SIT25 SITXHRM001 Coach Others in Job Skills LG V2-0

Learner guide
Coach others in job skills

SITXHRM001
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Version number 2.0
Copyright 2016
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Didasko Digital ACN 167 648 062 and may not be used or reproduced in whole or in part without
the prior written consent of Didasko. All rights reserved.
Contents
Overview ........................................................................................................ 3
Section 1: Prepare for on-the-job coaching.................................................... 3
Section 2: Coach colleagues on the job ....................................................... 15
Section 3: Follow up coaching ..................................................................... 25
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This Didasko learning resource should be used as a training tool for students and
trainers. While the information contained within addresses the elements and performance
criteria, and the knowledge and performance evidence of individual competencies it
remains the responsibility of the training organisation to ensure it meets training
framework requirements and to provide additional documentation where necessary.
© 2016 Didasko Digital. All Rights Reserved.

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SITXHRM001 Coach others in job skills
Overview
Still remember the person who taught you to tie your shoes; ride a bicycle; play your
favourite sport? Chances are you do. But why do you remember?
You remember because they took the time to share their knowledge and guide you
through the process of learning a new skill.
This process can be painful. We make mistakes. We do things wrong. We get hurt.
But with good coaching, we push through the obstacles and succeed.
No doubt you have colleagues who need help getting their abilities up to scratch so they
can be successful in their jobs and meet organisational standards.
How can you be the kind of life-changing coach people remember: one who goes through
the ups and downs and empowers others to cross the finish line?
It’s time to find out!
Let’s look at what you will learn on completion of this unit.
Section 1: Prepare for on-the-job coaching

Section 2: Coach colleagues on-the-job
Section 3: Follow-up coaching
Section 1:
1 Prepare for on-the-job
coaching
In this section you will learn how to identify the need for coaching, find out a colleague’s
specific coaching needs and organise coaching sessions.
Welcome to Takagi’s Resort

You name it. Takagi’s Resort provides it!
• Accommodation
• Fine dining
• Takeaway
• Local tours
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• Airport transfer
• Gift shop
• Travel agency
• Facilities for hosting major events
• Catering
Right now, Takagi’s is training new staff. Click to the next screen to see what’s going on.
Meet the coach

Who can be a coach? Click on the wait staff to find out.
Hi, I’m Kym and I’m one of the wait staff here at Takagi’s Resort. Are you surprised that
I’m the coach? Of course, coaches can be supervisors, managers or even people with
whistles, but they don’t have to be.
A coach can be anyone with the required skills and knowledge who can demonstrate or
communicate their abilities to others so they can also achieve their same high level of
competency.
Managers don’t want trainees to learn substandard procedures, so when it comes to

choosing coaches, people with good work habits are the first in line.
In reality, staff members also coach each other as the need arises, particularly if a
colleague is about to do something that could harm themselves or someone else. So what
exactly is coaching?
Click to the next screen to find out.
What is coaching?
It’s one-on-one training that helps workers gain the required skills and knowledge
necessary to do their jobs to organisational standards.
Click on the icon to find out more.
Coaching has many advantages over formal training.
It’s practical, realistic and can happen spontaneously when needed.
The worker is motivated to learn because they need the skill immediately.
The trainer can easily tell what the trainee is doing wrong and correct it.
Usually, in the tourism, hospitality and events industry, coaching involves tasks that don’t
require any formal training: cleaning a hotel room, dicing a tomato, taking a booking, or
serving food and drinks.
But coaching doesn’t happen in isolation! Click to the next screen to find out who’s there
to help.
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What are the characteristics of a successful team?

Coaching requires teamwork and the active participation of all staff, including you! This
requires certain skills.
Click on the team hands to view the characteristics of successful teams.
 Team members are committed to a common purpose or goal.

 Team members communicate effectively with each other and the wider organisation.
 Team members use time wisely.
 Everyone actively contributes and cooperates.
 Everyone is motivated and driven to succeed.
 Team members actively listen to each other.
 They handle conflict constructively and accept consensus decisions.
 They solve problems and make decisions.
 Team members help and support each other.
You’ll be working on all these skills throughout this unit. But first, let’s look at the
importance of supporting, helping and coaching your colleagues on-the-job.
Why coach colleagues on-the-job?

Use the team skills you learn in this unit to pass organisational knowledge and procedures
on to colleagues. There are many benefits to supporting others in your work team.
Click on the checkboxes to see what they are.
 Increased productivity
 Improved efficiency
 Better customer service
 Financial reward
 Competitive edge
 Increased morale and motivation
 Personal reward, value and self-satisfaction
 Lower staff turnover
 Objectives met
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How do you identify the need for coaching?

You identify the need for coaching based on a range of factors.
Click on the pictures to find out what they are.
 Trainee request
 Your observation
 Colleague direction
Let’s learn about each of these factors over the next couple of screens.
Trainee request
Motivated staff often directly request training. They’re aware of their knowledge gaps, can
pinpoint the coaching they need, and ask for it.
Click on Takagi’s staff to see how they do this.
I feel a little unsure about the new reservation system. I keep making mistakes with the
bookings. Could I have more training?
I’m having trouble keeping up with the workload. Could someone show me how to cut
vegetables more quickly without cutting myself?
Two of my tour guides aren’t getting along. It’s affecting our customer service. I need a
step-by-step conflict resolution process that really works.
Your observation
Carefully observe staff in action. Use your enterprise skills to identify any gaps in people’s
knowledge or skills base. Take initiative. Listen to colleagues’ frustrations so you can
provide assistance without them having to ask.
Click on the staff members to see how they express their frustration.
Argh! This new reservation system is driving me crazy. I liked the old one so much better!
Ouch! That’s the third time this week I’ve banged my head on the hanging pots and pans.
I don’t know what’s wrong with me. I can’t believe I’ve dropped another tray of drinks! I’ll
get the mop…
Will you guys stop arguing and just get on with the job? Customers are complaining about
your bickering. What am I going to do with you?
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Colleague direction
Colleagues naturally notice each other’s skill and knowledge gaps. When they report
these, encourage coaching. This increases workers’ skill levels, improves their success,
builds your business’s reputation, and even prevents accidents.
One of Takagi’s managers ignored workers’ reports.
Click on the pictures to see the staff complaints – and the consequences!
The new housekeeping attendant isn’t cleaning the hotel rooms well enough or making
the beds properly.
The new bus driver seems to find our roster and timetables confusing.
The new kitchen hand doesn’t know how to fit the safety guard on the meat slicer.
The new gift shop assistant doesn’t understand security procedures or answer the phone
quickly enough.
How do you discuss coaching with colleagues?

Establish rapport through showing sensitivity and using good communication skills.
Remember, it’s often not what you say or do, but how that’s important.
Click on the pictures to learn how to develop rapport.
Be sensitive
Never make assumptions based on what other staff say. Be discreet and discuss the
situation in private with the person concerned.
Be professional
No matter how you’re feeling, how difficult the colleague may seem, or how impossible
they are to coach, always be professional. Never raise your voice, argue, complain or
blame them.
Be helpful
Colleagues look to coaches for professional advice and recommendations. Be positive
and helpful by offering coaching that best meets their needs. (More on how to do this
soon!)
Be respectful
Colleagues may have unusual coaching requests or ask questions that have seemingly
obvious answers. If you make them feel foolish, they won’t ask again.
Always respond respectfully so they know you’re happy to help with even the smallest
concern.
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Be proactive
Actions speak louder than words. Hear your colleague out. Take immediate action to
coach them. Get feedback on how they feel about the results.
Be courteous
Be polite when colleagues request your help and when you offer coaching.
Smile at colleagues and be prepared to initiate contact with them.
Give them your undivided attention.
Use their name. If you don’t know it, find out.
Excuse yourself if you need to leave them.
If they need to wait for you, explain why and apologise.
Genuinely thank them when you’ve finished your discussion or coaching.
If a colleague complains, be sympathetic. However, don’t get bogged down in this. Quickly
turn things around with a ‘solutions focussed approach’.
Be a good listener
Actively listen to your colleagues. You’ll learn more about how to do this in a minute.
How do you identify specific coaching needs?

Ask the right questions!
Click on Kym to find out more.
There are two types of questions you can use to gather information about your colleagues’
coaching needs. Each has its advantages when used in the right way and at the right
time.
They are called open questions and reflective questions.
You can also use these questions to confirm your colleagues’ understanding of
knowledge and skills. You’ll learn more about this in section 2. For now, click to the next
screen to find out more about these different questioning styles.
Open questions
If you’ve identified the need for coaching based on your observations or someone else’s,
use open questions to start coaching discussions. This encourages colleagues to be open
about their needs, thoughts and feelings.
Click on the checkboxes for examples of open questions.
 So what do you think of the new reservation system?

 How are you going with all the cutting methods you’ve learned?
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 There might be some equipment here that is new to you. What kind of training might
be helpful?
 How do you feel your team is tracking at the moment?
 How comfortable are you with the security system? Roster system? Booking
system? Using PPE? Our hygiene procedures?
Reflective questions
You usually ask reflective questions after open questions to further clarify coaching needs.
This involves two steps. First, paraphrase your colleague’s answer to your original
question. Then, ask another question
What are some examples of first paraphrasing and then asking?

Here’s where you get more specific about what the trainee can and cannot do. Where
possible, acknowledge (or get them to acknowledge!) what they already know. Then, spot
what they don’t know.
Paraphrase what your colleague said Ask another question

You said you’re a little uncomfortable with What aspects of it are working well for you?
the new reservations system. What specifically is giving you trouble?
You mentioned that you’re having trouble How are you looking after your knives?
cutting vegetables quickly enough and that Which cutting techniques are giving you the
you’re cutting yourself. most problems?
I understand it’s frustrating when co- What conflict resolution techniques have
workers don’t get along. you used successfully before? At what point
are they breaking down with these
particular team members?
Listen actively
When you’re a coach, it’s not enough to nod your head and smile. You need to really keep
track of what colleagues are saying. That way, you can paraphrase accurately and
pinpoint training needs.
Click on the tabs to learn some active listening skills.
Pay attention!
As your colleague talks, give them your full attention. Don’t let yourself be distracted by
other duties. Show sincere interest in helping them.
Listen to their tone of voice. This gives you clues about their priorities and uncertainties.
Look at their body language to understand what they’re thinking and how they’re feeling.
Look them in the eye

Remember to maintain eye contact and connection with them as they speak, and focus on
their main points.
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Be a mirror
Create rapport by repeating or ‘mirroring’ back the colleague’s needs, main points,
priorities, thoughts, feelings, problems or questions. If you paraphrase skilfully, your
colleague won’t even notice you’re doing it.
There are many ways to do this. Here are a couple of examples.
• So if I understand you right, you’d like training on … .

• From what you’re saying, it sounds like I could help you by coaching you in …
This shows you’re paying attention and understand them. It also gives your colleague a
chance to clarify anything you’ve misunderstood.
Take notes
Ask your colleague if it’s OK to take notes while they talk, especially in the following
circumstances.
• Your colleague’s coaching needs are extensive.

• You’re afraid you’ll forget something.
• They have a specific question you need to get back to them about.
• You need to liaise with others to conduct the coaching.
• There are specific resources you must remind yourself to get for them.
What are other ways to identify coaching needs?

Sometimes it requires more than just a conversation to spot gaps between a colleague’s
existing skills or knowledge and organisational standards.
Click on the tabs to learn other ways to identify specific coaching needs.
Physical demonstration
Ask trainees to demonstrate practical tasks: using the three-plate carrying technique,
taking a reservation, assembling equipment, cleaning work areas, entering a booking for
an event, using PPE, disposing of waste, checking deliveries, completing documentation,
etc.
Ask the trainee to show you how they do the task.
Observe them closely.
Identify ways their physical demonstration varies from standard organisational

procedures.
Role-play
If trainees are having trouble with a customer service task, get them to role-play it with
you. You can do this with many common scenarios in the workplace: answering the
phone, selling a product, promoting a service, resolving conflict, dealing with complaints,
taking orders, etc.
Spot ways the trainee’s communication, body language or behaviour varies from standard
organisational procedures.
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Verbal description
Get trainees to describe what they know or can do.
• Describe how they would resolve a case study.

• Explain a common procedure step by step.
• Describe legislative, WHS or hygiene requirements which relate to certain tasks they
do.
• Pinpoint gaps in their knowledge or ways their descriptions vary from organisational
requirements.
Q&A
Ask trainees questions to demonstrate their knowledge.
• What ingredients are in this dish?

• What are the components of this machine?
• What do you know about this product/service?
• What are the principles of good communication/selling?
• When do you need to use PPE?
• Why is this task necessary?
• Which of these waste products could we recycle?
• Who could you contact for help with problems?
• How often do we need to perform cleaning tasks?
Spot gaps in their knowledge that you can work on together. Click to the next screen to
see the coach in action!
Identifying needs in action

Yesterday, Kym observed a frustrated colleague. Let’s see how she discusses and
identifies their coaching needs. Kym knows how to assist her colleague faster than a
speeding bullet, but it’s not superpowers that allow her to do it. It’s just experience and
training!
Click ‘Read’ to begin.
Kym: ‘Hey, Kate. Great to have you on board. How are you going?’
Kate: ‘Hi, Kym. Well, thanks! It’s a great place to work. Busy!’
Kym: ‘Yeah, full on sometimes. Your three-plate carrying technique is really good. That
helps heaps. How are you finding serving drinks?’
Kate: ‘Well, I’m OK loading drinks onto trays, but when I carry and serve them, they tend
to fall.’
Kym: ‘It’s good you’re loading drinks well. It’s easy to drop them when carrying and
serving, though, especially if they’re all different sizes or weights.’
Kym: ‘When you’re carrying, do you find the tray gets too heavy? Or are you crashing
into people and dropping them?’
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Kate: ‘I’ve never thought about it. Both I guess. And then when I serve, the tray
unbalances. Everyone else makes it look so easy!’
Kym: ‘Look, it’s perfectly normal. Ask anyone. We’ve all spilt drinks! I can give you a few
pointers to make it easier if you like.’
Kate: ‘That’d be great! Thanks!’
How do you organise coaching sessions?

Don’t wait for mistakes to become habits. Once you’ve spotted the gaps it’s time to bridge
them. Do this immediately if the error puts your colleague or others at risk. If immediate
coaching isn’t possible, organise a session using the TLCC approach.
Click on the pictures to find out what information to confirm using TLCC.
Time
Confirm the session time with your colleague. Coach before or after work to avoid
distractions from other staff or customers.
However, if the coaching requires interaction with staff or customers, coach on-the-job in a
slow period during work hours.
Location
Confirm the session location with your colleague. The actual place depends on the type of
coaching. Here are some examples.
A simulated location away from the actual workplace.
A tour bus, reception desk, commercial kitchen, point of sale, dining room, station,
terminal, etc. where equipment is close at hand.
On-the-job with actual customers.
Where possible, conduct coaching away from others to avoid distraction.
Context
Confirm the purpose and objectives with your colleague. Let them know what they need to
learn and why.
Sometimes raising their awareness is enough. They may already know how to carry out
the task, but didn’t know it was their responsibility.
Content
Plan and develop content for the session. Prepare written notes on what you want to
cover so you deliver coaching in a structured way, present the information in a format
that’s easy to follow and understand and don’t forget any important details in the coaching
session.
• Imagine you’re the trainee and start from their existing skills and knowledge base.
• Start with the objective. Identify the key skills or knowledge they need to learn.
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• Break these down into steps or ‘bite-sized pieces’.

• Set them out in logical order.
• Allow time to check understanding as you go and summarise the session at the end.
Where appropriate, incorporate the full range of senses: sight, hearing, smell, touch and
taste.
Hot tip
Organise resources
Prior to the session be sure to gather any necessary people, equipment, materials and
any other resources necessary for the session.
How do you fit coaching into your own duties?

On-the-job coaching is exactly that – it’s delivered in the workplace while you and your
trainee is working. It must be carefully coordinated so your other duties (and customers!)
are not neglected.
It requires self-management, planning and organisational skills to deliver coaching within

commercial time constraints while still meeting the needs of your trainee and job role.
Click on the pictures to find out how.
1. Identify tasks
2. Plan tasks
3. Prioritise tasks
4. Identify timeframe
5. Monitor progress
Click to the next screen to find out more about each of these stages.
Plan and organise yourself!

Click on the icon and look at the six processes that will help you integrate coaching
responsibilities into your daily work tasks.
1. Identify tasks
First, list what you need to do in your role. In hospitality, tourism and events, this could be
any number of things, such as serving customers, operating point of sale or reservation
systems, entering booking data or preparing food.
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2. Plan tasks
If you try to memorise tasks instead of planning them, you’ll forget crucial steps and miss
deadlines. Use your organisation’s procedures, work plans, job or task checklists and
other tools (e.g., calendars or planners) to develop a complete list of all of your
responsibilities.
3. Prioritise tasks
Prioritising doesn’t mean doing the easiest or favourite tasks first! It means putting them in
order of importance.
Consider the consequences of inaction. What would happen if you didn’t complete a task?
What would happen if you didn’t conduct the coaching? This helps you decide which tasks
and coaching are most urgent and which can wait. What else influences your priorities?
4. Identify timeframes
Identifying timeframes for completion of tasks helps establish priorities. Include
timeframes for tasks you complete that are part of normal operating procedure (e.g.,
ordering and delivery cycles, balancing the register), tasks that must be completed before
co-workers can continue with the next step, and special requests from supervisors or
customers.
5. Monitor your progress

Unfortunately, things don’t always go to plan. Equipment can break down, team members
might call in sick, deliveries might not arrive on time, and essential items might be
misplaced, lost or broken.
Try to allow time for unforeseen events in your planning. If your schedule is too tight, you
won’t be able to get your tasks or coaching done on time. If you are behind schedule,
consider delegating tasks so you can still undertake the planned coaching session.
Regularly cancelling the session leads to frustration for everyone involved.
End of section
You have reached the end of section 1.
Click to the next section to continue.
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2 Section 2:
Coach colleagues on the job
In this section, you will learn how to provide on-the-job coaching to your colleagues.
• Advise colleagues about organisational procedures for completing workplace tasks.

• Explain the overall purpose of coaching.
• Communicate required knowledge to colleagues.
• Explain and demonstrate the specific skills.
• Provide an opportunity to practise the skill.
• Provide feedback to your colleagues.
Are you ‘in the know’ or ‘in the dark’?

Click on the light switch to find out.
Ever fumbled around your in the pitch dark looking for a light switch? Worse yet, ever
done the same in a completely unfamiliar place? Frustrating isn’t it? And even a little
spooky … .
How does it feel when you find the switch, flick it on, and illuminate the room? What a
relief! How much easier would it be if there was someone guiding you?
Workplaces are just like this. Learning to navigate new territory can be daunting. Different
organisations often have different procedures for completing the same tasks. Once
someone ‘sees the light’ and learns how things are done, it seems easy. Until then, they
could struggle for a long time in the dark!
Don’t let colleagues feel lost like this, or think it makes you look good if someone else
fails. If you’re in the know about systems, procedures (or even where the light switches
are!) in your workplace, it’s up to you to advise others and volunteer your help.
Sharing skills and knowledge

There are countless procedures, processes, systems and regulations workers encounter
in tourism, hospitality and events. What skills or knowledge do you have to share with
colleagues?
You have 30 seconds to list as many as you can.
Click start to begin.
List the skills and knowledge you have and could share with others.
How did you go?
No matter what skills and knowledge you possess, you can pass them on to others using
the key principles of training. Click to the next screen to find out what they are.
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How do you coach colleagues on-the-job?

You can break your coaching session down into six simple steps which incorporate the
key principles of training.
Click on the numbers to see the six simple training steps.
Step 1: Explain purpose and objectives
Step 2: Explain and demonstrate skills
Step 3: Listen to trainee explanation and review understanding
Step 4: Observe trainee demonstration
Step 5: Evaluate trainee performance
Step 6: Provide feedback
No matter where you work, you can use these key principles of training and steps for
coaching. We’ll look at each of them in detail over the next few screens.
STEP 1: EXPLAIN PURPOSE

AND OBJECTIVES
‘What’s the point?’
Like your customers complaining? Enjoy your manager on your back? Want your trainees
to be demotivated, confused or bored out of their brains? Of course not! How can you
start out right so your colleagues get the most out of coaching sessions?
Click on the tabs to find out.
Explain WHY
People participate more actively in training when they understand the purpose or why.
Explain this in a meaningful way. Better yet, get the trainee to explain it to you. They may
already know why their lack of training is a problem and why they need help.
Think about the consequences yourself so you can help your trainee if they get stuck.
Here are some questions to help you.
If you don’t learn how to X, what possible problems could this cause for you? Your
customers? Your colleagues? Your organisation?
If you don’t know about X, what could happen to you? Your customers? Your colleagues?
Your organisation?
• What are the positive consequences for yourself and others of learning how to X?
• What are some of the benefits to yourself and others of doing this training?
• Why is this training important or relevant?
• How do you think this training could help you?
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Explain WHAT
Explain the specific objective and scope of the coaching session. To make your objective
realistic, practical, and useful, you should state the following.
• What the trainee must do

• To what measurable standard
• Under what conditions (if necessary)
Hot tip
When framing up your objectives, be specific. Think about how you could assess the
trainee’s progress against a measureable standard (a number or a percentage) You’ll
learn more about this in section 3.
Explanation in action!
As any flight attendant, room service provider, caterer, bar staff will tell you, carrying and
serving from trays is a difficult skill to master. That’s where a super coach comes in
handy!
Remember Kate? In this issue, Kym is explaining what she must achieve, to what
standard and why. She gets her to participate in the conversation, so it’s meaningful and
she understands the purpose.
Click Read to begin.
Kym: ‘From what you’ve said, you’re OK with loading drinks but have trouble carrying
and serving.’
Kate: ‘Yes, it’s really frustrating, especially when we’re busy.’
Kym: ‘By the end of this session, you’ll be able to carry and serve a tray of drinks to
customers without dropping or spilling anything whether it’s busy or quiet. Do you
think that would help?’
Click on the icon to turn the page.
Kate: ‘It would definitely help. I wouldn’t be cleaning up so much broken glass. Also, I’m
sure the bartender is over remaking my drink order!’
Kym: 'Yes, it's expensive for the organisation: the broken glasses, wasted drinks...'
Kate: '...and all that time cleaning up and remaking stuff... '
Kym: '...not to mention the customers. '
Kym: 'Learning how to correctly carry and unload trays is important for all those reasons
plus meeting workplace health and safety requirements.'
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Kate: 'Health and safety? What do you mean?'
Uh oh! In addition to Kate’s lack of skill, Kym has spotted a gap in his WHS knowledge.
What does she need to do before demonstrating tray carrying techniques?
Communicate required knowledge

Before starting training, coaches sometimes need to pass on essential knowledge. This
information further clarifies the purpose of training and/or helps them more effectively to
carry out tasks or undertake skills.
Click on the checkboxes to see what information coaches should communicate.
 Reasons for undertaking various tasks – why the task is completed, who it affects,
consequences if it’s not done correctly
 Principles which underpin skills – communication, selling, coordination, operation of
technology.
 Work health and safety requirements – legislative requirements under WHS laws
that are incorporated into organisational procedures.
 Hygiene requirements – food safety, public health, personal hygiene standards.
 Other legislative requirements – financial standards, contracts, employment,
responsible service of alcohol or gaming.
 Ingredients or components of items – quality standards, stock control.
 Product information – labelling, stock and manufacturer’s codes, ingredients,
manufacturer’s operating instructions.
 Service information – service and maintenance requirements, replacement of parts.
What else do you need to communicate? Click here to find

out.
Organisational procedures
Does your workplace or training environment have step-by-step procedures detailing how
to complete day-to-day tasks? These are often found in procedures manuals in the work
area, underneath registers, in desks or offices.
If organisational procedures exist for the tasks to be delivered in your coaching session,
make sure the trainee is aware of their location and content. Give the trainee a copy of the
procedure to read prior to the session. This can speed up the coaching process as they
already have an understanding of what is required. They can also refer to it after the
session to refresh their memory.
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STEP 2: EXPLAIN AND

DEMONSTRATE SKILLS
There are two ways to demonstrate skills. You can either do it silently or by explaining as
you go
If you demonstrate in silence, the trainee sees the whole task done at normal speed
without getting distracted by explanations. This can be especially helpful with colleagues
who speak English as a second language.
It’s also good for many tasks in tourism, hospitality and events which don’t require any
formal training.
• Customer service skills

• Selling products
• Promoting services
• Technical skills such as operating equipment
• Practical skills such as making something or completing documentation
However, silent demonstration isn’t always the best option, especially when coaching
more detailed tasks with a lot of steps.
In these cases, it’s better to demonstrate and explain at the same time.
Click to the next screen to find out more.
Demonstration and explanation tips

When demonstrating and explaining, take these tips into consideration.
• Slowly demonstrate the task to the trainee.

• Describe each stage as you go.
• Emphasise the main points.
• Point out any safety features.
• Give any other relevant or background information.
• Personalise the session by drawing on your own experience.
• Provide opportunities throughout for the trainee to ask questions.
Click to the next screen to see how the coach does this.
Demonstration in action!
Kate’s been struggling with carrying drinks and so needs a good demonstration.
Click on the icon to see how Kym demonstrates a task effectively.
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Non-slip trays are the safest and most hygienic, but if I haven’t got one, I dampen a tray
liner with a few drops of water, to keep the glasses from sliding around. Then you load the
tray with drinks.
Next, slide the tray onto the palm of your left hand. This leaves your right hand free to
serve the drinks from the right hand side of the customer.
Now, balance the tray on the palm of your left hand. It’s important to spread your fingers
apart and support the weight with your fingertips.
Be sure to allow your forearm to take some of the weight, too. The more you distribute the
weight, the easier it is to balance.
Relax your shoulders. Hold the tray a comfortable distance out from your torso, between
your navel and breast bone.
Never rest the tray on your stomach or hold it above your shoulders. The tray will be
difficult to balance.
This is the tricky part. Don’t watch the tray. You need to be able to balance it without
looking at it.
You have to watch where you’re going so you don’t crash into other staff, customers or
tables.
Now let’s review what you’ve learned on the next screen
STEP 3: LISTEN TO TRAINEE

EXPLANATION AND REVIEW
UNDERSTANDING
It’s important to review. Check your colleague understands the knowledge and skills by
turning the tables! Get them to explain to you. If you’re coaching a long procedure, get
them to do this in stages. If the task is short and simple, they can do it at the end.
Click on the tabs to find out how.
How do you review and check understanding?

It’s easy with this four step process.
1. Ask the trainee to explain the knowledge or skill in their own words.
2. Listen carefully to their explanation. Check it’s correct.
3. As they explain, ask them questions (prepared in advance) about one or more
aspects of the knowledge /skill to review what they know.
Which hand do you carry the tray in? Why?
Which parts of your body should you use to carry the tray? Why?
Where should you look while carrying? Why?
How do you keep the tray balanced?
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4. Actively listen to their answers and check they’re correct.

You can also review and check by getting the trainee to demonstrate and practise
their knowledge or skill in front of you. There will be more on this in a minute.
What if they don’t understand?

Some trainees won’t remember any information past the point where they didn’t
understand or misunderstood. Go over the whole process again if necessary.
Tell the trainee that you’re going to repeat your explanation and demonstration.
Remind them that they can interrupt and question you at any time.
Encourage them to ask the moment they don’t understand something.
Make sure that you check for understanding and give the trainee a chance to ask
questions after every major step as you learned earlier.
Go over a specific part of the task again, if necessary, until they understand.
Note...
Remember that some trainees are kinaesthetic learners. They learn by doing, rather than
watching or listening. If you think this is the case with your colleague, you might need to go
straight to the trainee demonstration.
STEP 4: OBSERVE TRAINEE

DEMONSTRATION
To continue reviewing and checking understanding, get your colleague to demonstrate
what they know and ask any questions as they come up.
Click on the pictures from left to right to see the process.
Demonstration
Ask the trainee to demonstrate the task step by step, explaining what they’re doing as
they go.
Observation
Watch them closely for:
• omissions
• mistakes
• ways they could improve.
Correction
Immediately stop them and correct mistakes to avoid bad habits forming.
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Any questions?
Give the trainee a chance to ask questions.
Don’t expect the trainee to be very competent or fast at this stage. There may be some
stopping and restarting. Once they’ve done the task successfully all the way through a
couple of times, it’s time to fine tune.
Click to the next screen to find out how.
Practise! Practise! Practise!

Now is the time for fine tuning. Get the trainee to practise the skill over and over again to
develop speed and efficiency. Refine further by introducing simulated conditions found in
tourism, hospitality and events.
• Interruptions
• Extra people to navigate around
• Computer crashes
• Demanding customers
• Time pressures
• Noise
• Other situations common to your specific work environment
As they practise, continue to observe them so you can evaluate their performance. Click
to the next screen to find out how.
STEP 5: EVALUATE TRAINEE

PERFORMANCE
As the trainee practises, examine and evaluate their competency. Have they reached the
objective? Are they performing well against a measurable standard? How you determine
this depends on the skill or knowledge you’re coaching and can include certain
assessments. These are some of the tools you can use to evaluate and assess.
• Demonstrations and observations

• Oral questions
• Written questions
• Multiple choice questions
• True/false questions
• Oral reports
• Written reports
• Role-plays
• Simulations
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Click on the filing cabinet to see an example of a training evaluation/progress form.
STEP 6: PROVIDE FEEDBACK

After you evaluate, you need to give feedback. Why?
Click on Kym to find out.
When given in a constructive, supportive way, feedback encourages the trainee and
builds their confidence. It allows the trainee to see how far they’ve come and target areas
to focus on in the future.
Feedback is a two-way street. It’s also a time when the coach can listen to the trainee’s
problems or concerns and help them find their own solutions.
How can you give feedback in a professional manner?
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Constructive feedback
No one likes offending or disheartening people. If your trainee is having problems, how do
you give negative feedback while still being supportive? Give constructive criticism in a
feedback sandwich!
Click on the tabs to find out how to give constructive, supportive feedback.
Compliment
Identify something positive about what the trainee did.
‘You distributed the weight really well between your palm, fingers and forearm.’
Give constructive feedback

Let the positive statement sink in for a moment so the person is receptive. Then give
constructive feedback in a firm, friendly way.
‘Remember that it’s important to hold the tray at the right height, too. Resting it on your
stomach like that won’t help you balance.’
Avoid saying ‘but’. ‘But next time hold the tray at the right height.’
This cancels out the compliment you gave at the beginning!
Give a suggestion for improvement

Offer your assistance to put the person on the right track.
‘Hold the tray a comfortable distance out from your torso, between your navel and breast
bone.’
Encourage
Present a positive outlook for the future.
‘Let’s try again. You’ve nearly got it.’
End of section
Click to the next section to continue.
2016 Edition 24
Section 3:
3 Follow up coaching
In this section, you will learn the following.
• How to monitor progress and provide support.

• How to report progress.
• How to identify and rectify performance problems or difficulties.
How do you monitor progress?

Good coaches always monitor progress of new workplace skills. This means they
continuously observe and check on colleagues to make sure they steadily grow and
improve. But how do you monitor progress? As the old saying goes, ‘You can’t manage
what you can’t measure.’
Click to find out how Takagi’s coaches are monitoring progress with these workers.
We’re tracking the number of successfully served drinks. Friday night was a record!
We’re reducing the number of mistakes I make with bookings.
We’re making sure I sharpen my knives before every use to stop them slipping and to
reduce injury. We’re also increasing my cutting speed.
My coach is spot-checking my bed-making, and I’m increasing the number of correctly

made beds. We’re aiming to increase rates of customer satisfaction with cleanliness of
rooms.
We’re checking the number of times I answer the phone within three rings.
In a nutshell
Monitor progress of new workplace skills in terms of the goals of the session using a
specific, measurable standard (a percentage, speed, organisational standard, numerical
increase or decrease) wherever possible.
How do you provide supportive assistance?

When it comes to coaching, supporting people means keeping them from slipping or
‘falling down’ on the job. It doesn’t mean carrying them!
Click on the tabs to find out more.
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Know when to stay quiet

Good coaches monitor, but don’t intervene too much in the follow-up stage. Know when to
let your colleague make a mistake they can learn from. Sometimes it’s better to ask ‘How
could you have done that better?’ rather than interrupt them in the middle of a task.
Know when to step in

Strike a balance between their learning against the harm they could do to others through
their mistakes. If the trainee is doing something dangerous or harmful, correct them.
Provide ongoing feedback

Offer daily encouragement and positive support to keep trainees motivated.
Provide meaningful recognition

Stellar performance deserves acknowledgement. Here are some ideas.
• Announce people’s special achievements at work.

• Mention successful customer service results in newsletter.
• Post positive sales results on the notice board.
• Give a free ticket to a trade show, event, etc.
• Nominate worker for an award.
• Provide a prize for outstanding performance.
Don’t give up
Everyone responds to coaching at their own speed. It might take longer to get positive
results with some people than others. Be patient and get help if needed. There’ll be more
on this shortly!
How do you report progress?

Having well-trained staff leads to better efficiency and productivity. Managers like to be
kept up-to-date on staff coaching and training.
Click on the questions to learn the answers.
Why do you report progress?

To document training and coaching
To show that team members are continuously improving
To meet workplace training requirements
To help managers make staffing decisions
To motivate workers
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Who do you report progress to?

Report coaching session outcomes to the appropriate person. This could be the manager,
supervisor or owner of your workplace. Find out who it is!
How do you report progress?

You can report progress through a verbal or written report. Your organisation may provide
an evaluation or progress report form for you to use, depending on how formal the
coaching process is in your workplace.
Click on the filing cabinet to see an example of a training evaluation/progress form.
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How do you identify performance problems?

Coaching doesn’t always work out.
Click on Kym to find out why.
This can happen for many reasons. Occasionally, coaches assess too soon. This doesn’t
provide the trainee with enough opportunity to practise and improve. Other issues that can
occur include the following.
• Communication breakdown
• Inappropriate circumstances for coaching
• Language barriers
• Cultural barriers
• Shyness and lack of confidence
• Difficulties with the coaching itself
Let’s learn more about each of these over the next few screens.
Communication breakdown
If communication breaks down, begin coaching again and follow a few simple ground
rules.
• Use your best communication skills. Choose clear, concise, simple words.
• Clearly communicate objectives to the trainee and check they understand.
• Check that your coaching matches the trainee’s learning style (visual, auditory,
kinaesthetic).
• Speak so the trainee can hear you.
• Speak slowly enough so they can understand you.
• Vary the tone and pitch of your voice.
• Watch for signs that the trainee doesn’t understand you (body language and facial
expressions such as frowns, scowls, sighs, shrugs, etc.).
• Ensure the trainee doesn’t have diminished capacity (hearing, vision or other
impairment) which impedes understanding.
Inappropriate circumstances for coaching

Ever get out on the wrong side of the bed? It happens to everyone.
External circumstances can affect the success of training. You and your colleagues have
a life outside work which could distract you from your coaching or learning on a particular
day.
Not only that, some environments aren’t conducive to learning. Some workers may prefer
to train away from other staff to avoid distraction. Other workers may actually perform
better if colleagues are watching.
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Also, make sure the trainee agrees with the coaching and pitch it at the appropriate level.
Offer coaching to suit the individual, their preferences and their abilities.
Language barriers
The tourism, hospitality and events industry employs people from non-English-speaking
backgrounds. They may have trouble understanding spoken or written English.
Click on the icon to learn what you can do to help them.
 Be patient.
 Speak slowly.
 Avoid using jargon or slang.
 Use silent demonstration.
 Use body language.
 Confirm understanding frequently.
 Suggest management provide language support if necessary.
Cultural barriers
Learn about your colleagues’ cultures. This helps you understand how they might respond
to coaching. Remember to respect everyone’s individuality.
Click on the tabs to learn some common issues.
Social hierarchy
In some cultures, men don’t easily take instructions from women or vice versa.
Eye contact
In Australia, making eye contact shows you’re honest and interested. In some cultures,
not making eye contact is a sign of respect.
Personal space
People from some countries like to stand closer together. Others prefer to be further apart.
Personal appearance
Grooming styles differ across nations. This may cause issues with regard to customer
service standards.
Hot tip
Don’t assume people have the same cultural background just because they come from
the same continent or region of the world.
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Shyness or lack of confidence

Most people who lack confidence are overly aware of themselves and see themselves in a
negative light. They’ll be harder on themselves than you could ever possibly be.
Click on the checkboxes for ten top tips on coaching shy trainees.
 Conduct needs assessments and discussions in private.

 Take a softer, gentler approach to your coaching.
 Watch for signs of how they’re feeling. They won’t tell you!
 Be careful about what you say and how you say it. They’re sensitive.
 Let them know you care about them and their success.
 Let them ease gradually into new situations.
 Give positive feedback more often than you might with other people.
 Train them to focus on what they can do rather than what they can’t.
 Get them to help others to build their confidence.
 Make an effort to include them in conversations and decision-making processes.
They won’t speak up on their own, so ask for their suggestions.
Difficulties with the coaching itself

Uh oh! What if the difficulties lie with you, rather than the trainee? How do you know
where you went wrong?
Click on Kym to find out.
Get feedback from the trainee. Reflect on your own performance and adjust your
technique so you can improve.
These are some questions you can ask.
• Did I clearly communicate the objectives?

• Did the trainee know what was required?
• Was the coaching session too fast or slow?
• Did I give enough time to practise?
• What could I have done to make the session more effective?
Use the answers to these questions to help you coach the trainee in a more helpful way. If
you can’t rectify the problem yourself, refer it to the appropriate person for follow-up.
End of section
Click to the next screen to read the unit summary.
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Summary screen
No matter where you work, you can take time to share your knowledge with colleagues
and guide them through the process of learning a new skill.
You can help them get their abilities up to scratch and challenge them to push through
difficulties towards success at work.
Take what you’ve learned in this unit on the job. Be the kind of life-changing coach people
remember forever.
Empower others to cross the finish line, just like you have.
Congratulations, coach!
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Coach others in job skills

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Section 1: Prepare for on-the-job coaching.................................................... 3

Section 2: Coach colleagues on the job ....................................................... 15

Section 3: Follow up coaching ..................................................................... 25

Please note the following condition

© 2016 Didasko Digital. All Rights Reserved.

It’s time to find out!

Let’s look at what you will learn on completion of this unit.

Section 1: Prepare for on-the-job coaching

Welcome to Takagi’s Resort

Meet the coach

Managers don’t want trainees to learn substandard procedures, so when it comes to

Click to the next screen to find out.

Click on the icon to find out more.

Coaching has many advantages over formal training.

It’s practical, realistic and can happen spontaneously when needed.

What are the characteristics of a successful team?

Click on the team hands to view the characteristics of successful teams.

 Team members are committed to a common purpose or goal.

Why coach colleagues on-the-job?

Click on the checkboxes to see what they are.

How do you identify the need for coaching?

Click on the pictures to find out what they are.

Click on Takagi’s staff to see how they do this.

One of Takagi’s managers ignored workers’ reports.

How do you discuss coaching with colleagues?

Click on the pictures to learn how to develop rapport.

Smile at colleagues and be prepared to initiate contact with them.

Give them your undivided attention.

Use their name. If you don’t know it, find out.

Excuse yourself if you need to leave them.

If they need to wait for you, explain why and apologise.

Genuinely thank them when you’ve finished your discussion or coaching.

How do you identify specific coaching needs?

Click on Kym to find out more.

They are called open questions and reflective questions.

Click on the checkboxes for examples of open questions.

 So what do you think of the new reservation system?

What are some examples of first paraphrasing and then asking?

Paraphrase what your colleague said Ask another question

Click on the tabs to learn some active listening skills.

Look them in the eye

There are many ways to do this. Here are a couple of examples.

• So if I understand you right, you’d like training on … .

• Your colleague’s coaching needs are extensive.

What are other ways to identify coaching needs?

Ask the trainee to show you how they do the task.

Observe them closely.

Identify ways their physical demonstration varies from standard organisational

• Describe how they would resolve a case study.

• What ingredients are in this dish?

Identifying needs in action

Click ‘Read’ to begin.

Kate: ‘That’d be great! Thanks!’

How do you organise coaching sessions?

A simulated location away from the actual workplace.

On-the-job with actual customers.

Where possible, conduct coaching away from others to avoid distraction.

• Break these down into steps or ‘bite-sized pieces’.

How do you fit coaching into your own duties?

It requires self-management, planning and organisational skills to deliver coaching within