Modification History
Release |
TP Version |
Comments |
3 |
PSP12V1 |
Unit descriptor edited. |
2 |
PSP04V4.2 |
Layout adjusted. No changes to content. |
1 |
PSP04V4.1 |
Primary release. |
Unit Descriptor
This unit covers coaching/mentoring from the point of view of the person being coached/mentored. It includes arranging for coaching/mentoring, working with a coach/mentor and maximising coaching/mentoring results.
In practice, working effectively with a coach or mentor may overlap with other generalist or specialist public sector work activities such as acting ethically, complying with legislation, working effectively in the organisation, working with diversity, giving and receiving feedback, etc.
This unit is one of 4 units of competency in the Working in Government Competency Field that deal with coaching/mentoring. Related units are:
- PSPGOV414A Provide workplace mentoring
- PSPGOV415A Provide workplace coaching
- PSPGOV506A Support workplace coaching and mentoring
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication
Application of the Unit
Not applicable.
Licensing/Regulatory Information
Not applicable.
Pre-Requisites
Not applicable.
Employability Skills Information
This unit contains employability skills.
Elements and Performance Criteria Pre-Content
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. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
1 . Arrange for coaching / mentoring |
1.1 The need for assistance is identified and the benefits of coaching versus mentoring discussed with others to determine best option. 1.2 Coaching/mentoring is selected in accordance with the identified benefits. 1.3 A checklist is prepared to assist in explaining the purpose and desired outcomes of the coaching/mentoring arrangement. 1.4 Assistance is obtained where necessary, to identify and approach suitable person/s to request coaching/mentoring in accordance with the coaching/mentoring plan. 1.5 Selected person/s are approached and a coaching/mentoring arrangement is negotiated in accordance with the identified need, personal expectations, the ability of the coach/mentor to provide the service, cultural and other considerations . |
2 . Work with a coach /mentor |
2.1 Ground rules are established and realistic expectations set with the coach/mentor. 2.2 Options to attain goals are explored and a plan is prepared with the coach/mentor to formalise the arrangement. 2.3 Coaching/mentoring input is used constructively in accordance with established goals. 2.4 Time is managed to achieve learning goals. 2.5 Progress is monitored and goals achieved or adjusted as required. |
3 . Maximise coaching / mentoring results |
3.1 The initiative is taken to build and maintain the coaching/mentoring relationship. 3.2 Productive questions are formulated and used to obtain information and feedback from coaching/mentoring. 3.3 Active listening is used to ensure coaching/mentoring time is used productively. 3.4 Techniques are used for resolving differences/problems without damaging the relationship, or assistance is obtained in accordance with organisational policy and procedures. 3.5 New learning is consolidated to maximise coaching/mentoring results. 3.6 Closure of the coaching/mentoring arrangement is negotiated once goals have been met or either party wishes to withdraw. |
Required Skills and Knowledge
This section describes the essential skills and knowledge and their level, required for this unit. |
Skill requirements Look for evidence that confirms skills in:
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Knowledge requirements Look for evidence that confirms knowledge and understanding of:
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Evidence Guide
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. |
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Units to be assessed together |
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Overview of evidence requirements |
In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms:
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Resources required to carry out assessment |
These resources include:
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Where and how to assess evidence |
Valid assessment of this unit requires:
Assessment methods should reflect workplace demands, such as literacy, and the needs of particular groups, such as:
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:
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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 |
Range Statement
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. |
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Coaching: |
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Mentoring: |
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Others may include: |
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Assistance may be provided by: |
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Coaching /mentoring arrangements may include: |
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Cultural and other considerations may include: |
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Ground rules may include: |
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Coaching /mentoring plan may include: |
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Productive questions may include: |
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Active listening may include: |
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Techniques for resolving differences may include: |
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Ways to consolidate learning may include: |
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Unit Sector(s)
Not applicable.
Competency field
Working in Government.