Elements and Performance Criteria

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 bold 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 mentormay 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

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 units that must be achieved prior to this unit:Nil
Co-requisite units that 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