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 eg 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 nonjudgemental 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 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 preemployment 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 andor 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 onthejob performance by the candidate

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

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

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:

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

Performance problems or difficulties may be due to