Elements and Performance Criteria

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.

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.