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Provide workplace coaching

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 Key Area 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 This is a new unit of competency, added to the Working in Government Key Are

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

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

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

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

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

2 . Provide coaching
  1. The principles and application of coaching are explained and agreed

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

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

  4. Coachee's understanding is checked using a range of communication techniques

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

  6. Feedback is provided in a constructive and supportive manner, and goals are reviewed with the coachee and adjusted as necessary

3 . Follow up coaching
  1. Progress with new competencies is monitored in the workplace and supportive assistance is provided as required

  2. Progress is reported in accordance with organisational requirements

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

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

  5. The perceptions of those outside the coaching arrangement are managed in accordance with organisational requirements

Key CompetencyExamples of ApplicationPerformance
How can information be collected, analysed and organised?
How are ideas and information communicated within this competency?
How are activities planned and organised?
How are problem solving skills applied?
How are mathematical ideas and techniques used?
How is use of technology applied?
How is team work used within this competency?

Range Statement


Factors influencing the decision for coaching may include

Coaching agreement may include

Competencies/processes to be coached may be

Underpinning knowledge and skills refers to

Communication techniques may include

Performance problems or difficulties may be due to

Legislation, policy and standards may include

Perceptions of those outside the coaching arrangement may include

Evidence Guide

Units to be assessed together

Overview of evidence requirements

In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms:

Resources required to carry out assessment

These resources include:

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:

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