Sitxhrm 001 Assessment task 1 global V2 PDF

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Assessment Cover SheetStudent NameStudent ID GIUnit Code / Unit Name SITXHRM001 Coach others in job skillsAssessment No. 1Date of Submission 21/02/Student Declaration :I certify that: · I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source. · I...

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Global Institute Level 7, 140 Elizabeth Street, Sydney NSW 2000 Ph: 02 8076 8000 Email: [email protected]

Web: www.globalinstitute.edu.au ABN: 35 601 110 178

Assessment Cover Sheet Student Name Unit Code / Unit Name SITXHRM001 Coach others in job skills 21/02/2022

Student Declaration: I certify that: · I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source. · I have read the Assessment and Student Handbook and I understand all the rules and guidelines for undertaking assessments. · I give permission for my assessment material to be used for continuous improvement purposes. Student Signature:——wan-shiuan Date:——21---/--02-----/---2022----

lin

Result: □ Satisfactory

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□ Not Satisfactory

Trainer/Assessor Feedback

Student Declaration: I declare that I have

Trainer/Assessor Declaration: I declare that I have

been assessed in this unit, and I have been advised of my result. I also am aware of my appeal rights. Name: ___wan-shiuan lin _________________________ Signature: _______wan-shiuan lin _____________________

conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback Name: ____________________________ Signature: __________________________

Date:

Date:

____/_____/_____

___21_/_02____/__2022__

Tear off from here…………………………………………………………………………………………………........................... ..................................................

Assessment Acknowledgement Receipt Student Name:

Student ID: GI

Unit Code /Name: SITXHRM001 Coach others in job skills Trainer/Assessor Signature:

Global Institute

Assessment No: 1

Date:

V2.1 Jan 2021

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Assessment Task 1

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Assessment Task 1 – Project Performance objective The students must demonstrate 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 Assessment Task is due on the date specified by your assessor. Assessment description You are required to identify the coaching needs of 4 different colleagues and prepare 4 coaching sessions for each identified need. You have to suggest a plan for follow up on coaching. Procedure This assessment consists of 2 parts, Part A and Part B. Part A For the purpose of this assessment you are required to identify the coaching needs of 4 different colleagues and prepare 4 coaching sessions of maximum 15-minute duration for each need identified. Coaching needs may vary and can include e.g. precision cuts, specific preparation techniques for dishes, safe use of equipment; table setting for different occasions, serviette folding; spot removal in housekeeping, making beds; preparing for event registration/set-up etc. to name a few examples for possible coaching needs in various departments of hospitality, tourism and events. You are required to address all questions to achieve competence. Your trainer will provide you with instructions for time frames and dates to complete this assessment. Part B In this part of the assessment you are required to provide suggestions, with examples how you will deal with and overcome performance problems during coaching ,sessions

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you will encourage further training and provide for application of the learnt , skills as well as transferring these skills to new tasks where applicable you will provide for monitoring of the learnt tasks to address performance problems or follow up on coaching

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Submissions You must submit: ( coaching plan for each candidate using template in Appendix 1 (Part A Session plan for the coaching of each candidate ● (Answer all the questions (Part B ●

Your assessor will be looking for: ·

communication techniques suitable to a workplace training context

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objectives and scope of the coaching

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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

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key principles of training: o explanation

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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

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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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:Appendix 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

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Complete the corresponding “Coaching Session” Plans and attach these for .each task/colleague to be coached

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Part A – Identifying coaching needs and preparing for coaching Coaching Candidate 1 Name: Jenny

Location: coffee shop

Reason for Coaching:

New staff without experience in making coffee How was the need for coaching identified?

Trainees should know how to make coffee Need to know how to store milk, coffee Need to identify different kind of coffees Which specific coaching needs were discussed with the colleague in need of coaching?

Learning how to make basic coffee (latte, cappuccino, etc.) Learning coffee art Learning about ‘first in first out Description of task(s) to be coached:

Put the rice paper inside a bowl of water to make it wet. Put the stuff in the rice paper Wrap and roll it.

WHS and legal requirements for each task identified:

Gather the instruction manual. Check for special conditions. Avoiding cutting hand by knives. Protect the food out of contamination

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Potential gaps in WHS provisions which must be adhered to/trained before coaching can begin:

Washing hands before making rolls. Wearing gloves while making rolls.

Session Plan 1 completed with details and attached

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Coaching Candidate 2 Name: Alex

Location:take- away shop

Reason for Coaching:

new staff without experience How was the need for coaching identified?

Know how to grill meet and when the meat is ready to serve. Know how to protect yourself out of fire Which specific coaching needs were discussed with the colleague in need of coaching?

Learning how to check the meet when it cooked Description of task(s) to be coached:

Define the quality of meet when it was cooked

WHS and legal requirements for each task identified:

Gather the instruction manual. Check for special conditions

Potential gaps in WHS provisions which must be adhered to/trained before coaching can begin:

Clean hand before and after work Make sure all stuffs are clean

Session Plan 2 completed with details and attached

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Coaching Candidate 3 Name:may

Location: sushi shop

Reason for Coaching: new staff without experience How was the need for coaching identified?

All staffs need to know how to make rolls in the specify style after coaching Identify different rolls in the menu Which specific coaching needs were discussed with the colleague in need of coaching?

Prepare the ingredients: tuna, salmon, prawn or salad to put inside How to roll the sushi Description of task(s) to be coached:

Put the rice on seaweed , Put the stuff in the rice Wrap and roll it.

WHS and legal requirements for each task identified:

Gather the instruction manual. Check for special conditions. Avoiding cutting hand by knives. Protect the food out of contamination.

Potential gaps in WHS provisions which must be adhered to/trained before coaching can begin:

Washing hands before making rolls. Wearing gloves while making rolls.

Session Plan 3 completed with details and attached

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Coaching Candidate 4 Name: Ryan

Location:bar

Reason for Coaching:changing position from waitress to bartender

How was the need for coaching identified?

Bartender should know different alcohol after coaching Bartender should have basic idea what kind of alcohol can combine together. Which specific coaching needs were discussed with the colleague in need of coaching?

Learning theory of wine and beer Learning the recipe to mix alcohol liquid. Description of task(s) to be coached: Learning how to mix and shake the wine to have a cocktail, mock tail, etc

WHS and legal requirements for each task identified: Gather the instruction manual. Check for special conditions. Over 18 years old

Potential gaps in WHS provisions which must be adhered to/trained before coaching can begin: Must have RSA to work under alcohol environment

Session Plan 4 completed with details and attached

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

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1. How will you deal with, and accordingly overcome, the following performance problems or difficulties by providing applied examples or scenarios: a. 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 proves and be able to quickly identify situations that hinder your coach. Consider the following: Speak clearly and at a moderate pace Project your speech towards your audience Use open body language b. Shyness or lack of confidence Some people are naturally introverted and shy and may therefore find coaching sessions uncomfortable, especially if they have to concentrate 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 of confident Meet first and thoroughly discuss the impending session Give material in advance Be patient c. Insufficient opportunity to practise In order to properly learn a new skill, staff member require ample opportunities to participate on practice. Don’t fall into the trap of talking for too long with extensive explanations, the falling short of time for staff members to practice. 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 tell you practice driving, do you think you would pass your test? In order to fully understand the intricacies of driving a car, you need to practice, 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. Coaching day/time is poorly chosen Insufficient resources

e. Lack of experience Just a staff member might need a few sessions in order to fully learn a new skill, you might also need a bit of practise 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 practice, 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.

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2. 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.

Student responses will vary for example applied to tasks in each coaching session. Evaluate responses according to current and valid industry practices and relevance to effectively provide for tasks in a relevant workplace context As the coach, you should always offer extended support should it be needed. This is often part of the trainer-staff member relationship. Once the session has been conducted it is essential to monitor and reinforce the coaching in the work situation. Do the participants apply skills learned? Have their skills improved? Have the coaching improve their confidence? Try to gain direct feedback on the session from the participants, including how they feel about the new skills learnt? Monitoring staff members will also help you identify whether particular aspects of skills need to be practiced. Having the staff member practice the skill may be sufficient to bring them up to the required level. If that fails, then further coaching should be conducted.

3. How will you provide for ongoing coaching processes, given that you work in a very busy establishment?

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Conduct weekly, fortnightly or monthly performance discussions, depending on your graduation’s procedures. Let staff members know how they are progressing. To do this, you may need to seek the opinion of their colleagues or supervisors as to how they are performing post-coaching. If any performance problems are identified then more coaching may need to be scheduled.

Marking Criteria Part A, Part B Preparation for on-the-job coaching Identifies the need for coaching according to relevant factors Provides a clear overview of the identified training needs Identifies specific skills to be trained Considers specific requirements for coaching relevant to person to be coached (special needs, adjustments etc) Provides realistic details for time and location of coaching considering workplace policies or constraints Identifies resource requirements correctly according to coaching requirements

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Identifies stakeholders and communication requirements correctly Preparation of coaching session Identifies underpinning knowledge required for task to be coached including organisational requirements for workplace specific tasks Identifies all WHS requirements relevant for the task to be coached Identifies gap training required to meet WHS aspects where relevant Identifies gap training required to meet the underpinning knowledge and skills requirements where relevant Clearly defines the practical skills to be coached Clearly defines the objectives of the coaching session Provides a clear and logical overview of the coaching strategies Applies logical sequencing of coaching events Provides opportunity provision for practicing learnt skills Provides opportunity provision for questions and answers Suggests a clear approach for providing feedback on coaching Follow-up coaching (Part B) Suggests a realistic process for monitoring progression on coaching session Identifies opportunities for further practice relevant to the workplace context and tasks undertaken Identifies relevant personnel for reporting Identifies the requirements for reporting Provides a detailed overview of reasons for the following potential problems which may occur during coaching and appropriate suggestions how to help to overcomes these pro-actively: 1. Breakdown in communication 2. 3. 4. 5.

Shyness or lack of confidence Insufficient opportunity to practice Inappropriate circumstances for coaching Lack of experience

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