Course Title: Provide workplace mentoring

Part B: Course Detail

Teaching Period: Term1 2016

Course Code: GEDU6075C

Course Title: Provide workplace mentoring

School: 360T Education

Campus: City Campus

Program: C4277 - Certificate IV in Training and Assessment

Course Contact : Mark Mossuto

Course Contact Phone: +61 3 9925 4929

Course Contact

Name and Contact Details of All Other Relevant Staff

Maria Dimitrakopoulos
 TAE Administration Officer
 School of Education
 Workforce Development
 Building 51 - Level 2
 80 - 92 Victoria St 3053

Ph: 9925 4933

Nominal Hours: 40

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites


Course Description

This unit covers the establishment and development of a professional mentoring relationship. It includes establishing the need for mentoring, developing a mentoring plan/framework, facilitating the mentoring relationship, monitoring the mentoring relationship, terminating the mentoring arrangement, and evaluating the effectiveness of mentoring.

In practice, the provision of workplace mentoring may overlap with other generalist work activities such as acting ethically, complying with legislation, applying government processes, gathering and analysing information, etc.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

PSPGOV414A Provide workplace mentoring


1. Establish the need for mentoring

Performance Criteria:

1.1 The purpose of the mentoring  relationship is identified.
1.2 The expectations and goals of the mentoring relationship are clarified with the other party.
1.3 Skill sets that may be shared within the objectives/goals of the mentoring relationship are identified and confirmed.
1.4 A mentoring agreement/contract  is negotiated and agreed in accordance with the identified need, personal expectations and cultural or other considerations.


2. Develop a mentoring plan /framework

Performance Criteria:

2.1 The scope and boundaries of the mentoring relationship are identified in accordance with organisational procedures.
2.2 Ground rules  are established and realistic expectations are negotiated.
2.3 Confidentiality of the relationship is established and maintained in accordance with legislation, policy and procedures.
2.4 The perceptions of others outside the mentoring relationship are managed in accordance with organisational procedures.


3. Facilitate mentoring relationship

Performance Criteria:

3.1 Confidence, self esteem, respect and trust are developed in the mentoring relationship.
3.2 Personal experiences and knowledge are shared with the person being mentored in accordance with agreed objectives.
3.3 The person being mentored is supported to develop/use skills in problem solving and decision making.
3.4 Personal and professional networks are used to assist/support the person being mentored.
3.5 The person being mentored is assisted to identify and access opportunities for development.
3.6 Techniques  are used for resolving differences/problems without damaging the relationship, or assistance is obtained in accordance with organisational policy and procedures.


4. Monitor mentoring relationship

Performance Criteria:

4.1 Planning assistance and guidance are provided as requested by the person being mentored in a form and style to suit their requirements.
4.2 Feedback is provided to the person being mentored on progress towards achieving the expectations and goals of the mentoring process.
4.3 Changes in the mentoring relationship are recognised and discussed.
4.4 Closure of the mentoring arrangement is negotiated and managed once objectives have been met or either party wishes to withdraw.


5. Evaluate effectiveness of mentoring

Performance Criteria:

5.1 The benefits  gained from the mentoring process are established and discussed.
5.2 The personal benefits  gained from providing mentoring are reflected on and articulated.
5.3 The benefits and outcomes of the mentoring arrangement for the organisation  are identified and reported in accordance with organisational policy and procedures to improve the mentoring system/program.

Learning Outcomes

The intended outcomes of this unit is to be able to demonstrate competence in motivating others, setting goals, engaging in relationship building including trust, confidentiality and rapport building, using a range of communication strategies including listening, questioning, giving and receiving feedback, responding to diversity, including gender and disability, understanding codes of conduct, codes of ethics, learning styles, mentoring methodologies and strategies, what is acceptable behaviour in the mentoring relationship, equal employment opportunity and equity and diversity principles.

Details of Learning Activities

All learning activities you will undertake within the Cert IV in Training and Assessment program are designed to provide you with the skills, knowledge and attitudes required to perform training and assessment to the standard expected in the workplace. For each course in this program you will receive a result of ’competent’ or ’not yet competent’ as your final mark, no graded assessment is used.

You will participate in class learning activities such as: analysis of case studies and scenarios, role plays, delivering learning programs, group discussions and working in pairs. Other activities will include: reading and discussing the prescribed text, online research, and the reading articles provided by your trainer.

At RMIT Work Integrated Learning (WIL) refers to opportunities for you to experience either real or simulated workplaces within your program. WIL activities in this program include:

• Simulations of training and assessment work environments
• Work based projects completed within your own workplace.

Many students who undertake this program are already employed in a training and assessment role. Some assessment activities are conducted in a workplace and you are encouraged to use your own workplaces for this. If you do not have a workplace please consult your trainer about alternative arrangements.

Teaching Schedule

PSPGOV414A Delivery Matrix

PSPGOV414A Delivery Matrix:

Delivery for these units are as follows:

Intensive program - day 8, 9. 10 and 11

Semester long program - sessions 12, 13, 14, 15, 16 and 17 (Sat)

a detailed matrix is located on Blackboard

Learning Resources

Prescribed Texts

There is no prescribed text for the TAE40110 qualification, but several texts are recommended as reading for the program.


Knowles, M. Holton, E. & Swanson, R. (2005). The Adult learner (6th Ed). Elsevier  Butterworth, Heinemann Publishers.
Brookfield, S. (1986). Understanding the Adult Learner. Jossey-Bass
Rogers, A. & Horrocks, N. (2010). Teaching Adults. Open University Press
Biggs, J. & Tang, C. (2003) Teaching for Quality Learning at University. Open University Press.
Hill, Hill and Perlitz. (2013) Vocational Training and Assessment. McGraw Hill Education

Other Resources

Electronic resources are located on Blackboard. Handouts pertaining to in class activities will be handed to you as required during class.

Overview of Assessment

The unit ’PSPGOV414A Provide workplace mentoring’ is holistically assessed with ’TAEDEL402A Plan, organise and facilitate learning in the workplace ’ within the TAE40110 qualification.  Both units are assessed in ’Workplace Project 3’.  There is also an ’On Line Quiz’ that students need to successfully complete to achieve a ’Competent’ grade for this unit. 

Assessment Tasks

An Online Quiz is available through Blackboard, this can be completed during the program.

Project 3 - your task is to plan, organise and facilitate learning in the workplace for two (2) different individuals, against two (2) different learning objectives, the learning objectives must come from two (2) different units of competencies, you must also plan, develop and support a mentoring plan for these two (2) individuals.

Comprehensive project briefing documents will be provided at the commencement of classes.

It is a requirement of the Certificate IV Training and Assessment (TAE40110) program, that all assessment projects are to be submitted electronically through the RMIT ‘C4277TAE’ Blackboard site. You are asked to submit each assessment project as a single ‘PDF’ file, to which you must include a signed RMIT Cover Sheet - multiple project files will not be accepted.
  *Please add your name and student no: into the footer of your project document.
  *Please note, that no ‘Hard Copy’ portfolios will be accepted.

RMIT Electronic Submission of work for assessment
  In submitting your assessment electronically, you declare that in submitting all work for each assessment you have read, understood and agree to the content and expectations of the assessment declaration. (URL: )

Assessment Matrix

PSPGOV414A Assessment Matrix

PSPGOV414A Assessment matrix

This unit is holistically assessed in Project 3 (workplace) (co-assessed with TAEDEL402A) and an Online quiz

a detailed assessment matrix in located in Blackboard

Other Information

“In adherence with RMIT’s commitment to sustainability, trainers will seek to incorporate environmental concerns in the facilitation of this course. These include, but are not limited to:
• Conserving natural resources
• Using recycled materials wherever possible
• Minimising pollution
• Applying energy savings measures
• Reducing waste
 Students are encouraged to identify and follow environmental and resource efficient ways of working whilst studying this course.”

 Your course involves participating in face to face classes. It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to successfully complete this course.

Special consideration policy (Late submissions)
 All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension.

Special consideration is an assessment adjustment for unexpected circumstances that are outside your control, which:
• have a significant adverse impact on your performance in assessment or
• prevent you from attempting or submitting the assessment. Special Consideration

Academic Integrity and Plagiarism
 RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the Academic Integrity and Plagiarism policy

Course Overview: Access Course Overview