Elements and Performance Criteria

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.

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).