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Elements and Performance Criteria

Required Skills

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

The following skills must be assessed as part of this unit

communication skills specifically the use of questioning techniques and clarity in oral communication

interpersonal skills to facilitate participation and encourage effective coaching outcomes

literacy skills to interpret workplace documentation as required by the job role

The following knowledge must be assessed as part of this unit

context for workplace coaching including objectives scope and relationship to other workplace activities

basic principles of training such as explanation demonstration review trainee explanation trainee demonstration and feedback

equal employment opportunity EEO and other relevant legislation impacting on workplace coaching

Evidence Required

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 TrainingPackage

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

Evidence of the following is essential

ability to provide supportive onthejob coaching with constructive and supportive feedback

clarity in oral communication

knowledge of basic training principles

demonstration of coaching skills under normal workplace conditions including real work tasks to coach others in and use of suitable equipment and materials

Context of and specific resources for assessment

Assessment must ensure

interaction with other people to whom coaching is provided

use of industrycurrent technology and documentation to support coaching activities

Methods of assessment

A range of assessment methods should be used to assess practical skills and knowledge The following examples are appropriate for this unit

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

roleplays in which the candidate demonstrates training techniques or communication skills such as questioning and providing feedback

questions about training principles

review of portfolios of evidence and thirdparty workplace reports of onthejob performance by the candidate

Holistic assessment with other units relevant to the industry sector workplace and job role is recommended

Assessing employability skills

Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors How these skills are applied varies between occupations and qualifications due to the different work functions and contexts

Employability skills embedded in this unit should be assessed holistically with other relevant units that make up the skill set or qualification and in the context of the job role

Range Statement


The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the performance criteria is detailed below.

Factors that could influence the decision whether or not to conduct coaching may include:	request for coaching from colleague to be coached own observation and workplace experience direction from colleagues.

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 not requiring formal or extended training sessions, but short, commonly-used tasks such as:	customer service skills technical or practical skills, such as operating equipment, making something or completing documentation selling or promoting products and services.

Underpinning knowledge refers to the essential knowledge required to carry out tasks or undertake skills effectively, such as:	ingredients or components of items knowledge of products or services principles underpinning skills such as communication and selling reasons for undertaking various tasks legislative, OHS and hygiene 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.