Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

1. Prepare for on the job coaching.

1.1 Identify the need for coaching based on a range of factors.

1.2 Identify specific coaching needs through discussion with colleague and organise coaching sessions.

2. Coach colleagues on the job.

2.1 Explain the overall purpose of coaching to colleague.

2.2 Explain and demonstrate the specific skills.

2.3 Communicate required knowledge and check colleague understanding.

2.4 Advise organisational procedures for completing workplace tasks.

2.5 Provide colleague with opportunity to practise the skill and ask questions.

2.6 Provide feedback in a constructive and supportive manner.

3. Follow up coaching.

3.1 Monitor progress of new workplace skills and provide supportive assistance.

3.2 Report progress to the appropriate person.

3.3 Identify performance problems or difficulties with the coaching and rectify or refer to the appropriate person for follow up.

Required skills

communication skills to:

develop rapport

show sensitivity to the colleague

use active listening and open questioning techniques to confirm understanding of job tasks

initiative and enterprise skills to observe the colleague and provide assistance without their request

literacy skills to:

read and interpret workplace documentation completed by colleague

numeracy skills to calculate adequate time required for coaching and the colleague to complete required tasks

planning and organising skills to complete own work tasks within designated timelines and simultaneously coach others in their job skills

problem-solving skills to identify and resolve deficiencies in the skills and knowledge of colleagues

self-management skills to take responsibility for colleague coaching

teamwork skills to pass on organisational knowledge to colleague.

Required knowledge

objectives and scope of the coaching

the key principles of training:

explanation

demonstration

review

listening to trainee explanation

observing and evaluating trainee demonstration

providing feedback.

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 ability to:

provide supportive on-thejob coaching and provide constructive feedback

clearly communicate and demonstrate the workplace tasks required of the colleague

integrate knowledge of the key principles of training

complete coaching activities within commercial time constraints to ensure the colleague is effective.

Context of and specific resources for assessment

Assessment must ensure use of:

a real or simulated tourism, hospitality or event industry environment with colleague requiring coaching

work tasks to coach others in

a colleague with whom the individual can interact.

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 observation of the individual coaching a colleague in a required work skill

role plays to assess the individual’s ability to use:

active listening and open questioning techniques to confirm understanding of job tasks

key training techniques

use of problem-solving exercises so the individual can suggest ways of resolving performance problems or difficulties

written or oral questioning to assess knowledge of key training principles

review of portfolios of evidence and thirdparty workplace reports of onthejob performance by the individual.

Guidance information for assessment

The assessor should design integrated assessment activities to holistically assess this unit with other units relevant to the industry sector, workplace and job role, for example:

SITXCOM201 Show social and cultural sensitivity

SITXMGT401 Monitor work operations.

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.

Factors may include:

direction from colleagues

own observation and workplace experience

request for coaching from colleague to be coached.

Coaching sessions could be conducted in a range of contexts, including:

before or after work

in a simulated location away from the actual workplace

onthejob during work hours.

Skills to be coached are generally those not requiring formal or extended training sessions, but short, commonlyused tasks, such as:

customer service skills

selling or promoting products and services

technical or practical skills, such as operating equipment, making something or completing documentation.

Required 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

legislative, work health and safety and hygiene requirements

principles underpinning skills, such as communication and selling

reasons for undertaking various tasks.

Performance problems or difficulties may be due to:

breakdown in communication

inappropriate circumstances for coaching

insufficient opportunity to practise

language or cultural barriers

shyness or lack of confidence.