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

SITXHRM001A Mapping and Delivery Guide
Coach others in job skills

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency SITXHRM001A - Coach others in job skills
Description This unit describes the performance outcomes, skills and knowledge required to provide on-the-job coaching to colleagues. This unit has no parity with units in Training and Assessment Training Package, but reflects the situation in many workplaces where buddy systems and on-the-job coaching are extremely common.
Employability Skills The required outcomes described in this unit of competency contain applicable facets of employability skills. The Employability Skills Summary of the qualification in which this unit is packaged will assist in identifying employability skills requirements.
Learning Outcomes and Application This unit applies to individuals who provide informal on-the-job coaching to work colleagues. Generally this role is undertaken by experienced operational staff working autonomously under the broad guidance of others.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Nil
Competency Field Human Resource Management
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: Prepare for on-the-job coaching.
  • Identify the need for coaching based on a range of factors.
  • Identify specific coaching needs through discussion with colleague to be coached.
  • Where appropriate, organise coaching sessions according to organisation policy.
       
Element: Coach colleagues on the job.
  • Explain the overall purpose of coaching to colleague.
  • Explain and demonstrate the specific skills to be coached.
  • Communicate clearly any underpinning knowledge required and check colleague's understanding.
  • Provide colleague with opportunity to practise the skill and ask questions.
  • Provide feedback in a constructive and supportive manner.
       
Element: Follow up coaching.
  • Monitor progress with new skills in the workplace and provide supportive assistance as required.
  • Report progress to the appropriate person as required.
  • Identify performance problems or difficulties with the coaching and rectify them or refer them to the appropriate person for follow-up.
       


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.

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 competency in this unit

Evidence of the following is essential:

ability to provide supportive on-the-job 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 industry-current 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

role-plays 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 third-party workplace reports of on-the-job 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.

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.

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.

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.

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 coaching based on a range of factors. 
Identify specific coaching needs through discussion with colleague to be coached. 
Where appropriate, organise coaching sessions according to organisation policy. 
Explain the overall purpose of coaching to colleague. 
Explain and demonstrate the specific skills to be coached. 
Communicate clearly any underpinning knowledge required and check colleague's understanding. 
Provide colleague with opportunity to practise the skill and ask questions. 
Provide feedback in a constructive and supportive manner. 
Monitor progress with new skills in the workplace and provide supportive assistance as required. 
Report progress to the appropriate person as required. 
Identify performance problems or difficulties with the coaching and rectify them or refer them to the appropriate person for follow-up. 

Forms

Assessment Cover Sheet

SITXHRM001A - Coach others in job skills
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

SITXHRM001A - Coach others in job skills

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: