This unit applies to leaders working to ensure learning advances individual and organisational capabilities.

A coaching strategy may be:

•an internal program forming part of the professional development activities of an educational organisation (such as a Registered Training Organisation) or an enterprise whose core business is not education

•developed for an external client, for example as part of the range of learning services offered or conducted in a collaborative partnership with more than one organisation.

Leaders in learning are typically required to develop and implement coaching strategies in a systematic manner and to monitor, review and improve strategies to optimise learning outcomes for individuals and the organisation.

ELEMENT

PERFORMANCE CRITERIA

1. Develop coaching strategy

1.1. Research and review the need for and role of, coaching within an organisation

1.2. Establish a framework for the coaching strategy based on organisational context and needs

1.3. Determine roles, responsibilities and outcomes for key individuals involved in the coaching strategy

1.4. Develop time lines for coaching strategy implementation in consultation with stakeholders

1.5. Obtain organisational support for coaching strategy in accordance with organisational procedures

2. Prepare for coaching strategy implementation

2.1. Plan the coaching program and coaching models to suit the coaching strategy and the organisation's worker and employer issues

2.2. Design induction and training requirements

2.3. Design tools and resources for coaches and trainees

2.4. Analyse legal, regulatory and organisational compliance requirements for coaches

2.5. Establish recruitment processes for coaches and trainees

3. Implement coaching strategy

3.1. Promote coaching program

3.2. Recruit and select coaches and trainees

3.3. Establish tools, mechanisms and procedures for matching and managing the coach-trainee relationship

3.4. Induct, match and brief coaches and trainees

4. Monitor and support coaching strategy

4.1. Ensure coaching strategy is implemented consistent with work practices and operational requirements

4.2. Provide coaches with access to professional development and support necessary to acquit their role effectively and efficiently

4.3. Design techniques and practices for resolving differences and problems in coaching relationships

4.4. Monitor coaching relationships to ensure they are in accordance with organisational policies and procedures

4.5. Recognise and acknowledge the positive contribution individuals make to coaching activities

5. Review and report on coaching strategy

5.1. Collect, analyse and report data in relation to coaching outcomes at individual or group level, in line with organisational context and needs

5.2. Identify and promote ongoing opportunities for coaching in accordance with individual and organisational context and needs

5.3. Evaluate coaching strategy, document findings and present recommendations for improvement to relevant others

Required skills

communication skills to:

maintain appropriate relationships with colleagues and individuals involved in coaching

establish trust

value and be open to, the opinions of others

work as part of a team

use active listening techniques

negotiate

encourage and accept feedback

learning skills to:

develop a learning strategy based on applied research

design coaching tools and resources

conduct induction processes

planning and organising skills to:

plan coaching program

frame a coaching strategy within available resources

schedule coaching sessions

problem-solving skills to:

select and screen applicants for a coaching program

assist with resolution of issues that might arise during the program

conduct needs assessments

teamwork skills to select and match coaches and trainees, and to consult with and influence a team to effectively deploy coaching strategies

technology skills to communicate electronically with stakeholders and coaches, and to use technology to facilitate coaching.

Required knowledge

basic coaching techniques

coaching program design principles

communication processes and methods

data collection methods

human psychological development

legislation, regulations, policies, procedures and guidelines relating to workplace coaching

reporting methods

requirements for tools used in coaching processes.

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

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

Evidence of the following is essential:

developing a coaching strategy in consultation with relevant others

working within the relevant management structure to gain executive support for coaching strategy

adhering to legal and regulatory compliance

recruiting suitable coaches

formation of robust relationships between all parties

knowledge of relevant legislation specifically in relation to confidentiality and privacy.

Context of and specific resources for assessment

Assessment must ensure:

access to an actual workplace or simulated environment

competence is consistently demonstrated over time, and over a range and variety of coaching strategies.

Method 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 questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate

completion of applied projects or learning activities relating to planning, monitoring and reviewing a coaching strategy for an organisation

direct observation of application of skills in context

oral or written questioning to assess knowledge of coaching program design principles

review of tools and resources designed for coaches and trainees.

Guidance information for assessment

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

BSBLED702A Lead learning strategy implementation

BSBLED705A Plan and implement a mentoring program

BSBREL701A Develop and cultivate collaborative partnerships and relationships

PSPHR616A Manage performance management system

PSPMNGT614A Facilitate knowledge management.

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, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Coaching is:

a defined relationship designed to enhance performance

an activity requiring good interpersonal relations

an activity which emphasises action or improved performance in a specific area

focussed on the acquisition of job skills and knowledge, and is generally short-term

frequently identified in personal learning and development plans

not necessarily managed in a hierarchical relationship (such as being coached by one's supervisor)

results oriented

performance or goal directed

provided by a coach who:

maintains confidentiality

monitors performance

provides learning opportunities

provides constructive feedback

may have undertaken training or development for the role

Coaching strategy may include:

administration

amount of material support

application in the workplace

content and resources

expected outcomes

facilities and location

method or mode of interaction (i.e. physical or electronic)

preferred learning style of person being coached

roles and responsibilities for key individuals

reporting requirements

required coaching skills and methods

scope

time lines

Organisational context and needs may be:

stated in learning and development, and human resources strategies

shaped by desired outcomes including:

behavioural

compliance

functional

operational

organisational sociocultural circumstances and issues (for example, within Indigenous organisations)

personal

Key individuals involved in the coaching strategy include:

coaches

coaching program coordinator

steering committees

trainees

Stakeholders may include:

associations

Boards/committees of management

coaches

coaching coordinators

employees

government

organisational management and staff

private sector organisations/businesses

public sector organisations/agencies, especially regulators

trainees

suppliers and learning partners

unions

Coaching models may include:

face to face

virtual of e-mentoring

individual or group based

problem drive (by work, time, tasks, area of expertise, etc)

personal (driven by individual needs not by imposed third party requirements such as work needs)

Worker and employer issues may include:

certified agreements

contract work and self employment

enterprise bargaining

industrial awards

occupational health and safety

terms and conditions

trade unions

Tools and resources may be:

communication fliers and explanatory materials

documents establishing the ground rules of the coaching relationship

electronic or physical presentation design

instruments for coach-trainee selection processes

range of technologies (online or computer-based)

templates for personal coaching plans

Legal, regulatory and organisational compliance requirements may include:

commonwealth and state/territory legislation such as workplace relations legislation, and copyright and privacy laws as they relate to physical materials and electronic technology

competency standards

licensing requirements

plagiarism

relevant organisational policies, codes of practice and national standards

security of information

Coach-trainee relationship may include:

access issues

behaviours

hierarchical relationship (such as being coached by one's supervisor)

key performance outcome statements or indicators

learning or communication styles

location

personal or professional attributes

skills and knowledge

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 or contradicted

not laying blame

self-disclosure

using 'I' messages (focusing on the giver of the message) rather than 'you' messages (focusing on the receiver of the message)

Unit sector

Workforce Development - Learning and Development

This unit contains employability skills.