Assessor Resource

CHCORG529B
Provide coaching and motivation

Assessment tool

Version 1.0
Issue Date: March 2024


This unit reflects the situation in many community services workplaces where 'buddy' systems and on job coaching are extremely common

This unit describes the knowledge and skills required to provide on-the-job coaching to clients or colleagues

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not Applicable


Employability Skills

This unit contains Employability Skills




Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

Assessment must ensure:

project or work activities that allow the candidate to demonstrate coaching skills under normal workplace conditions including real work tasks to coach others in, use of suitable equipment and materials

for generic pre-employment training and assessment, a range of industry contexts must be addressed

where the focus is sector or workplace specific, training and assessment must be tailored to meet particular needs

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Method of assessment:

Assessment methods must be chosen to ensure that communication skills can be practically demonstrated on more than one occasion, over time to demonstrate the full range of skills and contexts

Methods must include assessment of knowledge as well as assessment of practical skills

The following examples are appropriate for this unit:

direct observation of the candidate coaching a colleague in a required work skill

role plays in which the candidate demonstrates training and coaching techniques, or communication skills such as questioning and providing feedback

questions about training principles

review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Knowledge of basic training principles

Basic principles of coaching and adult learning principles (e.g. explanation, demonstration, review, trainee explanation, trainee demonstration, feedback)

Coaching session procedures including planning, conducting and reviewing session

Planning procedures for staff practice opportunities

Essential skills:

It is critical that the candidate demonstrate the ability to:

Provide supportive on job coaching with constructive and supportive feedback

Demonstrate clarity in communication

Demonstrate knowledge of basic training principles

Provide non-judgemental education or client contact

Demonstrate understanding of and ability to monitor own attitudes and values

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Demonstrate competency in the skill being coached

Create a positive learning environment

Develop, implement and evaluate coaching programs to achieve identified competency outcomes

Work with cultural and linguistic diversity

Analyse relevant technical or service processes

Appreciate the impact of disability on work skills or abilities

Demonstrate effective communication and consultation with clients, colleagues and workplace personnel, specifically in:

effective use of questioning techniques

clarity in oral communication

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Factors which could influence the decision whether or not to conduct coaching may include:

Request for coaching from client, colleague or workplace personnel

Own observation and workplace experience

Direction from other colleagues

Consent for coaching gained from client/colleague

Coaching sessions could be conducted in a range of contexts including:

On-the-job during work hours

Before or after work

In a simulated location away from the actual workplace

Skills to be coached are generally those which do not require formal or extended training sessions but which are short, commonly-used tasks such as:

Client/customer service skills

Technical or practical skills such as operating equipment or completing documentation

Selling or promoting products and services

Job seeking and interview skills

Project management skills

Essential knowledge required to carry out tasks or undertake skills effectively such as:

Knowledge of products or services

Principles underpinning skills such as communication

Reasons for undertaking various tasks

Legislative or occupational health and safety requirements

Performance problems or difficulties may be due to

Shyness or lack of confidence

Breakdown in communication

Language or cultural barriers

Insufficient opportunity to practise

Inappropriate circumstances for coaching

Inadequate modification to match client's learning style or needs

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Identify the need for coaching based on a range of factors 
Identify individual coaching needs through discussion with client or colleague to be coached 
Where appropriate, organise with client or colleague a specific time and place for coaching in accordance with organisation policy 
Identify specific coaching needs through observation and evaluation of specific on-the-job procedures 
Explain to the colleague the overall purpose of coaching 
Explain and demonstrate specific skills to be coached 
Communicate clearly any essential knowledge required 
Check the client/colleague's understanding 
Provide opportunity for client/colleague to practise the skill and ask questions 
Provide feedback in a constructive and supportive manner 
Monitor progress with new skills in the workplace and provide supportive assistance as required 
Report progress to appropriate person as required 
Identify performance problems or difficulties with the coaching and rectify them or refer them to the appropriate person for follow up 

Forms

Assessment Cover Sheet

CHCORG529B - Provide coaching and motivation
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

CHCORG529B - Provide coaching and motivation

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: