Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

PSPGEN018 Mapping and Delivery Guide
Work with a coach or mentor

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency PSPGEN018 - Work with a coach or mentor
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills required to work with a coach or mentor. It includes seeking out and arranging for coaching or mentoring, and maximising the value of the experience.This unit applies to those working in public sector roles but may be applied to anyone working in a similar organisational context.The skills and knowledge described in this unit must be applied within the legislative, regulatory and policy environment in which they are carried out. Organisational policies and procedures must be consulted and adhered to.Those undertaking this unit would work independently performing complex tasks in a range of familiar and unfamiliar contexts.No licensing, legislative or certification requirements apply to unit at the time of publication.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.

This unit contains no specific industry-mandated assessment conditions. Guidance on suggested and recommended conditions and methods can be found in the Implementation Guide.

Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.
Prerequisites/co-requisites
Competency Field General
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: 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.
       
Element: 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.
       
Element: 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.
       
Element: 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.
       
Element: 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.
       
Element: 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.
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section.

1. Arrange for coaching or mentoring

1.1 Identify the need for assistance and the benefits of coaching versus mentoring and discuss with others to determine best option.

1.2 Select coaching or mentoring in accordance with the identified benefits.

1.3 Prepare a checklist to assist in explaining the purpose and desired outcomes of the coaching or mentoring arrangement.

1.4 Obtain assistance where necessary to identify and approach suitable person/s to request coaching or mentoring.

1.5 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

2.1 Establish ground rules and set realistic expectations.

2.2 Explore options to attain goals and prepare a plan to document the arrangement.

2.3 Manage time to achieve learning goals.

2.4 Monitor progress, achieve or adjust goals as required.

3. Maximise coaching or mentoring results

3.1 Take the initiative to build and maintain the coaching or mentoring relationship.

3.2 Obtain information and feedback from coach or mentor by asking questions.

3.3 Use active listening to ensure contact time is used productively and new learning is consolidated.

3.4 Use techniques for resolving differences without damaging the relationship and seek assistance if this is not possible.

3.5 Negotiate closure of the coaching or mentoring arrangement once goals have been met or either party wishes to withdraw.

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

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

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section.

1. Arrange for coaching or mentoring

1.1 Identify the need for assistance and the benefits of coaching versus mentoring and discuss with others to determine best option.

1.2 Select coaching or mentoring in accordance with the identified benefits.

1.3 Prepare a checklist to assist in explaining the purpose and desired outcomes of the coaching or mentoring arrangement.

1.4 Obtain assistance where necessary to identify and approach suitable person/s to request coaching or mentoring.

1.5 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

2.1 Establish ground rules and set realistic expectations.

2.2 Explore options to attain goals and prepare a plan to document the arrangement.

2.3 Manage time to achieve learning goals.

2.4 Monitor progress, achieve or adjust goals as required.

3. Maximise coaching or mentoring results

3.1 Take the initiative to build and maintain the coaching or mentoring relationship.

3.2 Obtain information and feedback from coach or mentor by asking questions.

3.3 Use active listening to ensure contact time is used productively and new learning is consolidated.

3.4 Use techniques for resolving differences without damaging the relationship and seek assistance if this is not possible.

3.5 Negotiate closure of the coaching or mentoring arrangement once goals have been met or either party wishes to withdraw.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
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. 
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. 
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. 
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. 
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. 
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. 

Forms

Assessment Cover Sheet

PSPGEN018 - Work with a coach or mentor
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

PSPGEN018 - Work with a coach or mentor

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: