Course Content
Planning work outcomes
This section involves identifying personal leadership and mentoring objectives and responsibilities, determining expected outcomes, goals, and behaviours for VET teachers, trainers, and assessors as per organisational needs. It requires selecting strategies to support these professionals in their roles and planning for potential contingencies that may affect their performance, ensuring a comprehensive approach to leadership and mentoring within a VET context.
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Coordinate VET teachers, trainers and assessors
This section emphasises communicating work objectives and responsibilities to VET professionals in line with legislative requirements. It involves allocating development tasks based on individual expertise and potential, ensuring clear instructions are provided. The focus is also on facilitating open, respectful communication and collaboration, considering diversity, and identifying opportunities for cross-collaboration among both internal and external VET teachers, trainers, and assessors to foster a cooperative and inclusive work environment.
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Mentor VET teachers, trainers and assessors
This section focuses on providing guidance to VET teachers, trainers, and assessors to improve workplace culture. It includes supporting them in line with organisational requirements to achieve their goals and encouraging collaboration for the identification, sharing, and resolution of task-related issues and inefficiencies. Additionally, it involves using problem-solving techniques to effectively address challenges encountered in the mentoring process.
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Review the performance of VET teachers, trainers and assessors
This final section involves evaluating the performance of VET teachers, trainers, and assessors against agreed work plans, providing feedback in alignment with organisational standards. It includes identifying professional development opportunities to enhance their performance and behaviours, and implementing action plans tailored to meet their specific professional development needs. This approach ensures continuous improvement and alignment with organisational goals and requirements.
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TAEPDD502 – Lead and mentor VET teachers, trainers and assessors
About Lesson

This is a quick run through of the template provided in your assessment. The Action plan forms part of the conversation you have with your Mentee. As a result of the conversation, you can complete the action plan and share it with the mentee to follow during your mentorship period.