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
Mentoring:
generally has a longer-term 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 just 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 growth of the person being mentored and professional development
provides information, guidance and constructive comments
evaluates the plans of the person being mentored, decisions, goals and objectives
supports, encourages and, where necessary, highlights shortfalls in agreed performance
maintains confidentiality in the relationship
does NOT take over problems and try to solve them
does NOT give advice, criticisms or solutions, but supports the person being mentored to make their own decisions
is not the direct manager of the person being mentored
Other human resourcestrategies may include:
performance management
learning and development
succession planning
career management
Benefits may include:
for the organisation:
increased productivity
new competencies available
more committed, involved and responsible personnel at all levels
personal and trusting developmental relationships
knowledge sharing
safeguarding investment in high potential people
culture change
for the person being coached or mentored:
empowerment
opportunity to acquire competencies and professional experience
insights into the organisational culture, attitudes, protocols and expected behaviours
increased potential for career mobility and promotion
a supportive environment in which successes and failures can be evaluated
internal and external networking opportunities
development of professional abilities and self-confidence
recognition and job satisfaction
mutual respect
for the coach/mentor:
renewed enthusiasm for the role (if an experienced employee)
challenging discussions with people who may have fresh perspectives
satisfaction from contributing to another's development
opportunities to reflect upon and articulate the role of coach/mentor
improved ability to share experiences and knowledge
opportunities to test new ideas
being of service to others
increased self-esteem
Ground rules may include:
relationship is voluntary, although the requirement to participate in coaching may not be
mentoring partners should not be in the same chain of command
supervisors of both partners must approve, if in-house rather than out-sourced arrangement
guidance and counsel from a coach/mentor does not supersede that of the supervisor in work-related matters
training for coaching and mentoring partners
a formal agreement
active involvement of both partners in the process
commitment from the organisation and both parties to the arrangement
effectiveness measures
requirements to monitor/evaluate and report on outcomes
provision for either party can end the relationship any time for any reason, or no reason
Stakeholders may include:
all those individuals and groups both inside and outside the organisation that have some direct interest in the organisation's behaviour, actions, products and services such as:
employees at all levels of the organisation
other public sector organisations
private sector organisations/businesses
non-government organisations
union and association representatives
boards of management
government
Ministers
Matching participants may include consideration of:
age
cultural background
educational level
ethnicity
expertise
family responsibilities
gender
goals
interests
interpersonal approach
language
learning/thinking styles
life experience
marital status
personality
physical ability
religious belief
sexual orientation
socio-economic background
work experience
working style
coach/mentor with particular attributes depending on the purpose and objectives of the arrangement
Mentoring opportunities may include:
secondments
relieving opportunities
work shadowing
project assignments
intra- and inter-departmental release
networks
outsourced (paid) - business coach/mentor when none is available internally
Networks may include:
professional organisations
informal common interest groups
public sector management consultants
Legislation, policy and procedures 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
Techniques and practices for resolving differences may include:
finding a mutually beneficial solution
inviting discussion
providing explanations
not taking it personally when information is rejected
not laying blame
using 'I' messages
self-disclosure

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:
PSPETHC501B Promote the values and ethos of public service
PSPGOV502B Develop client services
PSPGOV503B Coordinate resource allocation and usage
PSPGOV504B Undertake research and analysis
PSPGOV505A Promote diversity
PSPGOV511A Provide leadership
PSPGOV512A Use complex workplace communication strategies
PSPGOV516A Develop and use emotional intelligence
PSPHR503A Facilitate performance management processes
PSPHR504A Implement workforce planning and succession strategies
PSPHR508A Coordinate career development
PSPLEGN501B Promote compliance with legislation in the public sector
PSPOHS501A Monitor and maintain workplace safety
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
coaching and mentoring supported in the organisation 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 workplace coaching and mentoring
current theory and practice for workplace coaching and mentoring
case studies and workplace scenarios to capture the range of situations likely to be encountered when supporting coaching and mentoring in the organisation
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 supporting coaching and mentoring in the organisation, including coping with difficulties, irregularities and breakdowns in routine
coaching and mentoring supported in the organisation 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
portfolios
projects
questioning
scenarios
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