SITXHRM001 Learner Workbook V1.0 (Ruchi)

SITXHRM001
Coach others in job skills

Learner Workbook
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Table of Contents
Table of Contents........................................................................................................................................ 1
Instructions to Learner............................................................................................................................. 3
Assessment instructions..................................................................................................................................... 3
Assessment requirements.................................................................................................................................. 6
Candidate Details........................................................................................................................................ 7
Assessment – SITXHRM001: Coach others in job skills..........................................................................7
Observation/Demonstration................................................................................................................... 8
Third Party Guide........................................................................................................................................ 9
Third party details (required information from the learner)..............................................................9
Activities...................................................................................................................................................... 10
Activity 1A.............................................................................................................................................................. 10
Activity 1A checklist – for assessor.............................................................................................................. 11
Activity 1B.............................................................................................................................................................. 12
Activity 1B checklist – for assessor.............................................................................................................. 13
Activity 2A.............................................................................................................................................................. 14
Activity 2B.............................................................................................................................................................. 16
Activity 2C.............................................................................................................................................................. 18
Activity 2C checklist – for assessor.............................................................................................................. 19
Activity 2D.............................................................................................................................................................. 20
Activity 2D checklist – for assessor.............................................................................................................. 21
Activity 2E.............................................................................................................................................................. 22
Activity 2E checklist – for assessor.............................................................................................................. 23
Activity 3A.............................................................................................................................................................. 24
Activity 3B.............................................................................................................................................................. 26
Activity 3C.............................................................................................................................................................. 28
Activity 3C checklist – for assessor.............................................................................................................. 29
Summative Assessments........................................................................................................................ 30
Section A: Skills activity.................................................................................................................................... 31
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Summative assessments: Section A checklist........................................................................................... 32

Section B: Knowledge activity (Q & A)........................................................................................................ 33
Summative assessments: Section B checklist........................................................................................... 34
Section C: Performance activity..................................................................................................................... 35
Summative assessments: Section C checklist........................................................................................... 36
Workplace Documentation – for learner.......................................................................................... 37
Workplace documents checklist.................................................................................................................... 37
Supplementary Oral Questions (optional) – for assessor............................................................38
Competency record to be completed by assessor........................................................................... 41
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Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task
and the terms and conditions relating to the submission of your assessment task. Please consult
with your trainer/assessor if you are unsure of any questions. It is important that you
understand and adhere to the terms and conditions, and address fully each assessment task. If
any assessment task is not fully addressed, then your assessment task will be returned to you
for resubmission. Your trainer/assessor will remain available to support you throughout the
assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and
knowledge of the overall unit of competency. When undertaking any written assessment tasks,
please ensure that you address the following criteria:
 Address each question including any sub-points
 Demonstrate that you have researched the topic thoroughly
 Cover the topic in a logical, structured manner
 Your assessment tasks are well presented, well referenced and word processed
 Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing
them as your own.Plagiarism is a serious act and may result in a learner’s exclusion from a
course. When you have any doubts about including the work of other authors in your
assessment, please consult your trainer/assessor.The following list outlines some of the
activities for which a learner can be accused of plagiarism:
 Presenting any work by another individual as one's own unintentionally
 Handing in assessments markedly similar to or copied from another learner
 Presenting the work of another individual or group as their own work
 Handing in assessments without the adequate acknowledgement of sources used,

including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be
organised to discuss this with you, and further action may be taken accordingly.
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Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result
in whole or in part of unauthorised collaboration with another person or persons. Collusion
involves the cooperation of two or more learners in plagiarism or other forms of academic
misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying
from other learners is not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office.
Handwritten assessments will notbe accepted (unless, prior written confirmation is provided by
the trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires
more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor
and will be given another chance to resubmit your assessment task(s). If you are still deemed as
“Not Yet Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues.We retain this right at any
time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict
confidence, in accordance with the law.However, you are responsible for ensuring that you do
not provide us with anything regarding any third party including your employer, colleagues and
others, that they do not consent to thedisclosure of. While we may ask you to provide
information or details about aspects of your employer and workplace, you are responsible for
obtaining necessary consents and ensuring that privacy rights and confidentiality obligations
are not breached by you in supplying us with such information.
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Assessment appeals process

If you feel that you have been unfairly treated during your assessment, and you are not happy
with your assessment and/or the outcome as a result of that treatment, you have the right to
lodge an appeal.You must first discuss the issue with your trainer/assessor.If you would like to
proceed further with the request after discussions with your trainer/assessor, you need to
lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning

Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified
needs immediately.
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Assessment requirements
Assessment can either be:
 Direct observation
 Product-based methods e.g. reports, role plays, work samples
 Portfolios – annotated and validated
 Questioning
 Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration documentmust

be completed by the agreed third party.
Third parties can be:

 Supervisors
 Trainers
 Team members
 Clients
 Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining
competency.
The assessment activities in this workbook assess aspects of all the elements, performance
criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and
have them deemed satisfactory by the assessor. If you do not answer some questions or perform
certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor
may ask you supplementary questions to determine your competence. Once you have
demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your
assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies
as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact
your assessor to discuss your options. You have the right to formally appeal any outcome and, if
you wish to do so, discuss this with your trainer/assessor.
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Candidate Details
Assessment – SITXHRM001: Coach others in job skills

Please complete the following activities and hand in to your trainer/assessor for marking. This
forms part of your assessment for SITXHRM001: Coach others in job skills
Name: Ruchika
Address: 10 Chelsea terrace Glenwood NSW, 2768
Email: Groverruchika61@gmail.com
Employer: _____________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the
exception of where I have listed or referenced documents or work and that no part of this
assessment has been written for me by another person. I also understand the assessment
instructions and requirements and consent to being assessed.
Signed: Ruchika
Date: 29 March, 2021
If activities have been completed as part of a small group or in pairs, details of the
learners involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that
it was a fair team effort where everyone contributed equally to the work completed.We declare
that no part of this assessment has been copied from another person’s work with the exception
of where we have listed or referenced documents or work and that no part of this assessment
has been written for us by another person.
Learner 1: Ruchika
Signed: Ruchika
Learner 2: ____________________________________________________________
Signed: ____________________________________________________________
Learner 3: ____________________________________________________________
Signed: ____________________________________________________________
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Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you
must complete or tasks to be observed. The observations and demonstrations will be completed
as well as the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
 Performing a work based skill or task
 Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstrationwill require:
 Performing a skill or task that is asked of you
 Undertakinga simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like
you to do. The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the

training environment, depending on the task to be undertaken and whether it is
an observation or demonstration. Your trainer/assessor will ensure you are
provided with the correct equipment and/or materials to complete the task.
They will also inform you of how long you have to complete the task.
You should be able to demonstratethe skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.
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Third Party Guide
You should supply details of the third party to the assessor before you commence the activities
(see below), unless the assessor has already selected a third party themselves.The assessor can
then contact the third party in instances where they require more evidence to determine
competency, or they cannot observe certain tasks themselves.
The reasons to use a third party may include:

 Assessment is required in the workplace
 Where there are health and safety issues related to observation
 Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will
need to inform the assessor. They will be able to provide you with a simulated environment in
which to complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require
application of the principles that you are learning as part of your training.Where this is not
possible, you and your third party should simulate the activity tasks and demonstrations that
you believe would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your
work role that relate to the unit of competency but are not a part of the formal assessment
process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on
competency themselves.
Documents relevant to collection of third party evidenceare included in the Third Party section
in the Observations/Demonstrations document.
Third party details (required information from the learner)

A third party may be required for observations or demonstrations; please provide details below
of your nominated third party and obtain their signature to confirm their agreement to
participate. This information will be required by your trainer/assessor in advance of arranging
any future observations or demonstrations.
Third party name: Abdul
Position of third party: head chef
Telephone number: 0470506925
Email address: ______________________________________________________________
Declaration for nominated third party

I declare my intention to act as third party for (learner’s name here) Abdul
Third party signature: Abdul Date: 29 March, 2021

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Activities
Complete the following activities individually or in a group (as applicable to the specific
activity and the assessment environment).
Activity 1A
Estimated 20 Minutes
Time
Objective To provide you with an opportunity to identify need for coaching based
on a range of factors
1. Suggest a range of factors which might identify a need for coaching
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 aboutteaching or instructinga particular skill or
information and is typically given in a formal manner.
2. Where can requests for coaching come from?
Requests for coaching come from a multitude of sources. Consider these

examples: A manager comes to you asking for coaching for one of her
employees whose performance is slipping. A manager comes to you asking
for coaching about time management for his two direct reports
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Activity 1A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Learner’s name Ruchika

Assessor’s name Hossain mohsin
Unit of Competence
SITXHRM001: Coach others in job skills
(Code and Title)
Date(s) of assessment 29 march, 2021
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner?
(Please circle)
Has sufficient evidence and information been provided by the learner for the Yes No
activity?
(Please circle)
Comments
Provide your comments here:
The learner’s
Not yet satisfactory Satisfactory
performance was:
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s
Ruchika
signature
Assessor’s
signature
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Activity 1B
Time
Objective To provide you with an opportunity to identify specific coaching needs
through discussion with colleague and organise coaching sessions
1. Identify areas in which individuals or coaches may want to focus
coaching sessions on
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
2. Describe methods by which coaches can identify specific coaching

needs
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.
3. Describe individual factors which can impact on specific coaching

needs
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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.
Coaching cannot be expected to yield results where the person does not have
the raw capabilities to improve.
4. How should coaching sessions be organised?

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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Activity 1B checklist – for assessor


Unit of Competence
(Code and Title)
(Please circle)
activity?
(Please circle)
Comments
The learner’s
performance was:
Learner’s
Ruchika
signature
Assessor’s
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signature
Activity 2A
Time
Objective To provide you with an opportunity to describe how to explain overall
purpose of coaching to colleague
1. Identify fundamental points for describing how to explain the overall
purpose of coaching
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.
2. What aspects of coaching and the coaching session should be

described to the coachee to explain the overall purpose?
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.
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Unit of Competence
(Code and Title)
(Please circle)
activity?
(Please circle)
Comments
The learner’s
performance was:
Learner’s
Ruchika
signature
Assessor’s
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signature
Activity 2B
Time
Objective To provide you with an opportunity to describe how to explain and
demonstrate specific skills and advise organisational procedures for
completing workplace tasks
1. Describe a procedure for explaining and demonstrating specific
skills
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.
2. In what ways can you check learner understanding?

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?

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 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.
3. What are the benefits to advising organisational procedures when

explaining and demonstrating skills?
 Pausing to check they understand each step before

continuing to the next
 Ask questions to clarify understanding
 Givingopportunities 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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Unit of Competence
(Code and Title)
(Please circle)
activity?
(Please circle)
Comments
The learner’s
performance was:
Learner’s
Ruchika
signature
Assessor’s
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signature
Activity 2C
Time
Objective To provide you with an opportunity to identify how to communicate
required knowledge and check colleague understanding
1. What are the key skills and attributes involved in effective coaching
communication?
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 listeningsuch as anticipating the
answer, wanting to give own opinion, judging the answer,
wanting toguide 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.
2. In what ways can learning communication skills help you when

coaching?
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.
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3. What methods can you use to check learner 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.
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.
4. Give examples of questions you can use to check colleague

understanding
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
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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.
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Activity 2C checklist – for assessor


Unit of Competence
(Code and Title)
(Please circle)
activity?
(Please circle)
Comments
The learner’s
performance was:
Learner’s
Ruchika
signature
Assessor’s
signature
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Activity 2D
Time
Objective To provide you with an opportunity to describe how to provide
colleagues with opportunities to practise skills and ask questions
1. In what ways can you provide opportunities for successful practice?
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.
2. What are the main points to recapping coaching sessions?
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.”
 “You can use that to...”

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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 checklist – for assessor


Unit of Competence
(Code and Title)
(Please circle)
activity?
(Please circle)
Comments
The learner’s
performance was:
Learner’s
Ruchika
signature
Assessor’s
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signature
Activity 2E
Time
Objective To provide you with an opportunity to describe how to provide feedback
in constructive and supportive manner
1. What methods can you use to provide feedback?
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.
2. What qualities should your feedback have?
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
3. How can you help ensure feedback is used in a constructive way?

P a g e | 32
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
P a g e | 33
P a g e | 34
Activity 2E checklist – for assessor


Unit of Competence
(Code and Title)
(Please circle)
activity?
(Please circle)
Comments
The learner’s
performance was:
Learner’s
Ruchika
signature
Assessor’s
P a g e | 35
signature
Activity 3A
Time
Objective To provide you with an opportunity to identify how to monitor progress
of new workplace skills and provide supportive assistance.
1. In what ways can you monitor the progress of new workplace skills?
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
2. In what ways can you provide supportive assistance to the learner?
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.
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
distraction
3. What factors should you consider when discussing the results of

monitoring with learners?
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
P a g e | 36
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.

P a g e | 37


Unit of Competence
(Code and Title)
(Please circle)
activity?
(Please circle)
Comments
The learner’s
performance was:
Learner’s
Ruchika
signature
Assessor’s
P a g e | 38
signature
Activity 3B
Time
Objective To provide you with an opportunity to identify how to report progress to
the appropriate person
1. Identify factors you should consider when reporting coaching
progress
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 beginningto 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.
2. How can you meet with appropriate persons after coaching sessions
and what can these meetings involve?
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
3. In what ways can progress reports be used?
Progress reports can be very useful tools for recording information about
coaching that can be used in a variety of ways.
P a g e | 39
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 usewhat 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
P a g e | 40
P a g e | 41


Unit of Competence
(Code and Title)
(Please circle)
activity?
(Please circle)
Comments
The learner’s
performance was:
Learner’s
Ruchika
signature
Assessor’s
P a g e | 42
signature
Activity 3C
Time
Objective To provide you with an opportunity to identify performance problems or
difficulties with coaching and rectify or refer to appropriate person for
follow-up
1. What should be examined during evaluation of the coaching
sessions?
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.
2. Identify some potential performance problems or difficulties with

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
3. How can you determine if problems lie with the coaching process or
individuals?
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
P a g e | 43
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.
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?
P a g e | 44
Activity 3C checklist – for assessor


Unit of Competence
(Code and Title)
(Please circle)
activity?
(Please circle)
Comments
The learner’s
performance was:
Learner’s
Ruchika
signature
Assessor’s
P a g e | 45
signature
Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge
and performance, as required to show competency in this unit. These activities should be
completed after finishing the Learner Guide. You should complete these as stated below and as
instructed by your trainer/assessor.
Skills, knowledge and performance may be termed as:
 Skills – skill requirements, required skills, essential skills, foundation skills
 Knowledge – knowledge requirements, required knowledge, essential knowledge,

knowledge evidence
 Performance – evidence requirements, critical aspects of assessment,performance

evidence.
Section A: Skills activity

The skills activity is designed to be a series of demonstrative tasks that should be assessed by
observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will
provide further instructions to you, if necessary.
Section B: Knowledge activity (Q & A)

The knowledge activity is designed to be a verbal questionnaire where the assessor asks you a
series of questions to confirm your competency for all of the required knowledge in the unit of
competency.
Section C: Performance activity

The performance activity is designed to be a practical activity performed either in the
workplace or a simulated environment. You should demonstrate the required practical tasks for
the unit of competency and be observed by the assessor and/or third party, as applicable to the
situation. If the third party is required to observe you, you will need to make the required
arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any
evidence of competency to this workbook.
P a g e | 46
Section A: Skills activity

Objective: To provide you with an opportunity to show you have the required skills for
this unit.
Thisactivity will enable you to demonstrate the following skills:
 Reading
o Review workplace documentation completed by colleague
 Oral communication
o Use active listening and open questioning techniques to confirm understanding.
 Numeracy
o Calculate adequate time required for coaching and for the colleague to complete
required tasks.
 Planning and organising skills
o Complete own work tasks within designated timeframes and simultaneously coach
others in their job skills
Answer the activity in as much detail as possible, considering your organisational

requirements.
In a workplace situation, carry out (or simulate carrying out) the following skills:
1. Describe and review a piece of workplace documentation completed by a colleague
2. Demonstrate active listening and open questioning techniques
3. Organise coaching sessions and task completion times
4. Manage own work tasks whilst coaching others in job skills
This activity needs to be observed by the trainer/assessor or third party.

P a g e | 47
Summative assessments:Section Achecklist

performance as relevant to the summative assessment. Indicate in the table below if the learner
is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
(Please circle)
activity?
(Please circle)
Comments
The learner’s
performance was:
Learner’s signature
Assessor’s
signature
P a g e | 48
Section B: Knowledge activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge
for this unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
 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.
Answer each question in as much detail as possible, considering your organisational

requirements for each one.
1. What communication techniques can you use in a workplace coaching context?
Communication techniques may include:
 questioning.
 active listening.
 verbal and non-verbal communication.
 culturally appropriate strategies.
 constructive feedback.
 paraphrasing.
 re-phrasing.
 rapport building.
2. How can you determine the objectives and scope of a coaching session?
Create, implement and sustain a culture where the entire team is happy to come to work.
P a g e | 49
define and develop leadership roles and goals to build a united leadership team.
Introduce and implement the R.I.S.E. Implementation Process. (to sustain new ideas)
Develop a decision strategy to support the practice vision and standards to achieve goals.
3. What factors impact the need for coaching?

There are several factors that can indicate a need for coaching:
 Staff induction.
 A request from a colleague for coaching.
 A direction from management to help a staff member.
 As a result of personal observation of staff performance.
4. Describe how you would apply the key principles of training to your own workplace
coaching
Context
. A few of the coaching principles that can be applied to workplace settings include:
 Set goals and develop action plans.

 Build rapport.
 Use active listening and intuition.
 Ask open-ended questions to create solutions.
 Create a sense of accountability.
 Provide regular and honest feedback.
5. Describe how legislative work health and safety and hygiene requirements impact
your workplace coaching

Leadership

 Management
Safety plays a unique and special role in organizational life. Striking a balance between
production output and proper safety precautions will always be a challenge for organizations,
especially when the job requires working in potentially hazardous situations. That said,
protecting the health and well-being of each team member is of the utmost importance.
Keeping people safe while maintaining production quotas requires the ability to lead and
manage day-to-day production. Most organizations have measures in place for managing and
reporting safety practices, but a strong safety culture means going beyond the traditional
methods of managing safety
P a g e | 50
6. Describe how you can identify causes of performance problems or difficulties

If you suspect your employees' performance is becoming an issue, here are some ways to
identify potential problems in the workplace.
 Examine Past Mistakes. ...

 Take Note of Employee Absences. ...
 Evaluate Employee Engagement. ...
 Make Punctuality a Priority. ...
 Get Help Finding High-Performing Employees.
P a g e | 51
Summative assessments:Section B checklist

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
(Please circle)
activity?
(Please circle)
Comments
The learner’s
performance was:
Assessor’s
signature
P a g e | 52
Section C: Performance activity

Objective: To provide you with an opportunity to demonstrate the required performance
elements for this unit.
This activity will enable you to demonstrate the followingperformanceevidence:
 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.
Answer the activity in as much detail as possible, considering your organisational

requirements.
As a workplace project (or simulated workplace project), coach four or more different
colleagues in job skills. This should include demonstration of the following skills:
1. Identification and rectifying of any performance problems or difficulties
To identify performance problems, you need a clear idea of what you consider
good performance. You should have quantifiable, measurable metrics in place for each
employee and for different departments or teams within your organization. ... Also, take
note when any person or team falls short
2. Evaluation and feedback of colleagues performance in coaching sessions
Evaluation and feedback of colleagues performance in coaching sessionsEvaluate
coachingPerformance issues related to the coaching experience should be assessed from
three different angles. ... Through the feedback, you will encourage or discourage them,
and you will make them aware of their achievements and their setbacks.
3. Communication necessary for performance of required tasks
Good communication is an essential tool in achieving productivity and maintaining

strong working relationships at all levels of an organisation – and this has been
particularly important since the Covid-19 outbreak forced many people to work
remotely. Employers who invest time and energy into delivering clear lines of
communication will rapidly build trust among employees, leading to increases in
productivity, output and morale in general. Meanwhile, employees who communicate
effectively with colleagues, managers and customers are always valuable assets to an
organisation and it is a skill which can often set people apart from their competition
when applying for jobs.
4. Ability to explain, advise and demonstrate effectively to colleagues
This activity needs to be observed by the trainer/assessor or third party.

An introduction for assessors . ... A separate Third Party Statement is required for each
Competency Unit undertaken by the candidate. ... Demonstrated ability to
use effective communication skills to build ... worker/work team member and describe how
you addressed and resolved ...
P a g e | 53
Summative assessments:Section C checklist

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
(Please circle)
activity?
(Please circle)
Comments
The learner’s
performance was:
Assessor’s
signature
P a g e | 54
Workplace Documentation – for learner
Workplace documents checklist

To demonstrate and support workplace knowledge, workplace documents can be submitted to
the assessor or third party. Indicate in the table below the documents that have been provided.
Please refer to your trainer/assessor if clarification is required or if you have any further
questions on what you are able to provide or use.
Document name/description Document attached
Yes No (Please
circle)
Yes No (Please
circle)
Yes No (Please
circle)
Yes No (Please
circle)
Yes No (Please
circle)
Yes No (Please
circle)
Yes No (Please
circle)
Yes No (Please
circle)
Yes No (Please
circle)
Yes No (Please
circle)
Yes No (Please
circle)
Yes No (Please
circle)
Yes No (Please
circle)
Yes No (Please
circle)
For RTO use only

P a g e | 55
Have originals or digital copies been supplied for the workplace Yes No (Please
documents? circle)
If not originals, have the originals been validated or checked? Yes No (Please
circle)
Assessor’s
signature
SupplementaryOral Questions (optional) – for assessor
The below table is for you to document any supplementary verbal questions you have asked the
learner to determine their competency. For example, if you are unsure of their answer to a
question in the Learner Workbook, you may choose to ask them a supplementary question to
clarify their understanding of the relevant criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
P a g e | 56

P a g e | 57
Question:
Learner answer:
Question:
Learner answer:
Question:
Learner answer:

P a g e | 58
Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Assessor’s name
Assessor’s signature
P a g e | 59
Competency record to be completed by assessor
performance as relevant to the overall unit. Indicate in the table below if the learner is deemed
competent or not yet competent for theunit or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Has the learnercompleted all required assessments to a satisfactory Yes No

standard?
(Please circle)
Has sufficient evidence and information been provided by the learner to Yes No
prove their competency across the entire unit?
(Please circle)
The learner has been assessed as competent in the elements and performance criteria and the
evidence has been presented as:
Authentic Yes No
(Please circle)
Valid Yes No
(Please circle)
Reliable Yes No
(Please circle)
Current Yes No
(Please circle)
Sufficient Yes No
(Please circle)
P a g e | 60
Learner is deemed: Not yet competent Competent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:
Learner’s
signature
Assessor’s
signature

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SITXHRM001

Coach others in job skills

Summative assessments: Section A checklist........................................................................................... 32

 Address each question including any sub-points

 Demonstrate that you have researched the topic thoroughly

 Cover the topic in a logical, structured manner

 Presenting any work by another individual as one's own unintentionally

 Handing in assessments markedly similar to or copied from another learner

 Presenting the work of another individual or group as their own work

 Handing in assessments without the adequate acknowledgement of sources used,

Assessment appeals process

Recognised prior learning

 Product-based methods e.g. reports, role plays, work samples

 Portfolios – annotated and validated

 Third party evidence.

If submitting third party evidence, the Third Party Observation/Demonstration documentmust

Third parties can be:

The third party observation must be submitted to your trainer/assessor, as directed.

Assessment – SITXHRM001: Coach others in job skills

Address: 10 Chelsea terrace Glenwood NSW, 2768

Date: 29 March, 2021

An explanation of observations and demonstrations:

The observation will usually require:

 Performing a work based skill or task

 Interaction with colleagues and/or customers.

 Performing a skill or task that is asked of you

 Undertakinga simulation exercise.

The observation/demonstration will take place either in the workplace or the

Third Party Guide

The reasons to use a third party may include:

Third party details (required information from the learner)

Third party name: Abdul

Position of third party: head chef

Telephone number: 0470506925

Email address: ______________________________________________________________

Declaration for nominated third party

Third party signature: Abdul Date: 29 March, 2021

The need for coaching

2. Where can requests for coaching come from?

Requests for coaching come from a multitude of sources. Consider these

Activity 1A checklist – for assessor

Learner’s name Ruchika

Provide your comments here:

If not yet satisfactory, date for reassessment:

Coaching individuals to their needs

Individuals or coaches may want to focus on:

Learning new skills

Learning new processes

Improving areas of weakness

Preparing for new situations/future work

2. Describe methods by which coaches can identify specific coaching

Coaches can identify specific needs by:

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.

3. Describe individual factors which can impact on specific coaching

There are a number of factors that can impact how effective a

4. How should coaching sessions be organised?

 Performance coaching – Coaching linked to acquiring or improving

 Developmental coaching – Coaching focused on reflective learning.

Activity 1B checklist – for assessor