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Evidence Guide: SIRXTAD003 - Coach others for success

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

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

 

SIRXTAD003 - Coach others for success

What evidence can you provide to prove your understanding of each of the following citeria?

Identify coaching needs.

  1. Identify coaching opportunities to improve team member’s skills and knowledge levels.
  2. Organise suitable time and place for coaching that is supportive and conducive to learning.
  3. Agree on coaching format and communicate before coaching takes place.
Identify coaching opportunities to improve team member’s skills and knowledge levels.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organise suitable time and place for coaching that is supportive and conducive to learning.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Agree on coaching format and communicate before coaching takes place.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide coaching to team members.

  1. Explain the purpose of coaching to team member.
  2. Explain and demonstrate specific skills or processes to be focus of coaching.
  3. Communicate required knowledge and check team member’s understanding.
  4. Discuss behaviours associated with the task or processes.
  5. Provide opportunities for team member to practise new skills and ask questions.
Explain the purpose of coaching to team member.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain and demonstrate specific skills or processes to be focus of coaching.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate required knowledge and check team member’s understanding.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss behaviours associated with the task or processes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide opportunities for team member to practise new skills and ask questions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow up on coaching experience.

  1. Assess trainee ability to apply newly learnt skills and knowledge.
  2. Review goals with trainee, provide feedback in a supportive manner, and adjusted as necessary.
  3. Monitor progress of team members and provide ongoing support.
  4. Identify performance difficulties and rectify or refer to appropriate personnel for follow up.
Assess trainee ability to apply newly learnt skills and knowledge.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review goals with trainee, provide feedback in a supportive manner, and adjusted as necessary.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor progress of team members and provide ongoing support.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify performance difficulties and rectify or refer to appropriate personnel for follow up.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Identify coaching needs.

1.1.Identify coaching opportunities to improve team member’s skills and knowledge levels.

1.2.Organise suitable time and place for coaching that is supportive and conducive to learning.

1.3.Agree on coaching format and communicate before coaching takes place.

2. Provide coaching to team members.

2.1.Explain the purpose of coaching to team member.

2.2.Explain and demonstrate specific skills or processes to be focus of coaching.

2.3.Communicate required knowledge and check team member’s understanding.

2.4.Discuss behaviours associated with the task or processes.

2.5.Provide opportunities for team member to practise new skills and ask questions.

3. Follow up on coaching experience.

3.1.Assess trainee ability to apply newly learnt skills and knowledge.

3.2.Review goals with trainee, provide feedback in a supportive manner, and adjusted as necessary.

3.3.Monitor progress of team members and provide ongoing support.

3.4.Identify performance difficulties and rectify or refer to appropriate personnel for follow up.

Required Skills and Knowledge

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Identify coaching needs.

1.1.Identify coaching opportunities to improve team member’s skills and knowledge levels.

1.2.Organise suitable time and place for coaching that is supportive and conducive to learning.

1.3.Agree on coaching format and communicate before coaching takes place.

2. Provide coaching to team members.

2.1.Explain the purpose of coaching to team member.

2.2.Explain and demonstrate specific skills or processes to be focus of coaching.

2.3.Communicate required knowledge and check team member’s understanding.

2.4.Discuss behaviours associated with the task or processes.

2.5.Provide opportunities for team member to practise new skills and ask questions.

3. Follow up on coaching experience.

3.1.Assess trainee ability to apply newly learnt skills and knowledge.

3.2.Review goals with trainee, provide feedback in a supportive manner, and adjusted as necessary.

3.3.Monitor progress of team members and provide ongoing support.

3.4.Identify performance difficulties and rectify or refer to appropriate personnel for follow up.

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

identify the coaching needs of three different team members

plan for, and conduct one coaching session for the above team members

demonstrate the following in each of the above coaching sessions:

application of key coaching principles

evaluation of trainee performance

provision of feedback to team member

clear communication and demonstration of required tasks.

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

communication techniques suitable to a coaching context

objectives and scope of coaching

application and benefits of coaching

key coaching principles:

explanation

questioning

listening to trainee

observing and evaluating trainee competency

providing feedback

workplace environments required to support effective coaching sessions

learning styles and techniques for adapting coaching to suit various learning styles.