The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!
From the Wiki University
What evidence can you provide to prove your understanding of each of the following citeria?
Arrange for coaching/ mentoring
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The need for assistance is identified and the benefits of coaching versus mentoring discussed with others to determine best option Completed |
Evidence:
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Coaching/mentoring is selected in accordance with the identified benefits Completed |
Evidence:
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A checklist is prepared to assist in explaining the purpose and desired outcomes of the coaching/mentoring arrangement Completed |
Evidence:
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Assistance is obtained where necessary, to identify and approach suitable person/s to request coaching/mentoring in accordance with the coaching/mentoring plan Completed |
Evidence:
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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 Completed |
Evidence:
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Work with a coach/mentor
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Ground rules are established and realistic expectations set with the coach/mentor Completed |
Evidence:
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Options to attain goals are explored and a plan is prepared with the coach/mentor to formalise the arrangement Completed |
Evidence:
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Coaching/mentoring input is used constructively in accordance with established goals Completed |
Evidence:
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Time is managed to achieve learning goals Completed |
Evidence:
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Progress is monitored and goals achieved or adjusted as required Completed |
Evidence:
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Maximise coaching/ mentoring results
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The initiative is taken to build and maintain the coaching/mentoring relationship Completed |
Evidence:
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Productivequestions are formulated and used to obtain information and feedback from coaching/mentoring Completed |
Evidence:
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Active listening is used to ensure coaching/mentoring time is used productively Completed |
Evidence:
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Techniques are used for resolving differences/problems without damaging the relationship, or assistance is obtained in accordance with organisational policy and procedures Completed |
Evidence:
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New learning is consolidated to maximise coaching/mentoring results Completed |
Evidence:
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Closure of the coaching/mentoring arrangement is negotiated once goals have been met or either party wishes to withdraw Completed |
Evidence:
|
Arrange for coaching/ mentoring
|
|
The need for assistance is identified and the benefits of coaching versus mentoring discussed with others to determine best option. Completed |
Evidence:
|
Coaching/mentoring is selected in accordance with the identified benefits. Completed |
Evidence:
|
A checklist is prepared to assist in explaining the purpose and desired outcomes of the coaching/mentoring arrangement. Completed |
Evidence:
|
Assistance is obtained where necessary, to identify and approach suitable person/s to request coaching/mentoring in accordance with the coaching/mentoring plan. Completed |
Evidence:
|
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. Completed |
Evidence:
|
Work with a coach/mentor
|
|
Ground rules are established and realistic expectations set with the coach/mentor. Completed |
Evidence:
|
Options to attain goals are explored and a plan is prepared with the coach/mentor to formalise the arrangement. Completed |
Evidence:
|
Coaching/mentoring input is used constructively in accordance with established goals. Completed |
Evidence:
|
Time is managed to achieve learning goals. Completed |
Evidence:
|
Progress is monitored and goals achieved or adjusted as required. Completed |
Evidence:
|
Maximise coaching/ mentoring results
|
|
The initiative is taken to build and maintain the coaching/mentoring relationship. Completed |
Evidence:
|
Productive questions are formulated and used to obtain information and feedback from coaching/mentoring. Completed |
Evidence:
|
Active listening is used to ensure coaching/mentoring time is used productively. Completed |
Evidence:
|
Techniques are used for resolving differences/problems without damaging the relationship, or assistance is obtained in accordance with organisational policy and procedures. Completed |
Evidence:
|
New learning is consolidated to maximise coaching/mentoring results. Completed |
Evidence:
|
Closure of the coaching/mentoring arrangement is negotiated once goals have been met or either party wishes to withdraw. Completed |
Evidence:
|