Application
This unit of competency covers the skills and knowledge required to establish and provide one-to-one coaching/mentoring in the workplace and evaluate its effectiveness.
This unit of competency applies to senior operators, team leaders and similar who have significant workplace experience and who are required to provide coaching and mentoring within their area of expertise. They are required to use interpersonal skills to assist an employee to identify and meet their development needs.
This unit of competency applies to an individual working alone or as part of a team or group and working in liaison with other shift team members and the control room operator, as appropriate.
This unit of competency applies to all work environments in manufacturing and related industries and their supply chain and includes the coaching/mentoring for any skills required within these environments.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Elements and Performance Criteria
Elements describe the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element | ||
1 | Establish coaching/ mentoring relationship | 1.1 | Identify areas for development in line with organisation and individual's requirements |
1.2 | Use effective communication styles to develop trust, confidence and rapport | ||
1.3 | Discuss and clarify expectations and goals | ||
1.4 | Agree together on how the relationship will be conducted | ||
1.5 | Seek input from other relevant personnel, if required | ||
2 | Provide coaching/ mentoring support | 2.1 | Assist the individual to identify and evaluate opportunities to achieve agreed goals/development activities |
2.2 | Share personal experiences and knowledge with the individual to assist in progress to agreed goals/development | ||
2.3 | Provide a supportive environment to allow the individual to develop towards the achievement of goals | ||
2.4 | Encourage the individual to make decisions and take responsibility for the courses of actions or solutions under consideration | ||
2.5 | Monitor the relationship and progress of the individual | ||
2.6 | Provide assistance and guidance in a manner which allows the individual to retain responsibility for achievement in their goals | ||
2.7 | Identify problems inhibiting the individual from achieving their goals and take appropriate action |
3 | Evaluate effectiveness of coaching/ mentoring | 3.1 | Recognise and openly discuss changes in the coaching/mentoring relationship |
3.2 | Make adjustments to the relationship to take account of the needs of both the mentor/coach and the individual | ||
3.3 | Seek feedback from individual and other relevant personnel to identify and implement improvements |
Evidence of Performance
Evidence required to demonstrate competence in this unit must be relevant to and satisfy the requirements of the elements and performance criteria and demonstrate the ability to:
use interpersonal skills to:
build rapport, trust and respect with individuals who have diverse work styles, aspirations, cultures and perspectives
facilitate identifying the individual’s development goals
facilitate identifying solutions and actions
encourage and support the individual to develop towards the achievement of goals
assist the individual to make decisions about achieving goals
select and use skills development techniques appropriate to individual’s needs to convey workplace knowledge and experience
evaluate outcomes of process to ensure the individual is achieving goals
explain workplace knowledge and experience clearly and concisely.
Evidence of Knowledge
Evidence must be provided that demonstrates knowledge of:
types of interpersonal skills and application to coaching/mentoring, including:
building rapport, trust and respect
verbal and non-verbal communications
questioning, listening and reflecting
self-disclosure
giving and accepting feedback
establishing a safe environment for open communication
relevance and application of skills development techniques, including:
one-on-one training using explanation and demonstration
use of supporting materials in written, visual or other format
facilitation/guidance of self-directed learning
identifying needs and setting goals
sources of information for self-directed learning, including:
networking
industry journals
internet
organisation knowledge/learning systems/databases
relevant career paths and competency standards in the organisation.
Assessment Conditions
Foundation Skills
This section describes those language, literacy, numeracy and employment skills that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.
Range Statement
This field allows for different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. | |
Relationship | Agreement on the conduct of the relationship includes consideration and resolution of: the amount of time involved for both parties confidentiality of information identification of development opportunities development plan towards achieving goals |
Problems | Problems inhibiting the individual from achieving their goals includes consideration and resolution of: interpersonal skills communication skills technical skills foundation skills |
Sectors
Competency Field
Support