Student Assessment Tasks

TAEDEL404 Mentor in the workplace

TAEDEL404 Mentor in the workplace Student Assessment Tasks

Table of Contents

Table of Contents 2
Assessment Information 3
Assessment Instructions 5
Assessment Task 1: Written Questions 6
Assessment Task 1 Instructions 8
Assessment Task 1 Checklist 14
Assessment Task 2: Develop a mentoring plan 15
Assessment Task 2 Instructions 16
Assessment Task 2 Checklist 19
Assessment Task 3:Assist mentee to manage workplace issues 21
Assessment Task 3 Instructions 23
Assessment Task 3 Checklist 26
Assessment Task 4: Assist mentee to plan their career 28
Assessment Task 4 Instructions 30
Assessment Task 4 Checklist 32
Assessment Task 5: Manage closure of mentoring relationship 34
Assessment Task 5 Instructions 36
Assessment Task 5 Checklist 39

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TAEDEL404 Mentor in the workplace Student Assessment Tasks

Assessment Information

The assessment tasks for TAEDEL404 Mentor in the workplaceare included in this Student Assessment
Tasks booklet and outlined in the assessment plan below.

To be assessed as competent for this unit, you must complete all of the assessment tasks satisfactorily.

Assessment Plan

Assessment Task Overview

1. Written questions You must correctly answer all questions.

2. Develop a mentoring plan You are required to facilitate your first mentoring session
where you will develop a mentoring plan with a mentee.

3. Assist mentee to manage workplace Yoi are required to facilitate your second mentoring
issues session where you will assist the mentee with problem
solving an issue they are having in the workplace. You
must provide guidance and share your own knowledge
and experiences. You must also leverage your networks
to assist the mentee and obtain advice when issues arise.

4. Assist mentee to plan their career You are required to facilitate your third mentoring session
where you will assist the mentee with their career
planning. You must provide feedback with regard to
progress for achieving expectations and goals of the
mentoring process.

5. Manage closure of mentoring You are required to negotiate a time to meet with the
relationship mentee to end the mentor relationship. You must facilitate
your final mentoring session and discuss the benefits and
learnings with the mentee. You will then report outcomes
and suggested improvements to your manager.

Assessment Preparation
Please read through this assessment thoroughly before beginning any tasks. Ask your assessor for
clarification if you have any questions at all.

When you have read and understood this unit’s assessment tasks, upload your answer file/s into
Moodle.You will receive feedback from your assessor via Moodle.

Keep a copy of all of your work, as the work submitted to your assessor will not be returned to you.

Assessment appeals

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TAEDEL404 Mentor in the workplace Student Assessment Tasks
If you do not agree with an assessment decision, you can make an assessment appeal as per your RTO’s
assessment appeals process.

You have the right to appeal the outcome of assessment decisions if they feel they have been dealt with
unfairly or have other appropriate grounds for an appeal

Naming electronic documents

It is important that you name the documents that you create for this Assessment Task in a logical manner.
Each should include:
 Course identification code
 Assessment Task number
 Activity number
 Document title (if appropriate)
 Your own name
 Date it was submitted
For example, TAEDEL404 AT2 Mentoring Plan Joan Smith 20/10/19

Additional Resources
You will be provided with the following resources before you begin each Assessment Task.

Assessment Task 2
 Mentoring Policies and Procedures
 Mentoring Plan Template
 Session Log Template

Assessment Task 3
 Mentoring Policies and Procedures
 Session Log Template

Assessment Task 4
 Mentoring Policies and Procedures
 Session Log Template

Assessment Task 5
 Mentoring Policies and Procedures
 Session Log Template
 Early exit form Template

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TAEDEL404 Mentor in the workplace Student Assessment Tasks

Assessment Instructions

Before downloading your assessment from Moodle, you must read and understand Student Assessment
Agreement. When you have read, understood and completed this unit’s assessment tasks, you need to tick
() the checkbox to accept the submission statement (Student Assessment Agreement & Student
Declaration) before uploading student Assessment answer file/s.You must click Save Changes on Moodle to
complete the submission process.

You will also receive feedback from your assessor via Moodle. The Assessment Task will be marked as
Satisfactory (S) or Not Satisfactory (NS). If your work has been assessed as being not satisfactory, your
assessor will upload feedback file into Moodle explaining reasons why. Your assessor will also discuss this
verbally with you and provide advice on re-assessment opportunities as per.

your RTO’s re-assessment policy.

Depending on the task, this may include

 resubmitting incorrect answers to questions (such as short answer questions and case studies)
 resubmitting part or all of a project, depending on how the error impacts on the total outcome of
the task
 redoing a role play after being provided with appropriate feedback about your performance
 being observed a second (or third time) undertaking any tasks/activities that were not
satisfactorily completed the first time, after being provided with appropriate feedback.

Assessment Task Information

This gives you:
 a summary of the assessment task
 information on the resources to be used
 submission requirements
 re-submission opportunities if required

Assessment Task Instructions

These give questions to answer or tasks which are to be completed.
Your answers need to be typed up using software as indicated in the Assessment Task Instructions.

Copy and paste each task’s instructions into a new document and use this as the basis for your assessment
task submission. Include this document’s header and footer.

If you are submitting electronically, give the document a file name that includes the unit identification
number, the task number, your name and the date.

Checklist
This will be used by your assessor to mark your assessment. Read through this as part of your preparation
before beginning the assessment task. It will give you a good idea of what your assessor will be looking for
when marking your responses.

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TAEDEL404 Mentor in the workplace Student Assessment Tasks

Assessment Task 1: Written Questions

Task summary
This is an open book test, to be completed in the classroom.
A time limit of 2 hours to answer the questions is provided.
You need to answer all of the written questions correctly.
Your answers must be word processed and sent to the assessor as an email attachment.

Required
 Access to textbooks and other learning materials
 Computer with Microsoft Office and internet access

Timing
Your assessor will advise you of the due date of this assessment.

Submit
 Answers to all questions

Assessment criteria
All questions must be answered correctly in order foryou to be assessed as having completed the task
satisfactorily.

Re-submission opportunities
You will be provided feedback on their performance by the Assessor. The feedback will indicate if you have
satisfactorily addressed the requirements of each part of this task.
If any parts of the task are not satisfactorily completed,the assessor will explain why, and provide you written
feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-
assessment attempt(s) will be arranged at a later time and date.
You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with
unfairly or have other appropriate grounds for an appeal.
You are encouraged to consult with the assessor prior to attempting this task if you do not understand any
part of this task or if you have any learning issues or needs that may hinder you when attempting any part of
the assessment.

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TAEDEL404 Mentor in the workplace Student Assessment Tasks
Written answer question guidance
The following written questions use a range of “instructional words” such as “identify” or “explain”, which tell
you how you should answer the question. Use the definitions below to assist you to provide the type of
response expected.
Note that the following guidance is the minimum level of response required.

Analyse – when a question asks you to analyse something, you should do so in detail, and identify
important points and key features. Generally, you are expected to write a response one or two paragraphs
long.

Compare – when a question asks you to compare something, you will need to show how two or more things
are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected
to write a response one or two paragraphs long.

Contrast – when a question asks you to contrast something, you will need to show how two or more things
are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to write
a response one or two paragraphs long.

Discuss – when a question asks you to discuss something, you are required to point out important issues or
features and express some form of critical judgement. Generally, you are expected to write a response one
or two paragraphs long.

Describe – when a question asks you to describe something, you should state the most noticeable qualities
or features. Generally, you are expected to write a response two or three sentences long.

Evaluate – when a question asks you to evaluate something, you should put forward arguments for and
against something. Generally, you are expected to write a response one or two paragraphs long.

Examine – when a question asks you to examine something, this is similar to “analyse”, where you should
provide a detailed response with key points and features and provide critical analysis. Generally, you are
expected to write a response one or two paragraphs long.

Explain – when a question asks you to explain something, you should make clear how or why something
happened or the way it is. Generally, you are expected to write a response two or three sentences long.

Identify – when a question asks you to identify something, this means that you are asked to briefly describe
the required information. Generally, you are expected to write a response two or three sentences long.

List – when a question asks you to list something, this means that you are asked to briefly state information
in a list format.

Outline – when a question asks you to outline something, this means giving only the main points, Generally,
you are expected to write a response a few sentences long.

Summarise – when a question asks you to summarise something, this means (like “outline”) only giving the
main points. Generally, you are expected to write a response a few sentences long.

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TAEDEL404 Mentor in the workplace Student Assessment Tasks

Assessment Task 1 Instructions

Provide answers to all of the questions below:

1. Outline each legislation, regulation, code of practice and standard applicable to your State or
Territory that impact the provision of workplace mentoring listed in the table.

Legislation, regulations, codes of Outline

practice and standards
Work health and safety Act 2011

Work Health and Safety (WHS)

Regulations 15 January 2019

National Code of Practice for Providers

of Education and Training to Overseas
Students 2018

National standards for ELICOS

providers and courses

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TAEDEL404 Mentor in the workplace Student Assessment Tasks

2. Explain a policy, legislation, regulation, code or standard that relates to training contracts,
employer responsibilities, registered training organisations (RTO) and funding bodies in your
State or Territory.

Area Policy, legislation, regulations, codes of practice

or standards that apply
Training Contracts

Employer Responsibilities

Registered Training Organisations

(RTO)

Funding Bodies

3. Explain each mentoring methodology listed in the table below.

Methodology Explanation

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TAEDEL404 Mentor in the workplace Student Assessment Tasks
Training-Based Mentoring

One-On-One Mentoring

Group Mentoring

4. Explain each mentoring strategy/technique listed in the table below.

Strategy/techniques Explanation
Accompanying

Catalysing

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TAEDEL404 Mentor in the workplace Student Assessment Tasks
Harvesting

5. Provide an overview of each learning theory listed in the table below and explain how it can
relate to/impact mentoring.

Learning theory Overview of theory How does this relate to

mentoring?
The Adult Learning
Theory -
Andragogy

Experiential
Learning (Kolb)

Transformative
Learning Theory
(Mezirow)

6. List a minimum of two (2) techniques/strategies you can use to encourage each area of
development listed in the table.

Area of development Strategy/techniques (minimum of two)

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TAEDEL404 Mentor in the workplace Student Assessment Tasks
Self-reflection

Confidence

Building rapport

7. List a minimum of three (3) acceptable and three (3) unacceptable behaviours in a mentoring
relationship.

Acceptable Unacceptable

8. Explain each of the terms that are listed in the table below.

Terms Explanation

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TAEDEL404 Mentor in the workplace Student Assessment Tasks
Equal employment opportunity and
anti-discrimination

Equity and human rights

Diversity in the workplace

9. List (3) ways that you as a mentor can support your mentee’s employer with meeting their Work
Health and Safety (WHS) obligations for the mentee.

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TAEDEL404 Mentor in the workplace Student Assessment Tasks

Assessment Task 1 Checklist

Student’s name:

Did the student provide a sufficient and Satisfactory

performance Comments
clear answer that addresses the
suggested answer for the following? Yes No

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Task Outcome: Satisfactory  Not Satisfactory 

Assessor name

Assessor signature

Date

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TAEDEL404 Mentor in the workplace Student Assessment Tasks

Assessment Task 2: Develop a mentoring plan

Task summary
In this assessment task, you are required to facilitate their first mentoring session where they will develop a
mentoring plan with a mentee.

This assessment is to be completed in the simulated work environment in the RTO.

Required
 Access to textbooks and other learning materials
 Computer with Microsoft Office and internet access
 Mentoring Policies and Procedures
 Mentoring Plan Template
 Session Log Template

Timing
Your assessor will advise you of the due date of these submissions.

Submit
 Completed mentoring plan
 Completed session log

Assessment criteria
For your performance to be deemed satisfactory in this assessment task, you must satisfactorily address all
of the assessment criteria. If part of this task is not satisfactorily completed,you will be asked to complete
further assessment to demonstrate competence.

Re-submission opportunities
You will be provided feedback on their performance by the Assessor. The feedback will indicate if you have
satisfactorily addressed the requirements of each part of this task.
If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you
written feedback along with guidance on what you must undertake to demonstrate satisfactory performance.
Re-assessment attempt(s) will be arranged at a later time and date.
You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with
unfairly or have other appropriate grounds for an appeal.

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TAEDEL404 Mentor in the workplace Student Assessment Tasks
You are encouraged to consult with the assessor prior to attempting this task if you do not understand any
part of this task or if you have any learning issues or needs that may hinder you when attempting any part of
the assessment.

Assessment Task 2 Instructions

Scenario

For this assessment, you are a consultant who works for Grow Management Consultants (GMC).

In the past 6 months, GMC has gone through a period of rapid growth. To help keep up with the
demand, the organisation has hired three (3) school based trainees. Each work 7.5 hours per week. You
have been assigned as a mentor for one of the trainees, Jack.

Jack is currently in year 11 and will be undertaking a Certificate III in business as his traineeship. He has
a keen interest in finance and hopes to become an accountant in the future. He has been working at
GMC for the past month and is finding the role challenging and interesting.

Your manager, Geraldine Healy, has asked that you develop a professional mentoring relationship with
Jack over the next 12 months. After a preliminary meeting with Jack, he has developed the following
goals:
1. To gain a greater awareness of opportunities and activities that can broaden my education
2. To effectively manage my time and be more productive
3. To communicate effectively with clients
4. To learn how to communicate effectively in networking situations
5. To develop a career plan for the next 5 years
You will be required to collaborate with Jack to develop a mentoring plan which incorporates the goals
above and then facilitate monthly sessions to achieve all set goals.

Complete the following activity:

1. Meet with Jack and develop a mentoring plan in the first mentoring session

You must now meet with Jack to further discuss his developmental goals and develop a
mentoring plan for the next twelve (12) months. To prepare for your meeting, you must access
the following documents from your Student Resources Folder:
Document Use
Mentoring Policies and You must review these prior to the mentoring session and
Procedures explain sections to Jack (as required)

Mentoring Plan Template You will use this to develop and document the mentoring plan
with Jack

Session Log Template You must document outcomes of your mentoring session on

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TAEDEL404 Mentor in the workplace Student Assessment Tasks
this log.

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TAEDEL404 Mentor in the workplace Student Assessment Tasks
The session will go from 10am to 12pm. In the first session you will need to:
o Introduce yourself and provide an overview of your background
o Explain the mentoring process and requirements at GMC
o Collaborate with Jack to ensure each section of the mentoring plan is completed,
ensuring Jack understands and agrees to:
 the scope and boundaries for the mentoring relationship
 ground rules
 expectations and timeframes
 confidentiality requirements
o Record session details in the ‘Session Log Template’

 During the session, you will need to demonstrate a range of skills including:
o Asking further questions and listening carefully to confirm and clarify understanding,
seeking feedback as needed
o Developing Jack’s confidence, self-esteem, respect and trust
o Building rapport with Jack
o Complying with legislative and organisational requirements, including establishing and
maintaining confidentiality
o Speaking clearly and concisely
o Responding to questions
o Using active listening techniques to confirm or clarify information
o Non-verbal communication skills to show interest and encouragement, including
smiling, nodding, eye contact.
At the end of this mentoring session, you must have completed the mentoring plan and a
session log. Submit both of these documents to your assessor.

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TAEDEL404 Mentor in the workplace Student Assessment Tasks

Assessment Task 2 Checklist

Student’s name:

Satisfactory
Did the student: performance Comments
Yes No

Conduct a successful mentoring session ensuring that

they:
 Introduced themselves
 Explained the mentoring process and
requirements at GMC
 Collaborated with Jack to ensure each section of
the mentoring plan is completed, ensuring Jack
understood and agreed to:
o the scope and boundaries for the
mentoring relationship
o ground rules
o expectations and timeframes
o confidentiality requirements
 Recorded session details in the ‘Session Log’

Demonstrate effective skills throughout the mentoring

session including:
 Asking further questions and listening
carefully to confirm and clarify understanding,
seeking feedback as needed
 Developing Jack’s confidence, self-esteem,
respect and trust
 Building rapport with Jack
 Complying with legislative and organisational
requirements, including establishing and
maintaining confidentiality
 Speaking clearly and concisely
 Responding to questions
 Using active listening techniques to confirm or
clarify information
 Non-verbal communication skills to show
interest and encouragement, including
smiling, nodding, eye contact.

Collaborated with Jack to develop a comprehensive

mentoring plan for the next 12 months?

Correctly documented the outcomes of the session

using the ‘Session Log’ template?

Task Outcome: Satisfactory  Not Satisfactory 

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TAEDEL404 Mentor in the workplace Student Assessment Tasks

Student’s name:

Satisfactory
Did the student: performance Comments
Yes No

Assessor name

Assessor signature

Date

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TAEDEL404 Mentor in the workplace Student Assessment Tasks

Assessment Task 3:Assist mentee to manage workplace

issues

Task summary
In Assessment Task 3 you are required to facilitateyour second mentoring session where you will assist the
mentee with problem solving an issue they are having in the workplace. You will provide guidance and share
your own knowledge and experiences. You will also leverage your networks to assist the mentee and obtain
advice when issues arise.

This assessment is to be completed in the simulated work environment in the RTO.

Required
 Access to textbooks and other learning materials
 Computer with Microsoft Office and internet access
 Mentoring Policies and Procedures
 Mentoring Plan (submitted in Assessment 2)
 Session Log Template
 Details of your personal and work networks

Timing
Your assessor will advise you of the due date of these submissions.

Submit
 Completed Session Log which includes details of the second session
 Email to Geraldine, requesting assistance without breaching confidentiality
 Email to Jack outlining the activities agreed to in the session and contact details of networks

Assessment criteria
For your performance to be deemed satisfactory in this assessment task, you must satisfactorily address all
of the assessment criteria. If part of this task is not satisfactorily completed, you will be asked to complete
further assessment to demonstrate competence.

Re-submission opportunities
You will be provided feedback on their performance by the Assessor. The feedback will indicate if you have
satisfactorily addressed the requirements of each part of this task.

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TAEDEL404 Mentor in the workplace Student Assessment Tasks
If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you
written feedback along with guidance on what you must undertake to demonstrate satisfactory performance.
Re-assessment attempt(s) will be arranged at a later time and date.
You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with
unfairly or have other appropriate grounds for an appeal.
You are encouraged to consult with the assessor prior to attempting this task if you do not understand any
part of this task or if you have any learning issues or needs that may hinder you when attempting any part of
the assessment.

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TAEDEL404 Mentor in the workplace Student Assessment Tasks

Assessment Task 3 Instructions

Scenario

It has been four (4) months since the initial mentoring session. So far, Jack has been progressing well
and has already achieved the following goals:
 Goal 2: To effectively manage my time and be more productive
 Goal 3: To communicate effectively with clients
In the session this month, you will be working with Jack to focus on how he can participate in networks.
The activities you set will help to support him achieving the following goals:
 Goal 1: To gain a greater awareness of opportunities and activities that can broaden my
education
 Goal 4: To learn how to communicate effectively in networking situations
You will be required facilitate the Month 4 session with Jack to support his development and provide
guidance and advice. During the session, Jack will raise some issues that he has been having at work so
you will need to ensure that you respond professionally and within the bounds of the mentoring
relationship.

Should there a need for any matters to be escalated further, you will need to discuss this with Jack first
to ensure confidentiality is not breached.

Complete the following activities:

1. Meet with Jack and provide support and guidance in the fourth mentoring session
You must now meet with Jack to further discuss his developmental needs and discuss ways that
he can meet his remaining goals.

In the mentoring session you will need to:

o Ask Jack how he is and how things are generally
o Respond to Jacks questions and concerns using a range of techniques to:
 Generate potential solutions to the issue
 Assist with decision making
 Resolve differences and difficulties, without damaging the relationship)
o Discuss and set a minimum of two (2) potential activities to help Jack achieve his
remaining goals, ensuring that you:
 Share your own experiences and knowledge with regard to networking
 Provide information and guidance
 Discuss potential people in your personal and professional network that you can
introduce them to
o Record session details and the two (2) confirmed development activities in the ‘Session
Log Template’

 During the session, you will need to demonstrate a range of skills including:
o Asking further questions and listening carefully to confirm and clarify understanding,
seeking feedback as needed

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TAEDEL404 Mentor in the workplace Student Assessment Tasks
o Developing Jack’s confidence, self-esteem, respect and trust
o Building rapport with Jack
o Complying with legislative and organisational requirements, including establishing and
maintaining confidentiality
o Speaking clearly and concisely
o Responding to questions
o Using active listening techniques to confirm or clarify information
o Non-verbal communication skills to show interest and encouragement, including
smiling, nodding, eye contact.
At the end of this mentoring session, you must have a completed session log which clearly
outlines the activities you have set Jack. Submit your completed session log to your assessor.

2. Obtain assistance from management

While you managed the issues raised by Jack during the session to the best of your ability it has
made you consider whether or not you have the skills you need to manage complex issues that
are raised by a mentee.

To ensure that you can perform your role as a mentor to the best of your ability, you must
request additional assistance. In accordance with GMC policies and procedures, the person you
must contact is the Mentoring Manager, which is your manager Geraldine Healy.

To do this, you will need to:

 Write an email to Geraldine which includes the following information:
o An overview of the assistance you require
o A brief overview of why you are requesting assistance (without breaching Jack’s
confidence)
o A request for suggested resources you can access to support you when issues are
raised
The text of the email should be in grammatically correct English, written in an appropriate
(polite, business-like) style.
 Review your email to ensure it is compliant with GMC and legislative requirements
 Save your email
 Submit a copy of your email to your assessor.

3. Share network details with Jack

As agreed to in your mentoring session, you will share personal and work contact details with
Jack to help him with developing his networking skills, communication skills and increasing his
industry knowledge.

To do this, you will need to:

 Write an email to Jack which includes the following information:
o A recap of the activities you set in the session
o A minimum of three (3) contacts that Jack can liaise with including:
 Their contact details

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TAEDEL404 Mentor in the workplace Student Assessment Tasks
 How they can assist Jack
o Tips for how they can make a good first impression
The text of the email should be in grammatically correct English, written in an appropriate
(polite, business-like) style.
 Review your email to ensure it is compliant with GMC and legislative requirements
 Save your email
 Submit a copy of your email to your assessor.

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TAEDEL404 Mentor in the workplace Student Assessment Tasks

Assessment Task 3 Checklist

Student’s name:

Satisfactory
Did the student: performance Comments
Yes No

Conduct a successful mentoring session ensuring that

they:
 Asked Jack how he is and how things are
generally
 Responded to Jacks questions and concerns
using a range of techniques to:
o Generate potential solutions to the
issue
o Assist with decision making
o Resolve differences and difficulties,
without damaging the relationship)
 Discuss and set two (2) potential activities to help
Jack achieve his remaining goals, ensuring that
they:
o Shared their own experiences and
knowledge with regard to networking
o Provided information and guidance
o Discussed potential people in their
personal and professional network
that they can introduce them to
 Recorded session details and the two (2)
confirmed development activities in the ‘Session
Log Template’

Demonstrate effective skills throughout the mentoring

session including:
 Asking further questions and listening
carefully to confirm and clarify understanding,
seeking feedback as needed
 Developing Jack’s confidence, self-esteem,
respect and trust
 Building rapport with Jack
 Complying with legislative and organisational
requirements, including establishing and
maintaining confidentiality
 Speaking clearly and concisely
 Responding to questions
 Using active listening techniques to confirm or
clarify information
 Non-verbal communication skills to show

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TAEDEL404 Mentor in the workplace Student Assessment Tasks

Student’s name:

Satisfactory
Did the student: performance Comments
Yes No
interest and encouragement, including
smiling, nodding, eye contact.

Correctly documented the outcomes of the session

using the ‘Session Log’ template?

Email Geraldine to obtain assistance, ensuring they

did not breach confidentiality?

Email Jack to recap on agreed activities and share

network contact details?

Task Outcome: Satisfactory  Not Satisfactory 

Assessor name

Assessor signature

Date

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TAEDEL404 Mentor in the workplace Student Assessment Tasks

Assessment Task 4: Assist mentee to plan their career

Task summary
In this assessment,you are required to facilitate your third mentoring session where you will assist the
mentee with their career planning. You must provide feedback with regard to progress for achieving
expectations and goals of the mentoring process.

This assessment is to be completed in the simulated work environment in the RTO.

Required
 Access to textbooks and other learning materials
 Computer with Microsoft Office and internet access
 Mentoring Policies and Procedures
 Mentoring Plan (submitted in Assessment 2)
 Session Log Template

Timing
Your assessor will advise you of the due date of these submissions.

Submit
 Completed Session Log which includes details of the seventh session, including an overview of
feedback provided and suggested changes to the career plan

Assessment criteria
For your performance to be deemed satisfactory in this assessment task, you must satisfactorily address all
of the assessment criteria. If part of this task is not satisfactorily completed, you will be asked to complete
further assessment to demonstrate competence.

Re-submission opportunities
You will be provided feedback on their performance by the Assessor. The feedback will indicate if you have
satisfactorily addressed the requirements of each part of this task.
If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you
written feedback along with guidance on what you must undertake to demonstrate satisfactory performance.
Re-assessment attempt(s) will be arranged at a later time and date.
You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with
unfairly or have other appropriate grounds for an appeal.

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TAEDEL404 Mentor in the workplace Student Assessment Tasks
You are encouraged to consult with the assessor prior to attempting this task if you do not understand any
part of this task or if you have any learning issues or needs that may hinder you when attempting any part of
the assessment.

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TAEDEL404 Mentor in the workplace Student Assessment Tasks

Assessment Task 4 Instructions

Scenario

It has been seven (7) months since the initial mentoring session. So far, Jack has been progressing well
and has already achieved the following goals:
 Goal 1: To gain a greater awareness of opportunities and activities that can broaden my education
 Goal 2: To effectively manage my time and be more productive
 Goal 3: To communicate effectively with clients
 Goal 4: To learn how to communicate effectively in networking situations
In the session this month, you will be working with Jack to help him with developing his career plan. His
action last month was to develop the plan, so in this session, you will be assisting him with his plan and
providing feedback.

Complete the following activity:

1. Meet with Jack and provide support and guidance in the seventh month session

You must now meet with Jack to further discuss his career plan and provide feedback and
guidance as needed.

In the mentoring session you will need to:

o Ask Jack how he is and how things are generally
o Go through each section of Jack’s career plan, helping him with his plan and providing
feedback
o Discussing Jack’s progress with set goals in terms of what has been achieved and
what goals remain
o Record session details and an overview of the feedback and suggested changes you
made in the ‘Session Log Template’

 During the session, you will need to demonstrate a range of skills including:
o Asking further questions and listening carefully to confirm and clarify understanding,
seeking feedback as needed
o Developing Jack’s confidence, self-esteem, respect and trust
o Building rapport with Jack
o Complying with legislative and organisational requirements, including establishing and
maintaining confidentiality
o Speaking clearly and concisely
o Responding to questions
o Using active listening techniques to confirm or clarify information
o Non-verbal communication skills to show interest and encouragement, including
smiling, nodding, eye contact.

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TAEDEL404 Mentor in the workplace Student Assessment Tasks
At the end of this mentoring session, you must have a completed session log which clearly
outlines the feedback you gave and suggestions you made. Submit your completed session log
to your assessor.

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TAEDEL404 Mentor in the workplace Student Assessment Tasks

Assessment Task 4 Checklist

Student’s name:

Satisfactory
Did the student: performance Comments
Yes No

Conduct a successful mentoring session ensuring that

they:
 Asked Jack how he is and how things are
generally
 Went through each section of Jacks career plan,
helping him with his plan and providing feedback
 Discussed Jack’s progress with the set goals in
terms of what has been achieved and what goals
remain
 Recorded session details and an overview of the
feedback and suggested changes they made in
the ‘Session Log Template’

Demonstrate effective skills throughout the mentoring

session including:
 Asking further questions and listening
carefully to confirm and clarify understanding,
seeking feedback as needed
 Developing Jack’s confidence, self-esteem,
respect and trust
 Building rapport with Jack
 Complying with legislative and organisational
requirements, including establishing and
maintaining confidentiality
 Speaking clearly and concisely
 Responding to questions
 Using active listening techniques to confirm or
clarify information
 Non-verbal communication skills to show
interest and encouragement, including
smiling, nodding, eye contact.

Correctly documented the outcomes of the session

using the ‘Session Log’ template?

Task Outcome: Satisfactory  Not Satisfactory 

Assessor name

Assessor signature

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TAEDEL404 Mentor in the workplace Student Assessment Tasks

Student’s name:

Satisfactory
Did the student: performance Comments
Yes No

Date

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TAEDEL404 Mentor in the workplace Student Assessment Tasks

Assessment Task 5: Manage closure of mentoring relationship

Task summary
In this assessment,you are required to negotiate a time to meet with the mentee to end the mentor
relationship. You must facilitate your final mentoring session and discuss the benefits and learnings with the
mentee. You will then report outcomes and suggested improvements to your manager.

This assessment is to be completed in the simulated work environment in the RTO.

Required
 Access to textbooks and other learning materials
 Computer with Microsoft Office and internet access
 Mentoring Policies and Procedures
 Mentoring Plan (submitted in Assessment 2)
 Session Log Template
 Early Exit Form

Timing
Your assessor will advise you of the due date of these submissions.

Submit
 Email to Geraldine discussing changes to the mentor relationship
 Email to Jack negotiating the time and date for the final session
 Completed Session Log for the final session
 Email to Geraldine reporting outcomes and suggested improvements

Assessment criteria
For your performance to be deemed satisfactory in this assessment task, you must satisfactorily address all
of the assessment criteria. If part of this task is not satisfactorily completed, you will be asked to complete
further assessment to demonstrate competence.

Re-submission opportunities
You will be provided feedback on their performance by the Assessor. The feedback will indicate if you have
satisfactorily addressed the requirements of each part of this task.
If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you
written feedback along with guidance on what you must undertake to demonstrate satisfactory performance.
Re-assessment attempt(s) will be arranged at a later time and date.

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TAEDEL404 Mentor in the workplace Student Assessment Tasks
You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with
unfairly or have other appropriate grounds for an appeal.
You are encouraged to consult with the assessor prior to attempting this task if you do not understand any
part of this task or if you have any learning issues or needs that may hinder you when attempting any part of
the assessment.

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TAEDEL404 Mentor in the workplace Student Assessment Tasks

Assessment Task 5 Instructions

Scenario

It has been eight (8) months since the initial mentoring session. Jack has achieved all of his goals and
wants to focus his time on finishing his Certificate III in business. He has asked if the mentoring
relationship can end earlier than planned.

Complete the following activities:

1. Discuss changes in the mentoring relationship

As you and Jack have both signed a mentoring agreement and contract for the relationship to
span 12 months, you will need to discuss changes to your plan with the Mentoring Manager,
Geraldine Healy.

To do this, you will need to:

 Write an email to Geraldine which includes the following information:
o An overview of the situation
o An overview of Jack’s request
o A confirmation of what you must do to proceed
The text of the email should be in grammatically correct English, written in an appropriate
(polite, business-like) style.
 Review your email to ensure it is compliant with GMC and legislative requirements
 Save your email
 Submit a copy of your email to your assessor.

2. Negotiate closure requirements

Geraldine has sent you an email response:

From: Gareladine.Healy@growmanagementconsultants.com
Subject Ending mentoring relationship
:

Good morning

How fantastic that Jack has achieved all of his goals! No problems with ending the mentoring
relationship. The process you must take from here will be:
 Negotiate a time and date for the final session
 During the meeting:
o Establish and discuss the benefits from the mentoring process from your
perspective and Jack’s perspective

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TAEDEL404 Mentor in the workplace Student Assessment Tasks
o Complete an ‘Early Exit Form’
o Thank Jack for participating in the program and wish him well
Once you have facilitated the final session, please send me an email with an overview of the
outcomes and any suggested improvements that you may have.

Kind Regards

Geraldine Healey

As instructed, the first step you must take to manage the closure of the mentoring relationship,
you will need to negotiate the date and time for the final session. To do this, you will need to:
 Write an email to the Jack which includes:
o An overview of the situation
o The proposed date and time for meeting
o A request for an alternative date/time if the one you suggested is not suitable
o An overview of the meeting format
The text of the email should be in grammatically correct English, written in an appropriate
(polite, business-like) style.
 Review your email to ensure it is compliant with client, GMC and legislative requirements
 Save your email
 Submit a copy of your email to your assessor.

Note: It is presumed that the email has been sent to the client after you have submitted to your
assessor.

3. Meet with Jack and conduct final mentoring session

You must now meet with Jack to finalise the mentoring relationship and to complete an early exit
form. Take some time to reflect on how you have benefited from the mentoring relationship as
you will need to discuss these benefits with Jack in the session.

In the final mentoring sessionyou will need to:

o Establish and discuss the benefits from the mentoring process from your perspective
and Jack’s perspective
o Complete an ‘Early Exit Form’
o Thank Jack for participating in the program and wish him well
o Record session details in the ‘Session Log Template’

 During the session, you will need to demonstrate a range of skills including:
o Asking further questions and listening carefully to confirm and clarify understanding,
seeking feedback as needed
o Developing Jack’s confidence, self-esteem, respect and trust
o Building rapport with Jack
o Complying with legislative and organisational requirements, including establishing and
maintaining confidentiality
o Speaking clearly and concisely
o Responding to questions

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TAEDEL404 Mentor in the workplace Student Assessment Tasks
o Using active listening techniques to confirm or clarify information
o Non-verbal communication skills to show interest and encouragement, including
smiling, nodding, eye contact.
At the end of this mentoring session, you must have a completed session log which clearly
outlines what was discussed and a copy of the ‘Early Exit Form’. Submit your completed
session log and early exit form to your assessor.

4. Report outcomes

Now that you have conducted the final mentoring session with Jack, in accordance with GMC
policies and procedures, you must report outcomes to the Mentoring Manager, Geraldine Healy.

To do this, you will need to:

 Write an email to Geraldine which includes the following information:
o An overview of the final session
o The benefits that both you and Jack experiences
o A minimum of two (2) suggestions to improve the mentoring program
The text of the email should be in grammatically correct English, written in an appropriate
(polite, business-like) style.
 Review your email to ensure it is compliant with GMC and legislative requirements
 Save your email
 Submit a copy of your email to your assessor.

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TAEDEL404 Mentor in the workplace Student Assessment Tasks

Assessment Task 5 Checklist

Student’s name:

Satisfactory
Did the student: performance Comments
Yes No

Email Geraldine to discuss the changes for the

mentoring relationship and request advice for what to
do moving forward?

Conduct a successful final mentoring session

ensuring that they:
 Established and discussed the benefits from the
mentoring process from your perspective and
Jack’s perspective
 Thanked Jack for participating in the program and
wished him well

Demonstrate effective skills throughout the final

mentoring session including:
 Asking further questions and listening
carefully to confirm and clarify understanding,
seeking feedback as needed
 Developing Jack’s confidence, self-esteem,
respect and trust
 Building rapport with Jack
 Complying with legislative and organisational
requirements, including establishing and
maintaining confidentiality
 Speaking clearly and concisely
 Responding to questions
 Using active listening techniques to confirm or
clarify information
 Non-verbal communication skills to show
interest and encouragement, including
smiling, nodding, eye contact.

Correctly documented the outcomes of the session

using the ‘Session Log’ template?

Correctly completed the closure of the mentoring

relationship according to GMC policies and
procedures using the ‘Early Exit Form’?

Email Jack negotiating the date and time for the final
mentoring session?

Email Geraldine to report outcomes and provide

suggested improvements?

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TAEDEL404 Mentor in the workplace Student Assessment Tasks

Student’s name:

Satisfactory
Did the student: performance Comments
Yes No

Task Outcome: Satisfactory  Not Satisfactory 

Assessor name

Assessor signature

Date

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