to agreed objectives
  3. Support the person being mentored to develop and use skills in problem solving and decision making
  4. Use personal and professional networks to assist the person being mentored
  5. Provide information, guidance and constructive guidance to enhance engagement in the workplace
  6. Use techniques for resolving differences without damaging the relationship, and obtain assistance according to organisational policy and procedures
Develop learner's confidence, self-esteem, respect and trust in the mentoring relationship

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Share personal experiences and knowledge with the person being mentored according to agreed objectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the person being mentored to develop and use skills in problem solving and decision making

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use personal and professional networks to assist the person being mentored

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information, guidance and constructive guidance to enhance engagement in the workplace

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use techniques for resolving differences without damaging the relationship, and obtain assistance according to organisational policy and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor mentoring relationship

  1. Provide planning assistance and guidance as requested by the person being mentored in a form and style to suit their requirements
  2. Provide feedback to the person being mentored on progress towards achieving the expectations and goals of the mentoring process
  3. Recognise and discuss changes in the mentoring relationship with appropriate stakeholders
  4. Negotiate and manage closure of the mentoring arrangement once objectives have been met
Provide planning assistance and guidance as requested by the person being mentored in a form and style to suit their requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide feedback to the person being mentored on progress towards achieving the expectations and goals of the mentoring process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise and discuss changes in the mentoring relationship with appropriate stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate and manage closure of the mentoring arrangement once objectives have been met

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate effectiveness of mentoring

  1. Establish and discuss benefits gained from the mentoring process
  2. Reflect on and articulate the personal benefits gained from providing mentoring
  3. Identify and report the outcomes of the mentoring arrangement and the benefits to the organisation according to organisational policy and procedures to improve the mentoring system or program
Establish and discuss benefits gained from the mentoring process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect on and articulate the personal benefits gained from providing mentoring

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and report the outcomes of the mentoring arrangement and the benefits to the organisation according to organisational policy and procedures to improve the mentoring system or program

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

Assessment must address the scope of this unit and reflect all components of the unit. Arange of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

prepare a mentoring plan between the mentor and learner that reflects the scope and substance expected within a plan prepared for a learner undertaking a contracted apprenticeship or traineeship

facilitate at least three mentoring sessions

provide information on sessions, including comments and notes from both mentor and learner.

Context of and specific resources for assessment

Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided.

Method of assessment

Guidance information for assessment

For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).

Required Skills and Knowledge

Required skills

planning and time-management skills to mentor in a workplace

oral communication and language skills to motivate learners

organisational skills to provide guidance and feedback to individuals

interpersonal skills to:

engage in relationship building, including building trust and maintaining confidentiality

respond to diversity, including gender and disability

communication skills to use a range of communication strategies, including listening, questioning, and giving andreceiving feedback

initiative and enterprise skills to apply procedures relating to OHS and environmentallegislation in the context of workplace mentoring

Required knowledge

relevant policy, legislation, codes of practice and national standards likely to impact on the provision of workplace mentoring

training contracts and responsibilities of employer, registered training organisation (RTO) and funding body

training plans and responsibilities

training products and strategies for learning

mentoring methodologies and strategies

acceptable behaviour in the mentoring relationship

equal employment opportunity, equity and diversity principles

OHS relating to the work role, including:

hazards relating to the industry and specific workplace

reporting requirements for hazards and incidents

specific procedures for work tasks

safe use and maintenance of relevant equipment

emergency procedures

sources of OHS information

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.

Mentoring may include:

long-term focus on personal growth and learning

wide range of learning oriented to:

support

guidance in personal or career growth

relationship, not just a procedure or activity

one person professionally assisting the career development of another.

Ground rules may include:

training for mentoring partners

mentoring agreement

active involvement of both partners in the mentoring process.

Legislation, policy and procedures may include:

commonwealth and state or territory legislation and regulations, such as:

privacy legislation

equal employment opportunity, anti-discrimination and harassment legislation

OHS legislation

user choice

organisational policy, procedures and protocols.

Techniques for resolving differences may include:

finding a mutually beneficial solution

self-disclosure

inviting discussion

providing explanations

accessing assistance.

Mentoring relationship may include:

informal workplace development program

formal mentoring process associated with a contracted apprenticeship or traineeship, involving a formal training plan.

Stakeholders may include:

trainee or apprentice

manager or supervisor

RTO

learning support services, including assistive technology and diagnostic testing

funding organisation

supplier of learning resources.

Benefits may include:

insights into organisational culture, attitudes and expected behaviours

supportive environment in which successes and failures can be evaluated

networking opportunities

development of workplace competence and self-confidence

recognition and job satisfaction

mutual respect.

Benefits to the organisation may include:

increased productivity

new competencies in the person being mentored

staff motivation

more committed, involved and responsible learners.