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. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.


Factors which could influence the decision whether or not to conduct coaching may include:
Request for coaching from client, colleague or workplace personnel
Own observation and workplace experience
Direction from other colleagues
Consent for coaching gained from client/colleague


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 which do not require formal or extended training sessions but which are short, commonly-used tasks such as:
Client/customer service skills
Technical or practical skills such as operating equipment or completing documentation
Selling or promoting products and services
Job seeking and interview skills
Project management skills


Essential knowledge required to carry out tasks or undertake skills effectively such as:
Knowledge of products or services
Principles underpinning skills such as communication
Reasons for undertaking various tasks
Legislative or occupational health and safety 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
Inadequate modification to match client's learning style or needs

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 this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
Assessment must ensure:
project or work activities that allow the candidate to demonstrate coaching skills under normal workplace conditions including real work tasks to coach others in, use of suitable equipment and materials
for generic pre-employment training and assessment, a range of industry contexts must be addressed
where the focus is sector or workplace specific, training and assessment must be tailored to meet particular needs


Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities


Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged


Method of assessment:
Assessment methods must be chosen to ensure that communication skills can be practically demonstrated on more than one occasion, over time to demonstrate the full range of skills and contexts
Methods must include assessment of knowledge as well as assessment of practical skills
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 and coaching 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