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
is results oriented
is performance, success or goal directed
emphasises action or improved performance in a specific area
requires good interpersonal relations
is provided by a coach who:
provides learning opportunities or helps identify them
monitors performance
provides constructive feedback
is internal or external to the organisation/public sector
maintains confidentiality in the relationship
Mentoring:


has a focus on personal growth and learning
includes a wide range of learning oriented to:
exchange of wisdom
support
guidance in personal or professional growth
is a relationship, not simply focused on a procedure or activity
is one person professionally assisting the professional development of another
is a developmental effort to build skills and knowledge for advancement based on merit, rather than alliances/politically-based partnerships to advance careers based on politics rather than aptitude
is provided by a mentor who:
facilitates the mentoree's professional growth
provides information, guidance and constructive comments
evaluates the mentoree's plans and decisions
supports, encourages and, where necessary, highlights shortfalls in agreed performance
maintains confidentiality in the relationship
Others may include:
supervisor
peers
counsellor
support person
case manager
Assistance may be provided by:
supervisor
peers
counsellor
support person
case manager
Coaching/mentoring arrangements may include:
internal partnership
purchased service from outside the organisation
Cultural and other considerations may include:
choosing a coach/mentor with compatible attributes or very different attributes depending on the purpose and objectives of the relationship
age
cultural background
disability
educational level
ethnicity
expertise
family responsibilities
gender
interests
interpersonal approach
language
learning/thinking styles
life experience
marital status
personality
physical ability
political orientation
religious belief
sexual orientation
socio-economic background
work experience
working styles
Ground rules may include:
relationship is voluntary
arrangement is confidential
coaching/mentoring partners should not be in the same chain of command
mentor should not be a direct manager of the person being mentored
coach may be supervisor of the person being coached
for internal arrangements during work hours, supervisors of both coaching/mentoring partners must approve
coach/mentor's guidance and counsel does not supersede that of the supervisor in work-related matters
training for coaching/mentoring partners
a coaching/mentoring agreement
active involvement of both partners in the coaching/mentoring process
fee for service/contractual arrangement
accessibility of coach/mentor
options to finalise arrangements
Coaching/mentoring plan may include:
explicit expectations/purpose
well-defined objectives
problems (past, present, future) that may constrain achievement of the objectives
clear statement of what the coach/mentor would do
goals set by the organisation (coaching)
goals set by the individual and the coach/mentor
expected timeframe/time commitments
meeting arrangements - face-to-face, distance, email
Productive questions may include:
open rather than closed:
what?
why?
when?
how?
where?
who?
Active listening may include:
listening for central ideas
considering how information applies to the situation/person
identifying/eliminating emotional triggers
using techniques for staying in touch with what the speaker is saying, as thought speed outstrips speed of speech
paraphrasing
summarising
using silence to elicit additional information
using and recognising body language
Techniques for resolving differences may include:
finding a mutually beneficial solution
inviting discussion
providing explanations for rejecting advice that is not accepted
not laying blame
using 'I' messages
agreeing to end the relationship and seek alternative arrangement with someone else
Ways to consolidate learning may include:
identifying patterns
reviewing learning soon after it occurs
recording learning in writing, on audiotape or using diagrams
discussing learning with others
rehearsing
arranging additional practice
applying learning in real work situations

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:
PSPETHC301B Uphold the values and principles of public service
PSPGOV301B Work effectively in the organisation
PSPGOV302B Contribute to workgroup activities
PSPGOV303B Build and maintain internal networks
PSPGOV306B Implement change
PSPGOV307B Organise workplace information
PSPGOV308B Work effectively with diversity
PSPGOV312A Use workplace communication strategies
PSPGOV315A Give and receive workplace feedback
PSPLEGN301B Comply with legislation in the public sector.
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
effectively working with a coach or mentor in a range of (3 or more) contexts (or occasions, over time)
Resources required to carry out assessment
These resources include:
legislation, organisational policy, procedures and protocols relating to coaching/mentoring
ground rules for coaching/mentoring agreements
current background materials on workplace coaching/mentoring
case studies and workplace scenarios to capture the range of coaching/mentoring arrangements likely to be encountered in the public sector
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 working effectively with a coach or mentor, including coping with difficulties, irregularities and breakdowns in routine
effectively working with a coach or mentor 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:
portfolios
projects
questioning
scenarios
authenticated evidence from the workplace and/or training
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