Sitxhrm 001 Assessment 1 done Assignment PDF

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Assessment 1 You are required to identify the coaching needs for 4 different colleagues in preparation for the practical coaching sessions in Assessment 2, where you will be observed delivering these to the identified colleagues. Complete the table/profile for each coaching need below. Complete the ...

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Assessment 1 1. You are required to identify the coaching needs for 4 different colleagues in preparation for the practical coaching sessions in Assessment 2, where you will be observed delivering these to the identified colleagues. 2. Complete the table/profile for each coaching need below. 3. Complete the corresponding “Coaching Session” Plans with duration of no more than 15 minutes for each session, and attach these for each task/colleague to be coached. 4. Answer all questions overleaf. Part A – Identifying coaching needs and preparing for coaching Coaching Candidate 1 Name: Rose

Location: KItchen

Reason for Coaching: Need to sharp knife How was the need for coaching identified? Make sure knife was sharp. Skilled knife work can enhance the appearance, texture and flavour of a dish, but it requires practice. Which specific coaching needs were discussed with the colleague in need of coaching? Methods for maintaining a knife's cutting performance - sharpening and honing. Description of task(s) to be coached:  A sharpening stone has two sides - 1 rough and 1 smooth. Before using the stone you should lubricate it with oil or water. Use the rougher side first, then the smooth side. Finish the knife on the steel, using the same angle that was used for the stone sharpening.  A diamond-coated steel is used like the normal steel, but the diamonds give it a slightly rougher surface, which will sharpen the blade.  Other sharpeners have angles that can be pre-set which makes them easy to use. All you need to do is pull the knife through the sharpener to restore the edge. Honing involves the following steps: Hold the steel in your hand. Place the edge of heel of the knife on the upper end of the steel. Tilt the back of the blade about 20° away from the steel 

Maintaining this angle, move the blade in an arching motion from the bolster to the tip, using very little pressure

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Listen for a melodic ring as you use the steel. If you hear a grinding noise you are applying too much pressure

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Repeat the process 3 to 4 times on each side

WHS and legal requirements for each task identified:

Global Institute STUDENT ID: GI200022 STUDENT NAME: KHAMLUEXAY KETSOUYA

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With constant use, any knife edge will lose its sharpness. The edge consists of tiny teeth which must be restored and re-aligned for maximum cutting performance. No knives stay sharp forever, but well-maintained knives will last for a long time. The steel maintains a very sharp edge, but eventually the cutting edge will become rounded. When this happens the cutting edges must be restored by removing this rounded shoulder material with a sharpener. Sharpening is no mystery - it is simply a matter of scratching the cutting edge of the knife so that new tiny teeth are applied to the cutting edge. Potential gaps in WHS provisions which must be adhered to/trained before coaching can begin: - It is important to be safe when using knives, as they can cause serious injury. A misplaced chop can result in the loss of a finger and if you cut an artery, When selecting knives, take a good look at them before use - check that they are in good condition, clean and sharp enough to let you proceed with the job efficiently. When cutting an item, hold it using the fingers of your non-cutting hand like a claw. This will help to protect your fingers from being cut by the knife. It also keeps the item stable while it is cut. To achieve optimum results when cutting, always move the knife rather than pushing down on the item. Session Plan 1 completed with details and attached -

Coaching Candidate 2 Name: Honey

Location: KITCHEN

How to mop the floor Reason for Coaching: To make sure floor was clean with mops the floor How was the need for coaching identified? The removal of unwanted dirt, grease at floor areas of food premises. Which specific coaching needs were discussed with the colleague in need of coaching? To make sure floor clean Description of task(s) to be coached:  Submerge mop into a bucket filled with cleaning solution containing a sanitizer  Remove mop from the bucket and wring out excess water  Apply to floor surface in a snaking motion, moving left to right and backwards so you don't walk on the mopped area  Regularly refresh mop by dipping into the cleaning solution, then repeat the process  Change water when necessary  Rinse mop in hot water when finished WHS and legal requirements for each task identified:  Wear Personal Protective Equipment (PPE)  Work in a well-lit and well-ventilated area

Global Institute STUDENT ID: GI200022 STUDENT NAME: KHAMLUEXAY KETSOUYA

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Ensure appropriate signage and restrictions are in place

Potential gaps in WHS provisions which must be adhered to/trained before coaching can begin:  Handle is not splintered  Head is affixed firmly  Fibers are clean and untangled  Washed regularly and bleached occasionally Session Plan 2 completed with details and attached

Coaching Candidate 3 Name: Joey

Location: KITCHEN

How to use check temperature food control Reason for Coaching: 

Every food premises that prepares, handles or sells any potentially hazardous food must have a thermometer to ensure food is kept at safe temperatures.

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Remember the temperature at the centre of the food may be different to the surface temperature, therefore when checking the temperature make sure you check the centre of the food.

How was the need for coaching identified? 

raw meats, cooked meats and food containing meat

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dairy products and foods containing dairy products

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seafood (excluding live seafood) and food containing seafood processed fruits and vegetables, such as prepared salads and ready-to-eat fruit packs cooked rice and pasta processed foods containing eggs, beans, nuts or other protein-rich food foods that contain any of the above foods.

Which specific coaching needs were discussed with the colleague in need of coaching? 

The food safety standards specify that potentially hazardous must be stored at safe temperature

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What is a safe temperature?

 Checking temperature of food Description of task(s) to be coached: Safe temperatures are 5°C or colder, or 60°C or hotter.

Global Institute STUDENT ID: GI200022 STUDENT NAME: KHAMLUEXAY KETSOUYA

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refrigerator, remove foods that are not potentially hazardous, such as drinks. The temperature of these foods is not critical and they can be kept cool in insulated containers with ice or ice blocks. Potentially hazardous food needs to be kept at these temperatures to prevent food-poisoning bacteria, which may be present in the food, from multiplying to dangerous levels. These bacteria can grow at temperatures between 5°C and 60°C, which is known as the temperature danger zone. The fastest rate of growth is at around 37°C, the temperature of the human body. The food safety standards also require you to have a thermometer if you prepare, handle or sell potentially hazardous food. This will enable you to check that safe temperatures are being maintained. Keeping food cold When you are preparing food, make sure that you have enough refrigerator space or insulated boxes with ice bricks to store the food. It is important to remember that refrigerators do not work properly when they are overloaded or when food is packed tightly. If you are running out of room in your Cooling foods If potentially hazardous foods have to be cooled, their temperature should be reduced as quickly as possible. The temperature should fall from 60°C to 21°C in less than two hours and be reduced to 5°C or colder in the next four hours. It is difficult to cool food within these times unless you put food into shallow containers. Keeping food hot If you are keeping food hot on cooktops, in the equipment needs to be set high enough to ensure that the food remains hot ( 60 ° C or hotter). WHS and legal requirements for each task identified:  Determine the warmest area of a cool room or the coldest area of a hot display unit.  Insert the clean, dry probe into the food.  Remember that temperature readings are not instant- wait until the temperature has stabilised before reading.  Stabilise the thermometer between measuring hot and cold foods by allowing the thermometer to come back to room temperature.  If the food is packaged or frozen, place the length of the probe between two packages of the food. Potential gaps in WHS provisions which must be adhered to/trained before coaching can begin:  Read the procedure of thermometers  Keep the food safely and at the correct temperature  Use correct container to keep the food  Follow temperature standards according to food regulations Session Plan 3 completed with details and attached

Coaching Candidate 4 Name: Jack

Global Institute STUDENT ID: GI200022 STUDENT NAME: KHAMLUEXAY KETSOUYA

Location: KITCHEN

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How to use oven Reason for Coaching: In cooking method, the conventional oven is a kitchen appliance used for roasting and heating. Foods normally cooked in this manner include meat, casseroles and baked goods such as bread, cake and other desserts. How was the need for coaching identified? To make sure that oven using the right and proper utilized for cooked the food with right temperature and cooked well. Which specific coaching needs were discussed with the colleague in need of coaching? 

Problem to identify the hazard

 To make sure use right cookware method Description of task(s) to be coached:  Before start attempting to use gas oven, or any oven, read over any instruction manual. This will inform of the basics of how to turn the oven on and off as well how to move the racks and other aspects of how oven works.  Before using oven, experiment with taking them in and out of the oven. Depending on what are cooking, may have to adjust the oven racks. It's a good idea to get a sense of how to do so.  Use an oven thermometer. Gas ovens tend to fluctuate in temperature. Set the oven for a specific temperature, the heat may rise or fall unexpectedly during the cooking process. Therefore, use an oven thermometer to measure temperature.  Use the oven light to monitor the oven's temperature. Opening the oven too often during the cooking process can cause the temperature to drop suddenly  Rotate the trays while cooking. Heat tends to fluctuate in a gas oven. Some spots will become hotter or colder during the cooking process. Therefore, it can help to occasionally open the oven and rotate baking trays a few degrees to ensure things cook evenly  Cakes, breads, and muffin trays should be rotated 90 degrees halfway through cooking. If using more than one rack to bake something like cookies, switch the top and bottom trays as well.  Move items higher up for browner tops. It can sometimes be hard to get things like pies to brown on the top in a gas oven. It can help to move dishes need to brown to the top tray. This will allow them to brown faster  Turn up the temperature for added crispiness. Gas ovens tend to be more humid, which can affect crispiness. Things like roasted potatoes may not get crisp as easily in a gas oven. It can help to turn the oven temperature up about 25 degrees hotter than the recipe calls for. This will result in a crispier final product WHS and legal requirements for each task identified:  Use burners on the back as much as possible. 

Never leave a burner on that does not have a filled pot or pan on it.

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Do not leave an empty pan on a hot burners.

Global Institute STUDENT ID: GI200022 STUDENT NAME: KHAMLUEXAY KETSOUYA

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 Turn all pot and pan handles inwards. Potential gaps in WHS provisions which must be adhered to/trained before coaching can begin:  read the manual base on manufacture  using oven glove Session Plan 4 completed with details and attached

Global Institute STUDENT ID: GI200022 STUDENT NAME: KHAMLUEXAY KETSOUYA

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Part B Your task: Answer the following questions. Each question must be completed.

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a. How will you deal with, and accordingly overcome, the following performance problems or difficulties by providing applied examples or scenarios: Breakdown in communication Inappropriate circumstances for coaching Insufficient opportunity to practise Language or cultural barriers Shyness or lack of confidence b. Breakdown in communication Basic communication problems contribute to many issues in the workplace. As a coach you need to have a thorough understanding of the communication process and be able to quickly identify situations that could hinder your coaching. Consider the following:

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Speak clearly and at a moderate pace Project your speech towards your audience Speak with confidence, not arrogance Position your body and the demonstration area so that staff members can see Use open body language Plan ahead Break down steps into a sequential order (maximum 6-8 steps) Use a mix of visual and written aids Provide practical examples to contextualise the information Find out a bit about the staff members beforehand Be sensitive to cultural and language diversity Demonstrate and explain simultaneously Be patient and understanding Ask open-ended questions to clarify understanding Invite feedback/questions Shyness or lack of confidence Some people are naturally introverted and shy and may therefore find coaching sessions uncomfortable, especially if they have to demonstrate skills in front of other people. When this occurs you need to use a different approach, otherwise the coaching session will be unsuccessful. Tips for coaching those who are shy or lack confidence:

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Meet first and thoroughly discuss the impending session Give material in advance, e.g. demonstration videos Try to coach in a one-on-one situation, away from customers Provide supportive feedback throughout, e.g. well done, great, that's it Allow ample opportunities to practise

Global Institute STUDENT ID: GI200022 STUDENT NAME: KHAMLUEXAY KETSOUYA

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Be patient Ease them into the job gradually c. Insufficient opportunity to practise In order to properly learn a new skill, staff members require ample opportunities to participate in hands-on practice. Don't fall into the trap of talking for too long with extensive explanations, then falling short of time for staff members to practise. Plan your approach and allocate ample time in your session plan.

Consider your own experiences, such as learning to drive a car. If your trainer had explained to you how to operate the car but didn't let you practise driving, do you think you would pass your test? In order to fully understand the intricacies of driving a car you need to practise, not just talk about it. d. Inappropriate circumstances for coaching  Despite careful and meticulous planning, certain circumstances may arise which mean that the coaching session needs to be rescheduled or postponed. Inappropriate situations for coaching might include: 

Coach or staff member is unwell or affected by personal problems

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Coaching day/time is poorly chosen (may clash with peak service time) Coaching location isn''t suitable/available Unexpected increase in customer activity Not enough staff to cover workload while coaching Insufficient resources Lack of experience Just as a staff member might need a few sessions in order to fully learn a new skill, you might also need a bit of practice at coaching. Not everyone is suitable to be a coach, but every person who has coached others has needed to learn the necessary skills. Hopefully you will improve your coaching and teaching skills as you practise, so that one day you will be able to help other employees with confidence.

If in doubt about an issue, refer to a specialist in your HR department or contact your industry association for support. You can also read relevant books or ask other employers about their approaches and support each other by sharing knowledge . 1. How will you ensure that your colleagues will be able to apply the learnt skills to other tasks or situations and how can you provide for this? Provide examples for each task you have delivered in your 4 coaching sessions. - I will follow up back every month to make sure they get from the coaching side - Get the direct feedback on the training program - Sharpening knife - Floor mop - Using oven - Checking Temperature Food 2. How will you provide for ongoing coaching processes, given that you work in a very busy establishment? Most of the learning in career will occur on-the-job, e.g. someone will show how to set a table, fold a serviette or register a guest. This works well and happens every day.

Global Institute STUDENT ID: GI200022 STUDENT NAME: KHAMLUEXAY KETSOUYA

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Simulation is also commonly used in coaching and training. As pilots and flight crew cannot learn some fundamentals of their role while they are on the job, such as in-flight emergencies, it is necessary for the training to be carried out in simulated environments which are as realistic as possible. In TH&E coaching and training, simulated environments such as training restaurants, role plays and mock customer service situations are commonly used. Assessment 2: Practical Observation 1. You will be observed coaching colleagues in tasks over 4 instances as identified in Assessment 1. 2. Follow the session plans you have established in assessment 1 3. The marking criteria below provide a guideline of what will be observed during your coaching sessions. Instance Instance 1:

Date 03/2/2020

Duration from ... to... 10:00AM-10:10AM

Candidate:

Rose

10:15AM-10:25AM

Instance 2:

03/12/2019

Candidate:

Honey

10:00-10:11

Instance 3:

03/12/2019

11:00-11:15

Candidate:

Joey

Instance 4: Candidate:

03/12/2019 Jask

Global Institute STUDENT ID: GI200022 STUDENT NAME: KHAMLUEXAY KETSOUYA

Task to be coached How to sharp a knife

11:00-11:15

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