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Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

1. Arrange for coaching or mentoring
   • Identify the need for assistance and the benefits of coaching versus mentoring and discuss with others to determine best option.
   • Select coaching or mentoring in accordance with the identified benefits.
   • Prepare a checklist to assist in explaining the purpose and desired outcomes of the coaching or mentoring arrangement.
   • Obtain assistance where necessary to identify and approach suitable person/s to request coaching or mentoring.
   • Negotiate a coaching or mentoring arrangement in accordance with the identified need, personal expectations, ability and availability of the coach or mentor, cultural and other considerations.
2. Work with a coach or mentor
   • Establish ground rules and set realistic expectations.
   • Explore options to attain goals and prepare a plan to document the arrangement.
   • Manage time to achieve learning goals.
   • Monitor progress, achieve or adjust goals as required.
3. Maximise coaching or mentoring results
   • Take the initiative to build and maintain the coaching or mentoring relationship.
   • Obtain information and feedback from coach or mentor by asking questions.
   • Use active listening to ensure contact time is used productively and new learning is consolidated.
   • Use techniques for resolving differences without damaging the relationship and seek assistance if this is not possible.
   • Negotiate closure of the coaching or mentoring arrangement once goals have been met or either party wishes to withdraw.
4. Arrange for coaching or mentoring
   • Identify the need for assistance and the benefits of coaching versus mentoring and discuss with others to determine best option.
   • Select coaching or mentoring in accordance with the identified benefits.
   • Prepare a checklist to assist in explaining the purpose and desired outcomes of the coaching or mentoring arrangement.
   • Obtain assistance where necessary to identify and approach suitable person/s to request coaching or mentoring.
   • Negotiate a coaching or mentoring arrangement in accordance with the identified need, personal expectations, ability and availability of the coach or mentor, cultural and other considerations.
5. Work with a coach or mentor
   • Establish ground rules and set realistic expectations.
   • Explore options to attain goals and prepare a plan to document the arrangement.
   • Manage time to achieve learning goals.
   • Monitor progress, achieve or adjust goals as required.
6. Maximise coaching or mentoring results
   • Take the initiative to build and maintain the coaching or mentoring relationship.
   • Obtain information and feedback from coach or mentor by asking questions.
   • Use active listening to ensure contact time is used productively and new learning is consolidated.
   • Use techniques for resolving differences without damaging the relationship and seek assistance if this is not possible.
   • Negotiate closure of the coaching or mentoring arrangement once goals have been met or either party wishes to withdraw.

Performance Evidence

Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified the candidate must demonstrate evidence of performance of the following on at least one occasion.

applying legislation, regulations and policies relating to coaching and mentoring in the public sector

using communication techniques including active listening, questioning, giving and receiving feedback, negotiation and conflict resolution

planning and setting objectives

selfassessing learning style, skills gaps and ongoing competency development

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Knowledge Evidence

Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified the depth of knowledge demonstrated must be appropriate to the job context of the candidate.

public sector legislation including work health and safety and environment, regulations, policies, procedures and guidelines relating to privacy, confidentiality, anti-discrimination, harassment, workplace bullying

the role of coaching and mentoring in competency development and career enhancement

differences between coaching and mentoring and the benefits of each

principles of emotional intelligence and its application to working in a onetoone relationship with a coach/mentor

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