Reference no: EM132690656
BSBLED805 Plan and implement a mentoring program - Universal Institute of Technology Pty Ltd
This unit describes the skills and knowledge required to develop and implement a mentoring program for a particular section or group within an educational organisation, or for a specific business purpose or objective within an enterprise whose core business is not education, or as a collaborative partnership spanning more than one organisation (such as to advance occupational or industry-specific skill needs).
Key competencies
The key competencies you will develop and be assessed against in this unit are:
• Plan mentoring program
• Develop tools and materials to support mentoring program
• Coordinate mentor and mentee relationships
• Evaluate mentoring program
Performance Evidence
Evidence of the ability to:
• develop a mentoring program plan in consultation with others including:
o establishing a management astructure
o determining support structures
o establishing methods and resources to achieve designated outcomes
o mentor and mentee selection process
o develop appropriate tools and resources for a mentoring program
o establish mentor-mentee policies and procedures
o coordinate mentor-mentee communications
o evaluate and document results of mentoring program.
Knowledge Evidence
To complete the unit requirements safely and effectively, the individual must:
• explain the purposes and benefits of a mentoring program
• outline the components of a mentoring program plan
• explain mentoring program design principles
• explain the roles of a mentor and a mentee
• explain criteria that could be used to screen and match mentors and mentees
• identify legislation and organisational policies relevant to mentoring, including confidentiality and privacy requirements
• explain how resource requirements vary according to the mentoring program mode
• describe how mentoring program data is collected and where data is stored
• outline methods for evaluating and reporting on mentoring programs.
Assessment Conditions
Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce learning and development field of work and include access to:
• office equipment and resources
• relevant legislation and workplace documents
• case studies and, where available, real situations
• interaction with others.
Assessment Task 1 - Unit Knowledge Test
Briefly define mentoring and its purposes. In your response you must explain at least two purposes.
1. A good mentoring relationship benefits all parties, including the organisation. Identify any three ways each how mentoring benefits the mentee and the mentor.
2. Outline the essential components that could be included in a mentoring program plan. Your response must be comprehensive and must include all details, which will be required from the start of the mentoring arrangement to the end.
3. Mentoring is well suited for adult learners. Complete the table below with a brief explanation of how the adult-learning principles in the first column can be applied to mentoring program design. One has been done for you as an example.
4. Identify how a mentor fulfils multiple roles in a mentoring program. In your response you must cover at least four roles, such as coach, sponsor, counsellor, role model. Respond in no more than 100 words.
5. Briefly explain the responsibilities of a mentor and a mentee in a mentoring program. In your response you must provide at least four points for each.
6. It's important to match mentors and mentees for the success of the mentorship program. List any five criteria and explain why they could be used to screen and match mentors and
mentees.
7. Identify and briefly explain any three legislative requirements applicable to mentorship programs:
8. Briefly describe the following organisational policies related to a mentorship program and explain why they are important for the organisation:
• Privacy and confidentiality policy and procedure
• Record Keeping policy and procedure
9. Explain how resource requirements for mentoring vary for the following different modes of mentoring programs:
• e-mentoring
• traditional mentoring
• peer mentoring.
10. Briefly describe the type of data that should be collected, the methods of collecting this data, and the how it should be stored.
11. Outline the following types of evaluation with reference to the mentoring program:
• Process evaluation
• Outcome evaluation
12. Briefly discuss how the Kirkpatrick model of evaluation can be applied to mentoring. In your response, you must discuss the four levels and give examples of at least two tools to measure and report the effectiveness of mentoring initiatives at each level.
Assessment Task 2-
Scenario
Background
Apex Work Skills Pty. Ltd. (AWS) is a private Registered Training Organisation, with a student enrolment of 2000 and approximately 50 training staff employed on sessional or full time basis. The RTO has about 30 administration staff.
Traditionally AWS has delivered nationally recognised training courses in construction and business management.
Since last year AWS has added qualifications in real estate and property services to their scope of registration.
The housing market boom
Increased migration and increase overseas investment in the Australian property market have led to a
boom in the real estate market. This boom, has been supported by the falling hope loan interest rates, rising consumer confidence and a sense of certainty in the government and taxation system.
This means more people are applying for home loans and more people are coming to open for inspections. Vendors or people who want to sell their properties, who have been waiting for the market to improve, are gaining confidence as property prices and rates of sales or auction clearance rates are rising.
This boom has contributed to this sudden interest in the real estate and property services qualifications and RTOs have seen a sudden spike in enrolments in this course.
Implications of boom for RTOs
CPP41419 Certificate IV in Real Estate Practice reflects the role of real estate professionals who apply knowledge of real estate practice legal agency and compliance requirements, ethical standards and consumer preferences to conduct real estate functions.
It applies to people working in both residential and commercial property, including business broking, and stock and station transactions. People who hold this qualification are commonly engaged with:
• developing, building and maintaining relationships with lessors, tenants, vendors and buyers
• providing advice to lessors, tenants, vendors and buyers on the sale, purchase or lease of commercial, residential, stock and station, and property real estate
• transacting, accessing, and preserving the integrity of trust accounts to minimise customer and agency risk
• establishing, maintaining, executing and concluding contracts with lessors, tenants, vendors and buyers, including by auction
Since all these activities relate to the buying, selling and management of properties, there is a demand for the course that provides employability in this high demand profession.
How AWS can gain from this opportunity for growth
The CEO of AWS wants the RTO to be known as the best in the country. Recently she has invested over a million dollars in building state of the art facilities, such as new classrooms, workshops, tools and equipment. AWS always employs suitably qualified and experienced trainers and assessors.
AWS enjoys a very good rating in industry guides, so it is not surprising that there has been a 100% increase in the number of applications from prospective students for CPP41419 Certificate IV in Real Estate Practice.
However, the CEO of AWS does not feel confident about the RTO's level of preparedness, as they need to ensure they are sufficiently staffed, with trainers with proven capacity to deliver training and assessment in this real estate qualification.
However, while most of the trainers and assessors are qualified, many of them have
a. outdated qualifications, or
b. been in training roles for some time and have not had opportunities to work in the industry, therefore lack exposure to new trends and technology in their industry
Moreover, with the sudden increase in the applications, AWS will have to recruit new trainers directly from the real estate industry, who have the training qualifications, or are willing to complete the training qualification. Some of these trainers may wish to continue working in their trade part- time. This will help them to ensure they maintain industry currency all the time and bring the latest knowledge and skills to the classroom.
However, the problem with recruiting new trainers and assessors who do not have the required qualification is that AWS will need to provide them with supervision.
According to the Standards for Registered Training Organisations 2015, before new training staff can conduct training they must complete either the:
• Enterprise Trainer-Presenting Skill Set, or
• Enterprise Trainer-Mentoring Skill Set.
New staff are required to undertake the Certificate IV in Training and Assessment with an RTO engaged by AWS, completing a customised program that focuses on the challenges of delivering trade qualifications through a mixture of workplace and offline delivery.
AWS' plans for a mentorship program
Because new trainers are hired regularly, the CEO wants to establish a formal framework of supervision and mentoring for new staff, so that they can conduct a mentoring program on a cyclical basis.
A mentor will be assigned to work with the new staff member until they have completed the qualification. This is expected to take approximately six months.
This will ensure very close supervision at the beginning of the program, with the mentor observing at least one training session per week. The level of supervision can gradually decrease as the trainer reaches predetermined competency milestones. The supervision will end once the Certificate IV in Training and Assessment has been achieved.
A formal review will be held each Friday to provide feedback. Review sheets will be signed by both parties and retained in both the mentor's and the new staff member's human resources files.
The trainer under supervision cannot determine assessment outcomes until they have completed the Certificate IV in Training and Assessment and have met AWS' requirements.
When the new trainer has completed the Certificate IV in Training and Assessment, the mentor is also required to confirm that the person has met the requirements of AWS to provide unsupervised training and assessment.
Extracts of AWS' regulatory requirements
The RTO is regulated by the national VET regulator Australian Quality and Assessment Framework.
Under the Standards for Registered Training Organisations 2015 relevant to the training and assessment phase of the student journey, registered training organisations (RTOs) are responsible for the following:
SRTOs 2015
Standard 1 - The RTO's training and assessment strategies and practices are responsive to industry and learner needs and meet the requirements of training packages and VET accredited courses
Clause 1.13
In addition to the requirements specified in clause 1.14 and clause 1.15, the RTO's training and assessment is delivered only by persons who have:
a. a) vocational competencies at least to the level being delivered and assessed
b. b) current industry skills directly relevant to the training and assessment being provided
c. c) current knowledge and skills in vocational training and learning that informs their training and assessment.
Industry experts may also be involved in the assessment judgement, working alongside the trainer
and/or assessor to conduct the assessment.
Clause 1.16
The RTO ensures that all trainers and assessors undertake professional development in the fields of the knowledge and practice of vocational training, learning and assessment including competency-based training and assessment.
Extracts of AWS' strategic plan
Vision Statement
The RTO's vision is to strive to:
• be a learning organisation that is skilled at creating, acquiring, and transferring knowledge for the benefit of the individual, businesses as well as the community
• lead the industry in training excellence
• be the first choice for the provision of services in business management and trade skills training
• advance training to foster the economic development of our students and communities
• provide innovative and high quality training services to raise the standard of training in business management and trade skills training
• provide adequate facilities and mentorship and supervision for trainers who have the requisite industry skills and experience, but may not have training qualifications or experience.
Mission
The RTO will apply the creative talents of our people to deliver training of a high standard that transforms individuals, businesses and the community.
Our Values
• Trust and respect for everyone
• Personal growth and leadership
• Teamwork with students, employees and other stakeholders
• Ethical and honest behaviour in safety, environment, health, and business
The RTO will recruit and retain talented training and assessment staff. Even if a trainer/assessor has the training and assessment qualifications and vocational qualifications, they must continue to update their knowledge, skills and practice of vocational training, learning and assessment including competency based training and assessment.
Your brief
You are the Learning and Development Manager of AWS, and the CEO has asked you to lead and manage the implementation of the mentorship program.
The CEO wants to implement an organisational mentoring program at AWS to improve teaching and learning. The mentoring program could support RTO's staff members to develop further skills and knowledge in areas such as adult learning, competency-based assessment, quality and compliance, and create a framework to promote continuous professional development.
Task 1 - Identify need for and benefits of a mentoring program
Based on the scenario above, research and prepare a brief report for the management about the benefits of, and need for, a mentoring program for new trainers at AWS.
In your report, you must:
a. Identify two benefits of a mentoring program for new trainers at AWS
b. Define the purpose of the mentoring program
c. Identify any three objectives and corresponding outcomes of the mentoring program
Your report should be no longer than 500 words.
Task 2 - Consult stakeholders to develop mentoring program
Participate in a consultation with the CEO of AWS and the Compliance Manager, to discuss your outline of the mentoring program and get their inputs on the mentoring plan.
During this meeting, you must:
• explain the findings of your research about the benefits of a mentorship program
• discuss the purpose of the mentoring program
• discuss the design of the mentoring program
• discuss the objectives and outcomes of the mentoring program
• ask the stakeholders for their inputs on the mentoring program
• demonstrate the following behaviours:
o use of appropriate language to provide information and encourage discussions
o use of listening and questioning techniques to check and confirm understanding
o tailoring of communication style to suit the audience and their needs (i.e. what do the key stakeholders need to know and in how much detail?)
o collaborating with stakeholders
o building rapport with stakeholders
This is a role-play. Your assessor will play the role of the CEO and will organise a student volunteer to play the role of the Compliance Manager. Your assessor will brief the volunteer about their role.
Your assessor will use the Role Play Observation Checklist to assess your performance during the role-play.
You must familiarise yourself with the criteria in the Role Play Observation Checklist prior to the assessment.
Task 3 - Prepare mentoring program plan
Based on your discussion with the stakeholders in Task 2, prepare a mentoring program plan. In your plan, you must:
• Identify time frames (short-term, medium-term, long-term) for achieving each of the three objectives that you have described in Task 1.
• Determine mentoring program modes and methods, such as
o Duration of program or individual sessions
o Types of mentoring
o Four general criteria for selecting and matching mentors and mentees that you will consider when matching mentors and mentees
o Two work skills related criteria each for mentors and mentees that you will consider when matching mentors and mentees
• Establish a management structure, including:
o Who will endorse the mentoring program plan
o Who will coordinate the mentoring program
o Who the members of the steering committee overseeing the program will be
o Who will manage the resource allocation
• Identify legal, ethical and policy framework, including:
o Code of ethics that must be followed in mentor-mentee relationship (at least five points, based on your research)
o Five organisational policies and procedures that will be applicable
• Establish a framework for monitoring and evaluating mentoring program, including:
o Three KPIs for a mentor, using which a mentee will rate the mentor's performance (KPIs must be related to mentors skills and personal qualities displayed during mentoring program)
o At least three documents or tools you will use to monitor and report on the progress of the mentoring program (formative evaluation), frequency of monitoring, and person responsible for collecting and reporting progress data (use the table format below)
o At least three evaluation methods you use to measure outcomes at the end of mentoring program (summative evaluation), and documents/ tools to be used in evaluation, as well as person responsible for conducting evaluation and report on outcomes (use the table format below)
o When and how management will receive reports on the implementation of the mentoring program (both formative and summative reports)
o what documents will be kept on record for each mentee, and where the records will be maintained:
o What documents will be kept on record for each mentoring program, and where the records will be maintained:
Task 4 - Create application forms for mentors and mentees
Prepare two word processed applications forms, one each for selecting mentors and mentees.
The form for mentees should capture their mentorship needs in sufficient detail to enable you to match them with a mentor.
The form for mentors should capture the attributes that would make them a suitable mentor to enable them to be matched to a mentee.
You must ensure that the language and layout of your form is simple and clear, and readable by a
wide audience.
Your forms must reflect the selection criteria you have identified in your mentoring program plan in Task 3.
Task 5 - Create an individual development plan for mentees
Prepare a template of an individual development plan, which will be completed by mentees in consultation with their mentors.
This plan should include columns for:
• details of the mentoring plan, including details of mentee, mentor, key dates and durations, (e.g. commencement, completion, etc.)
• three developmental goals for the mentorship program duration
• knowledge, skills to be developed
• activities that will lead to development
• resources required
Assessment Task 3
Task 1 - Prepare a toolkit for potential mentors and mentees
Prepare a toolkit to distribute to potential mentors and mentees, that contains important information about the mentoring program and the mentor-mentee relationship.
In the toolkit, you must:
• Research and establish at least five ground rules of the mentoring relationship
• Identify at least three key accountabilities and responsibilities each of mentors and mentees
• Briefly describe how mentors and mentees will be selected and matched
• Briefly describe how equal employment opportunity policy will be implemented in selecting mentors and mentees (at least three points)
• Briefly describe the following policies that affect the mentor-mentee relationship, including:
o Code of ethics
o Privacy and confidentiality
o Grievance policy
• Identify the KPIs for mentors
• Briefly describe the methods, tools (forms/ documents/ etc.) and frequency of formative
and summative evaluation of the mentoring program
Use the points above to formulate section headings of your toolkit.
Your mentoring program toolkit should be no longer than three pages.
You must ensure that the language and layout of your document is simple and clear, and readable by
a wide audience.
Task 2 - Draft an email newsletter to recruit mentors and mentees
Draft an email newsletter advising all staff of mentoring opportunities, and providing information about the program to prospective mentors.
Your email must:
• explain the availability and benefits of mentoring opportunities and inviting experienced employees to apply to become mentors to newly appointed trainers
• briefly explain mentor and mentee selection criteria and procedures
• outline the procedure to apply for the mentoring opportunities
Your email news-letter must be no longer than 200 words.
You must ensure that the language and layout of your email is simple and clear, and readable by a
wide audience.
Task 3 - Develop induction presentation
The mentors and mentees have been recruited and need to be inducted into the program.
You are required to conduct an induction session for new mentors and mentee.
In preparation for the induction session, you must create a power point presentation.
Prepare at least six slides for mentors and mentees each, ranging from welcome, introduction to the program, the logistics, important policies and procedures to follow, important contact details and next steps.
Your presentation must cover:
• the benefits of mentorship
• briefly discuss the contents of Individual Development Plan and how it will be prepared by mentors and mentees
• your role as Learning Development Coordinator, in the mentoring program, and how you will assist mentors and mentees
• the various documents available for the mentors and mentees to support them in the program, such as mentoring toolkit
You must ensure that the language and layout of your presentation is simple and clear, and readable by a wide audience.
Task 4 - Conduct induction session
Conduct a 15-minute induction session for mentors and mentees.
You have a diverse group of mentors and mentees comprising some employees from non-English speaking backgrounds, therefore, you will need to consider their individual requirements, such as speaking slowly and clearly or using words that are easy to understand.
During the session, you must:
• briefly describe the benefits of mentorship
• induct mentors and mentees into program using the slides prepared
• explain the various documents available for the mentors and mentees to support them in the program, such as mentoring toolkit
• briefly discuss the contents of Individual Development Plan and how it will be prepared by mentors and mentees
• explain the importance of building trust and rapport between mentors and mentees
• explain your role as Learning Development Coordinator, in the mentoring program, and how you will assist mentors and mentees
• use language appropriate to a wide audience
• build rapport with audience through communication skills such as eye contact, smiling, clear communication, warm and welcoming tone, etc.
This is a role play.
You are playing the role of the Learning and Development Coordinator at AWS. Your classmates will play your audience, comprised of mentors and mentees.
Your assessor will use the role-play observation checklist below to assess your performance.
You must familiarise yourself with the criteria in the checklist to prepare yourself for the role-play.
You must use the power point presentation slides you have prepared for the induction session.
Assessment Task 4
Task 1 - Evaluate results and prepare lessons learned report
Study the given information about the results of the mentoring program in the scenario and evaluate it against agreed outcomes.
Examine the findings and identify aspects of the program that could have been done better.
Then, prepare a lessons learnt report for the management about the first mentoring program implemented by AWS.
In your report, you must provide:
• a brief description of the mentoring program and its expected outcomes
• an assessment of whether the outcomes of the program were met, or not really met
• at least six aspects of the mentoring program that worked well
• at least two aspects of the mentoring program that could be improved in future mentoring programs
Task 2 - Present evaluation and lessons learned findings to AWS management
Prepare and deliver a PowerPoint presentation to AWS management, with your evaluation and recommendations.
The presentation should be no longer than 10 minutes (including set up), and should use no more than 5 slides.
In your presentation, you must:
• summarise the key outcomes of the mentorship program - did it meets its objectives of benefits for the organisation as well as the employees?
• summarise the key feedback from mentors in a few sentences
• summarise the aspects of the mentoring program that worked well
• summarise the aspects of the mentoring program that could be improved in future mentoring programs.
This is a role play.
Your audience is a "specialist" audience consisting of senior management, which has given inputs into proposing and planning of the mentoring program. Your language should suit the technical knowledge of the audience.
Your classmates will play the part of the audience.
Your assessor will observe your presentation and record and assess your performance in the Role
Play Observation Checklist for this task.
Attachment:- Plan and implement a mentoring program.rar