Elements and Performance Criteria

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

Critical aspects of assessment:
Ability to provide supportive on job coaching with constructive and supportive feedback
Clarity in communication
Knowledge of basic training principles
Providing non- judgmental education or client contact
Demonstrated understanding of own attitudes and values

Essential knowledge and skills:

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

Competency in the skill being coached
Basic principles of coaching and adult learning principles (e.g. Explanation, demonstration, review, trainee explanation, trainee demonstration, feedback)
Coaching session procedures including planning, conducting and reviewing session
Planning procedures for staff practice opportunities
Communication skills, specifically the use of questioning techniques and clarity in oral communication

Essential skills:
Ability to monitor own attitudes and values
The skill to create a positive learning environment
The skill to develop, implement and evaluate competency based training programs
Working with cultural and linguistic diversity
Ability to analyse relevant technical or service processes
Impact of disability on work skills or abilities
Communication and consultation with clients, colleagues and workplace personnel

Context of Assessment and Resource Implications

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.

Assessment Methods
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.