Unit of competency details

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PSP12V1

Unit descriptor edited.

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PSP04V4.2

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1

PSP04V4.1

Primary release.

Elements are the essential outcomes of the unit of competency.

Together, performance criteria specify the requirements for competent performance. Text in bold italics  is explained in the Range Statement following.

ELEMENT 

PERFORMANCE CRITERIA 

1 . Prepare for coaching 

1.1 The need for coaching  is confirmed based on a range of factors .

1.2 Specific coaching needs are identified through discussion with/about the colleague to be coached.

1.3 Self-assessment of own competencies and coaching style is undertaken and compatibility with colleague's needs and learning style confirmed.

1.4 Approval for coaching arrangement is obtained in accordance with organisational policy and procedures.

1.5 Coaching agreement  is negotiated with the colleague in accordance with organisational policy and procedures.

2 . Provide coaching 

2.1 The principles and application of coaching are explained and agreed.

2.2 Specific competencies/processes  to be coached are explained and demonstrated.

2.3 Any required underpinning knowledge and skills  are communicated in a manner suited to the person's specific needs.

2.4 The person being coached understanding is checked using a range of communication techniques .

2.5 The opportunity to practise and ask questions is provided in accordance with organisational constraints.

2.6 Feedback is provided in a constructive and supportive manner, and goals are reviewed with the person being coached and adjusted as necessary.

3 . Follow up coaching 

3.1 Progress with new competencies is monitored in the workplace and supportive assistance is provided as required.

3.2 Progress is reported in accordance with organisational requirements.

3.3 Performance problems or difficulties  with the coaching are identified and rectified or referred for follow-up in accordance with organisational policy and procedures.

3.4 Confidentiality regarding coaching arrangements is maintained in accordance with legislation, policy and standards .

3.5 The perceptions of those outside the coaching arrangement  are managed according to organisational requirements.

This section describes the essential skills and knowledge and their level, required for this unit.

Skill requirements 

Look for evidence that confirms skills in:

• applying legislation, regulations and policies relating to the provision of workplace coaching
• providing supportive on-the-job coaching with constructive and supportive feedback
• planning coaching content, reviewing and adjusting goals
• seeking out and reviewing information related to work activities in which coaching is to occur
• giving instructions to others being coached
• seeking and providing feedback on coaching session
• systematically self-assessing coaching sessions/results and modifying techniques as a result
• questioning about aspects of skills learnt
• dealing with situations where there is a communication breakdown due to language, cultural or other barriers
• responding to diversity, including gender and disability
• applying procedures relating to occupational health and safety and environment in the context of workplace coaching

Knowledge requirements 

Look for evidence that confirms knowledge and understanding of:

• legislation, regulations, policies, procedures and guidelines relating to provision of workplace coaching
• current competency in the area being coached
• basic principles and theory of coaching (explanation, demonstration, review, trainee explanation, trainee demonstration, feedback)
• equal employment opportunity, equity and diversity principles
• public sector legislation such as occupational health and safety and environment in the context of workplace coaching

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:

• PSPBORD405A Develop operational effectiveness of detector dog teams
• PSPETHC401A Uphold and support the values and principles of public service
• PSPFRAU407B Conduct fraud control awareness sessions
• PSPGOV403B Use resources to achieve work unit goals
• PSPGOV405B Provide input to the change process
• PSPGOV406B Gather and analyse information
• PSPGOV408A Value diversity
• PSPGOV411A Deal with conflict
• PSPGOV412A Use advanced workplace communication strategies
• PSPGOV422A Apply government processes
• PSPLEGN401A Encourage compliance with legislation in the public sector
• PSPOHS401B Implement workplace safety procedures and programs

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
• provision of workplace coaching 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 the provision of workplace coaching
• current information underpinning workplace coaching
• case studies and workplace scenarios to capture the range of situations likely to be encountered when providing workplace coaching

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 providing workplace coaching, including coping with difficulties, irregularities and breakdowns in routine
• provision of workplace coaching 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
• demonstration
• observation
• portfolios
• questioning
• scenarios
• simulation or role plays
• 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

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

Factors  influencing the decision for coaching may include:

• request for coaching from colleague to be coached
• own observation and workplace experience
• direction from others

Coaching agreement  may include:

• purpose
• goals
• timeframe
• frequency of sessions
• time and place for coaching:

• on-the-job during work hours
• before or after work during flexible work hours
• in a simulated location away from the actual workplace.
• confidentiality

Competencies /processes to be coached  may be:

• generally those which do not require formal or extended training sessions but based on short, commonly-used tasks
• service-related competencies such as customer service
• technical or practical competencies such as those related to operating equipment, following guidelines or completing documentation to achieve workplace outcomes
• competencies related to dealing with people such as management, communication
• workplace routines/systems
• new processes introduced to job role

Underpinning knowledge and skills  refers to:

• the essential knowledge required to carry out tasks and use skills effectively such as:

• components of equipment or other items
• details of products or services
• reasons for undertaking various tasks
• legislative, occupational health and safety or environmental requirements linked to procedures.

• underpinning skills such as communication, planning, working with others, literacy, numeracy

Communication techniques  may include:

• questioning
• active listening
• verbal and non-verbal communication
• culturally appropriate strategies
• constructive feedback
• paraphrasing
• re-phrasing
• rapport building
• written communication
• systems

Performance problems or difficulties  may be due to:

• shyness or lack of confidence
• reluctance of person to participate
• reluctance of coach to give full commitment
• lack of coaching skills/training (for coach)
• breakdown in communication
• language or cultural barriers
• insufficient opportunity for practice
• inappropriate circumstances for coaching
• hierarchy/organisational structure
• lack of clearly defined goals or relationship

Legislation , policy and standards  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

Perceptions of those outside the coaching arrangement  may include:

• favouritism being shown to person
• person being 'less smart' and needing special attention
• inappropriate relationship between coach and person