2.1 - SITXHRM001 Coach Others in Job Skills Student Guide

SITXHRM001 – Coach others in job skills
SITXHRM001
Coach others in job skills.

Version 2.2
Student Assessment Guide

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SITXHRM001- Student Assessment Guide Version: 2.2 Date Created: July 2017
Last Reviewed: March 2020 Responsibility: RTO Manager Date Implemented: July 2020
Australian Academy of Higher Learning Pty Ltd T/A Technical Institute of Victoria (TIV) (RTO No:21994 CRICOS CODE 02924F)
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ASSESSMENT RECEIPT FORM

STUDENT NAME:
STUDENT ID:
COURSE CODE:
COURSE TITLE:
TRAINER’S/ASSESSOR’S
NAME:
DUE DATE
UNIT CODE AND SITXHRM001 – Coach others in job skills
DESCRIPTION
NOTE:
1. This form must be stapled on top of the Assessment Workbook upon submission.
2. This Assessment Receipt Form must be dated and signed in.
DECLARATION
1. I am aware that penalties exist for plagiarism and academic dishonesty.
2. I am aware of the requirements set by my Trainer/Assessor.
3. I have retained a copy of my Assessment.
Student Signature: Date:
ASSESSMENT RECEIVED BY TIV Staff

Name:
Date:
Signature:
================================= Tear Here ===========================

Students must retain this as a Record of Submission.
Assessment Handed On:
Unit Code & Description: SITXHRM001–Coach others in job skills
TIV Student
Assessment Received by
TIV Staff Name: Student ID:

………………...……..............……...……... .................................................................
Signature: Student Signature:

…………………………...……...……...…………..…... ….………………………………………..…….
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Competency Record Sheet:

This form is to be completed by the assessor and is used to record the student assessment Outcome/result for the Unit of
Competency. All student submissions (Outlined below) are to be attached to this sheet before placing on the student
academic file. Student results are not to be entered into the Student database unless all relevant paperwork is completed
and attached to this sheet.
Student must complete all assessment tasks as satisfactory (S) to be Competent (C)
To be fill by the Student

Student’s ID:
Student’s Name:
Date of
Assessor’s Name:
completion:
Qualification Code and Title
Unit of Competency SITXHRM001 – Coach others in job skills
Assessor Use Only First attempt Re-Submission Late Submission
Student Results
Assessment Methods Not Yet
Please attach the following assessment methods to this sheet Satisfactory(S) Satisfactory
(NYS)
Assessment 1: Knowledge Test
Assessment 2: Practical demonstration
Assessment 3: Written Test
Comments:
Note: student is required be marked satisfactory in all assessment methods to be deemed competent in this unit.
Unit Outcome:  Competent  Not Yet Competent

Is re-assessment required:  Yes  No
Student’s Signature: Assessor’s Signature:

Administrative Use Only
All sections are completed and signed. The Final Unit result is entered in the Student Management System.
Name: Signature Date
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ABOUT THIS BOOKLET
If you do not understand any part of this booklet, please inform your assessor/trainer.
The Student Guide contains two (2) parts:
PART 1: Assessments information:

This part contains information on assessments for this unit of competency and how
assessment will be conducted throughout unit to achieve the competency. It includes:
• Application of the unit of competency

• Purpose of assessment
• Elements, Performance criteria, performance and knowledge evidences
requirements of the unit
• Context, Conditions and required resources and location of the assessment.  
• Assessment methods and tasks.
• An outline of evidence to be gathered from student.
• Administration, recording and reporting the requirements including special
adjustments, appeals, reasonable adjustments and assessors’ intervention.
PART 2: Assessment Methods and Tasks:

This part contains the information to successfully undertake the assessment Method. In
each assessment method, students will find the following information:  
• Generic Instructions to students on assessment method

• Information on Resources required where applicable
• Planning the assessment
• Evidence specification
• Evidence submission
• Assessment Tasks and Task instructions.
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PART 1
Assessment Information
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Application of the unit of competency:

This unit describes the performance outcomes, skills and knowledge required to provide
on-the-job coaching to colleagues. It requires the ability to explain and demonstrate
specific skills, knowledge and procedures and monitor the progress of colleagues until
they are able to operate independently of the coach.
The unit applies to experienced operational personnel and to supervisors and managers
who informally train other people in new workplace skills and procedures
The unit applies to all tourism, hospitality, and event sectors. TIV has contextualized the
assessment tasks to reflect the job roles in commercial cookery operational environment
in hospitality establishments
No occupational licensing, certification or specific legislative requirements apply to this

unit at the time of publication.
Pre-requisite Unit
None
Purpose of assessment:
The purpose of assessment is to determine competency in the unit SITXHRM001 – Coach
others in job skills
Elements
1. Prepare for on-the-job coaching
2. Coach colleagues on-the-job.
3. Follow-up coaching
Foundation Skills
Reading skills to: • review workplace documentation completed by

colleague.
Oral communication • use active listening and open questioning techniques to

skills to: confirm understanding.
Numeracy skills to: • calculate adequate time required for coaching and for
the colleague to complete required tasks.
Planning and • complete own work tasks within designated timeframes
organising skills to: and simultaneously coach others in their job skills.
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Performance evidence:
Evidence of the ability to complete tasks outlined in elements and performance

criteria of this unit in the context of the job role, and:
• provide effective on-the job coaching to four different colleagues
• address identified performance problems or difficulties experienced by
colleagues in each of the above coaching sessions and rectify or refer as
appropriate
• evaluate colleagues’ performance and provide constructive feedback as part
of above coaching sessions
• demonstrate the following during each of the above coaching activities:
o clear communication and demonstration of the organisational tasks
required of the colleague
o completion of training within commercial time constraints
o application of the key principles of training
Knowledge Evidence
Demonstrated knowledge required to complete the tasks outlined in elements and

performance criteria of this unit:
• communication techniques suitable to a workplace training context

• objectives and scope of the coaching
• factors which impact need for coaching:
o direction from colleagues
o own observation and workplace experience
o request for coaching from colleagues to be coached
• key principles of training:
o explanation
o demonstration
o review
o listening to trainee explanation
o observing and evaluating trainee demonstration
o providing feedback
• legislative work health and safety and hygiene requirements
• possible causes of performance problems or difficulties:
o breakdown in communication
o inappropriate circumstances for coaching
o insufficient opportunity to practice
o language or cultural barriers
o shyness or lack of confidence.
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Context and conditions for assessments:

To comply with the assessment condition of this unit:
• TIV will conduct the assessment to gather performance evidences for this unit in
simulated Commercial Kitchen environments located at No 3, Miller St, Prahran, Vic
3181 or Unit 2/578, Plummer St, Port Melbourne, Vic 3207.
• Students must demonstrate adequate skills and knowledge evidence by providing
a satisfactory outcome for each assessment task. Assessors will refer to the model
answers in the trainer and assessor guide to compare with the student responses
for each question. However, assessor may consider student’s responses if those are
relevant to the questions.
• TIV Kitchens have access to a wide range of ingredients including perishable food
supplies for prepare the dishes as per the standard recipes provided to the
students.
• TIV staff will be invited as internal customers to taste the dishes cooked by the
students as part of ongoing assessment process. The internal customers will provide
the feedback of the tasted dishes to the students using a feedback form. The
feedback form/s will be attached to the student assessment.
• TIV kitchens have access to range equipment’s used in commercial industry
Kitchens. In addition will have the Food Safety Plan, which students are required to
maintain under the supervision of the Trainer/Assessor.
• Knowledge assessment and the written test for this unit will be conducted in TIV
Classrooms at level 1 /252 Lygon Street, Carlton VIC 3053
• TIV assessors who are assessing this unit will satisfy the requirements specified in
Clauses 1.13-1.16 in the Standards for Registered Training Organisations
Resources Required:
The assessor will ensure that assessment is conducted in a safe environment and you
have access to the following resources for the unit.
- Computers with access to internet and printers

- DIDASKO learner guide for unit SITXHRM001
- Access to TIV simulated training kitchens including the required equipment’s and
documentation and classrooms
Competency Requirements:
Student must complete the all the assessment tasks to the satisfactory level to be deem
competency in this unit
Assessors will ensure that the evidence collected meets the requirements of the Rules of
Evidence (authentic, current, sufficient and valid) prior to entering results into the
competency record sheet.
Students unsuccessful at achieving “Satisfactory” for any assessment at the first attempt
will be given two opportunities for reassessment. If the student is still deemed Not Yet
Competent (NYC) after two reassessments in a unit of competency student will be
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required to repeat the unit as per the scheduled delivery of the course. For further details,
refer to TIV Re-Assessment Policy and TIV Course Progress Policy.
Assessment Assessment description Due date Location of

tasks assessment
Assessment
There are four answers given in the questions.
Method -1
You must mark the most appropriate answer TIV classroom
Knowledge
relevant to the question
Test
This is Practical Demonstration in TIV simulated Simulated

environment demonstrating coaching others in environment
job skills.
You are required to provide effective on-the
job coaching to four different colleagues.
You are also required to address identified
performance problems or difficulties
experienced by colleagues in the above
coaching sessions and rectify or refer as
appropriate. You must evaluate colleagues’
performance and provide constructive
Assessment feedback as part of above coaching sessions.
Method -2 Studentmustdemonstratethefollowingduring
Practical each of the above coaching activities:
Demonstration ▪ clear communication and
demonstration of the organisational
tasks required of the colleague
▪ completion of training
within commercial time
constraints
▪ application of the key principles
of training.
This assessment is a case study task which
is conducted in TIV classroom where you
will read the case study and answer all
questions satisfactorily TIV Classroom
In this assessment, there are questions
Assessment assigned into several sections. Student are Needs to be
Method -3 required to answer these questions based on completed in
Written Test the learning and/or individual practical TIV classroom.
experience.
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You must submit the following evidence to be marked competent for this unit. Your
assessor will ensure that the evidence submitted meets the Rules of Evidence which are
valid, sufficient, current and authentic.
• Completed knowledge test and submit to your assessor.

• You must submit the hard copy of the assessment. If you unable
Assessment Method -1
to submit the hard copy must discuss and agree the format with
Knowledge Test
the assessor prior to the deadline
• Complete and sign the cover sheet for assessment task
• Four coaching plans
Assessment Method -2 • 4 Progress reports of the coaching sessions conducted for four
Practical colleagues
Demonstration • Observation check lists which assessor have marked
• Completed and signed the cover sheet
• Completed case study and submit to your assessor.
• You must submit the hard copy of the assessment. If you unable
Assessment Method -3
to submit the hard copy must discuss and agree the format with
Written Test
the assessor prior to the deadline
• Complete and sign the cover sheet for assessment task
Administration, recording and reporting requirements:
You must read and follow this information carefully while completing assessments for this
unit of competency and if you are unsure of any instruction, please contact your assessor
to clarify.
The assessments are intended to be equitable, fair and flexible.
Submission of assessment:
• Your assessor will mark the submitted assessment, provide feedback to you and
complete the comments section against each task, where applicable.
• ALL tasks must be completed in legible English.
• You must submit assessment tasks as per the format (Handwritten/Electronically)
given under the assessment instructions in each assessment method.
• You must submit all assessments on or before the due date specified by the
assessor.
• Extensions for individual assessment tasks may be negotiated in specific
circumstances with your assessor/trainer. However, you need to provide genuine
documents as evidence when seeking an extension to due date (e.g. extensions
due to illness will require a medical certificate.
• You are permitted to use dictionaries(printed/Electronic) and to seek support (as
required) unless it puts in jeopardy the integrity of the assessment, your assessor will
let you know if this is the case.
• Unless the assessment task specifically allows pair work or group activities such as
brainstorming, you must submit your own original work and must not copy the work
of other students. Plagiarism is unacceptable.
• You must submit your assessment tasks in person in hard copies in the classroom.
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Recording an assessment result:
Once the assessments have been completed, the assessor will record the assessment
results on the competency assessment record sheets
Assessors will check that you have completed the student declaration prior to filling out
the assessment cover sheet.
Retaining assessment records:
TIV will securely retain all completed student assessment items for each student for a
period of 18 months from the date on which the judgement of competence for the
student was made. However, Students are required to retain a copy of the submitted
assessments. (Assessments which are completing outside the classroom). TIV will also retain
sufficient data to be able to reissue AQF certification documentation for a period of 30
years.
All assessment records submitted to the assessor for marking will be retained securely.
The Administration Manager will ensure that the student records are securely retained in
accordance with the TIV record control policy and procedure.
Assessment outcomes:
For unit of competency:
There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent
You will be awarded C = Competent on completion of the unit when the assessor is
satisfied that you have completed all assessments and have provided the appropriate
evidence required to meet all criteria in line with the Rules of Evidence. If you fail to meet
this requirement, you will receive the result NYC = Not Yet Competent and will be eligible
to be re-assessed in accordance with the TIV Re-Assessment Policy and TIV Course
Progress Policy.
For assessment methods:
There are two assessment outcomes for assessment methods: S = Satisfactory and NS =
Not Satisfactory.
On the individual assessment cover sheet for assessment method you will be marked
Satisfactory, if you have completed the task successfully, submitted all evidence and
satisfied the assessment criteria. if you have not completed the task, the evidence is not
sufficient or does not meet the requirements of the assessment criteria, you will be
marked as Not Satisfactory.
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Re-assessment:
If you are unsuccessful at achieving competency at the first attempt, you will be given
two further opportunities for re-assessment at a mutually agreed time and date. For further
details, refer to the TIV Re-Assessment Policy and TIV Course Progress Policy. As this is a
competency-based program, the assessment continues throughout the program until you
either achieve Competency in the assessment tasks or a further training need is identified
and addressed.
Student access to records:
You have the right to access current records of your participation and results at any
time. You can see your results or attendance progress by requesting a copy of your
records by contacting the student administration and the assessor.
Support:
You may seek clarification about the assessment information and the instructions and
tasks from the assessor. You may have to agree to a timeframe with assessor if you need
to meet out of your scheduled classes.
Reasonable adjustments and special learning needs:
TIV works to ensure that students with recognized and acceptable disadvantages can
access and participate in education and training on the same basis as other students.
Disadvantages may be based, for example, upon age, cultural background, physical
disability, limited or non-current industry experience, language, numeracy or digital
literacy issues.
Prior to enrolment and assessments reveal that a student may require special support or
where, after enrolment, it is made apparent that the student requires special support,
reasonable adjustments will be made to the learning environment, training delivery,
learning resources and/or assessment tasks to accommodate the particular needs of the
student. An adjustment is reasonable if it can accommodate the student’s particular
needs, while also taking into account factors such as the student’s views, the potential
effect of the adjustment on the student and others and the costs and benefits of making
the adjustment.
Any adjustments made must:
a. Be discussed, agreed and documented in the assessment record

b. Benefit the student.
c. Maintain the integrity of the competency standards and course requirements as
stipulated in the training package.
d. Be reasonable to expect in a workplace.
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Reasonable adjustment may consist of:
a. Providing additional time for students to complete learning and assessment tasks.
b. Presenting questions orally for students with literacy issues.
c. Asking questions in a relevant practical context.
d. Using large print material.
e. Extending the course duration.
f. Presenting work instructions in diagrammatic or pictorial form instead of words and
sentences.
Complaints and appeals:

If you are dissatisfied with an assessment outcome, you may appeal the assessment
decision. In the first instance, you are encouraged to appeal informally by contacting the
assessor and discussing the matter with them. If you are dissatisfied with the outcome of
such discussion, you may appeal further to either the RTO Manager and/or CEO. If you are
still dissatisfied, you may appeal formally and in writing to the external body. For more
information, refer to the Assessment Policy and the Complaints and Appeals Policy and
Procedures.
Assessor intervention:
Assessors will defer the assessment, if assessor identifies that you are not ready for the
assessment. Feedback will be given to you once assessor mark the assessment.
(approximately within 14 days of completing the assessment. If the assessor feels the
assessment activities that might impact on your safety or that of others, the assessor will
stop the assessment immediately.
Plagiarism, cheating and assessment dishonesty:
TIV considers plagiarism and cheating as a serious misdemeanour. Evidence of plagiarism

and cheating is treated on a case by case basis and the consequences for students
engaging in such practices may include failure of the assessment or exclusion from the
course. For more information, refer to TIV’s Assessment Policy.
References
Student are required to provide reference of the sources of information. If it is from a

website you should quote website link, if it’s a textbook must quote the name of the
textbook and publisher. If you are quoting from the learner guide list the name of the
guide.
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Student Declaration:
I .............................................................................. (Student Name)have read and

understand the information provided above and also understand and accept that any
act of plagiarism and academic dishonesty may have penalties including cancellation
or suspension of my enrolment with TIV. I further declare that:
• All assessment work submitted for this unit competency is my own original work and
plagiarism and collusion has not occurred.
• Assessment work has not been copied or submitted for any other unit/course.
• I have taken proper care and effort to ensure my work has not been copied by
another person.
• I have retained a copy of this assessment for my own records in the event I have to
reproduce my work.
• I am aware that any assessment deemed unsatisfactory will require me to undergo
reassessment which may be different to the one originally submitted.
Student signature: ............................................................... Date: ....../....../.......
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PART 2
Assessment Task
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Assessment Cover Sheet: Assessment Method 1

Student Detail
Student Id:
Student Name:
Group No:
Assessment Details
Unit of Competency SITXHRM001 Coach others in job skills
Assessment Method Knowledge Test
Due Date
Date of Submission
Assessment Outcome Satisfactory □ Not Satisfactory □
Assessor Name
Feedback
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this
assessment task is original and has not been copied or taken from another source except where this
work has been correctly acknowledged. I have made a photocopy or electronic copy or photograph
of my assessment task, which I can produce if the original is lost.
Assessor Student
I declare that I have conducted a fair, valid, I have received, discussed and accepted
reliable and flexible assessment with this the outcome as above for this assessment
student, and I have provided appropriate method and I am aware of my appeal
feedback. I also declare that I have rights.
undertaken the indicated assessment integrity
checks
Google check for plagiarism  Yes No
Check for Copying/Collusion  Yes No
Check for Authenticity  Yes No
Signature: ........................................................
Signature: .......................................................
Date: ................................................................ Date: ..............................................................
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Assessment Method 1: Knowledge Test

Instructions for students:
• In this knowledge test, in each question there are four answers. You must mark
the most appropriate answer relevant to the question
• You will have 1 hour to complete the knowledge test
• This assessment will be conducted in the TIV classroom.
• This knowledge test is open book. However, you must list the reference sources
that you referred to complete this assessment.
• List the reference sources in the space given at the end of the assessment.
• You must Satisfactory answer to all the questions, given in this assessment to be
deemed satisfactory for the assessment.
• You must complete the Assessment cover sheet – Student detail section.
• Submit the assessment with completed assessment coversheet
• You must use only BLUE OR BLACK PEN to complete this assessment task including
to complete the assessment cover sheets
• Your HANDWRITING must be clear to read and understand by a third party. If not,
your assessor will mark the assessment as “Not Satisfactory”
Resources required:
• Computer with internet connection to refer to various resources.
• Didasko Learner Guide- Unit – SITXHRM001 – Coach others in job skills
• Student Guide and a pen
Planning the assessment

- Trainer/Assessor will provide a date for the assessment & brief the TIV assessment
policy to the students
- Ensure you have access to all resources listed above, either printed copies or access
via the internet
Recommended time to complete the assessment: 1 hour
- Your assessor will set a time to provide feedback
Evidence specifications:
At the end of the assessment, you will be required to submit the following evidence by
the due date specified by the assessor:
- You are required to submit a completed (ticked) multiple choice question listed n
Knowledge test.
- Completed and signed cover sheet for assessment
Evidence submission:
- You must submit the hard copy of the assessment. If you unable to submit the hard
copy must discuss and agree the format with the assessor prior to the deadline
- Your assessor will record the assessment outcome on the assessment cover sheet.
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1. What three factors help you identify the need for coaching?
(a) Supplier suggestion, customer complaint, colleague direction.
(b) Trainee’s résumé, manager’s needs analysis, organisation’s standards.
(c) Trainee request, your observation, another colleague’s direction.
(d) It’s not your responsibility to identify coaching needs.
2. How should you identify specific coaching needs and organise coaching sessions?
(a) Through observation, evaluation and assessment of the colleague you’re coaching.
(b) Through discussion and agreement with the colleague you’re coaching.
(c) By asking open questions and actively listening to your colleague’s answers.
(d) By planning and prioritising your tasks so you can get everything done.
3. In your first coaching session, what two things should you explain to the trainee at the very
beginning?
(a) How to do the task step by step and how to check they’ve done it correctly.
(b) The skills and knowledge they need to meet organisational standards.
(c) The time and location of the next coaching session.
(d) The purpose and objectives of the coaching.
4. When should you demonstrate and explain skills at the same time?
(a) When coaching a detailed task with a lot of steps.
(b) When coaching simple tasks with a couple of steps.
(c) You should never demonstrate and explain skills at the same time.
(d) When the trainee asks you a question.
5. In your coaching session, what should you do after you communicate required knowledge?
(a) Communicate the required skills.
(b) Demonstrate the required knowledge.
(c) Check your colleague understood what you said.
(d) Get the trainee to demonstrate it.
6. In your coaching session, what should you do after you’ve explained, demonstrated and
reviewed the skill?
(a) Provide your colleague the opportunity to explain, demonstrate and ask questions.
(b) Congratulate your colleague and give them feedback.
(c) Remind your colleague of the purpose and objectives of the coaching session.
(d) Confirm the time and location of the next coaching session.
7. Which of the following best describes how you should give feedback?
(a) In a detailed, critical way, making sure you give suggestions for improvement.
(b) In a constructive, supportive way, making sure you encourage your colleague.
(c) In a firm tone of voice, making sure you keep eye contact.
(d) In a congratulatory manner, making sure you provide meaningful recognition.
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8. You see a colleague cleaning using a system used in their previous workplace. Your
organisation’s system is different. What should you do to demonstrate responsibility, initiative
and show you’re a team player?
(a) Take over cleaning for them until they can do it properly.
(b) Coach them on your organisational procedures for completing that task.
(c) Allow them to continue the cleaning in their own way.
(d) Report the incident to your supervisor immediately.
9. How do you best follow up on the coaching session?

(a) If you coached the trainee properly, you shouldn’t need to follow up on them.
(b) Let colleagues know you’ve finished the coaching session. Ask them to monitor the
trainee’s progress.
(c) Let the trainee know that you’re available to answer any questions regarding the
training.
(d) Monitor progress of new workplace skills and provide supportive assistance.
10. Who should you inform about the coaching session and report the trainee’s progress to?
(a) The appropriate person (usually the manager, supervisor or owner).
(b) The trainee (so they can adapt their techniques).
(c) Other colleagues (usually people who work most closely with the trainee).
(d) You don’t need to report the trainee’s progress to anyone.
11. What should you do if you identify performance problems or have difficulties with the
coaching?
(a) Inform your manager that you would prefer not to have coaching responsibilities.
(b) Recommend that the trainee be ‘let go’ due to inability to perform.
(c) Rectify the problems or refer them to the appropriate person.
(d) Instruct the trainee to ask another colleague for coaching.
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Student Detail
Student Id:
Student Name:
Group No:
Assessment Details
Unit of Competency SITXHRM001- Coach others in job skills
Assessment Method Practical Demonstration
Due Date
Date of Submission
Assessor Name
Feedback
Assessor Student
checks
Signature: ........................................................
Signature: .......................................................
Date: ................................................................ Date: ..............................................................
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Assessment Method 2: Practical Demonstration
This assessment requires you to conduct coaching sessions for four colleagues.
Resources required:
• Simulated industry environment training kitchens -TIV Kitchens including required

equipment’s
• The following may be required depends on the coaching task
o Chef Uniform. (Students to be organise)
o Knife Kit. (Students to be organise)

o Trainer/Assessor will provide a date for the assessment: (For Each session)
o Recommended time to complete the assessment – Listed in the Assessment
Task section
o Your assessor will set a time to provide feedback
o Use must use only BLUE OR BLACK PEN to complete this assessment task
including to complete the assessment cover sheets
o Your HANDWRITING must be clear to read and understand by a third party. If
not, your assessor will mark the assessment as “Not Satisfactory”
At the end of the assessment, you will be required to submit the following
evidence specified by the assessor:
• Evidence of preparation for the coaching sessions
• Report of the coaching session
• Observation check lists which assessor have marked
• Completed and signed the cover sheet
- Preparation documents of the four coaching plans
- Four coaching progress reports
- Assessor will provide you the observation check lists once mark and you must submit
those together with your final submission.
- Completed and signed cover sheet for assessment method 2
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Instructions to Students to complete the assessment tasks
1. This assessment requires students to provide effective on-the-job coaching sessions to

four different colleagues.
2. This assessment consists of 2 parts
• Part 1 On-the-job coaching sessions for four colleagues

• Part 2- On-the-job coaching session based on a case study
3. In order to achieve satisfactory in this assessment, you must satisfactorily complete all
the observation tasks as per the observation check lists
4. Before your assessment begins your assessor will go over the instructions and the
observation check list. so that you are fully aware of the deliverable outcomes
5. The assessor will review all documents submitted by the students before making a
final judgment on the outcome of the assessment. The student will be informed on
outcome during feedback session
6. You must complete this assessment in a simulated commercial kitchen environment

or in an area organised by the assessor
7. Specific instructions are given under each task
8. Ask your assessor, if you do not understand a question. Your assessor cannot tell you
the answer he/she may be able to re-word the question for you
9. If you have any special needs, must inform to your assessor before commencing the
assessment
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Student must complete the following Assessment Tasks on each coaching session
Part 1- On-the-job coaching sessions
Instructions to students to complete this Assessment Part 1
1. There are 3 assessment tasks in this Part 1. You must complete all the tasks.
a. Task 1- Document the “on-the-job” 3 separate coaching plans for 3

different colleagues
b. Task 2- Conduct three separate “on-the-job” coaching sessions for the 3
different colleagues which you have planned in the previous task
c. Task 3- Provide a progress report of each session you conducted.
2. You may choose three tasks from the following list below or choose your own task for
the coaching session. If you choose your own, you must inform the task to your
assessor prior to commencement of the assessment.
i. How to operate a dishwasher

ii. How to solve a customer issue
iii. How to handle” cleaning chemicals”
iv. How to operate a food processor or mixture including safely assemble
and disassemble
v. How to operate the combi oven
vi. How to clean a flat griller
3. Each coaching session must be within 15 to 20 minutes.
4. At the end of each coaching session you must complete the progress report before
you proceed to next coaching session.
5. You have 25 minutes to complete the progress report for each coaching session
6. Your assessor will be observing you as per the observation check list during each
coaching session.
7. At the end of the coaching sessions, you are required to submit the coaching plans
and progress reports to your assessor.
8. The assessor will observe you in a simulated commercial kitchen or in an area organised
by the assessor that complies with your chosen task.
Page 30 of 74
9. You must wear appropriate personal protective clothing based on the simulated
environment during the assessment (Example – In the kitchen – Chef uniform)
10. You must use only black or blue pens to complete any document.
11. If you have any special needs, must inform to your assessor before commencing the
assessment
Page 31 of 74
Task 1– Document your coaching plans.

Coaching Plan 1
Name of your colleague:

Your coaching plan must include
Use this space to document your training session
the following contents
How do you identify the coaching
needs for the relevant person(s)
What is the objective and scope of

your coaching session
What is the outcome of the

coaching session
Duration of the coaching session
Location and time of coaching

session. (List any reason for this
What equipment and resources are

required?
Required knowledge you will

communicate to help the person to
carry out the task perform the task
more effectively
List 3 questions you plan ask to

check the person understands the
required knowledge/training
session.
Lay out how you will explain and

demonstrate the skill step by step.
Emphasise and give advice on

procedures specific to your
organisation.
What is the timeframe you will allow

for the person to explain,
demonstrate, practise, and to ask
questions during the training?
Page 32 of 74
List 3 skills/deliverables the person

must perform to show that he/she
can competently perform the task.
List the time will you allow for

feedback
List 3 factors you need to take into

consideration when planning and
organising the coaching. (Your own
duties, deadlines, team needs, etc.)
List 2 ways you will manage the

factors listed in Q13, so you can
meet these responsibilities and also
coach
List the method(s)you can use to

follow up and monitor progress of
the person you coached.
How will you develop rapport and

show sensitivity during the
assessment?
How will you identify performance

problems and difficulties that may
arise?
How can you monitor the trainee

can perform workplace skills
learned
Who may need to be consulted

after you have completed your
training session
Page 33 of 74
Task 2–Conduct the coaching session 1 for first colleague (Based on Coaching Plan 1)
Task 3: Progress report to be use by the student for the coaching session 1
This is to be completed after you have delivered your coaching session
Name of the person you Date

coached
Name of the coaching

session
Write a short progress report of the coaching session based on your observation of the
person you coached. This can be listed in point form.
Page 34 of 74
Task 1 Document the Coaching Plan 2 for the second colleague

Your coaching plan must include Use this space to document your training
the following contents session
needs for the relevant person(s).
coaching session
session. (List any reason for this)
What equipment and resources
are required?

communicate to help the person
to carry out the task perform the
task more effectively
session.

organisation.
Page 35 of 74
What is the timeframe you will

allow for the person to explain,

can competently perform the task.

feedback

organising the coaching. (Your
own duties, deadlines, team
needs, etc.)

coach


assessment?
arise?

learned?

training session?
Page 36 of 74
Task 2–Conduct the coaching session 2 for the second colleague (Based on Coaching
Plan 2)
This is to be completed after you have delivered your training session

coached

session
Page 37 of 74
Task 1 Document the Coaching Plan 3 for the third colleague

Your coaching plan must include
Use this space to document your training session
the following contents
needs for the relevant person(s)
coaching session
session. (List any reason for this)
What equipment and resources are
required?

communicate to help the person to
carry out the task perform the task
more effectively
session.
organisation.
What is the timeframe you will allow
for the person to explain,
can competently perform the task
Page 38 of 74

feedback

organising the coaching. (Your own
duties, deadlines, team needs, etc.)

coach


assessment?
arise?

learned
training session?
Page 39 of 74
Task 2–Conduct the coaching session 3 for the third colleague (Based on Coaching Plan
3)
This is to be completed after you have delivered your training session

coached

session
Page 40 of 74
Part 2 – Case Study

Instructions to students
1. This assessment requires you to prepare for on-the-job coaching, coach a colleague and
follow up after coaching. The coaching requirements are based on a case study.
2. There are 2 tasks to be complete in this case study

a. Task 1-Write your response to the listed questions
b. Task -2- conduct an “on-the-job” coaching session
3. You must complete the above tasks based on the case study.
4. You have 1 ½ hours to complete this assessment. You must allocate 15 to minutes to
conduct the coaching session.
Case study
Your stock requisition has been delivered to your work area from stores. Xian is responsible for
transferring the stock into the storage area. You notice he is not using correct manual handling
techniques to move cartons or bulky items. He is not following organisational procedures for
handling stock. You know this is a work health and safety issue and must be addressed quickly
before he injures himself.
Task 1
Q1: How was the need for coaching identified?

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Q2: What techniques can you use to identify Xian’s specific coaching needs?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Page 41 of 74
Q3: What communication techniques can you use when discussing Xian’s needs with him?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Q4: Your discussions have identified that Xian needs coaching on how to correctly lift and carry
boxes. He understands how to use a truck trolley and where the stock is to be stored in the
storeroom. The correct procedure was explained to him some time ago, but he has forgotten
it. Explain the overall purpose of the coaching session to Xian.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Q5: Where can you find information to support your coaching session?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Q6: What steps will you follow when delivering coaching to Xian or any of your other colleagues?
Briefly explain what occurs at each step in these key principles of training.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Page 42 of 74
Q7. What other details do you need to discuss and confirm with Xian if the coaching is not going
to be delivered immediately?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Q8: What are two questions you can ask after explaining and demonstrating the correct
procedure to check Xian’s understanding.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Q9: How much time should you allocate to this training session? Give a breakdown of the time
required for each stage of the coaching process and total time to be allocated.
Coaching stage Time allocation
Delivery of coaching session
Trainee to practise application of skills
Evaluation and feedback
Total time required for coaching
Page 43 of 74
Q10: How can you allocate time to deliver coaching to Xian while still completing your duties?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Task 2 – Plan and conduct “on-the-job” coaching session
Instructions to students
1. Plan and conduct a coaching session based on the above case study
2. You decide to develop a simple coaching plan to make sure you cover all necessary
information and skills. Complete the table to describe how you will deliver your coaching
session. Use your workplace or training environment’s organisational procedures when
completing the plan or research correct lifting and carrying procedures.
3. Use the below template to complete the coaching plan.
Seq = The sequence in which the coaching topics will be delivered.
Topic / steps = The topic to be discussed and/or demonstrated or steps to complete a task
as per relevant organisational procedures or standard work practices.
Key knowledge = Required knowledge that supports the successful application of the task(s),
such as WHS or hygiene requirements.
Resources required = Resources required to deliver the coaching, including large and small
equipment, stock, ingredients, documentation, machinery.
Coaching Session - 4
Coaching topic:
Seq Topic / steps Key knowledge
Page 44 of 74
Resources required:
4. Write your response to the following:
a. Xian has received coaching and has practised the skill several times. You observe
that he initially completed the procedure correctly, but is now tending to bend his
back more each time he lifts or lowers the boxes. He is completing all other steps
as per the organisational procedure correctly, especially when carrying the load
from the delivery point to the storeroom.
You are about to give him feedback on his performance. Write what you will say to
Xian when giving him feedback.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________
b. It’s two weeks later and you have been observing Xian move boxes of stock into the
storeroom. You are very pleased to see that he is using correct lifting and carrying
techniques. However, this is a larger than normal delivery with many boxes to be
transferred to the storage area. It will take him over an hour to transfer them all if he
carries them individually. It will also be a physically strenuous task. What supportive
assistance or advice can you give him in this situation? Write what you would say
to Xian.
Page 45 of 74
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
c. As the coaching is related to workplace health and safety procedures, a formal

record of the training must be kept. Complete the training evaluation and progress
report with details about Xian’s coaching.
Coaching evaluation and progress report 4 – Above standard
Your Name: 3 – Meets standard
Your colleague name: 2 – Improvement needed
Date: 1 – Unacceptable, more training required
Objective of training/coaching:
0 – Not responding to training
Procedure/tasks Expected performance 0 1 2 3 4
comments:
Your signature: Date:
Your colleague signature: Date:
Page 46 of 74
d. You conduct exactly the same coaching session with another relatively new
employee, Renee, the next time stock is delivered. This session doesn’t go as
smoothly as Xian’s. Renee watches your demonstration but has difficulty describing
the steps and associated knowledge immediately afterwards. You demonstrate and
explain the procedure again and ask her to complete the task. She performs the
task but not to the required standard. She misses a number of details, such as
positioning her feet correctly, holding the box in the correct position against her body
and using her feet to change direction. You demonstrate and explain the process
again and ask her to go through the steps verbally. Again, she has difficulty
describing the task. She performs the task to a higher standard in the next
demonstration, but it is still not at the required standard.
What could be causing Renee to have difficulty verbally explaining and performing
the task?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. After discussing your concerns with a supervisor, you find out that Renee is shy and doesn’t
like to be put under pressure to learn or demonstrate new skills in front of her colleagues.
What can you do to help Renee successfully learn this important skill?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Page 47 of 74
Assessor Observation Checklists

To be complete by the Assessor
Page 48 of 74
Part 1
Task 2– Conduct “On-the-job” coaching sessions
Observation check list

Coaching session 1
To be completed by the assessor during the Students delivery of the coaching session and
the completion of progress report
The assessor will use Task 1 The Coaching Plan and any other training material developed
by the student to assist during the marking observation checklist. A satisfactory result must
be recorded next to each observable skill for the student to successfully complete this
portion of the assessment.
Student’s name:
Observable skill Satisfactory If not satisfactory please

comment
Student has identified through Yes No
consultation, workplace tasks performance
issues and the need for a coaching
session.
Developed rapport & showed sensitivity
during the coaching session Yes No
Explained the objectives of the coaching Yes No

session and sought understanding from the
candidate.
Clearly communicated and demonstrates Yes No

the required skills
Communicated required knowledge to Yes No

check the understanding
Advised organisational procedures for Yes No

completing the workplace tasks
Provided opportunity to practise the skills Yes No

ask questions
Completes the coaching within the time

Yes No
constraint provided by the assessor and
the employers requirements
Actively listens to the trainees and gauges

Yes No
their understanding of the subject matter
Page 49 of 74

Coaching session 1
Student’s name:

comment
Provided constructive feedback
Yes No
Uses open and reflective questioning Yes No

techniques
Advised on workplace procedures

/directives in relation to set task Yes No
Identified performance problems and Yes No

support to overcome the barriers
Demonstrates teamwork skills.

Yes No
Calculate adequate time required for the Yes No

coaching session
Provided support to the candidate during Yes No

the performance of new skills learned
Monitored and report the progress to the Yes No

appropriate person to follow up on training
outcomes
Use this space to add further questions that may have asked in relation to the training to
gauge underpinning knowledge and understanding of the student
Yes No
Page 50 of 74

Coaching session 1
Student’s name:

comment
Yes No
Feedback to
candidate
This signature confirms candidate agreement that the above record is a true reflection of
their skills.
Was the student deemed Satisfactory for assessment? Yes NO
Candidate signature: Date:
This signature confirms that the candidate has demonstrated competence through the
actions they have performed.
Assessor signature: Date:
Page 51 of 74

Coaching session 2
Student’s name:

comment
session.
during the coaching session Yes No

candidate.

the required skills



ask questions

Yes No

Yes No

Yes No
Page 52 of 74

Coaching session 2
Student’s name:

comment
techniques

Yes No
/directives in relation to set task


Yes No

coaching session


outcomes
Use this space to add further questions that may have asked in relation to the training to
gauge underpinning knowledge and understanding of the student
Yes No
Yes No
Feedback to
candidate
Page 53 of 74

Coaching session 2
Student’s name:

comment
their skills.
Page 54 of 74

Coaching session 3
Student’s name:

comment
session.
Yes No
during the coaching session

candidate.

the required skills



ask questions

Yes No

Yes No

Yes No
Page 55 of 74

Coaching session 3
Student’s name:

comment
techniques

Yes No
/directives in relation to set task


Yes No

coaching session


outcomes
Use this space to add further questions that may have asked in relation to the training to gauge
underpinning knowledge and understanding of the student
Yes No
Yes No
Page 56 of 74

Coaching session 3
Student’s name:

comment
Feedback to
candidate
their skills.
Page 57 of 74
Part 2 –Case Study- On-the-Job Coaching session

Coaching session 4
The assessor will use the Coaching Plan and the response to the case study by the student
to assist during the marking observation checklist. A satisfactory result must be recorded
next to each observable skill for the student to successfully complete this portion of the
assessment.
Did the learner successfully
demonstrate evidence of their ability to Satisfactory If not satisfactory please comment
do the following?
Identifies the need for coaching
Yes No
based on requests, observation or
feedback.
Discusses coaching needs with

Yes No
colleague and takes responsibility for
organising the coaching session.
Clearly communicates the overall

Yes No
purpose and scope of the coaching.
Explains the specific skill to team

Yes No
members using key principles of
training.
Developed rapport & showed

Yes No
sensitivity during the coaching session
Communicates knowledge required to Yes No

complete task, including any
legislative work health and safety and
hygiene requirements.
Uses questioning techniques to check Yes No

colleague’s understanding.
Can advise colleagues about Yes No

organisational procedures.
Page 58 of 74

Coaching session 4
assessment.
do the following?
Is able to read and interpret Yes No
workplace documentation correctly.
Allows colleagues and team members Yes No

time to practise the task and ask
questions.
Provides feedback to team members Yes No

in a constructive and supportive
manner.
Monitors progress of new workplace Yes No

skills and provides supportive
assistance.
Reports progress to the appropriate Yes No

person.
Can identify performance problems or

Yes No
difficulties with the coaching and take
responsibility for rectifying them.
Uses suitable communication Yes No

techniques for workplace training.
Can plan how to complete own work

tasks within designated timeframes Yes No
and simultaneously coach others in
job skills.
Page 59 of 74

Coaching session 4
assessment.
do the following?
Can calculate adequate time
Yes No
required for coaching and for
colleagues to complete required tasks.
Feedback to candidate
their skills.
Page 60 of 74
Page 61 of 74

Student Detail
Student Id:
Student Name:
Group No:
Assessment Details
Unit of Competency SITXHRM001 Coach others in job skills
Assessment Method Written Test
Due Date
Date of Submission
Assessor Name
Feedback
Assessor Student
checks
Signature: ........................................................
Signature: .......................................................
Date: ................................................................ Date: ..............................................................
Page 62 of 74
Page 63 of 74
Assessment Method 3: Written Test

Instructions for students:
• In this written test there are four sections. You must Satisfactory answer to all the
questions, given in this assessment to be deemed satisfactory for the assessment.
• It is recommended to spend 2 hours to complete the written test
• This assessment will be conducted in the TIV classroom. You could complete the
assessment outside the campus. In this case you must confirm to the assessor,
that you have access to the above resources.
• This written test is open book. However, you must list the reference sources that
you referred to complete this assessment.
• List the reference sources in the space given at the end of the assessment.
• You must complete the Assessment cover sheet – Student detail section.
• Trainer/Assessor will inform you the submission date.
• Submit the assessment with completed assessment coversheet
• Use must use only BLUE OR BLACK PEN to complete this assessment task including
to complete the assessment cover sheets
• Your HANDWRITING must be clear to read and understand by a third party. If
not, your assessor will mark the assessment as “Not Satisfactory”
Resources required:
• Computer with internet connection to refer to various resources.
• Didasko Learner Guide- Unit – SITXHRM001 – Coach others in job skills
• Student Guide and a pen (organized by the student).

- Trainer/Assessor will provide a date for the assessment & brief the TIV assessment
policy to the students
- Ensure you have access to all resources listed above, either printed copies or
access via the internet
Recommended time to complete the assessment: 2 hours
- Your assessor will set a time to provide feedback
At the end of the assessment, you will be required to submit the following evidence by
the due date specified by the assessor:
- You are required to submit a completed written test.
- Completed and signed cover sheet for assessment
- You must submit the hard copy of the assessment. If you unable to submit the hard
copy must discuss and agree the format with the assessor prior to the deadline
Page 64 of 74
SECTION 1: PREPARE FOR ON THE JOB COACHING
1. Define coaching.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. State three ways you can identify the need for coaching.
i. ___________________________________________________________________
ii. ___________________________________________________________________
iii. ___________________________________________________________________
3. Jen works at the front desk in a large resort. Read her discussion with her new colleague
Mary. Identify Mary’s specific coaching needs.
Jen: ‘Morning, Mary. How you going? You finding everything OK?
Mary: Mostly. I’ve got the registration system down and know how to process payments,
but a guest just told me that one of the ladies’ toilets is blocked. Who am I supposed
to tell about that? Is there a form I need to fill out or something?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. Read Jen and Mary’s discussion again. What questioning technique did Jen use to confirm
Mary’s understanding of job tasks?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Page 65 of 74
5. List six ways you can develop rapport and be sensitive when communicating with
colleagues.
i. ___________________________________________________________________
ii. ___________________________________________________________________
iii. ___________________________________________________________________
iv. ___________________________________________________________________
v. ___________________________________________________________________
vi. ___________________________________________________________________
6. Identify four actions to take when actively listening to build rapport, show sensitivity, confirm
understanding of job tasks, identify deficiencies and resolve them.
i. ___________________________________________________________________
ii. ___________________________________________________________________
iii. ___________________________________________________________________
iv. ___________________________________________________________________
7. State three things you should communicate about and confirm with your colleague when
organising their coaching session.
i. ___________________________________________________________________
ii. ___________________________________________________________________
iii. ___________________________________________________________________
8. Max is training a new worker on the telephone system in their office.

He needs 10 minutes to coach on their answering procedures, 15 minutes for message
taking and distribution, 20 minutes for transferring calls and putting people on hold and 30
minutes to practice. He’s also like to allow 15 minutes to give feedback and answer
questions.
How much time should he allow for the coaching to make sure his colleague can complete
the required tasks?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Page 66 of 74
9. Coaches liaise with team members to complete their own work tasks within designated
timelines. Simultaneously, they’re responsible for coaching others in their job skills.
Lists five planning and organisational steps you can take to manage yourself so you can
accomplish this.
i. ___________________________________________________________________
ii. ___________________________________________________________________
iii. ___________________________________________________________________
iv. ___________________________________________________________________
v. ___________________________________________________________________
Page 67 of 74
SECTION 2: COACH COLLEAGUES ON THE JOB
1. You can break your coaching session down into six simple steps which incorporate the key
principles of training. List these steps in order.
Step Key principles of training

Observe trainee demonstration
Explain and demonstrate skills
Provide feedback
Evaluate trainee performance
Explain purpose and objectives
Listen to trainee explanation
2. As a coach, you need to explain the overall purpose of coaching to your colleague. Define
purpose in this context.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. As a coach, you also need to state the specific objective and scope of the coaching. What
three things should you list in your objective so that it’s realistic, practical and useful?
i. ___________________________________________________________________
ii. ___________________________________________________________________
iii. ___________________________________________________________________
4. You need to communicate required knowledge to your colleague during the coaching
session. State five items of information your colleague will need to know prior to doing tasks.
i. ___________________________________________________________________
ii. ___________________________________________________________________
iii. ___________________________________________________________________
iv. ___________________________________________________________________
v. ___________________________________________________________________
Page 68 of 74
5. Identify four kinds of skills you need to explain and demonstrate when working in the
tourism, hospitality and events industry.
i. ___________________________________________________________________
ii. ___________________________________________________________________
iii. ___________________________________________________________________
iv. ___________________________________________________________________
6. State five things you should do while demonstrating and explaining skills to your colleague
during the coaching session.
i. ___________________________________________________________________
ii. ___________________________________________________________________
iii. ___________________________________________________________________
iv. ___________________________________________________________________
v. ___________________________________________________________________
7. Describe four steps you can take to review what the trainee has learned and check their
understanding of knowledge and skills.
i. ___________________________________________________________________
ii. ___________________________________________________________________
iii. ___________________________________________________________________
iv. ___________________________________________________________________
8. List three things you should do while your colleague is demonstrating and practising the
skill.
i. ___________________________________________________________________
ii. ___________________________________________________________________
iii. ___________________________________________________________________
Page 69 of 74
9. It’s important to give colleagues feedback in a constructive and supportive manner.

Describe a ‘feedback sandwich’.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
10. Identify six ways you can evaluate and assess trainee’s demonstration/ performance.
i. ___________________________________________________________________
ii. ___________________________________________________________________
iii. ___________________________________________________________________
iv. ___________________________________________________________________
v. ___________________________________________________________________
vi. ___________________________________________________________________
11. You observe a colleague having trouble with a workplace task because they don’t know
your organisation’s procedures. What should you do to be responsible, show initiative, and
demonstrate that you’re a team player?
Page 70 of 74
SECTION 3: FOLLOW-UP COACHING
1. Good coaches always monitor progress of new workplace skills. Define monitor.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Summarise how you can best monitor progress of new workplace skills.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. Explain three ways to provide your colleagues with supportive assistance at the follow-up
stage of coaching.
i. __________________________________________________________________
__________________________________________________________________
ii. __________________________________________________________________
__________________________________________________________________
iii. __________________________________________________________________
__________________________________________________________________
4. List four ways you can provide meaningful recognition when a trainee performs particularly
well.
i. __________________________________________________________________
ii. __________________________________________________________________
iii. __________________________________________________________________
iv. __________________________________________________________________
Page 71 of 74
5. Who do you report coaching session progress to?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
6. How do you report coaching progress?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
7. List three reasons you report coaching progress.
i. __________________________________________________________________
ii. __________________________________________________________________
iii. __________________________________________________________________
8. Identify six performance problems or difficulties with coaching you need to watch out for.
i. __________________________________________________________________
ii. __________________________________________________________________
iii. __________________________________________________________________
iv. __________________________________________________________________
v. __________________________________________________________________
vi. __________________________________________________________________
9. State five ways to rectify communication breakdowns while coaching.
i. __________________________________________________________________
ii. __________________________________________________________________
iii. __________________________________________________________________
iv. __________________________________________________________________
v. __________________________________________________________________
Page 72 of 74
10. List six things you can do to help overcome a trainee’s shyness or lack of confidence.
i. __________________________________________________________________
ii. __________________________________________________________________
iii. __________________________________________________________________
iv. __________________________________________________________________
v. __________________________________________________________________
vi. __________________________________________________________________
11. Toni received the following feedback from a colleague after coaching them on how to use the
new telephone system. Read the feedback. Next time she conducts training, what two things
should Toni do to improve her coaching technique?
‘Toni made me feel really comfortable and explained how the new phone system would save
me time. I knew exactly what she expected me to do, but she went through the explanation
so fast that I didn’t quite get it. We were interrupted and she never came back to me, so I was
left on my own to face multiple calls without having practiced. I accidently hung up on at least
five customers before I worked it out.’
i. __________________________________________________________________
ii. __________________________________________________________________
iii. __________________________________________________________________
iv. __________________________________________________________________
v. __________________________________________________________________
Page 73 of 74
List the reference sources:
Page 74 of 74

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SITXHRM001 – Coach others in job skills

Coach others in job skills.

Student Assessment Guide

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ASSESSMENT RECEIPT FORM

Student Signature: Date:

ASSESSMENT RECEIVED BY TIV Staff

================================= Tear Here ===========================

Unit Code & Description: SITXHRM001–Coach others in job skills

TIV Staff Name: Student ID:

Signature: Student Signature:

Competency Record Sheet:

To be fill by the Student

Assessor Use Only First attempt Re-Submission Late Submission

Unit Outcome:  Competent  Not Yet Competent

Student’s Signature: Assessor’s Signature:

Name: Signature Date

This page is intentionally Left Blank

ABOUT THIS BOOKLET

The Student Guide contains two (2) parts:

PART 1: Assessments information:

• Application of the unit of competency

PART 2: Assessment Methods and Tasks:

• Generic Instructions to students on assessment method

Application of the unit of competency:

No occupational licensing, certification or specific legislative requirements apply to this

Reading skills to: • review workplace documentation completed by

Oral communication • use active listening and open questioning techniques to

Evidence of the ability to complete tasks outlined in elements and performance

Demonstrated knowledge required to complete the tasks outlined in elements and

• communication techniques suitable to a workplace training context

Context and conditions for assessments:

- Computers with access to internet and printers

Assessment Assessment description Due date Location of

This is Practical Demonstration in TIV simulated Simulated

• Completed knowledge test and submit to your assessor.

Administration, recording and reporting requirements:

The assessments are intended to be equitable, fair and flexible.

Recording an assessment result:

For unit of competency:

For assessment methods:

Student access to records:

Reasonable adjustments and special learning needs:

Any adjustments made must:

a. Be discussed, agreed and documented in the assessment record

Reasonable adjustment may consist of:

Complaints and appeals:

Plagiarism, cheating and assessment dishonesty:

TIV considers plagiarism and cheating as a serious misdemeanour. Evidence of plagiarism

Student are required to provide reference of the sources of information. If it is from a

I .............................................................................. (Student Name)have read and

Student signature: ............................................................... Date: ....../....../.......

Assessment Cover Sheet: Assessment Method 1

Date: ................................................................ Date: ..............................................................

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Assessment Method 1: Knowledge Test

Planning the assessment

9. How do you best follow up on the coaching session?

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Assessment Cover Sheet: Assessment Method 2

Date: ................................................................ Date: ..............................................................