Unit of competency details

PSPGOV415A - Provide workplace coaching (Release 3)


Usage recommendation:
Is superseded by and equivalent to PSPGEN036 - Provide workplace coachingUnit code updated. Content and formatting updated to comply with the new standards. All PC transitioned from passive to active voice. Assessment Requirements created drawing upon specified assessment information from superseded unit. 06/Mar/2016

Release Status:
ReleaseRelease date
3 (this release) 01/Nov/2012
(View details for release 2) 07/Mar/2012
(View details for release 1) 05/May/2009

Training packages that include this unit

Qualifications that include this unit

CodeSort Table listing Qualifications that include this unit by the Code columnTitleSort Table listing Qualifications that include this unit by the Title columnRelease
FNS51915 - Diploma of Personal Injury and Disability Insurance ManagementDiploma of Personal Injury and Disability Insurance Management
PSP41912 - Certificate IV in Government (School Support Services)Certificate IV in Government (School Support Services)
PSP42012 - Certificate IV in School Support ServicesCertificate IV in School Support Services
PSP40104 - Certificate IV in GovernmentCertificate IV in Government1-2 
DEF52612 - Diploma of Defence Paralegal ServicesDiploma of Defence Paralegal Services
PSP40112 - Certificate IV in GovernmentCertificate IV in Government
PSP42010 - Certificate IV in School Support ServicesCertificate IV in School Support Services1-2 
PSP41904 - Certificate IV in Government (School Support Services)Certificate IV in Government (School Support Services)1-2 
CUA50415 - Diploma of Live Production and Technical ServicesDiploma of Live Production and Technical Services1-3 
CUA40415 - Certificate IV in Live Production and Technical ServicesCertificate IV in Live Production and Technical Services1-3 
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SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 120505 Work Practices Programmes 

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 120505 Work Practices Programmes 24/May/2005 
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Modification History


TP Version 




Unit descriptor edited.



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Primary release.

Unit Descriptor

This unit covers the provision of on-the-job coaching to colleagues. This unit has no parity with National Workplace Trainer standards, but reflects the situation in many workplaces where formal and informal on-the-job coaching is extremely common. It includes preparation for coaching, and provision of and follow-up of coaching.

In practice, the provision of workplace coaching may overlap with other generalist or specialist public sector work activities such as acting ethically, complying with legislation, applying government processes, gathering and analysing information, using resources, promoting diversity, conducting awareness sessions, 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:

  • PSPGOV311A Work with a coach or mentor
  • PSPGOV414A Provide workplace mentoring
  • 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.


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



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.

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:

  • 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

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.

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

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.


  • 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

Unit Sector(s)

Not applicable.

Competency field

Working in Government.