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Provide coaching/mentoring in the workplace
This competency covers the skills and knowledge required to act as a mentor/coach to other individuals in the workplace. Coaching and mentoring are undertaken within the coach/mentor's area of expertise on a one on one basis.|
Typically a coach/mentor would:
· facilitate the exploration of needs, motivations and thought processes to assist the individual in identifying areas for development
· observe, listen and ask questions to identify the employee's situation
· use questioning techniques to identify solutions and actions rather than take a directive approach
· support the employee in setting appropriate goals and methods of assessing progress in relation to goals
· provide encouragement, support and constructive feedback
· apply tools and techniques which may include one
|1 . Establish coaching/ mentoring relationship.||
|2 . Provide coaching/mentoring support.||
|3 . Evaluate effectiveness of coaching/mentoring.||
|Key Competency||Examples of Application||Performance|
|How can information be collected, analysed and organised?||2|
|How are ideas and information communicated within this competency?||2|
|How are activities planned and organised?||2|
|How are problem solving skills applied?||2|
|How are mathematical ideas and techniques used?||1|
|How is use of technology applied?||2|
|How is team work used within this competency?||1|
This competency unit may include the following legislation, codes and national standards as relevant to the workplace:
award and enterprise agreements and relevant industrial instruments
relevant legislation from all levels of government that affects business operation, especially in regard to OHS and environmental issues, equal opportunity, industrial relations and anti-discrimination
relevant industry codes of practice.
The mentoring/coaching process applies to any area of the business or professional endeavour and may include:
acquisition of specific business competencies
progress with overall business development
individual and personal development.
Changes to the mentoring/coaching relationship may include:
inability of one party to continue participation
identification of a need for assistance from others with different skills
achievement of goals and decision to conclude the relationship
change in the dynamic of the relationship.
Feedback on performance may include:
obtaining feedback from supervisors or colleagues
personal, reflective behaviour strategies
routine organisational methods for monitoring service delivery.
Other relevant personnel may include:
training development officer/assessor
other members of the organisation
Organisational requirements may be included in:
quality assurances and/or procedures manuals
goals, objectives, plants, systems and processes
legal and organisational policy/guidelines and requirements
OHS policies, procedures and programs
confidentiality and security requirements
business and performance plans
anti-discrimination and related policy
access and equity principles and practice
quality and continuous improvement processes and standards.
All operations are performed in accordance with standard procedures and work instructions.
All operations are subject to stringent OHS requirements and these must not be compromised at any time. Where there is an apparent conflict between performance criteria and OHS requirements, the OHS requirements take precedence.
Assessment context and methods
The unit will be assessed in as holistic a manner as is practical and may be integrated with the assessment of other relevant units of competency. Assessment will occur over a range of situations.
Assessment for this unit may include performance and knowledge evidence, periodic assessments, interview with mentoree to evaluate mentor/coach's skills and structured or unstructured simulations or case study/scenarios.
It is essential that an understanding of mentoring/coaching and its role and benefits is understood. Competence must be demonstrated in communication skills in relation to listening, questioning, providing constructive feedback and non-verbal communication.
Consistent performance should be demonstrated. In particular look to see:
an understanding in the role and benefits of mentoring/coaching in the business
use of significant workplace knowledge and experience to assist another individual to achieve their goals/development needs
application of effective communication styles
a learning environment is effectively created that allows for open discussion, feedback, tolerance of mistakes during learning within a safe environment, and affirmation of the individual's worthiness.
Competence must be demonstrated in the operation of all ancillary equipment to the level required for this competency unit. These aspects may be best assessed using a range of scenarios/case studies/what ifs as the stimulus, with a walk- through forming part of the response. The assessment activities should include responding to a range of problems.
Assessment may require access to an operating plant, or a suitable method of gathering evidence where the mentoring/coaching is related to the development of technical competencies of operating ability over a range of situations. A bank of scenarios/case studies/what ifs will be required as will a bank of questions which will be used to probe the reasoning behind the observable actions.
Other assessment advice
Individual enterprises may choose to add prerequisites and corequisites relevant to their processes.
Knowledge of the principles of coaching and mentoring for development of competence.
Knowledge of the enterprise's standard procedures and work instructions and relevant regulatory requirements along with the ability to apply them to the coaching/mentoring process.
Competence includes the ability to:
apply and/or explain:
how to work effectively with individuals who have diverse work styles, aspirations, cultures and perspectives
effective methods of coaching/mentoring
organisation's policies, procedures and plans
methods and techniques for eliciting and interpreting feedback
relevant career paths and competency standards in the organisation
methods for identifying development opportunities
effective planning skills to organise activities
communication skills in giving, receiving and analysing feedback.
as is relevant to the process of mentoring/coaching.