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Evidence Guide: PSPGOV311A - 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

 

PSPGOV311A - Work with a coach or mentor

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

Arrange for coaching/ mentoring

  1. The need for assistance is identified and the benefits of coaching versus mentoring discussed with others to determine best option
  2. Coaching/mentoring is selected in accordance with the identified benefits
  3. A checklist is prepared to assist in explaining the purpose and desired outcomes of the coaching/mentoring arrangement
  4. Assistance is obtained where necessary, to identify and approach suitable person/s to request coaching/mentoring in accordance with the coaching/mentoring plan
  5. Selected person/s are approached and a coaching/mentoring arrangement is negotiated in accordance with the identified need, personal expectations, the ability of the coach/mentor to provide the service, cultural and other considerations
The need for assistance is identified and the benefits of coaching versus mentoring discussed with others to determine best option

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coaching/mentoring is selected in accordance with the identified benefits

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A checklist is prepared to assist in explaining the purpose and desired outcomes of the coaching/mentoring arrangement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assistance is obtained where necessary, to identify and approach suitable person/s to request coaching/mentoring in accordance with the coaching/mentoring plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Selected person/s are approached and a coaching/mentoring arrangement is negotiated in accordance with the identified need, personal expectations, the ability of the coach/mentor to provide the service, cultural and other considerations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with a coach/mentor

  1. Ground rules are established and realistic expectations set with the coach/mentor
  2. Options to attain goals are explored and a plan is prepared with the coach/mentor to formalise the arrangement
  3. Coaching/mentoring input is used constructively in accordance with established goals
  4. Time is managed to achieve learning goals
  5. Progress is monitored and goals achieved or adjusted as required
Ground rules are established and realistic expectations set with the coach/mentor

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Options to attain goals are explored and a plan is prepared with the coach/mentor to formalise the arrangement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coaching/mentoring input is used constructively in accordance with established goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Time is managed to achieve learning goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Progress is monitored and goals achieved or adjusted as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maximise coaching/ mentoring results

  1. The initiative is taken to build and maintain the coaching/mentoring relationship
  2. Productivequestions are formulated and used to obtain information and feedback from coaching/mentoring
  3. Active listening is used to ensure coaching/mentoring time is used productively
  4. Techniques are used for resolving differences/problems without damaging the relationship, or assistance is obtained in accordance with organisational policy and procedures
  5. New learning is consolidated to maximise coaching/mentoring results
  6. Closure of the coaching/mentoring arrangement is negotiated once goals have been met or either party wishes to withdraw
The initiative is taken to build and maintain the coaching/mentoring relationship

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Productivequestions are formulated and used to obtain information and feedback from coaching/mentoring

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Active listening is used to ensure coaching/mentoring time is used productively

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Techniques are used for resolving differences/problems without damaging the relationship, or assistance is obtained in accordance with organisational policy and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

New learning is consolidated to maximise coaching/mentoring results

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Closure of the coaching/mentoring arrangement is negotiated once goals have been met or either party wishes to withdraw

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Arrange for coaching/ mentoring

  1. The need for assistance is identified and the benefits of coaching versus mentoring discussed with others to determine best option.
  2. Coaching/mentoring is selected in accordance with the identified benefits.
  3. A checklist is prepared to assist in explaining the purpose and desired outcomes of the coaching/mentoring arrangement.
  4. Assistance is obtained where necessary, to identify and approach suitable person/s to request coaching/mentoring in accordance with the coaching/mentoring plan.
  5. Selected person/s are approached and a coaching/mentoring arrangement is negotiated in accordance with the identified need, personal expectations, the ability of the coach/mentor to provide the service, cultural and other considerations.
The need for assistance is identified and the benefits of coaching versus mentoring discussed with others to determine best option.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coaching/mentoring is selected in accordance with the identified benefits.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A checklist is prepared to assist in explaining the purpose and desired outcomes of the coaching/mentoring arrangement.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assistance is obtained where necessary, to identify and approach suitable person/s to request coaching/mentoring in accordance with the coaching/mentoring plan.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Selected person/s are approached and a coaching/mentoring arrangement is negotiated in accordance with the identified need, personal expectations, the ability of the coach/mentor to provide the service, cultural and other considerations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with a coach/mentor

  1. Ground rules are established and realistic expectations set with the coach/mentor.
  2. Options to attain goals are explored and a plan is prepared with the coach/mentor to formalise the arrangement.
  3. Coaching/mentoring input is used constructively in accordance with established goals.
  4. Time is managed to achieve learning goals.
  5. Progress is monitored and goals achieved or adjusted as required.
Ground rules are established and realistic expectations set with the coach/mentor.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Options to attain goals are explored and a plan is prepared with the coach/mentor to formalise the arrangement.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coaching/mentoring input is used constructively in accordance with established goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Time is managed to achieve learning goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Progress is monitored and goals achieved or adjusted as required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maximise coaching/ mentoring results

  1. The initiative is taken to build and maintain the coaching/mentoring relationship.
  2. Productive questions are formulated and used to obtain information and feedback from coaching/mentoring.
  3. Active listening is used to ensure coaching/mentoring time is used productively.
  4. Techniques are used for resolving differences/problems without damaging the relationship, or assistance is obtained in accordance with organisational policy and procedures.
  5. New learning is consolidated to maximise coaching/mentoring results.
  6. Closure of the coaching/mentoring arrangement is negotiated once goals have been met or either party wishes to withdraw.
The initiative is taken to build and maintain the coaching/mentoring relationship.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Productive questions are formulated and used to obtain information and feedback from coaching/mentoring.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Active listening is used to ensure coaching/mentoring time is used productively.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Techniques are used for resolving differences/problems without damaging the relationship, or assistance is obtained in accordance with organisational policy and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

New learning is consolidated to maximise coaching/mentoring results.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Closure of the coaching/mentoring arrangement is negotiated 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

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 units that must be achieved prior to this unit:Nil

Co-requisite units that 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:

PSPETHC301B Uphold the values and principles of public service

PSPGOV301B Work effectively in the organisation

PSPGOV302B Contribute to workgroup activities

PSPGOV303B Build and maintain internal networks

PSPGOV306B Implement change

PSPGOV307B Organise workplace information

PSPGOV308B Work effectively with diversity

PSPGOV312A Use workplace communication strategies

PSPGOV315A Give and receive workplace feedback

PSPLEGN301B Comply with legislation in the public sector.

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

effectively working with a coach or mentor in a range of (3 or more) contexts (or occasions, over time)

Resources required to carry out assessment

These resources include:

legislation, organisational policy, procedures and protocols relating to coaching/mentoring

ground rules for coaching/mentoring agreements

current background materials on workplace coaching/mentoring

case studies and workplace scenarios to capture the range of coaching/mentoring arrangements likely to be encountered in the public sector

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 working effectively with a coach or mentor, including coping with difficulties, irregularities and breakdowns in routine

effectively working with a coach or mentor 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:

portfolios

projects

questioning

scenarios

authenticated evidence from the workplace and/or training

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

Required Skills and Knowledge

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/impacting on coaching/mentoring in the public sector

using a range of communication techniques including active listening, questioning, giving and receiving feedback, negotiating, constructive conflict resolution

planning and setting objectives

self-assessing learning style, the need for coaching/mentoring and ongoing competency development

building coaching/mentoring relationships

responding to diversity, including gender and disability

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

Knowledge requirements

Look for evidence that confirms knowledge and understanding of:

legislation, regulations, policies, procedures and guidelines relating to coaching/mentoring in the public sector such as those dealing with 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 one-to-one relationship with a coach/mentor

equal employment opportunity, equity and diversity principles

the value of diversity in a coaching/mentoring arrangement

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

Range Statement

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 bold italics in the Performance Criteria is explained here.

Coaching:

has a focus on the acquisition of job skills and knowledge

is results oriented

is performance, success or goal directed

emphasises action or improved performance in a specific area

requires good interpersonal relations

is provided by a coach who:

provides learning opportunities or helps identify them

monitors performance

provides constructive feedback

is internal or external to the organisation/public sector

maintains confidentiality in the relationship

Mentoring:

has a focus on personal growth and learning

includes a wide range of learning oriented to:

exchange of wisdom

support

guidance in personal or professional growth

is a relationship, not simply focused on a procedure or activity

is one person professionally assisting the professional development of another

is a developmental effort to build skills and knowledge for advancement based on merit, rather than alliances/politically-based partnerships to advance careers based on politics rather than aptitude

is provided by a mentor who:

facilitates the mentoree's professional growth

provides information, guidance and constructive comments

evaluates the mentoree's plans and decisions

supports, encourages and, where necessary, highlights shortfalls in agreed performance

maintains confidentiality in the relationship

Others may include:

supervisor

peers

counsellor

support person

case manager

Assistance may be provided by:

supervisor

peers

counsellor

support person

case manager

Coaching/mentoring arrangements may include:

internal partnership

purchased service from outside the organisation

Cultural and other considerations may include:

choosing a coach/mentor with compatible attributes or very different attributes depending on the purpose and objectives of the relationship

age

cultural background

disability

educational level

ethnicity

expertise

family responsibilities

gender

interests

interpersonal approach

language

learning/thinking styles

life experience

marital status

personality

physical ability

political orientation

religious belief

sexual orientation

socio-economic background

work experience

working styles

Ground rules may include:

relationship is voluntary

arrangement is confidential

coaching/mentoring partners should not be in the same chain of command

mentor should not be a direct manager of the person being mentored

coach may be supervisor of the person being coached

for internal arrangements during work hours, supervisors of both coaching/mentoring partners must approve

coach/mentor's guidance and counsel does not supersede that of the supervisor in work-related matters

training for coaching/mentoring partners

a coaching/mentoring agreement

active involvement of both partners in the coaching/mentoring process

fee for service/contractual arrangement

accessibility of coach/mentor

options to finalise arrangements

Coaching/mentoring plan may include:

explicit expectations/purpose

well-defined objectives

problems (past, present, future) that may constrain achievement of the objectives

clear statement of what the coach/mentor would do

goals set by the organisation (coaching)

goals set by the individual and the coach/mentor

expected timeframe/time commitments

meeting arrangements - face-to-face, distance, email

Productive questions may include:

open rather than closed:

what?

why?

when?

how?

where?

who?

Active listening may include:

listening for central ideas

considering how information applies to the situation/person

identifying/eliminating emotional triggers

using techniques for staying in touch with what the speaker is saying, as thought speed outstrips speed of speech

paraphrasing

summarising

using silence to elicit additional information

using and recognising body language

Techniques for resolving differences may include:

finding a mutually beneficial solution

inviting discussion

providing explanations for rejecting advice that is not accepted

not laying blame

using 'I' messages

agreeing to end the relationship and seek alternative arrangement with someone else

Ways to consolidate learning may include:

identifying patterns

reviewing learning soon after it occurs

recording learning in writing, on audiotape or using diagrams

discussing learning with others

rehearsing

arranging additional practice

applying learning in real work situations