Google links for PSPGOV506A - Support workplace coaching and mentoring

Elements and Performance Criteria

Develop coaching/ mentoring strategy
Establish a coaching/ mentoring framework
Implement and support coaching and mentoring
Monitor coaching and mentoring arrangements
- People involved in coaching and mentoring are encouraged to reflect on organisational processes, organisational support and their activities to identify opportunities for improvement and innovation.
- Recommendations made for improvements in the coaching/mentoring strategy are evaluated and implemented as necessary in accordance with organisational policy and procedures.
Consolidate opportunities for further coaching and mentoring

Required Skills

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

Skill requirements

Look for evidence that confirms skills in

applying legislation regulations and policies relating to workplace coaching and mentoring

undertaking research and analysis

planning

networking

using effective communication with a diverse workforce including active listening giving and receiving feedback

responding to diversity including gender and disability

applying procedures relating to occupational health and safety and the environment in the context of workplace coaching and mentoring

Knowledge requirements

Look for evidence that confirms knowledge and understanding of

legislation regulations policies procedures and guidelines relating to workplace coaching and mentoring including privacy and freedom of information

equal employment opportunity equity and diversity principles

codes of ethics

code of conduct

policy and procedures for specific environment

human resource strategies that link to a coachingmentoring strategy

strategic goals and directionplan

principles and practices of coaching and mentoring that need to be addressed in the organisational strategy

coachingmentoring methodologies and strategies

public sector legislation such as occupational health and safety and the environment in the context of workplace coaching and mentoring

Evidence Required

The Evidence Guide specifies the evidence required to demonstrate achievement in the unit of competency as a whole It must be read in conjunction with the Unit descriptor Performance Criteria the Range Statement and the Assessment Guidelines for the Public Sector Training Package

Units to be assessed together

Prerequisite units that must be achieved prior to this unitNil

Corequisite units that must be assessed with this unitNil

Coassessed units that may be assessed with this unit to increase the efficiency and realism of the assessment process include but are not limited to

PSPETHCB Promote the values and ethos of public service

PSPETHC501B Promote the values and ethos of public service

PSPGOVB Develop client services

PSPGOV502B Develop client services

PSPGOVB Coordinate resource allocation and usage

PSPGOV503B Coordinate resource allocation and usage

PSPGOVB Undertake research and analysis

PSPGOV504B Undertake research and analysis

PSPGOVA Promote diversity

PSPGOV505A Promote diversity

PSPGOVA Provide leadership

PSPGOV511A Provide leadership

PSPGOVA Use complex workplace communication strategies

PSPGOV512A Use complex workplace communication strategies

PSPGOVA Develop and use emotional intelligence

PSPGOV516A Develop and use emotional intelligence

PSPHRA Facilitate performance management processes

PSPHR503A Facilitate performance management processes

PSPHRA Implement workforce planning and succession strategies

PSPHR504A Implement workforce planning and succession strategies

PSPHRA Coordinate career development

PSPHR508A Coordinate career development

PSPLEGNB Promote compliance with legislation in the public sector

PSPLEGN501B Promote compliance with legislation in the public sector

PSPOHSA Monitor and maintain workplace safety

PSPOHS501A Monitor and maintain workplace safety

Overview of evidence requirements

In addition to integrated demonstration of the elements and their related performance criteria look for evidence that confirms

the knowledge requirements of this unit

the skill requirements of this unit

application of Employability Skills as they relate to this unit

coaching and mentoring supported in the organisation in a range of or more contexts or occasions over time

Resources required to carry out assessment

These resources include

legislation policy procedures and protocols relating to workplace coaching and mentoring

current theory and practice for workplace coaching and mentoring

case studies and workplace scenarios to capture the range of situations likely to be encountered when supporting coaching and mentoring in the organisation

Where and how to assess evidence

Valid assessment of this unit requires

a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered when supporting coaching and mentoring in the organisation including coping with difficulties irregularities and breakdowns in routine

coaching and mentoring supported in the organisation in a range of or more contexts or occasions over time

Assessment methods should reflect workplace demands such as literacy and the needs of particular groups such as

people with disabilities

people from culturally and linguistically diverse backgrounds

Aboriginal and Torres Strait Islander people

women

young people

older people

people in rural and remote locations

Assessment methods suitable for valid and reliable assessment of this competency may include but are not limited to a combination of or more of

authenticated evidence from the workplace andor training courses

For consistency of assessment

Evidence must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments

Range Statement

The Range Statement provides information about the context in which the unit of competency is carried out. The variables cater for differences between States and Territories and the Commonwealth, and between organisations and workplaces. They allow for different work requirements, work practices and knowledge. The Range Statement also provides a focus for assessment. It relates to the unit as a whole. Text in bold italics in the Performance Criteria is explained here.

Coaching:

has a focus on the acquisition of job skills and knowledge and is generally short-term

is a defined relationship to enhance performance

is results oriented

is performance or goal directed

emphasises action or improved performance in a specific area

requires good interpersonal relations

is identified on personal learning and development plans

is provided by a coach who:

provides learning opportunities

monitors performance

provides constructive feedback

maintains confidentiality

may have undertaken training/development to undertake the role

is not necessarily hierarchical

Mentoring:

generally has a longer-term focus on personal growth and learning

includes a wide range of learning oriented to:

exchange of wisdom

support

guidance in personal or professional growth.

is a relationship, not just a procedure or activity

is one person professionally assisting the professional development of another

is a developmental effort to build skills and knowledge for advancement based on merit, rather than alliances/politically-based partnerships to advance careers based on politics rather than aptitude

is provided by a mentor who:

facilitates the growth of the person being mentored and professional development

provides information, guidance and constructive comments

evaluates the plans of the person being mentored, decisions, goals and objectives

supports, encourages and, where necessary, highlights shortfalls in agreed performance

maintains confidentiality in the relationship

does NOT take over problems and try to solve them

does NOT give advice, criticisms or solutions, but supports the person being mentored to make their own decisions

is not the direct manager of the person being mentored

Other human resourcestrategies may include:

performance management

learning and development

succession planning

career management

Benefits may include:

for the organisation:

increased productivity

new competencies available

more committed, involved and responsible personnel at all levels

personal and trusting developmental relationships

knowledge sharing

safeguarding investment in high potential people

culture change.

for the person being coached or mentored:

empowerment

opportunity to acquire competencies and professional experience

insights into the organisational culture, attitudes, protocols and expected behaviours

increased potential for career mobility and promotion

a supportive environment in which successes and failures can be evaluated

internal and external networking opportunities

development of professional abilities and self-confidence

recognition and job satisfaction

mutual respect.

for the coach/mentor:

renewed enthusiasm for the role (if an experienced employee)

challenging discussions with people who may have fresh perspectives

satisfaction from contributing to another's development

opportunities to reflect upon and articulate the role of coach/mentor

improved ability to share experiences and knowledge

opportunities to test new ideas

being of service to others

increased self-esteem

Ground rules may include:

relationship is voluntary, although the requirement to participate in coaching may not be

mentoring partners should not be in the same chain of command

supervisors of both partners must approve, if in-house rather than out-sourced arrangement

guidance and counsel from a coach/mentor does not supersede that of the supervisor in work-related matters

training for coaching and mentoring partners

a formal agreement

active involvement of both partners in the process

commitment from the organisation and both parties to the arrangement

effectiveness measures

requirements to monitor/evaluate and report on outcomes

provision for either party can end the relationship any time for any reason, or no reason

Stakeholders may include:

all those individuals and groups both inside and outside the organisation that have some direct interest in the organisation's behaviour, actions, products and services such as:

employees at all levels of the organisation

other public sector organisations

private sector organisations/businesses

non-government organisations

union and association representatives

boards of management

government

Ministers

Matching participants may include consideration of:

family responsibilities

gender

goals

interests

interpersonal approach

language

learning/thinking styles

socio-economic background

work experience

working style

coach/mentor with particular attributes depending on the purpose and objectives of the arrangement

Mentoring opportunities may include:

secondments

relieving opportunities

work shadowing

project assignments

intra- and inter-departmental release

networks

outsourced (paid) - business coach/mentor when none is available internally

Networks may include:

professional organisations

informal common interest groups

public sector management consultants

Legislation, policy and procedures may include:

State/Territory and Commonwealth legislation and regulations such as:

public sector management acts

privacy legislation

equal employment opportunity, anti-discrimination and harassment legislation

occupational health and safety legislation

ethics and accountability standards

public sector standards

organisational policy, procedures and protocols

Techniques and practices for resolving differences may include:

finding a mutually beneficial solution

inviting discussion

providing explanations

not taking it personally when information is rejected

not laying blame

using 'I' messages

self-disclosure

NTIS this!

PSPGOV506A - Support workplace coaching and mentoring

Google Links

Elements and Performance Criteria

Required Skills

Evidence Required

Range Statement