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Evidence Guide: SITXHRM001A - 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

 

SITXHRM001A - 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 the need for coaching based on a range of factors.
  2. Identify specific coaching needs through discussion with colleague to be coached.
  3. Where appropriate, organise coaching sessions according to organisation policy.
Identify the need for coaching based on a range of factors.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where appropriate, organise coaching sessions according to organisation policy.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coach colleagues on the job.

  1. Explain the overall purpose of coaching to colleague.
  2. Explain and demonstrate the specific skills to be coached.
  3. Communicate clearly any underpinning knowledge required and check colleague's understanding.
  4. Provide colleague with opportunity to practise the skill and ask questions.
  5. Provide feedback in a constructive and supportive manner.
Explain the overall purpose of coaching to colleague.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain and demonstrate the specific skills to be coached.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate clearly any underpinning knowledge required and check colleague's understanding.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide colleague with opportunity to practise the skill and ask questions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide feedback in a constructive and supportive manner.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow up coaching.

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report progress to the appropriate person as required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 competency in this unit

Evidence of the following is essential:

ability to provide supportive on-the-job coaching with constructive and supportive feedback

clarity in oral communication

knowledge of basic training principles

demonstration of coaching skills under normal workplace conditions, including real work tasks to coach others in and use of suitable equipment and materials.

Context of and specific resources for assessment

Assessment must ensure:

interaction with other people to whom coaching is provided

use of industry-current technology and documentation to support coaching activities.

Methods of assessment

A range of assessment methods should be used to assess practical skills and knowledge. 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 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.

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Assessing employability skills

Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts.

Employability skills embedded in this unit should be assessed holistically with other relevant units that make up the skill set or qualification and in the context of the job role.

Required Skills and Knowledge

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

The following skills must be assessed as part of this unit:

communication skills, specifically the use of questioning techniques and clarity in oral communication

interpersonal skills to facilitate participation and encourage effective coaching outcomes

literacy skills to interpret workplace documentation as required by the job role.

The following knowledge must be assessed as part of this unit:

context for workplace coaching, including objectives, scope and relationship to other workplace activities

basic principles of training, such as explanation, demonstration, review, trainee explanation, trainee demonstration and feedback

equal employment opportunity (EEO) and other relevant legislation impacting on workplace coaching.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the performance criteria is detailed below.

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

request for coaching from colleague to be coached

own observation and workplace experience

direction from colleagues.

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 not requiring formal or extended training sessions, but short, commonly-used tasks such as:

customer service skills

technical or practical skills, such as operating equipment, making something or completing documentation

selling or promoting products and services.

Underpinning knowledge refers to the essential knowledge required to carry out tasks or undertake skills effectively, such as:

ingredients or components of items

knowledge of products or services

principles underpinning skills such as communication and selling

reasons for undertaking various tasks

legislative, OHS and hygiene 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.