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Evidence Guide: PSPGEN018 - Work with a coach or mentor

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

PSPGEN018 - Work with a coach or mentor

What evidence can you provide to prove your understanding of each of the following citeria?

Arrange for coaching or mentoring

  1. Identify the need for assistance and the benefits of coaching versus mentoring and discuss with others to determine best option.
  2. Select coaching or mentoring in accordance with the identified benefits.
  3. Prepare a checklist to assist in explaining the purpose and desired outcomes of the coaching or mentoring arrangement.
  4. Obtain assistance where necessary to identify and approach suitable person/s to request coaching or mentoring.
  5. Negotiate a coaching or mentoring arrangement in accordance with the identified need, personal expectations, ability and availability of the coach or mentor, cultural and other considerations.
Identify the need for assistance and the benefits of coaching versus mentoring and discuss with others to determine best option.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select coaching or mentoring in accordance with the identified benefits.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare a checklist to assist in explaining the purpose and desired outcomes of the coaching or mentoring arrangement.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain assistance where necessary to identify and approach suitable person/s to request coaching or mentoring.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate a coaching or mentoring arrangement in accordance with the identified need, personal expectations, ability and availability of the coach or mentor, cultural and other considerations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with a coach or mentor

  1. Establish ground rules and set realistic expectations.
  2. Explore options to attain goals and prepare a plan to document the arrangement.
  3. Manage time to achieve learning goals.
  4. Monitor progress, achieve or adjust goals as required.
Establish ground rules and set realistic expectations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore options to attain goals and prepare a plan to document the arrangement.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage time to achieve learning goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor progress, achieve or adjust goals as required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maximise coaching or mentoring results

  1. Take the initiative to build and maintain the coaching or mentoring relationship.
  2. Obtain information and feedback from coach or mentor by asking questions.
  3. Use active listening to ensure contact time is used productively and new learning is consolidated.
  4. Use techniques for resolving differences without damaging the relationship and seek assistance if this is not possible.
  5. Negotiate closure of the coaching or mentoring arrangement once goals have been met or either party wishes to withdraw.
Take the initiative to build and maintain the coaching or mentoring relationship.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain information and feedback from coach or mentor by asking questions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use active listening to ensure contact time is used productively and new learning is consolidated.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use techniques for resolving differences without damaging the relationship and seek assistance if this is not possible.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate closure of the coaching or mentoring arrangement once goals have been met or either party wishes to withdraw.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Arrange for coaching or mentoring

  1. Identify the need for assistance and the benefits of coaching versus mentoring and discuss with others to determine best option.
  2. Select coaching or mentoring in accordance with the identified benefits.
  3. Prepare a checklist to assist in explaining the purpose and desired outcomes of the coaching or mentoring arrangement.
  4. Obtain assistance where necessary to identify and approach suitable person/s to request coaching or mentoring.
  5. Negotiate a coaching or mentoring arrangement in accordance with the identified need, personal expectations, ability and availability of the coach or mentor, cultural and other considerations.
Identify the need for assistance and the benefits of coaching versus mentoring and discuss with others to determine best option.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select coaching or mentoring in accordance with the identified benefits.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare a checklist to assist in explaining the purpose and desired outcomes of the coaching or mentoring arrangement.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain assistance where necessary to identify and approach suitable person/s to request coaching or mentoring.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate a coaching or mentoring arrangement in accordance with the identified need, personal expectations, ability and availability of the coach or mentor, cultural and other considerations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with a coach or mentor

  1. Establish ground rules and set realistic expectations.
  2. Explore options to attain goals and prepare a plan to document the arrangement.
  3. Manage time to achieve learning goals.
  4. Monitor progress, achieve or adjust goals as required.
Establish ground rules and set realistic expectations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore options to attain goals and prepare a plan to document the arrangement.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage time to achieve learning goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor progress, achieve or adjust goals as required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maximise coaching or mentoring results

  1. Take the initiative to build and maintain the coaching or mentoring relationship.
  2. Obtain information and feedback from coach or mentor by asking questions.
  3. Use active listening to ensure contact time is used productively and new learning is consolidated.
  4. Use techniques for resolving differences without damaging the relationship and seek assistance if this is not possible.
  5. Negotiate closure of the coaching or mentoring arrangement once goals have been met or either party wishes to withdraw.
Take the initiative to build and maintain the coaching or mentoring relationship.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain information and feedback from coach or mentor by asking questions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use active listening to ensure contact time is used productively and new learning is consolidated.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use techniques for resolving differences without damaging the relationship and seek assistance if this is not possible.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate closure of the coaching or mentoring arrangement once goals have been met or either party wishes to withdraw.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section.

1. Arrange for coaching or mentoring

1.1 Identify the need for assistance and the benefits of coaching versus mentoring and discuss with others to determine best option.

1.2 Select coaching or mentoring in accordance with the identified benefits.

1.3 Prepare a checklist to assist in explaining the purpose and desired outcomes of the coaching or mentoring arrangement.

1.4 Obtain assistance where necessary to identify and approach suitable person/s to request coaching or mentoring.

1.5 Negotiate a coaching or mentoring arrangement in accordance with the identified need, personal expectations, ability and availability of the coach or mentor, cultural and other considerations.

2. Work with a coach or mentor

2.1 Establish ground rules and set realistic expectations.

2.2 Explore options to attain goals and prepare a plan to document the arrangement.

2.3 Manage time to achieve learning goals.

2.4 Monitor progress, achieve or adjust goals as required.

3. Maximise coaching or mentoring results

3.1 Take the initiative to build and maintain the coaching or mentoring relationship.

3.2 Obtain information and feedback from coach or mentor by asking questions.

3.3 Use active listening to ensure contact time is used productively and new learning is consolidated.

3.4 Use techniques for resolving differences without damaging the relationship and seek assistance if this is not possible.

3.5 Negotiate closure of the coaching or mentoring arrangement once goals have been met or either party wishes to withdraw.

Required Skills and Knowledge

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section.

1. Arrange for coaching or mentoring

1.1 Identify the need for assistance and the benefits of coaching versus mentoring and discuss with others to determine best option.

1.2 Select coaching or mentoring in accordance with the identified benefits.

1.3 Prepare a checklist to assist in explaining the purpose and desired outcomes of the coaching or mentoring arrangement.

1.4 Obtain assistance where necessary to identify and approach suitable person/s to request coaching or mentoring.

1.5 Negotiate a coaching or mentoring arrangement in accordance with the identified need, personal expectations, ability and availability of the coach or mentor, cultural and other considerations.

2. Work with a coach or mentor

2.1 Establish ground rules and set realistic expectations.

2.2 Explore options to attain goals and prepare a plan to document the arrangement.

2.3 Manage time to achieve learning goals.

2.4 Monitor progress, achieve or adjust goals as required.

3. Maximise coaching or mentoring results

3.1 Take the initiative to build and maintain the coaching or mentoring relationship.

3.2 Obtain information and feedback from coach or mentor by asking questions.

3.3 Use active listening to ensure contact time is used productively and new learning is consolidated.

3.4 Use techniques for resolving differences without damaging the relationship and seek assistance if this is not possible.

3.5 Negotiate closure of the coaching or mentoring arrangement once goals have been met or either party wishes to withdraw.

Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified the candidate must demonstrate evidence of performance of the following on at least one occasion.

applying legislation, regulations and policies relating to coaching and mentoring in the public sector

using communication techniques including active listening, questioning, giving and receiving feedback, negotiation and conflict resolution

planning and setting objectives

selfassessing learning style, skills gaps and ongoing competency development

Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified the depth of knowledge demonstrated must be appropriate to the job context of the candidate.

public sector legislation including work health and safety and environment, regulations, policies, procedures and guidelines relating to privacy, confidentiality, anti-discrimination, harassment, workplace bullying

the role of coaching and mentoring in competency development and career enhancement

differences between coaching and mentoring and the benefits of each

principles of emotional intelligence and its application to working in a onetoone relationship with a coach/mentor