Elements and Performance Criteria

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 and is generally short-term
is a defined relationship to enhance performance
is results oriented
is performance or goal directed
emphasises action or improved performance in a specific area
requires good interpersonal relations
is identified on personal learning and development plans
is provided by a coach who:
provides learning opportunities
monitors performance
provides constructive feedback
maintains confidentiality
may have undertaken training/development to undertake the role
is not necessarily hierarchical
Factors influencing the decision for coaching may include:
request for coaching from colleague to be coached
own observation and workplace experience
direction from others
Coaching agreement may include:
purpose
goals
timeframe
frequency of sessions
time and place for coaching:
on-the-job during work hours
before or after work during flexible work hours
in a simulated location away from the actual workplace.
confidentiality
Competencies/processes to be coached may be:
generally those which do not require formal or extended training sessions but based on short, commonly-used tasks
service-related competencies such as customer service
technical or practical competencies such as those related to operating equipment, following guidelines or completing documentation to achieve workplace outcomes
competencies related to dealing with people such as management, communication
workplace routines/systems
new processes introduced to job role
Underpinning knowledge and skills refers to:
the essential knowledge required to carry out tasks and use skills effectively such as:
components of equipment or other items
details of products or services
reasons for undertaking various tasks
legislative, occupational health and safety or environmental requirements linked to procedures.
underpinning skills such as communication, planning, working with others, literacy, numeracy
Communication techniques may include:
questioning
active listening
verbal and non-verbal communication
culturally appropriate strategies
constructive feedback
paraphrasing
re-phrasing
rapport building
written communication
systems
Performance problems or difficulties may be due to:
shyness or lack of confidence
reluctance of person to participate
reluctance of coach to give full commitment
lack of coaching skills/training (for coach)
breakdown in communication
language or cultural barriers
insufficient opportunity for practice
inappropriate circumstances for coaching
hierarchy/organisational structure
lack of clearly defined goals or relationship
Legislation, policy and standards may include:
State/Territory and Commonwealth legislation and regulations such as:
public sector management acts
privacy legislation
equal employment opportunity, anti-discrimination and harassment legislation
occupational health and safety legislation.
ethics and accountability standards
public sector standards
organisational policy, procedures and protocols
Perceptions of those outside the coaching arrangement may include:
favouritism being shown to person
person being 'less smart' and needing special attention
inappropriate relationship between coach and person

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:
PSPBORD405A Develop operational effectiveness of detector dog teams
PSPETHC401A Uphold and support the values and principles of public service
PSPFRAU407B Conduct fraud control awareness sessions
PSPGOV403B Use resources to achieve work unit goals
PSPGOV405B Provide input to the change process
PSPGOV406B Gather and analyse information
PSPGOV408A Value diversity
PSPGOV411A Deal with conflict
PSPGOV412A Use advanced workplace communication strategies
PSPGOV422A Apply government processes
PSPLEGN401A Encourage compliance with legislation in the public sector
PSPOHS401B Implement workplace safety procedures and programs
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
provision of workplace coaching in a range of (3 or more) contexts (or occasions, over time)
Resources required to carry out assessment
These resources include:
legislation, policy, procedures and protocols relating to the provision of workplace coaching
current information underpinning workplace coaching
case studies and workplace scenarios to capture the range of situations likely to be encountered when providing workplace coaching
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 providing workplace coaching, including coping with difficulties, irregularities and breakdowns in routine
provision of workplace coaching 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:
case studies
demonstration
observation
portfolios
questioning
scenarios
simulation or role plays
authenticated evidence from the workplace and/or training courses
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