ELEMENT

PERFORMANCE CRITERIA

1. Prepare for coaching

1.1 The need for coaching is confirmed based on a range of factors

1.2 Specific coaching needs are identified through discussion with/about the colleague to be coached

1.3 Self-assessment of own competencies and coaching style is undertaken and compatibility with colleague's needs and learning style confirmed

1.4 Approval for coaching arrangement is obtained in accordance with organisational policy and procedures

1.5 Coaching agreement is negotiated with the colleague in accordance with organisational policy and procedures

2. Provide coaching

2.1 The principles and application of coaching are explained and agreed

2.2 Specific competencies/processes to be coached are explained and demonstrated

2.3 Any required underpinning knowledge and skills are communicated in a manner suited to the person's specific needs

2.4 The person being coached understanding is checked using a range of communication techniques

2.5 The opportunity to practise and ask questions is provided in accordance with organisational constraints

2.6 Feedback is provided in a constructive and supportive manner, and goals are reviewed with the person being coached and adjusted as necessary

3. Follow up coaching

3.1 Progress with new competencies is monitored in the workplace and supportive assistance is provided as required

3.2 Progress is reported in accordance with organisational requirements

3.3 Performance problems or difficulties with the coaching are identified and rectified or referred for follow-up in accordance with organisational policy and procedures

3.4 Confidentiality regarding coaching arrangements is maintained in accordance with legislation, policy and standards

3.5 The perceptions of those outside the coaching arrangement are managed according to organisational requirements

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

Skill requirements

Look for evidence that confirms skills in:

applying legislation, regulations and policies relating to the provision of workplace coaching

providing supportive on-the-job coaching with constructive and supportive feedback

planning coaching content, reviewing and adjusting goals

seeking out and reviewing information related to work activities in which coaching is to occur

giving instructions to others being coached

seeking and providing feedback on coaching session

systematically self-assessing coaching sessions/results and modifying techniques as a result

questioning about aspects of skills learnt

dealing with situations where there is a communication breakdown due to language, cultural or other barriers

responding to diversity, including gender and disability

applying procedures relating to occupational health and safety and environment in the context of workplace coaching

Knowledge requirements

Look for evidence that confirms knowledge and understanding of:

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

current competency in the area being coached

basic principles and theory of coaching (explanation, demonstration, review, trainee explanation, trainee demonstration, feedback)

equal employment opportunity, equity and diversity principles

public sector legislation such as occupational health and safety and environment in the context of workplace coaching

The Evidence Guide specifies the evidence required to demonstrate achievement in the unit of competency as a whole. It must be read in conjunction with the Unit descriptor, Performance Criteria, the Range Statement and the Assessment Guidelines for the Public Sector Training Package.

Units to be assessed together

Pre-requisite unitsthat must be achieved prior to this unit:Nil

Co-requisite unitsthat must be assessed with this unit:Nil

Co-assessed units that may be assessed with this unit to increase the efficiency and realism of the assessment process include, but are not limited to:

PSPBORD405A Develop operational effectiveness of detector dog teams

PSPETHC401A Uphold and support the values and principles of public service

PSPFRAU407B Conduct fraud control awareness sessions

PSPGOV403B Use resources to achieve work unit goals

PSPGOV405B Provide input to the change process

PSPGOV406B Gather and analyse information

PSPGOV408A Value diversity

PSPGOV411A Deal with conflict

PSPGOV412A Use advanced workplace communication strategies

PSPGOV422A Apply government processes

PSPLEGN401A Encourage compliance with legislation in the public sector

PSPOHS401B Implement workplace safety procedures and programs

Overview of evidence requirements

In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms:

the knowledge requirements of this unit

the skill requirements of this unit

application of Employability Skills as they relate to this unit

provision of workplace coaching in a range of (3 or more) contexts (or occasions, over time)

Resources required to carry out assessment

These resources include:

legislation, policy, procedures and protocols relating to the provision of workplace coaching

current information underpinning workplace coaching

case studies and workplace scenarios to capture the range of situations likely to be encountered when providing workplace coaching

Where and how to assess evidence

Valid assessment of this unit requires:

a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered when providing workplace coaching, including coping with difficulties, irregularities and breakdowns in routine

provision of workplace coaching in a range of (3 or more) contexts (or occasions, over time).

Assessment methods should reflect workplace demands, such as literacy, and the needs of particular groups, such as:

people with disabilities

people from culturally and linguistically diverse backgrounds

Aboriginal and Torres Strait Islander people

women

young people

older people

people in rural and remote locations

Assessment methods suitable for valid and reliable assessment of this competency may include, but are not limited to, a combination of 2 or more of:

case studies

demonstration

observation

portfolios

questioning

scenarios

simulation or role plays

authenticated evidence from the workplace and/or training courses

For consistency of assessment

Evidence must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments

The Range Statement provides information about the context in which the unit of competency is carried out. The variables cater for differences between States and Territories and the Commonwealth, and between organisations and workplaces. They allow for different work requirements, work practices and knowledge. The Range Statement also provides a focus for assessment. It relates to the unit as a whole. Text in italics in the Performance Criteria is explained here.

Coaching

has a focus on the acquisition of job skills and knowledge and is generally short-term

is a defined relationship to enhance performance

is results oriented

is performance or goal directed

emphasises action or improved performance in a specific area

requires good interpersonal relations

is identified on personal learning and development plans

is provided by a coach who:

provides learning opportunities

monitors performance

provides constructive feedback

maintains confidentiality

may have undertaken training/development to undertake the role

is not necessarily hierarchical

Factors influencing the decision for coaching may include

request for coaching from colleague to be coached

own observation and workplace experience

direction from others

Coaching agreement may include

purpose

goals

timeframe

frequency of sessions

time and place for coaching:

on-the-job during work hours

before or after work during flexible work hours

in a simulated location away from the actual workplace.

confidentiality

Competencies/processes to be coached may be

generally those which do not require formal or extended training sessions but based on short, commonly-used tasks

service-related competencies such as customer service

technical or practical competencies such as those related to operating equipment, following guidelines or completing documentation to achieve workplace outcomes

competencies related to dealing with people such as management, communication

workplace routines/systems

new processes introduced to job role

Underpinning knowledge and skills refers to

the essential knowledge required to carry out tasks and use skills effectively such as:

components of equipment or other items

details of products or services

reasons for undertaking various tasks

legislative, occupational health and safety or environmental requirements linked to procedures.

underpinning skills such as communication, planning, working with others, literacy, numeracy

Communication techniques may include

questioning

active listening

verbal and non-verbal communication

culturally appropriate strategies

constructive feedback

paraphrasing

re-phrasing

rapport building

written communication

systems

Performance problems or difficulties may be due to

shyness or lack of confidence

reluctance of person to participate

reluctance of coach to give full commitment

lack of coaching skills/training (for coach)

breakdown in communication

language or cultural barriers

insufficient opportunity for practice

inappropriate circumstances for coaching

hierarchy/organisational structure

lack of clearly defined goals or relationship

Legislation, policy and standards may include

State/Territory and Commonwealth legislation and regulations such as:

public sector management acts

privacy legislation

equal employment opportunity, anti-discrimination and harassment legislation

occupational health and safety legislation.

ethics and accountability standards

public sector standards

organisational policy, procedures and protocols

Perceptions of those outside the coaching arrangement may include

favouritism being shown to person

person being 'less smart' and needing special attention

inappropriate relationship between coach and person

Working in Government

This unit contains employability skills.