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SITXHRM001 Coach others in job skills

Assessment workbook

Assessment Workbook

Table of ContentsSITXHRM001 Coach others in job skills...............................................................1

Assessment workbook................................................................................................1

Table of Contents...................................................................................................................2

Instructions.............................................................................................................................3

The Unit of Competency........................................................................................................3

The Context for Assessment................................................................................................4

Assessment Methods............................................................................................................4

Resources Required for Assessment..................................................................................4

Student Assessment Cover Sheet........................................................................................5

Assessment 1. Knowledge Assessment..............................................................................6

Assessment 2. Practical Video Assessment.....................................................................14

Learner Instructions........................................................................................................14

2SITXHRM001 Coach Others in Job SkillsVersion 2.0 16/10/2019

Assessment Workbook

InstructionsThe assessments in this workbook is divided into two (2) categories: Knowledge Assessment and Practical Assessment.

The questions under Knowledge Assessment are all in a short answer format. The assessment tasks requiring practical demonstration of skills are covered in the Practical Assessment. You must answer all questions using your own words. However, you may reference your Learner Guide and other relevant resources and learning materials to complete this assessment.

Some questions cover processes you would likely encounter in a workplace. Ideally, you should be able to answer these questions based on the processes that are currently in place in your workplace. However, if you do not currently have access to a workplace, then answer the questions based on processes that should be implemented in a typical workplace setting.

The Unit of CompetencyThe units of competency specify the standards of performance required in the workplace.

This assessment addresses the following unit of competency:

SITXHRM001 Coach Others in Job Skills

1. Prepare for on-the-job coaching.

2. Coach colleagues on-the-job.

3. Follow-up coaching.

A complete copy of the above unit of competency can be downloaded from the TGA website:

https://training.gov.au/Training/Details/SITXHRM001

SITXHRM001 Coach Others in Job SkillsVersion 2.0 16/10/2019

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https://training.gov.au/Training/Details/SITXHRM001

Assessment Workbook

The Context for AssessmentTo complete the assessments in this workbook, students need to have access to their learning materials and the Internet. The Knowledge Assessment may be completed wholly at the learner’s home or chosen place of study. The Practical Assessment must be completed in a workplace or in a simulated environment.

Assessment MethodsThis workbook uses the following assessment method(s):

Knowledge Assessment – A set of generic and workplace questions testing the learner’s general knowledge and understanding of the general theory behind the unit.

Practical Assessment – A set of tasks or activities completed according to set instructions and guidelines to meet the requirements of the relevant unit. These tasks and activities require you to have access to a workplace or in a simulated environment.

Resources Required for AssessmentThe learner will need access to:

Computer with Internet and email access and a working web browser

Installed software: MS Word, Adobe Acrobat Reader

A workplace that will allow you access to:

o A workplace supervisor

o Workplace resources and equipment needed to complete the Practical Assessment


Assessment Workbook

Learner Assessment Cover SheetTo the learner: Print this cover sheet and complete it by filling in all the required information and signing on the space provided. Your signature must be handwritten. Scan the completed cover sheet and submit it along with your evidence submissions. Use the filename: SITXHRM001 Cover Sheet

Learner NameLearner Number

Learner Phone number

Email

Course Code SIT30616Course Name

Certificate III in Hospitality

Unit Code SITXHRM001

Unit Name

Coach others in job skills

Assessment Number/Types

1 Knowledge Assessment2 Practical Assessment

I confirm that the attached work is entirely my own, except where other writers have been referenced. I confirm that this assignment has not been submitted before at ACOHR or other institutions. I understand that plagiarism and other forms of cheating will result in academic penalty.By submitting this assessment, I agree that:

I have and read and understood the details of the assessment I understand the rules and consequences of plagiarism and that the attached assessment is my own work. I have one week in which to resubmit this assessment if I am deemed unsuccessful.

Learner’s Signature

Date

Trainer/Assessor to completeAssessment 1: Knowledge

AssessmentAssessment 2 Practical Assessment

DateSatisfactory (S)

Not Yet Satisfactory (NYS)

Resubmission required

(Y/N)Date

Satisfactory (S)Not Yet

Satisfactory (NYS)

Resubmission required

(Y/N)

comments/observations/feedback

comments/observations/feedback


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Overall Result for this Workbook C/NYCTrainer/Assessor’s NameTrainer/Assessor’s Signature Date


Assessment Workbook

Assessment 1. Knowledge Assessment

1. When discussing, delivering and undertaking a coaching session you need to consider your communication techniques and ensure that they are suitable for workplace training and coaching. Provide 3 examples of communication techniques that you could use.

i.

ii.

iii.

S ☐ NYS ☐

Trainer comments: (only comment if NYS)

2. Coaching plays a vital role in any business and may be required for a multitude of reasons. Provide an example of each of the following ways that coaching may be identified and requested.

Request for coaching from colleagues to be

coached

Direction from colleagues/supervisor

Own observation and workplace experience

S ☐ NYS ☐



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3. In your own words explain each of the following key principles of training and include an example of each. Minimum of 30 words each.

Explanation

Demonstration

Review


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Listening to trainee explanation

Observing and evaluating trainee demonstration

Providing feedback

S ☐ NYS ☐



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4. Coaching does not always go to plan. Look at the following scenarios and match them to the following causes of performance problems and difficulties.

a) Inappropriate circumstances for coachingb) Shyness or lack of confidencec) Language or cultural barriersd) Breakdown in communicatione) Insufficient opportunity to practice

Provide an explanation as to why you believe the problems or difficulties occurred.

Breakdown in communication

Performance problem

Explanation

Inappropriate circumstances for coaching

Performance problem

Explanation

Insufficient opportunity to practice

Performance problem

Explanation

Language or cultural barriers

Performance problem


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Explanation

Shyness or lack of confidence

Performance problem

Explanation

S ☐ NYS ☐


5. Employers are legally obliged to make sure staff are trained to do their jobs safely. When an employee starts a new job in hospitality, they will attend an induction which should cover work health and safety and hygiene training, and all existing employees should remain up to date and current in areas of WHS and hygiene. What specific WHS and hygiene requirements should be identified during each of the following stages.

PREPARATION FOR COACHING

DURING COACHING

AFTER COACHING

S ☐ NYS ☐



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6. During coaching, employees must be made aware of hygiene standards that will impact the task being coached. List 6 personal hygiene requirements that have been identified by Food Standards Australia and New Zealand to minimise the risk of food contamination.

1

2

3

4

5

6

S ☐ NYS ☐


7. You are a member of the Food and Beverage team and have just completed a coaching session for new employees who have completed a Performance Evaluation Surveys of the session to provide feedback. Read the survey and identify any issues and provide examples of what could be done in the future to improve the coaching session. Minimum 50 words.

Performance Evaluation Survey

Item Rating

Poor Adequate Neutral Good Excellent

Did the coaching session start on time

√

Did the coach use effective communication

√


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skills

Did the coach have a good understanding of the subject being delivered

√

Was there ample time set aside for the coaching session

√

Was there enough time to practice what was being taught and ask questions

√

Additional comments:

The session was booked in for a 9:00am start but the person delivering the coaching session did not arrive till 9:20am and did not offer an apology. The coach also appeared to have a basic understanding of the subject being taught. It seemed a little quick, and I did not get enough time to practice.

S ☐ NYS ☐



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ASSESSOR MARKING CHECKLIST

Learner’s Name:

Student ID

Date

Assessment 1 – Knowledge questions

S ☐ NYS ☐

Trainer comments:

Trainer/Assessor’s NameTrainer/Assessor’s Signature Date


Assessment Workbook

Assessment 2. Practical Video AssessmentLearner Instructions

The Practical Assessment is a set of tasks that must be completed in a workplace, or in an environment with conditions similar to that of a real workplace.

This assessment will help you demonstrate skill requirements relevant to coaching others in job skills.

In this role play practical assessment you are required to demonstrate coaching skills on four (4) separate occasions, to four (4) different colleagues (you can use the same person to act in 4 different roles). Each coaching session must be for a different hospitality skill. You must video and submit each role play with your assessment.

Examples of suitable coaching sessions could include, serviette folding, cutlery polishing, table cloth laying, clean and sanitise a table, tray carrying, Milk frothing, make an espresso, slice a lemon for garnish, prepare a soft drink.

TASK 1. using the “Key Principles of Training” - develop a coaching session which includes each of the six steps

TASK 2. You are required to make a video submission of yourself performing coaching of 4 different colleagues on 4 separate occasions, 4 hospitality skills.

TASK 3. Performance evaluations. At the completion of your coaching sessions, you are to ask the trainees to complete a performance evaluation form based on the coaching they received from you, and then review your performance.

Videos should be no longer than 5 minutes

Use the filename: SITXHRM001 video submission 1 / 2 / 3 /4

Use the filename: SITXHRM001 Performance eval 1 / 2 / 3 /4


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SCENARIO

In this role play assessment you are required to demonstrate coaching skills either in a real workplace or in a simulated hospitality environment on four (4) separate occasions, to four (4) different colleagues (you can use the same person to act in 4 different roles). Each coaching session must be for a different hospitality skill. You must video and submit each role play with your assessment.

You will play the role of the Coach and one other person will play the role of your Colleague

TASK 1. using the “Key Principles of Training” - develop a coaching session which includes each of the six steps as follows;

Explanation - explain the objectives of the session and the underpinningknowledge required to complete the task

Demonstration – demonstrate the specific skills to be coached Review - the steps outlining the required knowledge and outcomes Listen - to questions and check the colleague’s understanding of the task Practice – observe your colleague practicing the task and evaluate their

progress Feedback – provide constructive feedback to your colleague during and at

the end of your coaching session

You have been provided with an example of a coaching plan, followed by 4 templates for each of your coaching sessions. (you are not to use plate carrying as one of your coaching sessions)

Complete the 4 coaching plans prior to conducting your coaching sessions.


Assessment Workbook

(EXAMPLE)Coaching Plan 1

Trainee Name Michael Carter

Task How to carry three plates correctly

Location of training Restaurant

Session outcomes objectives

To be able to correctly and confidently carry three plates to a table

How were coaching needs identified and by who

A new employee started at the restaurant and he had never carried three plates. The supervisor suggested a one on one coaching session to bring him up to speed.

Specific Requirements

Equipment Resources Timing of coaching

6 main plates 1 table set for four Introduction 5 minutes

Body 20 minutes

Conclusion 5 minutes

Introduction

Explanation; Purpose Underpinning

knowledge including WHS

Standards and Organisational procedures required to complete the task

Timing required to complete the task

EXPLANATION

It was identified by your supervisor that you require training in how to carry 3 plates.

We are conducting this training so you can carry 3 plates to and from the kitchen to improve service capabilities and bring you up to speed with the organisation expectations. This session should take 30 minutes.

WHS issues that you must be aware of include; any slip, trip or fall hazards between the table and kitchen, heat from the plates, carrying heavy plates, hot food and sauces on the plates.

Organisational standard to deliver food to tables, is 3 plates carried in 2 hands. If the plates are hot, the server must use a service clothe.

Plates should be delivered to the table within 1 minute of leaving the kitchen.


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Body

Demonstration; Demonstrate the

specific skills to be coached within industry timeframes

Review; Step by step

description of what is required to complete the task including resources, timing, PPE, required knowledge and outcomes

Listen; to questions and

check understanding of the task

Practice; Observe the

trainee practicing and evaluate the process

Trainee to explain the process

Trainee demonstration

Correct any mistakes

DEMONSTRATION

Demonstrate the task from start to finish at industry speed, including picking up plate 1, placing plate 2 on arm and picking up plate 3, then walking to a table.

REVIEW

PPE required for the task will include a service clothe to hold a hot plate and closed in shoes.

STEP 1. Pick up the first plate with your right hand and place into your left hand between your thumb and first 2 fingers.

STEP 2. Pick up the second plate with your right hand and place on your left arm balancing on the wrist, pad of the thumb and pinky finger.

STEP 3. Pick up the third plate in your right hand

STEP 4. Walk to the table ensuring you have the plates carefully and steadily balanced in your hands.

LISTEN

Ask trainee if they have any questions or would like clarification on understanding any part of the task.

PRACTICE

“You now have 10 minutes to practice the task, in which I will provide assistance to develop your skills. “

At the end of the 10 minute practice, ask the trainee to explain the process to you, followed by “I would now like you to demonstrate carrying 3 plates to industry timeframes, and placing them on the table.”

During this stage you will correct any mistakes by the trainee, and retrain if required.

Conclusion


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Feedback;

Check consolidation of new skills and knowledge

Provide constructive feedback to the trainee

Check the trainee understands that carrying 3 plates will enable them to be more efficient in their job and meet the standards of the organisation.

Give feedback and provide constructive feedback e.g., points for improvement are ensuring that you keep the plate level when carrying to the table.


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Coaching Plan 1

Trainee Name

Task

Location of training





Introduction

Body

Conclusion

Introduction

Explanation;

Purpose Underpinning




Body


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Demonstration;

Demonstrate the specific skills to be coached within industry timeframes

Review;

Step by step description of what is required to complete the task including resources, timing, PPE, required knowledge and outcomes

Listen;

to questions and check understanding of the task

Practice;

Observe the trainee practicing and evaluate the process




Conclusion

Feedback;




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Coaching Plan 2

Trainee Name

Task






Introduction

Body

Conclusion

Introduction

Explanation;





Body


Assessment Workbook

Demonstration;


Review;


Listen;


Practice;





Conclusion

Feedback;




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Coaching Plan 3

Trainee Name

Task






Introduction

Body

Conclusion

Introduction

Explanation;





Body


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Demonstration;


Review;


Listen;


Practice;





Conclusion

Feedback;




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Coaching Plan 4

Trainee Name

Task






Introduction

Body

Conclusion

Introduction

Explanation;





Body


Assessment Workbook

Demonstration;


Review;


Listen;


Practice;





Conclusion

Feedback;




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Assessment Workbook


Learner’s Name:

Student ID

Date

Assessment 2 – Task 1 - Practical Assessment

Coaching Plan 1 Coaching Plan 2 Coaching Plan 3 Coaching Plan 4

S ☐ NYS ☐ S ☐ NYS ☐ S ☐ NYS ☐ S ☐ NYS ☐

Trainer comments:



Assessment Workbook

TASK 2. Video submission

In this role play assessment you are required to demonstrate coaching skills either in a real workplace or in a simulated hospitality environment on four (4) separate occasions, to four (4) different colleagues (you can use the same person to act in 4 different roles). Each coaching session must be for a different hospitality skill. You must video and submit each role play with your assessment.

KEY POINTS

You will play the role of the Coach and one other person will play the role of your Colleague

During each role play you must ensure the camera is focused on both yourself and the trainee and clearly shows the coaching session.

For each role play you must follow the coaching plans you submitted in Task 1, this should not include the practice time, therefore video length should be no longer than 5 minutes.

You must ensure you include all 6 steps in the Key Principles of Training. Use the filename: SITXHRM001 video submission 1 / 2 / 3 / 4 when submitting

your videos Look at the learner checklist and ensure you have covered all requirements

that you will be assessed on in each video.

LEARNER CHECKLIST

Learner should use the following checklist as a guide to ensure they have covered all the following marking criteria prior to submitting each video.

Learner to tick

Discuss and explain the need and purpose for the coaching session with colleague and arrange a coaching session. Include why the coaching is taking place, who will deliver the coaching and what they will learn.

Outline and demonstrate the required skills and knowledge that are to be learnt. Include a talk through of the task ensuring you use clear and concise communication and confirm the learners understanding with both open and closed questioning.

Instruct colleague of organisational procedures and resources required to complete task

Allocate time for the colleague to practice newly learnt skills and ask


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questions where needed

Evaluate and offer constructive feedback in a helpful manner including, what they did well, what needs improvement, and give specific instructions.

Work to organisational and industry time constraints and plan to complete own work while providing coaching sessions, this may include serving a customer while coaching, answering another colleagues question or ensuring area is set for service.

Continually observe progress of new skills learnt and offer supportive assistance. This may include providing extra tips and pointers, or encouragement when new skill is mastered.

Actively listen to all colleagues’ questions and ask open ended questions to check understanding

Proactively discuss and report progress to the appropriate person. This may include telling the colleague you will report to supervisor their success or write successful coaching session in work diary.

Recognise performance issues or difficulties with coaching session and rectify or refer for follow-up. This may include re coaching or pointing out a small issue and offering more practice time.

Follow and comply with all WHS and Food Safety requirements. This may include using correct PPE, keeping food out of danger zone, setting up equipment and work station correctly.


Assessment Workbook


Learner’s Name:

Student ID

Date

Assessment 2 – Task 2 - Practical Assessment

Marking Checklist Tick if successful

Is the learner able to: V1 V2 V3 V4

2.1 Discuss and explain the need and purpose for the coaching session with colleague and arrange a coaching session

2.2 Outline and demonstrate the required skills and knowledge that are to be learnt

2.3 Instruct colleague of organisational procedures required to complete task

2.4 Allocate time for the colleague to practice newly learnt skills and ask questions where needed

2.5 Evaluate and offer constructive feedback in a helpful manner

2.6 Work to organisational and industry time constraints and plan to complete own work while providing coaching sessions

2.7 Continually observe progress of new skills learnt and offer supportive assistance for example

2.8 Actively listen to all trainees’ questions and ask open ended questions to check understanding

2.9 Proactively discuss and report progress to the appropriate person for example


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2.10 Recognise performance issues or difficulties with coaching session and rectify or refer for follow-up

2.11 Follow and comply with all WHS and Food Safety requirements for example

Coaching Video 1 Coaching Video 2 Coaching Video 3 Coaching Video 4

S ☐ NYS ☐ S ☐ NYS ☐ S ☐ NYS ☐ S ☐ NYS ☐

Trainer comments:



Assessment Workbook

TASK 3.

Performance evaluation and performance analysis

At the completion of your coaching sessions, you are to ask the trainee to complete a Performance Evaluation Form based on the coaching they received from you. You are then required to review your performance based on the feedback forms.

TASK 3.1 – 4 x Performance Evaluation Forms

TASK 3.2 – Personal review of your performance

TASK 3.1

You have been provided with a template Performance Evaluation Form. You should print this form 4 times and give to the colleague you are coaching at the end of the coaching session.

You are required to submit 4 Performance Evaluation Forms with your assessment.

Use the filename: SITXHRM001 Performance Evaluation submission 1 / 2 / 3 /4 when scanning and submitting your forms.


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Performance Evaluation Form

Coach name

DateJob title/department

Coach Performance

Rating

Did the coach have Poor Fair Good Very good Excellent

a. Knowledge of the subject being demonstrated ☐ ☐ ☐ ☐ ☐

b. The skill of the subject being demonstrate ☐ ☐ ☐ ☐ ☐

c. Explain the instructions clearly ☐ ☐ ☐ ☐ ☐

d. Allow for questions and adequate time for practice ☐ ☐ ☐ ☐ ☐

e. Display listening skills ☐ ☐ ☐ ☐ ☐

f. Allow enough time for session ☐ ☐ ☐ ☐ ☐

Performance summary

g. What did the coach do well

h. Areas for improvement

Signature Colleague Date


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TASK 3.2

Look at the 4 Evaluation Performance Forms completed by the colleagues you coached and answer the following questions.

a. What did your colleagues identify that you did well? In you answer include why you believe you did well in these areas.

b. What areas did your colleagues identify that you needed improvement in? In your answer analyse why you believe you did not do well in this area.

c. Reflect on your performance. Overall how do you believe you performed during your coaching sessions, and what would you do differently to improve next time?

S ☐ NYS ☐



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Learner’s Name:

Student ID

Date

Assessment 2 – Task 3 Performance evaluation and performance analysis.

Learner submitted 4 Performance Evaluation Forms and reviewed and analysed their own performance in the coaching sessions

S ☐ NYS ☐

Trainer comments:



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