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 this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

Assessment must ensure:

project or work activities that allow the candidate to demonstrate coaching skills under normal workplace conditions including real work tasks to coach others in, use of suitable equipment and materials

for generic pre-employment training and assessment, a range of industry contexts must be addressed

where the focus is sector or workplace specific, training and assessment must be tailored to meet particular needs

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Method of assessment:

Assessment methods must be chosen to ensure that communication skills can be practically demonstrated on more than one occasion, over time to demonstrate the full range of skills and contexts

Methods must include assessment of knowledge as well as assessment of practical skills

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 and coaching 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

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

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Knowledge of basic training principles

Basic principles of coaching and adult learning principles (e.g. explanation, demonstration, review, trainee explanation, trainee demonstration, feedback)

Coaching session procedures including planning, conducting and reviewing session

Planning procedures for staff practice opportunities

Essential skills:

It is critical that the candidate demonstrate the ability to:

Provide supportive on job coaching with constructive and supportive feedback

Demonstrate clarity in communication

Demonstrate knowledge of basic training principles

Provide non-judgemental education or client contact

Demonstrate understanding of and ability to monitor own attitudes and values

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Demonstrate competency in the skill being coached

Create a positive learning environment

Develop, implement and evaluate coaching programs to achieve identified competency outcomes

Work with cultural and linguistic diversity

Analyse relevant technical or service processes

Appreciate the impact of disability on work skills or abilities

Demonstrate effective communication and consultation with clients, colleagues and workplace personnel, specifically in:

effective use of questioning techniques

clarity in oral communication

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any 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.

Factors which could influence the decision whether or not to conduct coaching may include:

Request for coaching from client, colleague or workplace personnel

Own observation and workplace experience

Direction from other colleagues

Consent for coaching gained from client/colleague

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 which do not require formal or extended training sessions but which are short, commonly-used tasks such as:

Client/customer service skills

Technical or practical skills such as operating equipment or completing documentation

Selling or promoting products and services

Job seeking and interview skills

Project management skills

Essential knowledge required to carry out tasks or undertake skills effectively such as:

Knowledge of products or services

Principles underpinning skills such as communication

Reasons for undertaking various tasks

Legislative or occupational health and safety 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

Inadequate modification to match client's learning style or needs