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Evidence Guide: SITXHRM001 - Coach others in job skills

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

 

SITXHRM001 - Coach others in job skills

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

Prepare for on-the-job coaching.

  1. Identify need for coaching based on a range of factors.
  2. Identify specific coaching needs through discussion with colleague and organise coaching sessions.
Identify need for coaching based on a range of factors.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coach colleagues on-the-job.

  1. Explain overall purpose of coaching to colleague.
  2. Explain and demonstrate specific skills.
  3. Communicate required knowledge and check colleague understanding.
  4. Advise organisational procedures for completing workplace tasks.
  5. Provide colleague with opportunity to practise skill and ask questions.
  6. Provide feedback in constructive and supportive manner.
Explain overall purpose of coaching to colleague.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain and demonstrate specific skills.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate required knowledge and check colleague understanding.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Advise organisational procedures for completing workplace tasks.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide colleague with opportunity to practise skill and ask questions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide feedback in constructive and supportive manner.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow-up coaching.

  1. Monitor progress of new workplace skills and provide supportive assistance.
  2. Report progress to the appropriate person.
  3. Identify performance problems or difficulties with coaching and rectify or refer to appropriate person for follow-up.
Monitor progress of new workplace skills and provide supportive assistance.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report progress to the appropriate person.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

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.

1. Prepare for on-the-job coaching.

1.1.Identify 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 overall purpose of coaching to colleague.

2.2.Explain and demonstrate 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 skill and ask questions.

2.6.Provide feedback in 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 coaching and rectify or refer to appropriate person for follow-up.

Required Skills and Knowledge

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Prepare for on-the-job coaching.

1.1.Identify 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 overall purpose of coaching to colleague.

2.2.Explain and demonstrate 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 skill and ask questions.

2.6.Provide feedback in 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 coaching and rectify or refer to appropriate person for follow-up.

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

provide effective on-the job coaching to four different colleagues

address identified performance problems or difficulties experienced by colleagues in each of the above coaching sessions and rectify or refer as appropriate

evaluate colleagues’ performance and provide constructive feedback as part of above coaching sessions

demonstrate the following during each of the above coaching activities:

clear communication and demonstration of the organisational tasks required of the colleague

completion of training within commercial time constraints

application of the key principles of training.

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

communication techniques suitable to a workplace training context

objectives and scope of the coaching

factors which impact need for coaching:

direction from colleagues

own observation and workplace experience

request for coaching from colleagues to be coached

key principles of training:

explanation

demonstration

review

listening to trainee explanation

observing and evaluating trainee demonstration

providing feedback

legislative work health and safety and hygiene requirements

possible causes of performance problems or difficulties:

breakdown in communication

inappropriate circumstances for coaching

insufficient opportunity to practice

language or cultural barriers

shyness or lack of confidence.