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Elements and Performance Criteria

1. Establish coaching relationship
   • Identify areas for development in accordance with organisational and individual requirements
   • Apply effective communication styles to develop trust, confidence and rapport
   • Make coaching arrangements on how the relationship will be conducted
   • Agree upon expectations and goals
   • Seek input from relevant personnel, if required
2. Provide coaching support
   • Assist individuals to clarify tasks, duties and other requirements associated with their positions
   • Assist individuals to gain required skills and expertise through demonstration, guidance, advice and constructive feedback
   • Provide a supportive environment to allow individuals to work towards achieving required skill levels
   • Encourage individuals to make decisions and take responsibility for the courses of actions or solutions under consideration
   • Provide assistance and guidance in a manner that allows individuals to retain responsibility for personal performance
3. Evaluate effectiveness of coaching
   • Recognise and openly discuss changes in the coaching relationship
   • Make adjustments to the relationship to take account of the needs of both the coach and the individual
   • Seek feedback from colleagues and other relevant personnel to identify and implement improvements
4. Establish coaching relationship
   • Identify areas for development in accordance with organisational and individual requirements
   • Apply effective communication styles to develop trust, confidence and rapport
   • Make coaching arrangements on how the relationship will be conducted
   • Agree upon expectations and goals
   • Seek input from relevant personnel, if required
5. Provide coaching support
   • Assist individuals to clarify tasks, duties and other requirements associated with their positions
   • Assist individuals to gain required skills and expertise through demonstration, guidance, advice and constructive feedback
   • Provide a supportive environment to allow individuals to work towards achieving required skill levels
   • Encourage individuals to make decisions and take responsibility for the courses of actions or solutions under consideration
   • Provide assistance and guidance in a manner that allows individuals to retain responsibility for personal performance
6. Evaluate effectiveness of coaching
   • Recognise and openly discuss changes in the coaching relationship
   • Make adjustments to the relationship to take account of the needs of both the coach and the individual
   • Seek feedback from colleagues and other relevant personnel to identify and implement improvements

Range Statement

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Performance Evidence

The candidate must be observed acting as a coach to others in the workplace. Evidence must demonstrate the candidate’s consistency of performance over time.

The candidate must:

apply communication skills in giving, receiving and analysing feedback relevant to the process of coaching

apply the organisation's policies, procedures and plans

apply relevant problem-solving skills

assist another individual to achieve their goals and development needs through the use of significant workplace knowledge

create a learning environment that allows for open discussion, feedback, tolerance of mistakes during learning within a safe environment, and affirmation of the individual's worthiness

demonstrate effective methods of coaching

demonstrate effective planning skills to organise activities

identify and apply relevant workplace health and safety, regulatory and workplace requirements

use appropriate methods and techniques for eliciting and interpreting feedback

work effectively with individuals who have diverse work styles, aspirations, cultures and perspectives

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Knowledge Evidence

The candidate must demonstrate a factual, technical, procedural and theoretical knowledge of:

effective learning styles and methods of coaching

methods for identifying development opportunities

enterprise's Standard Operating Procedures (SOPs), work instructions and relevant regulatory requirements, and apply them to the coaching process

principles of coaching for development of competence

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