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. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
Coaching is:
a defined relationship designed to enhance performance
an activity requiring good interpersonal relations
an activity which emphasises action or improved performance in a specific area
focussed on the acquisition of job skills and knowledge, and is generally short-term
frequently identified in personal learning and development plans
not necessarily managed in a hierarchical relationship (such as being coached by one's supervisor)
results oriented
performance or goal directed
provided by a coach who:
maintains confidentiality
monitors performance
provides learning opportunities
provides constructive feedback
may have undertaken training or development for the role
Coaching strategy may include:
administration
amount of material support
application in the workplace
content and resources
expected outcomes
facilities and location
method or mode of interaction (i.e. physical or electronic)
preferred learning style of person being coached
roles and responsibilities for key individuals
reporting requirements
required coaching skills and methods
scope
time lines
Organisational context and needs may be:
stated in learning and development, and human resources strategies
shaped by desired outcomes including:
behavioural
compliance
functional
operational
organisational sociocultural circumstances and issues (for example, within Indigenous organisations)
personal
Key individuals involved in the coaching strategy include:
coaches
coaching program coordinator
steering committees
trainees
Stakeholders may include:
associations
Boards/committees of management
coaches
coaching coordinators
employees
government
organisational management and staff
private sector organisations/businesses
public sector organisations/agencies, especially regulators
trainees
suppliers and learning partners
unions
Coaching models may include:
face to face
virtual of e-mentoring
individual or group based
problem drive (by work, time, tasks, area of expertise, etc)
personal (driven by individual needs not by imposed third party requirements such as work needs)
Worker and employer issues may include:
certified agreements
contract work and self employment
enterprise bargaining
industrial awards
occupational health and safety
terms and conditions
trade unions
Tools and resources may be:
communication fliers and explanatory materials
documents establishing the ground rules of the coaching relationship
electronic or physical presentation design
instruments for coach-trainee selection processes
range of technologies (online or computer-based)
templates for personal coaching plans
Legal, regulatory and organisational compliance requirements may include:
commonwealth and state/territory legislation such as workplace relations legislation, and copyright and privacy laws as they relate to physical materials and electronic technology
competency standards
licensing requirements
plagiarism
relevant organisational policies, codes of practice and national standards
security of information
Coach-trainee relationship may include:
access issues
behaviours
hierarchical relationship (such as being coached by one's supervisor)
key performance outcome statements or indicators
learning or communication styles
location
personal or professional attributes
skills and knowledge
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 or contradicted
not laying blame
self-disclosure
using 'I' messages (focusing on the giver of the message) rather than 'you' messages (focusing on the receiver of the message)

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
developing a coaching strategy in consultation with relevant others
working within the relevant management structure to gain executive support for coaching strategy
adhering to legal and regulatory compliance
recruiting suitable coaches
formation of robust relationships between all parties
knowledge of relevant legislation specifically in relation to confidentiality and privacy.
Context of and specific resources for assessment
Assessment must ensure:
access to an actual workplace or simulated environment
competence is consistently demonstrated over time, and over a range and variety of coaching strategies.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate
completion of applied projects or learning activities relating to planning, monitoring and reviewing a coaching strategy for an organisation
direct observation of application of skills in context
oral or written questioning to assess knowledge of coaching program design principles
review of tools and resources designed for coaches and trainees.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
BSBLED702A Lead learning strategy implementation
BSBLED705A Plan and implement a mentoring program
BSBREL701A Develop and cultivate collaborative partnerships and relationships
PSPHR616A Manage performance management system
PSPMNGT614A Facilitate knowledge management.