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Evidence Guide: PSPGEN036 - Provide workplace coaching

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

 

PSPGEN036 - Provide workplace coaching

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

Prepare for coaching

  1. Confirm the need for coaching.
  2. Identify specific coaching needs through discussion with the colleague to be coached.
  3. Undertake self-assessment of own competencies and coaching style and confirm compatibility with colleague’s needs and learning style.
  4. Obtain approval for coaching arrangement.
  5. Negotiate coaching agreement with the colleague.
Confirm the need for coaching.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify specific coaching needs through discussion with the colleague to be coached.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Undertake self-assessment of own competencies and coaching style and confirm compatibility with colleague’s needs and learning style.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Obtain approval for coaching arrangement.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Negotiate coaching agreement with the colleague.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide coaching

  1. Explain and agree upon the principles and application of coaching.
  2. Explain and demonstrate specific competencies to be coached.
  3. Communicate any required underpinning knowledge and skills in a manner suited to the person’s specific needs.
  4. Check the understanding of the person being coached.
  5. Provide the opportunity to practise and ask questions.
  6. Provide feedback and review goals with the person being coached and adjust as necessary.
Explain and agree upon the principles and application of coaching.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Explain and demonstrate specific competencies to be coached.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Communicate any required underpinning knowledge and skills in a manner suited to the person’s specific needs.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Check the understanding of the person being coached.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide the opportunity to practise and ask questions.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide feedback and review goals with the person being coached and adjust as necessary.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Follow up coaching

  1. Monitor progress with new competencies in the workplace and provide supportive assistance as required.
  2. Report progress.
  3. Identify and rectify performance problems or difficulties with the coaching or refer for follow up.
  4. Maintain confidentiality regarding coaching arrangements.
  5. Manage the perceptions of those outside the coaching arrangement.
Monitor progress with new competencies in the workplace and provide supportive assistance as required.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Report progress.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify and rectify performance problems or difficulties with the coaching or refer for follow up.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Maintain confidentiality regarding coaching arrangements.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Manage the perceptions of those outside the coaching arrangement.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Prepare for coaching

  1. Confirm the need for coaching.
  2. Identify specific coaching needs through discussion with the colleague to be coached.
  3. Undertake self-assessment of own competencies and coaching style and confirm compatibility with colleague’s needs and learning style.
  4. Obtain approval for coaching arrangement.
  5. Negotiate coaching agreement with the colleague.
Confirm the need for coaching.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify specific coaching needs through discussion with the colleague to be coached.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Undertake self-assessment of own competencies and coaching style and confirm compatibility with colleague’s needs and learning style.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Obtain approval for coaching arrangement.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Negotiate coaching agreement with the colleague.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide coaching

  1. Explain and agree upon the principles and application of coaching.
  2. Explain and demonstrate specific competencies to be coached.
  3. Communicate any required underpinning knowledge and skills in a manner suited to the person’s specific needs.
  4. Check the understanding of the person being coached.
  5. Provide the opportunity to practise and ask questions.
  6. Provide feedback and review goals with the person being coached and adjust as necessary.
Explain and agree upon the principles and application of coaching.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Explain and demonstrate specific competencies to be coached.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Communicate any required underpinning knowledge and skills in a manner suited to the person’s specific needs.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Check the understanding of the person being coached.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide the opportunity to practise and ask questions.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide feedback and review goals with the person being coached and adjust as necessary.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Follow up coaching

  1. Monitor progress with new competencies in the workplace and provide supportive assistance as required.
  2. Report progress.
  3. Identify and rectify performance problems or difficulties with the coaching or refer for follow up.
  4. Maintain confidentiality regarding coaching arrangements.
  5. Manage the perceptions of those outside the coaching arrangement.
Monitor progress with new competencies in the workplace and provide supportive assistance as required.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Report progress.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify and rectify performance problems or difficulties with the coaching or refer for follow up.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Maintain confidentiality regarding coaching arrangements.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Manage the perceptions of those outside the coaching arrangement.

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. Prepare for coaching

1.1 Confirm the need for coaching.

1.2 Identify specific coaching needs through discussion with the colleague to be coached.

1.3 Undertake self-assessment of own competencies and coaching style and confirm compatibility with colleague’s needs and learning style.

1.4 Obtain approval for coaching arrangement.

1.5 Negotiate coaching agreement with the colleague.

2. Provide coaching

2.1 Explain and agree upon the principles and application of coaching.

2.2 Explain and demonstrate specific competencies to be coached.

2.3 Communicate any required underpinning knowledge and skills in a manner suited to the person’s specific needs.

2.4 Check the understanding of the person being coached.

2.5 Provide the opportunity to practise and ask questions.

2.6 Provide feedback and review goals with the person being coached and adjust as necessary.

3. Follow up coaching

3.1 Monitor progress with new competencies in the workplace and provide supportive assistance as required.

3.2 Report progress.

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

3.4 Maintain confidentiality regarding coaching arrangements.

3.5 Manage the perceptions of those outside the coaching arrangement.

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. Prepare for coaching

1.1 Confirm the need for coaching.

1.2 Identify specific coaching needs through discussion with the colleague to be coached.

1.3 Undertake self-assessment of own competencies and coaching style and confirm compatibility with colleague’s needs and learning style.

1.4 Obtain approval for coaching arrangement.

1.5 Negotiate coaching agreement with the colleague.

2. Provide coaching

2.1 Explain and agree upon the principles and application of coaching.

2.2 Explain and demonstrate specific competencies to be coached.

2.3 Communicate any required underpinning knowledge and skills in a manner suited to the person’s specific needs.

2.4 Check the understanding of the person being coached.

2.5 Provide the opportunity to practise and ask questions.

2.6 Provide feedback and review goals with the person being coached and adjust as necessary.

3. Follow up coaching

3.1 Monitor progress with new competencies in the workplace and provide supportive assistance as required.

3.2 Report progress.

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

3.4 Maintain confidentiality regarding coaching arrangements.

3.5 Manage the perceptions of those outside the coaching arrangement.

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.

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

self-assessing coaching sessions 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

Evidence required to demonstrate competence must satisfy all of the requirements of the element 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 WHS and environment, 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)