SITXHRM001

Coach others in job skills

Learner Guide
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Table of Contents

Unit of Competency...............................................................................................................................3
Application..........................................................................................................................................3
Performance Criteria...........................................................................................................................4
Foundation Skills.................................................................................................................................5
Assessment Requirements..................................................................................................................6
1. Prepare for on-the-job coaching........................................................................................................8
1.1 – Identify need for coaching based on a range of factors.................................................................9
The need for coaching.........................................................................................................................9
Activity 1A.........................................................................................................................................11
1.2 – Identify specific coaching needs through discussion with colleague and organise coaching
sessions.................................................................................................................................................12
Coaching individuals to their needs..................................................................................................12
Individual factors...............................................................................................................................13
Organising coaching sessions............................................................................................................14
Activity 1B.........................................................................................................................................15
2. Coach colleagues on-the-job............................................................................................................16
2.1 – Explain overall purpose of coaching to colleague.........................................................................17
Explaining the purpose of coaching..................................................................................................17
Types of coaching..............................................................................................................................17
Meeting expectations, setting goals and working together..............................................................18
The principles of training..................................................................................................................19
Activity 2A.........................................................................................................................................20
2.2 – Explain and demonstrate specific skills........................................................................................21
2.4 – Advise organisational procedures for completing workplace tasks..............................................21
Explaining and demonstrating...........................................................................................................21
Advising organisational procedures..................................................................................................22
Activity 2B.........................................................................................................................................23
2.3 – Communicate required knowledge and check colleague understanding.....................................24
Communication skills........................................................................................................................24
Different types of communication....................................................................................................24
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Communication techniques..............................................................................................................25
Building rapport................................................................................................................................25
Active listening..................................................................................................................................26
Clarity................................................................................................................................................27
Non-verbal communication...............................................................................................................28
Checking understanding....................................................................................................................29
Activity 2C.........................................................................................................................................31
2.5 – Provide colleague with opportunity to practise skill and ask questions.......................................32
Practice.............................................................................................................................................32
Recapping..........................................................................................................................................32
Activity 2D.........................................................................................................................................34
2.6 – Provide feedback in constructive and supportive manner...........................................................35
Providing feedback............................................................................................................................35
Features of good feedback................................................................................................................35
Correcting behaviour........................................................................................................................36
Activity 2E.........................................................................................................................................37
3. Follow-up coaching..........................................................................................................................38
3.1 – Monitor progress of new workplace skills and provide supportive assistance.............................39
Monitoring progress..........................................................................................................................39
Discussing monitoring results...........................................................................................................40
How to provide assistance................................................................................................................40
Activity 3A.........................................................................................................................................41
3.2 – Report progress to the appropriate person..................................................................................42
Reporting coaching progress.............................................................................................................42
Meeting with appropriate persons...................................................................................................42
Benefits of progress reports..............................................................................................................43
Activity 3B.........................................................................................................................................44
3.3 – Identify performance problems or difficulties with coaching and rectify or refer to appropriate
person for follow-up.............................................................................................................................45
Evaluating coaching...........................................................................................................................45
Rectifying problems..........................................................................................................................45
Activity 3C.........................................................................................................................................47
Summative Assessments.......................................................................................................................48
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Unit of Competency
Application

This unit describes the performance outcomes, skills and knowledge required to provide on-the-job
coaching to colleagues. It requires the ability to explain and demonstrate specific skills, knowledge and
procedures and monitor the progress of colleagues until they are able to operate independently of the
coach.

The unit applies to experienced operational personnel and to supervisors and managers who informally
train other people in new workplace skills and procedures.

It applies to all tourism, hospitality and event sectors.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time
of publication.

Unit Sector

Cross-Sector
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Performance Criteria
Element Performance Criteria
Elements describe the Performance criteria describe the performance needed to
essential outcomes. demonstrate achievement of the element.

1. Prepare for on-the-job 1.1 Identify need for coaching based on a range of factors.
coaching 1.2 Identify specific coaching needs through discussion with
colleague and organise coaching sessions.

2. Coach colleagues on- 2.1 Explain overall purpose of coaching to colleague.

the-job 2.2 Explain and demonstrate specific skills.
2.3 Communicate required knowledge and check colleague
understanding.
2.4 Advise organisational procedures for completing workplace
tasks.
2.5 Provide colleague with opportunity to practise skill and ask
questions.
2.6 Provide feedback in constructive and supportive manner.

3. Follow-up coaching 3.1 Monitor progress of new workplace skills and provide
supportive assistance.
3.2 Report progress to the appropriate person.
3.3 Identify performance problems or difficulties with coaching
and rectify or refer to appropriate person for follow-up.
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Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the
performance criteria that are required for competent performance.

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are
listed here, along with a brief context statement.

Skill Description
Reading  Review workplace documentation completed by colleague.

Oral  Use active listening and open questioning techniques to

Communication confirm understanding.

Numeracy  Calculate adequate time required for coaching and for the
colleague to complete required tasks.

Planning and  Complete own work tasks within designated timeframes

organising skills and simultaneously coach others in their job skills.
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Assessment Requirements
Performance Evidence

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

 Provide effective on-the job coaching to four different colleagues

 Address identified performance problems or difficulties experienced by colleagues in each of the
above coaching sessions and rectify or refer as appropriate
 Evaluate colleagues’ performance and provide constructive feedback as part of above coaching
sessions
 Demonstrate the following during each of the above coaching activities:
o Clear communication and demonstration of the organisational tasks required of the colleague
o Completion of training within commercial time constraints
o Application of the key principles of training.

Knowledge Evidence

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

 Communication techniques suitable to a workplace training context

 Objectives and scope of the coaching
 Factors which impact need for coaching:
o Direction from colleagues
o Own observation and workplace experience
o Request for coaching from colleagues to be coached
 Key principles of training:
o Explanation
o Demonstration
o Review
o Listening to trainee explanation
o Observing and evaluating trainee demonstration
o Providing feedback
 Legislative work health and safety and hygiene requirements
 Possible causes of performance problems or difficulties:
o Breakdown in communication
o Inappropriate circumstances for coaching
o Insufficient opportunity to practice
o Language or cultural barriers
o Shyness or lack of confidence.
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Assessment Conditions

Skills must be demonstrated in an operational environment with colleagues requiring coaching. This can
be:

 An industry workplace
 A simulated industry environment.

Assessment must ensure access to:

 Work tasks in which to coach others

 Colleagues in need of training; these can be:
o Colleagues in an industry workplace who are assisted by the individual during the assessment
process; or
o Individuals who participate in role plays or simulated activities, set up for the purpose of
assessment, in a simulated industry environment operated within a training organisation.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume Implementation Guide: – http://www.serviceskills.com.au/resources

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1. Prepare for on-the-job coaching

1.1. Identify need for coaching based on a range of factors.

1.2. Identify specific coaching needs through discussion with colleague and organise coaching
sessions.

.
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1.1 – Identify need for coaching based on a range of factors.

The need for coaching

In any business, organisation or team there will always be
a need to improve the skills and knowledge of workers or
members, or apply new processes. There are various
methods to do this, including coaching, mentoring and
training. Often, these terms are used synonymously,
however, there are differences. Mentoring is often
thought of as the transfer of knowledge from a teacher.
Training is about teaching or instructing a particular skill or
information and is typically given in a formal manner.

Coaching, on the other hand, is about increasing an individual's knowledge and thought processes with
a particular task or process. It creates a supportive environment that develops critical thinking skills,
ideas, and behaviours about a subject. Although it is closely tied to training, it is more personal and
specialised in nature.

The main difference between a coaching and training is that the former is normally done in real time,
being alongside the learner, often one to one or in real time. The coach uses real tasks and problems to
help the learner increase his or her performance. In many training processes, learning is performed
within the classroom.

On-the-job coaching takes place in the workplace and is often the responsibility of a more experienced
employee, such as a supervisor, but is not necessarily an expert or designated person. The person
conducting the coaching is responsible for ensuring that the workers specific coaching needs have been
identified and that the gaps in the knowledge, aptitude and attitude of the learner be specifically noted.

Coaching can help increase:

 Awareness of any problems

 The likelihood of finding or providing a solution to any problems

 The likelihood they will take on responsibility for the solution where
appropriate.

There may be a need for coaching because of a range of factors, including:

 Skills or knowledge – The individual does not know how to perform the process
correctly – lack of skills, knowledge, or abilities.

 Process – The problem is not related to the individual, but is caused by working
conditions, improper procedures, etc.

 Resources – Lack of resources, such as equipment or technology.

 Motivation or business culture – The individual knows how to perform, but

does not do so – this can be for a variety of reasons.
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The request for coaching may come from a number of areas, including:
 Direction from colleagues, supervisors or people with authority

 Your own observations and experiences that suggest there is a need for
coaching

 Requests from colleagues or individuals themselves.

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Activity 1A
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1.2 – Identify specific coaching needs through discussion with colleague and
organise coaching sessions.

Coaching individuals to their needs

Coaching is a popular approach to employee development, and specific needs can be focused on due to
the relationship between two people, the coach and the individual. Each person involved in the process
can bring their own ideas as to what the person needs and what the coaching sessions should be about.

Individuals or coaches may want to focus on:

 Improving understanding of a situation

 Learning new skills

 Learning new processes

 Improving areas of weakness

 Preparing for new situations/future work.

Coaches can identify specific needs by:

 Identifying problems or identifying underlying reasons
for problems

 Provide tools, methods or knowledge to help individuals

 Provide methods or activities that could improve performance

 Sharing insight about the working environment

 Providing feedback about working methods and performance.

There are many approaches to developing skills and knowledge, new methods and processes, coaching
relationships, etc. Each can be an effective tool when properly used in the right situation.

To help determine specific coaching needs, consider discussing the following:

 Does the individual have a problem? If so, is it understood? – Often, the nature of an
individual’s areas of weakness is not well understood, and coaching is used to identify
manifestations of the problem and explore the root causes.

o E.g. Someone is not accomplishing all their assigned tasks. However, they work
hard and have a good attitude – the problem lies within their working method.

 What skills are to be improved? – Some skills can best be improved by coaching,
others by different activities. Coaching is a good method for the development of skills
that require feedback on actual behaviour but may be less useful when measures of
improvement are not dependent on another person’s evaluation.

o E.g. If an individual has poor financial management skills, the best solution may
be a training course focused on principles of financial management, whereas if
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someone has difficulty getting along with colleagues, a coach who can give direct
feedback and probe sensitive areas may be more useful.

 Time restraints or priority of the coaching – This can be influenced by a number of

factors, such as the number of people needing to be coached, the nature of the
coaching topic, such as legal or regulatory requirements, an important safety issue, or
strongly related to standards or working processes.

 The individuals previous experience in work and coaching – It is useful to know

whether or not people have had positive or negative experiences with earlier
coaching/training; those with negative experiences may need extra attention, more
support and added time to ensure that they understand the coaching process.

 Common skills that are coached include:

o Conflict management

o Tact and diplomacy

o Language or cultural skills

o Self-confidence and assertiveness

o Listening skills

o Presentation skills

o Time management skills

o Strategic thinking

o Decision-making skills

o Interpersonal relationship skills.

Individual factors
There are a number of factors that can impact how effective a coaching session is,
including:
 Is the individual ready to accept coaching and guidance? – Although everyone has
strengths and weaknesses, not everyone is ready to accept their deficiencies. The
coach should assure that any information shared in the session remains confidential, be
empathetic and a good evaluator of a person’s personality in order to make the most of
the sessions.

 What learning skills does the individual possess? – Acquiring new skills and knowledge
is a function of learning skills in addition to motivation. Sometimes a coach serves just
to help the individual discipline themselves and spend time on development activities.
Other times, a coach assists the individual in analysing a situation and pointing out the
salient elements.
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o Coaching cannot be expected to yield results where the person does not have
the raw capabilities to improve.

o Coaching is not recommended when emotional or psychological issues are the

reasons for poor performance. (e.g., depression, substance abuse).

 What motivations does the individual have? – The essential requirement for
effective coaching is simply the individuals desire to improve his or her performance
and willingness to work at it. Improving a skill is a challenging task. Unless the
individual is motivated to participate fully in a coaching relationship and make
significant changes, coaching is not likely to succeed.

 What resources are available to the individual or organisation? – Because

coaching involves an on-going, one on one relationship, it can be a significant
investment. The organization or individual paying for coaching must have the resources
to pay for it.

 Does the individual have the support of others in the organisation? – An

individual making changes in their approach to work must have the support of the
organisation. This could be in the form of a manager providing detailed feedback. Other
times, the organisation must be willing to accept new approaches to certain activities.
Without organisational support, changes in the individual are unlikely to be sustained
over time.

Organising coaching sessions

Coaching can take place at any place at any time due to its informal nature, but some people may
benefit from more structured sessions.

Coaching can occur:

 Before or after work hours

 During work hours, or on-the-job

 In a simulated environment.

Organise a time and place for coaching where appropriate. The time and place should be agreed to by
everyone involved. Ensure that coaching does not occur at an inappropriate time, for example, trying to
coach at a time where the service is very busy and the employee is struggling to cope – adding another
priority on top of that will not be productive. Coaching should always be conducted at a time when the
colleague will be able to focus solely on coaching session. There must be a lack of external pressure, as
far as that is practical, coupled with a readiness and willingness to learn.
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Activity 1B
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2. Coach colleagues on-the-job

2.1. Explain overall purpose of coaching to colleague.

2.2. Explain and demonstrate specific skills.

2.3. Communicate required knowledge and check colleague understanding.

2.4. Advise organisational procedures for completing workplace tasks.

2.5. Provide colleague with opportunity to practise skill and ask questions.

2.6. Provide feedback in constructive and supportive manner.

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2.1 – Explain overall purpose of coaching to colleague.

Explaining the purpose of coaching

At this stage of coaching, you should consider having an overall plan to address the coaching need.

Explaining the purpose of the coaching session will enable you to focus on your learners' needs and help
eliminate any unforeseen difficulties.

Whilst you may know all about the task you will be coaching, this
is not true for the learner. Whether a simple or complicated
procedure, the learner needs to have it explained to them clearly
and logically.

In order to assist you in explaining the purpose:

 Ensure you fully understand the task to
be coached

 Break tasks into manageable chunks of

learning

 Determine what training and support

materials are required

 Prepare a set of clearly stated objectives for the learner.

When preparing objectives, the coachee and the coach need to identify precisely what has to be done in
order to reach the purpose of the coaching. These specific objectives then provide a focus for both the
learning and the coaching.

A specific objective for a coaching session tells the coachee what they are aiming to achieve by the end
of that session. A well-constructed objective is a statement used to guide the purpose.

Types of coaching
There are different types of coaching, including:
 Skills coaching – Coaching about specific skills, such as customer service skills,
presenting skills or financial skills. The coach needs expertise in that specific skill as well
as being able to recognise and improve the coach’s proficiency.

 Performance coaching – Coaching linked to acquiring or improving skills or

behaviours the coachee has. Often used in coaching to improve an individual’s
organisational role.

 Developmental coaching – Coaching focused on reflective learning. The aim is

to give the coachee increased awareness and perspective. The coach needs to be able
to give insight and help the individual to examine themselves within the context of the
given goal, such as skills, motivation or organisational processes.
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For each type of coaching, the coachee needs to know:

 What their responsibilities are

 Any changes to job role or structure that require coaching

 How their performance be evaluated and by whom.

 New skills they will need to learn

 How they can benefit from the coaching

 The structure of the coaching session

 How it will make them more marketable in the future.

Meeting expectations, setting goals and working together

Your role within coaching is extremely important, but it is also important for person that you coach to
understand what their roles and responsibilities are and how it relates to their role. How best can you
serve them to ensure they are successful? You can help change perceptions, and set the goals and
expectations of the coachee to achieve success.

Identify the goal

It is extremely important to help establish the coachees vision and/or goal.
When coaching, you must set a clear goal to which you can work towards
together. A clearly defined goal articulated to the coachee in such a way that
they understand will motivate them and ensure commitment to the goal and
each other.

Once the goal has been clearly defined and clearly articulated, you must
keep the vision and goal alive. Obstacles, tension, and problems such as a
lack of resources may arise that can distract or discourage away from it. You
should continually focus on reinforcing and renewing the goal.

Create a healthy environment

With the identification of a goal, one of the most important contributions you can make is to let them
know they can speak up about issues that would prevent their expectations and goals from being met.
In order to do this, you should facilitate an environment of trust, communication and openness.
Coachees must be able to speak honestly. They must be able to deal openly with real obstacles,
problems, and opportunities in a way that promotes listening, understanding of differing perspectives,
and constructively working towards solutions.

Set responsibilities
It is your responsibility to help shape the expectations and responsibilities of the coachee. When the
expectations, direction and priorities are clear they are more likely to commit to the session and goal.
Clear expectations mean there no ambiguity or question of what is expected, whether it is the aim,
behaviour, time taken, etc. Having personalised expressions of belief in individuals by giving them clear
and meaningful responsibility helps build their confidence and establish their trust.
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Let them work

Once you have identified coachee needs, accommodated them and given them a way to achieve their
goal, your role is to not interfere in their pursuit of achievement. Once they know what they are
working towards, tasks have been clearly defined, expectations are clearly set and relationships of trust
and communication are set, the coach needs to only step in when required, and not “problem solve” on
the coaches behalf or micromanage. Let individuals be smart and informed about key issues and facts
related to their tasks and goal. Trust individuals by providing sufficient autonomy, which will in turn
build their confidence.

Ultimately, your aim should be to add value to the learner’s skills and knowledge. This can be done by
defining a clear vision and goal, shaping a healthy environment, setting clear expectations and
responsibilities, and providing them with enough autonomy, with guidance where necessary, to work
towards their goals with full commitment and confidence.

The principles of training

Coaching will include training individuals to attain certain skills and/or knowledge. To train efficiently,
the following training principles can help to provide a consistent approach.

The key principles of training are:

 Explanation – providing clear messages and detailed information to support
individual development

 Demonstration – use of practical demonstrations to allow individuals to learn

kinaesthetically

 Review – assessing the progress and stages of learning to determine how an

individual is doing and what they need to fulfil their learning

 Listening to trainee explanation – this gives you an insight into opinions and
thoughts (enabling you to respond accordingly to needs)

 Observing and evaluating trainee demonstration – making sure that individuals

are understanding and retaining knowledge and skills

 Providing feedback – constructive feedback lets individuals know how

successful they are and which areas may need further work.
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Activity 2A
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2.2 – Explain and demonstrate specific skills.

2.4 – Advise organisational procedures for completing workplace tasks.

Explaining and demonstrating

In this step, you will need to demonstrate and explain the task whilst
learners listen and observe you.

You should:
 Determine the prior knowledge of the
learner by asking them if they have performed the
task before

 Clarify any queries the learner has about the

task

 Put the task into the context of the bigger

picture

 Demonstrate the task.

Coaching others in the workplace often involves showing them how to do a task. As a coach you may
have the necessary on-the-job experience to explain and demonstrate the task yourself or you may
arrange for the coachee to spend time with a suitably qualified colleague. The combination of listening
and watching makes demonstrating a powerful way of helping the coachee, particularly when it is
followed up by practice.

When you are explaining the process, provide the rationale and discuss supporting work procedures and
related issues. When you are demonstrating, be sure to pace it according to the needs of the coachee.

You can check coachee understanding by:

 Pausing to check they understand each step before continuing to the next

 Ask questions to clarify understanding

 Giving opportunities to ask questions and perhaps take notes

 Listening and acting on coachee feedback

 Volunteering to repeat steps or explanations

 Offering to vary your approach if the coachee is having difficulty.

During a demonstration the coachee observes the process. It is essential that learners get a chance to
see a skill completed and receive the information about how to complete the process themselves. It is
essential to clearly signal the start of a demonstration so learners can focus on it lets the person know
that something important is about to happen. To help take advantage of the workplace learning, it may
be necessary for both the coacher and coachee to “change gears” for the purpose of the demonstration.
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In order to signal demonstration, you can say things like:

 “This looks like a good time to show you something new…”

 “Let’s take a few minutes and go through this...”

Before starting a demonstration, remember to:

 Tell the person the objective (what you want to accomplish)

 Break down the task into smaller operational steps

 Tell the person how the demonstration links to the overall job.

Advising organisational procedures

Following correct organisational procedures and policies helps to maintain consistency and high
standards in working practice. It improves efficiency and effective work practice whilst ensuring the
rules for health and safety requirements and standards are followed.

By advising organisational procedures during coaching, it:

 Compares the prior knowledge of the learners by letting them see how it differs
to what they were doing before

 Puts the procedure into the context of the working environment

 Ensure the tasks are done as they should be, such as tasks involving safety and
operational factors

 Ensures policies, practices and procedures are seen as part of the process and
not optional.
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Activity 2B
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2.3 – Communicate required knowledge and check colleague understanding.

Communication skills
Coaching involves a different relationship between coach
and coachee than exists in the usual management
structures found in most organisations. In some cases,
organisations will ask their own staff to coach, rather than
bringing in external coaches. If the organisation wishes to
develop coaching, then people need to know how to
develop their communication skills accordingly.

First of all, both parties may be more accustomed to the

traditional management role, expecting the coach to “solve
problems “or tell the other person what is best, and may
have problems adjusting to the new relationship. There
may be resistance on both sides.

Secondly, even if the manager is happy to try the new

approach, he or she may lack the necessary skills to coach effectively and may need further training.

The key skills and attributes for effective communication when coaching include:
 Questioning – use of a wide range of questions to develop the coaching
conversation and lead the coachee towards awareness and action

 Listening – high level listening skills and an ability to avoid the usual barriers to
effective listening such as anticipating the answer, wanting to give own opinion, judging
the answer, wanting to guide the conversation in one direction

 Empathy – ability to be non-judgemental

 Ability to refrain from giving direct advice – to let the coachee develop his or
her own solutions

 Ability to build rapport and trust – to foster understanding and a good

relationship.

Different types of communication

Communication can be broadly defined as the sending or receiving of messages containing meaning.
The message usually contains thoughts, ideas, opinions, feelings and information.

Different types of communication include:

 Verbal communication

 Written communication

 Non-verbal communication (e.g. body language)

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Often, people confuse ‘communication skills’ as just another way of saying ‘speaking skills’ and consider
clear communication as speaking clearly. This is not the case, as effective communication is two way
communication and can involve aspects of written and non-verbal communication in addition to speech.

Communication techniques
Effective communication is a key interpersonal skill and improving our communication has many
benefits. Communication is a two way process so improving communication skills involves both how we
send and receive messages and improves coaching skill.

The benefits of clear communication:

 Builds trust and respect between you and coachees

 May help the coachee disclose information

 Enhances coachee satisfaction

 Involves the coachee more fully in decision making

 Helps the coachee make better informed decisions

 Leads to more realistic expectations

 Produces more effective practice

 Reduces the risk of errors, mistakes or misdirected focus.

These benefits in turn strengthen communication between you and the coachee and can contribute to
better outcomes overall.

Communication skills, by definition, are slightly more refined applications of the concept of
communication. These skills consist of the ability to convey and understand information both efficiently
and effectively.

Building rapport
Rapport is a state of harmonious understanding with another person or
group of people that enables greater and easier communication.
Another way of describing rapport is getting on well with another
person, or group of people. This makes processes of communication
easier and usually more effective.

Sometimes rapport happens naturally, you ‘hit it off’ or ‘get on well’

with somebody else without really having to make much of an effort and
this is often how friendships starts. However, rapport can also be
created and developed by finding common ground, developing a bond
and being empathetic.
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Building rapport is often both the first and hardest things to do to create successful relationships.
Essentially, rapport is all about matching ourselves with another person. Some people find it easier than
others. Sometimes, starting a conversation with someone, particularly if we do not know them, is a
stressful event; we can be lost for words, awkward with our body language and mannerisms. Creating
rapport at the beginning of a conversation with someone will often make the outcome of the
conversation more positive. However stressful and/or nervous you may feel, you need to do is to try to
relax and remain calm, by taking steps to relieve any tension, the situation becomes easier and rapport
grows.

Ways to establish rapport include:

 Consider your topics – Use non-threatening and ‘safe topics’ when getting to
know coachees

 Listen carefully and actively – Listen to what people are saying and look for
shared experiences or circumstances

 Consider using elements of humour – Make jokes about yourself or the

situation/circumstances but do not make jokes about other people

 Be conscious of your body language – Make eye contact where appropriate,

smile and nod to show you are listening, relax and lean slightly towards them, mirror
their body-language if appropriate and be wary of gestures that may indicate
disinterest such as crossed arms, having your body facing away or being at a different
eye level.

Active listening
In order to interact effectively, we need to listen actively.

Many people think that listening comes easily and naturally as long as there are no distractions,
however this is not the case. This misconception occurs because we tend to confuse the process of
listening with the process of hearing. Hearing is something that comes easily. However, listening is a skill
that requires energy and effort.

Sometimes we fail to hear the true message or capture the essence of what the other person is saying.
We will discuss some ideas for effective listening.

Underlying meaning
Listen with the intention of understanding what the individual is really saying and
feeling. This means trying to look at things from the other person’s internal
viewpoint and not assume that we know how they feel or what they need. While
most messages have an obvious meaning they can also contain an underlying
meaning. A lot of messages function on at least two levels at the same time.
Consider, for example, if somebody asked ‘Do you think I did well?’ on one level
the meaning is clear in that they are asking your opinion and you answer ‘yes’ or
‘no’; but on another level the person may just be in need of support, affirmation
and positive feedback.
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Respect their opinion

This involves treating every individual with respect as a separate human being with rights to their own
thoughts and feelings. This does not mean that we have to necessarily agree with everything they say,
only that we respect what they say as what they believe their version of events or reality to be. Treating
people fairly and with respect also means allowing them to grow and develop in their own time and on
their terms rather than change being forced upon them.

Things to consider to help listen actively:

 Concentrate completely on the individual.

 Remove distractions. This may mean moving to a quieter room/area, moving

physical barriers, stopping any other tasks we are doing or putting aside time to speak.

 Try not to let past experiences or ideas influence what you think about what an
individual is saying.

 Listen actively. Listening is much different from hearing, and it does take
concentrated effort to listen actively to instructions, explanations and feedback.

 Check that you are picking up the message correctly rather than assuming you
understand. Ask questions, repeat parts of the message back, using statements that
begin, ‘so what you’re saying is…’ or similar. This will give
both you and the person you are speaking to a chance to
clear up any misunderstandings as you go.

 Consider your body language. It is considered

attentive to give appropriate amounts of eye contact,
regular nods of the head and smiling to show messages
have been understood, as well as posture. Consider how
someone looks when they are attentive or thoughtful
compared to if they are distracted or bored.

 Give feedback at the end of the message – this is a

good way of making sure you understand what the
individual has said.

Clarity
Clarity is a big part of effective communication. Clarity is making the subject as well as the opinion or
remark about the subject very clear by leaving as little as possible open to interpretation. Lack of clarity
is a common cause of miscommunications and misunderstandings not just in coaching activities, but
also in general.

For instance, the statement “our next meeting is next week" lacks clarity, whereas “we will meet at here
at 2 P.M. next Tuesday" is clear. The first sentence neither clarifies how the “meeting" will take place,
whether it will be face-to-face or by phone, and does not specify the time and location, the two factors
in the sentence here.
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Communicating with clarity allows people to know what you can do and how it will be done. Being
clearly understood, open and reliable will help build trust and respect. To help you be understood,
consider using different techniques or aids for different members.

Techniques and aids you could use include:

 Facial expressions, hand signals and other physical gestures

 Objects, photographs, pictures or symbols, written words

 Videos or practical demonstrations

 Translated printed material

 Interpreters

 Augmentative communication systems, such as devices and processes that

replace, or are an adjunct to speech.

The techniques and aids that you use must be suitable and appropriate for coachees.

Non-verbal communication
Communication is much more than the explicit meaning of words, the information or message
conveyed. There are also includes implicit messages, whether intentional or not, which are expressed
through non-verbal actions and behaviour.

Non-verbal communications include things such as facial expressions, the tone and pitch of the voice,
gestures displayed through body language and the physical distance between the people speaking.
These non-verbal signals can give clues, information and meaning over and above verbal
communication.

Features of non-verbal communication:

 Reinforce or modify what is said in words. For example, people may nod their
head when saying "Yes" to demonstrate agreement, but a shrug of the shoulders and a
sad expression when saying "I'm fine thanks,” may imply that things are not fine.

 Give information about emotional

states.

 Offer insights into relationships

between people.

 Provide feedback to the other person.

 Regulate the flow of communication,

such as by signalling to others that they have
finished speaking or wish to speak.

There are many different types of non-verbal communication. Consider how varying levels of the below
types of non-verbal communication would change how you viewed a conversation or person.
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Types of non-verbal communication include:

 Body Movements – Hand gestures or nodding or shaking the head

 Posture – How you stand or sit, whether your arms and legs are crossed, and so
on. Facing towards indicates interest and away indicates disinterest. Crossed arms and
legs indicate impatience.

 Eye Contact -The amount of eye contact often determines the level of trust and
trustworthiness. Appropriate amounts also vary between cultures.

 Para-language – Aspects of the voice apart from speech, such as pitch, tone,
and speed. Speaking too quickly indicates impatience, speaking too slowly can be
boring or seen as patronising.

 Closeness or Personal Space – Determines the level of intimacy. People do not

like their personal space being violated.

 Facial Expressions – Smiling, frowning and blinking.

 Silence – How quiet a person is may indicate their level of interaction with you,
i.e. whether absorbing information or thinking, or whether disengaged from the
communication, seeing when silences occur will show you which may be the case.

 Physiological Changes – Sweating, shaking or blinking more when nervous or

anxious.

An awareness of features of non-verbal communication can help to improve interaction with others.
Having knowledge of these signs can be used to encourage people to talk about their feelings or
concerns and can lead to a greater shared understanding.

Checking understanding
At various stages throughout a coaching session, you should check the coachees understanding of a
particular task. In order to check colleague understanding, you have to refer to the aims or goals of the
coaching session and ask questions accordingly.

This will vary and may include things

like:
 Understanding of practical skills

 Knowledge of services, processes

or products

 Legislative requirements such as

Work Health and Safety (WHS) or hygiene

 Principles/reasons for certain

processes.
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In order to check if coaches understand what has been taught, coaches commonly use 'open' questions.
Open questions require more lengthy, elaborate answers than 'closed' questions, which require a simple
‘yes’ or ‘no’. Open questions allow learners to express their understanding.

Questions to check understanding:

 What do you consider the most important thing in what you have learned?

 What would you like to happen now?

 Do you have any areas or issues of concern?

 Is there anything else you’d like to ask?

If someone does not understand, it does not necessarily mean they can’t understand something or the
coaching process is ineffective.

There are many possible reasons such as the person being anxious and not able to concentrate
properly, they may have had a momentary lapse of concentration, there may have been a distraction
such as noise or they were focusing on something else you were saying and therefore missed the next
piece of information. Simply go over the process again until there is understanding.
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Activity 2C
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2.5 – Provide colleague with opportunity to practise skill and ask questions.

Practice
The next step is to provide them with the opportunity to practise so they can perform the task or skill
themselves and improve. Allowing the individual to practice will consolidate the learning gained from
watching and listening to the demonstration. The appropriate level of support will depend on the
complexity of the task and the confidence of the learner.

In order to facilitate successful practice:

 Remember that individuals are often
able to work out answers to issues or
problems by themselves

 Your role is to allow insight to

develop, not to take over when things aren’t
working

 Be attentive to the practice in order

to identify any problems or issues, or to see
if processes are not followed

 Encourage learners to ask questions

about things they do not understand

 Ask open-ended questions about the task after they have completed it

 Ensure that actions are clear, well-timed and well-processed before moving on
– offer support only when it is necessary

 Encourage and praise practice when it is performed well.

Recapping
Recapping is reviewing the earlier steps of the coaching session. This emphasises and identifies what the
person has accomplished. Recapping the learning focuses the point of the lesson. This helps the person
to be clear about what they have been coached in.

You say things like:

 “Here’s what our aims were in this session.”

 “Here’s what you can do now.”

Recap how the session links with tasks and into the work that they do. Preview the steps that will come
next.

You can say things like:

 “This is how that skill fits with what we’ve been doing.”
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 “You can use that to...”

Recap the demonstration to remind the coachee of the important bits of the session.

To summarise, recapping:
 Covers the point of the session

 Allows learners to ask questions about the session

 Identifies accomplishments

 Identifies what is to come.

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Activity 2D
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2.6 – Provide feedback in constructive and supportive manner.

Providing feedback
Feedback is an integral part of coaching. It is the coach’s response to the coachee’s performance.
Through feedback you will either encourage or discourage them, and make them aware of their
achievements and setbacks. As a coach, you will be constantly providing feedback, whether you are
aware of it or not. Sometimes you will do so directly, other times it will be indirect.

Feedback can be given in a variety of ways, such as:

 Body language – e.g. nodding, facial expressions, smiling, frowning

 Brief comments – e.g. 'yes', 'no', 'try

again'

 Self-reflecting and open ended

questions – e.g. 'How do you think you’re
doing?', 'How do you feel about this?'

 Guiding comments – e.g. 'You are doing

well but maybe you could …'

 Test or assessment results.

Features of good feedback

 Observe behaviour – Concentrate on the behaviour. Why is it wrong for the
organisation, team, individuals, etc.; not why you personally dislike it. Your judgment
needs to come from a professional opinion, not a personal one.

o Concentrate on pointing out the exact cause of poor performance. If

you cannot determine an exact cause, then it is probably subjective and should
be ignored.

 Treat others as you would want to be treated – Before giving the feedback,
frame the feedback within your mind.

o It might help to ask yourself, “how would I like to be corrected?”

o What tones and gestures would best communicate your message?

Remember, you want the recipient to consider your message. If you are
aggressive or passive in what you say, they might be dismissive of it.

Of course, being non-judgemental does not mean that you have to agree with the worker or not say
what you think. At times it will be important to challenge workers or offer constructive feedback. When
giving feedback, be constructive and positive.
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Consider the BOOST model, which says that feedback should be:
 Balanced – Focus on strengths as well as on what needs improvement.

 Observed – Provide feedback based only on behaviours you have observed.

 Objective – Focusing on facts reduces blame and defensive reactions and

encourages cooperation.

 Specific – Back up your comments with specific examples of observed

behaviour.

 Timely – Give feedback soon after the activity. This gives the person a chance to
reflect on what they have learned.

Correcting behaviour
When you are correcting behaviour:
 The individual must first recognise
the nature of the problem in order to get to
a point where they can correct it.

 Telling someone there is a problem

is not necessarily enough. Find out what
they know about the problem. For
example. "What do you think the problem
is?"

 Wait for the answer. Do not supply

the answer. This is intended to help you
increase the awareness of the person you
are coaching through questions – not
answers.

 Practice active listening – This requires that you suspend your judgment and
your answers and be intent on understanding

 If needed, help them see what they can't see themselves by making a
suggestion, without any attachment as to what is really going on.

 Clarify the suggestions and details as required to help them to gain perspective.

 Reframe the situation – Reframing is the skill of reinterpreting the way the
person is looking at something and putting it in a different way. Reframing helps people
sees the situation from a different perspective from what they would on their own.
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Activity 2E
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3. Follow-up coaching
3.1. Monitor progress of new workplace skills and provide supportive assistance.

3.2. Report progress to the appropriate person.

3.3. Identify performance problems or difficulties with coaching and rectify or refer to appropriate
person for follow-up.
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3.1 – Monitor progress of new workplace skills and provide supportive

assistance.

Monitoring progress
The monitoring stage of coaching involves checking to confirm the learner is able to apply their new
skills and knowledge in their day-to-day work. It is the results of monitoring that will determine whether
the coaching process is complete or not. Monitoring is also an opportunity to provide the employee
with ongoing support and, if necessary, to recommend further coaching.

Monitoring can take many forms,

including:
 Assessment tools – used by the
employer, the individual themselves,
etc.

 Checklists – Can be completed

by supervisor, manager or the
employee themselves.

 Observing learners in real work

situations.

 Recording changes in results –

e.g. Sales figures, jobs completed.

 Collecting feedback on performance – E.g. Customer satisfaction surveys,

consulting with colleagues.

To ensure the overall picture of skill development is accurate, you should use a variety of monitoring
techniques. Be sure to consider variables that may impact on the employee’s performance, including
illness, anxiety and distractions.

When monitoring, aim to be:

 Objective

 Accurate

 Understanding

 Consistent

 Relevant

 Up-to-date

 Effective.
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The coach must remember that individuals come to coaching with different experiences and
expectations and as such, no two people learn in the same way. As a result, one learner may grasp a
concept or pick up a skill quite quickly, whereas another may struggle or take longer.

This necessitates the coach being patient and understanding, flexible in their delivery, encouraging in
their support and objective when monitoring.

Discussing monitoring results

Monitoring the progress of workplace skills isn’t just used for
evaluation. You can provide assistance based on your methods of
monitoring.

When discussing assistance, consider if the

individual:
 Requires critical information and facts

 Wants to know your opinion or has

potentially valuable input

 Needs help in finding a solution to a

problem

 Wants input on reasoning or processing

for a task.

How to provide assistance

There is never a perfect method to provide assistance to individuals as their skills and knowledge on a
given task, as well as yours, is variable and everyone responds to help and assistance in different ways.

That being said, there are a number of strategies for questioning you can use to help provide assistance.

Consider discussing:
 What has happened since the last coaching session

 How they think things are progressing currently

 What they want to talk about

 What they want to happen

 How they judge success.

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Activity 3A
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3.2 – Report progress to the appropriate person.

Reporting coaching progress

It may be necessary to report the progress made by the coachee to appropriate people, such as their
supervisor, manager, or other person that initiated the referral.

When reporting coaching progress:

 Make clear from the beginning to
the coachee that their progress will be
reported.

 Any reporting should protect the

coachee’s rights as an employee. It is
best to confirm these with the
organisation’s human resource
department.

 This is especially important where

the report may be used to support
evaluations on the coachee’s ability as an employee.

Before preparing a report you should be familiar with the organisation’s policy governing progress
reports and the information to be included. Reports may be written or verbal and typically describe the
structure of the coaching provided and the progress made in an objective and factual way. Care should
be given regarding the level of detail and personal information that is included. Personal opinions and
assumptions should be disclosed from the report -, only facts and observations should be recorded.

Meeting with appropriate persons

After coaching sessions have finished:
 Schedule a meeting for a time in the future when the coachee has had sufficient
time to implement the changes or apply the skills that came about as a result of
coaching.

 This meeting could be with the coachees manager, supervisor or other persons
involved in their development.

 At this meeting the coach has the opportunity to reinforce the success of the
coachee and the coaching program.

 If the coachee is finding progress difficult, the coach can provide strategies to
reinvigorate them or seek advice. It can also be an opportunity to discuss new
possibilities for coaching and development.
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Benefits of progress reports

Progress reports can be very useful tools for recording information about coaching that can be used in a
variety of ways.

Such examples include:

 Logging staff skills and knowledge – Keeping records of what staff can and
cannot do

 Future coaching – Records will help coaches identify and remember for future
use what staff need or do not need to learn

 Future skill development – Records can serve to identify future coaching needs
for individuals, departments and the organisation as a whole

 Reference for employees – Success with coaching can be an indicator for

people with a bright future

 Employee’s staffing record – As staff increase their skills sets, their employee
records should be updated to reflect their increased skills and knowledge

 Statistical purposes – Organisations can record details about the number of

staff that have been trained in a given period, how much time was spent on
training/coaching and how resources were allocated.
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Activity 3B
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3.3 – Identify performance problems or difficulties with coaching and rectify or

refer to appropriate person for follow-up.

Evaluating coaching
Performance issues with the coaching experience should be evaluated from three different
perspectives.

Evaluation should examine the:

 Impact of coaching on the individual

 Impact of coaching on the organisation

 Effectiveness of the coaching.

Potential performance problems or difficulties include:

 Breakdown in
communication

 Lack of skill/ability

 Lack of motivation

 Inappropriate
circumstances for coaching

 Insufficient opportunity to
practice

 Language or cultural
barriers

 Shyness or lack of confidence.

Rectifying problems
If there have been problems with coaching to an individual, it is important to see if the problem lies with
them or the coaching process.

Check if they exhibit the following properties:

 Are they committed to change? – Learners who either think they’re perfect, do
not want to improve or take responsibility or step outside their comfort zones are not
likely to achieve results in the coaching process. Some people may not feel like they
need to practice.

 Are they able to communicate? – Learners may have difficulties explaining

what they find difficult or have problems understanding for a variety of reasons, such
as personal problems with the coach, shyness or language difficulties.
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 Are they open to criticism? – Are they able to listen to constructive criticism
without being defensive and then take input on board? Are they willing to talk about
problems with their work?

 Do they see different points of view? – Do they get enthused about hearing
other people’s opinions or do they think they know it all?

 Do they have self-awareness? – Are they able to reflect on their behaviour and
how it impacts other people? Are they aware of potential issues in their work?

It is important to remember that not everyone is a good candidate for coaching. Sometimes an
individual may need to be referred to an appropriate person to see what the next step for them is. If the
learner is a good candidate for coaching, then instead consider how the coaching can be improved.

Good coaches should be aware of the following:

 Learners like to have their experience and knowledge tested and recognised.
Many people’s experiences of learning come from school, which do not accurately
reflect how adults prefer to learn.

 Establish what learners know, and coach them to that level.

 Good coaching takes things one step at a time and offers examples.

 Motivation is key for coach and coachee. Good coaches know how to motivate
but also know how to be motivated.

 People learn faster and better when they take an active role in the coaching
process.

 Coaching should focus on applying lessons to the working environment.

 Using multiple senses helps information to be remembered. E.g. If you tell

someone something and show them how to do it at the same time, it is more likely to
be remembered.

 Encourage people to ask questions and seek help when they needed it.
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Activity 3C
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Summative Assessments
At the end of your Learner Workbook, you will find the Summative Assessments.

This includes:

 Skills assessment

 Knowledge assessment

 Performance assessment.

This holistically assesses your understanding and application of the skills, knowledge and performance
requirements for this unit. Once this is completed, you will have finished this unit and be ready to move
onto the next one – well done!