Assessment Tasks and Instructions

Student Name Waqar Riaz

Student Number 10258
Course and Code Commercial cookery III
Unit(s) of Competency and Code(s) SITXHRM001 Coach others in job skills
Stream/Cluster
Trainer/Assessor Deepak Malhotra

Assessment for this Unit of Competency/Cluster Details

Assessment 1 Assignment
Assessment 2 Observations

Assessment conducted in this instance: Assessment 1 2 3

Reasonable Adjustment
1. Has reasonable adjustment been applied to this assessment?
No No further information required

Yes Complete 2.
2. Provide details for the requirements and provisions for adjustment of assessment:

Student to complete
My assessor has discussed the adjustments with me
I agree to the adjustments applied to this assessment
Signature Waqar Riaz Date 24 April 2022

2nd Assessor to complete

I agree the adjustments applied to this assessment are reasonable
Name
 Signature Waqar Riaz Date 24 April 2022
Assessment Guidelines

What will be assessed

The purpose of this assessment is to assess you underpinning knowledge to complete the tasks outlined in the
elements and performance criteria for this unit of competency and relating to the following aspects:

 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.
Place/Location where assessment will be conducted
SSH to complete

Resource Requirements
Pen, Paper or computer, colleagues to be coached,

Coaching Session Plan Templates 1-4 (located in student assessment folder)

Instructions for assessment including WHS requirements
This assessment consists of 2 parts, Part A and Part B.

Part A
For the purpose of this assessment you are required to identify the coaching needs of 4 different colleagues
and prepare 4 coaching sessions of maximum 15 minute duration for each need identified. Coaching needs
may vary and can include e.g. precision cuts, specific preparation techniques for dishes, safe use of
equipment; table setting for different occasions, serviette folding; spot removal in housekeeping, making
beds; preparing for event registration/set-up etc. to name a few examples for possible coaching needs in
various departments of hospitality, tourism and events.
You are required to address all questions to achieve competence. Your trainer will provide you with
instructions for time frames and dates to complete this assessment.

Part B
In this part of the assessment you are required to provide suggestions, supported by examples how

1. you will deal with and overcome performance problems during coaching sessions,
2. you will encourage further training and provide for application of the learnt skills as well as
transferring these skills to new tasks where applicable,
3. you will provide for monitoring of the learnt tasks to address performance problems or follow up on
coaching.

Once completed, carefully read the responses you have provided and check for completeness. Your trainer
will provide you with feedback and the result you have achieved.

The criteria set out in the checklist provide a general guideline for the details you need to provide for this
assessment for this assessment.

Statement of Authenticity
I acknowledge that I understand the requirements to complete the assessment tasks
The assessment process including the provisions for re-submitting and academic appeals were explained
to me and I understand these processes
I understand the consequences of plagiarism and confirm that this is my own work and I have
acknowledged or referenced all sources of information I have used for the purpose of this assessment
Student Signature: Date: / /201

This assessment: First Attempt 2nd Attempt Extension – Date:    /    /   

RESULT OF ASSESSMENT Satisfactory Not Yet Satisfactory

Feedback to Student:

Assessor(s) Signature(s): Date:    /    /     

Student Signature Waqar Riaz Date: 24 / 04 /2022

Assessment 1

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

2. Complete the table/profile for each coaching need below.

3. Complete the corresponding “Coaching Session” Plans with duration of no more than 15 minutes for each
session, and attach these for each task/colleague to be coached.

4. Answer all questions overleaf.

Part A – Identifying coaching needs and preparing for coaching

Coaching Candidate 1

Name: Sultan Location: Kitchen

Reason for Coaching:

Knife Sharp

How was the need for coaching identified?

First make sure that your knife must be sharp. Skilled knife must be flavour in your dish, but it all require more
practice.

Which specific coaching needs were discussed with the colleague in need of coaching?
Method for maintaining the knife cutting performance Like clarifying and sharpening.

Description of task(s) to be coached:

 A sharpening have two side first one is rough and the other one is smooth. Before using the stone you need to
be grease with oil or water. First use the rougher side than the other one. Same procedure for stone
sharpening.
 A diamond coated steel is used like normal steel, but the diamond gave it a slightly rougher surface which will
sharpen the blade.
Clarifying involve the following steps. Hold the steel in your hand. Place the edge of the heel of the knife on the upper
end of the steel.
 Keep this angle, move the blade in an arching motion from the cushion to the tip using very little pressure,
 Listen for a chant ring as you use the steel. If you hear a grinding noise you are applying too much pressure.
 Repeat this process for 4 to 5 time with each side.
WHS and legal requirements for each task identified:
Constant use of knife for cutting something it will lose its sharpness. The edge consists tiny teeth Which
must be Restored For better cutting performance. No knives stay sharp forever. But well maintain knife edge work for
long time.
The steel maintains a very sharp edge, but sometime the cutting edge will become rounded, When this happen rounded
must be restored with sharpener. The sharpening is no mystery. It is simply the matter of scratching the cutting edge of
the knife so that new tiny teeth applied for cutting edge.
Potential gaps in WHS provisions which must be adhered to/trained before coaching can begin:
Must be use carefully knives otherwise it may cause a heavy injury. A misplace cope can result as a cut of
finger. When selecting a knife must take a careful look before using it. Must be check it is in good condition, clean and
enough sharpe for completing task easily.
When cutting something, hold it using the finger of your non-cutting like a claw. This will help to protect your finger from
being cut your finger. It also keep the item stable while it is cut. To achieve good result when cutting, always move the
knife rather than pushing down on the item.
Session Plan 1 completed with details and attached

Coaching Candidate 2

Name: Imdad ALi Location: Kitchen

How to check food temperature control

Reason for Coaching:

 Every food premises that prepares, handles or sells any potentially hazardous food must have a
thermometer to ensure food is kept at safe temperatures.
 Remember the temperature at the centre of the food may be difference to the surface temperature,
before when checking the temperature make sure you check the centre of the food.

How was the need for coaching identified?

 Raw meats, Cooked meats and food containing meat
 Dairy products and food containing dairy products
 Seafood and food containing seafood products
 Vegetables and fruit, salad ready for eat and fruit cut for eat
 Processed food containing eggs, nuts and other protein rich food

Which specific coaching needs were discussed with the colleague in need of coaching?
 The food safety standard Specify that hazards must be stored at safe temperature.
 What is a safe temperature?
 Checking temperature of food.
Description of task(s) to be coached:
Safe temperature at 5 degree centigrade or colder or 60 degree or hotter.
Refrigerator, remove food that are not potentially hazard such as drinks. The temperature of these food is not critical
and it can be cold with ice in containers. Potentially food must be kept at these temperatures to prevent hazard to
prevent for food poisoning bacteria. Which may be prevent in the food, multiply at dangerous level. These Bacteria can
grow these temperatures between 5 to 60 degree, which is known as temperature danger zone. The fastest rate of
growth is at 37 degree, the temperature of the human body. You must keep thermometer before preparing and selling
food. This will help to check the safe temperature maintain in kitchen.
Keeping food cold when it is preparing, make sure that you have enough space in refrigerator or in container for
maintaining food cold. Must be remember that refrigerator is not work if refrigerator is overloaded or food is packed
tightly.
Keep food hot if you are keeping food hot on cooktops, in the equipment need to be set high enough to ensure that the
food remain hot.
WHS and legal requirements for each task identified:
 Determine the warmest area of a cool room or the coldest area of the hot display unit.
 Insert the clean, dry probe into the food.
 Remember that temperature readings are not instant wait until the temperature has stablished before reading.
 If the food is packed or frozen place the length of the probe between two packages of the food.
Potential gaps in WHS provisions which must be adhered to/trained before coaching can begin:
 Read the procedure of thermometers.
 Keep the food safely and the correct temperature.
 Use correct container to keep the food.
 Follow temperature standards according to food regulation.
Session Plan 2 completed with details and attached
Coaching Candidate 3

Name: Bilal Hassan Location: Kitchen

How to use oven

Reason for Coaching:

In cooking method, the conventional oven is a kitchen appliance used for food heating and roasting. Food
normally cooked in this manner include meat, casseroles and baked goods such as bread cake and other
sweet dish.

How was the need for coaching identified?

To make sure that oven work well and heating food at right temperature.

Which specific coaching needs were discussed with the colleague in need of coaching?
 To identify the hazard.
 To use right way of cooking.

Description of task(s) to be coached:

 Before starting the oven, must read all using instruction mentioned on instruction card, how to start, Use,
cooked food, roast and baked food in oven. Also correct temperature is mentioned on this card.
 Before using the oven, experiment must do. It is good before baking or cooing something and also adjusting the
oven rack.
 Use a thermometer for oven inside temperature. It may be increase or decrease during cooking process.
 Use the oven light to maintain the oven temperature. Open the oven door mean to reduce oven inside
temperature within seconds.
 Rotate the trays while cooking. Heating tends to fluctuate during cooking in gas oven. Therefore, its help to
open the oven and rotate baking tray to ensure things cook evenly.
 Cokes and bread trays should be rotated at 90n degree through cooking. If use more than one try for baking or
cooking than switch bottom and top trays as well,
 Turn up the temperature for added crispiness. Things like potato may not be crisp as easily in gas oven. It can be
oven temperature up above over 25 degree hotter than the recipe calls for. This will result crisper final result.
WHS and legal requirements for each task identified:
 Use burner on the back as much as possible.
 Do not leave a pen on hot burner.
 Turn all pens or pot handles inward.
 Burner cover with something because sometime it may be danger.
 Burners must away from children.
Potential gaps in WHS provisions which must be adhered to/trained before coaching can begin:
 Read the manual base on manufacture.
 Using oven glove.
Session Plan 3 completed with details and attached
Coaching Candidate 4

Name: Zariyab Ali Location: Kitchen

How to mop the floor

Reason for Coaching:

Make sure floor is clean every time with the help of mop

How was the need for coaching identified?

The removal of unwanted dirt, grease at floor areas of food premises.

Which specific coaching needs were discussed with the colleague in need of coaching?
To make sure floor is clean

Description of task(s) to be coached:

 Submerge mop into a bucket filled with cleaning solution containing a sanitizer.
 Remove mop from the bucket and wring out excess water.
 Apply to floor surface in a smoking motion. Moving left to right and backward so you don’t walk on the mop
area.
 Daily base wash mop with clean water and repeat this process daily.
 Change water when needed.
 Rinse mop in hot water when finishing.

WHS and legal requirements for each task identified:

 Wear protection equipment.
 Work in well cleaned area.
 Ensure appropriate signage and restrictions are in place.
Potential gaps in WHS provisions which must be adhered to/trained before coaching can begin:
 Handle is not splintered
 Head is fixed firmly
 Fibers are clean
 Washed and sanitized regularly
Session Plan 4 completed with details and attached
Part B

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

1. How will you deal with, and accordingly overcome, the following performance problems or difficulties by
providing applied examples or scenarios:

a. Breakdown in communication
b. Inappropriate circumstances for coaching
c. Insufficient opportunity to practise
d. Language or cultural barriers
e. Shyness or lack of confidence

a. Breakdown in communication
Basic communication problems contribute to many issues in the work place. You need to understand all ways of
communications and be to able to quickly identify the situation and also able to handle it. Some are consider the
following,
 Speak clearly and at a moderate pace.
 Leaner different type of 6 to 7 common language.
 Project to speech toward audience.
 Maintain your body gestors during communication.
 Speak with confidence.
 Plan ahead
 Be patience and understanding
 Ask open ended questions for clarifying understanding

b. Shyness or lack of confidence

Some people are naturally introverted and shy or may therefore find coaching season
uncomfortable especially, if they have demonstrated in front of some people. If it happens you need to use
different way. Otherwise the coaching season will be unsuccessful.
Tips for coaching those who are shy or have lack or confidence.
 Meet first and discuss thoroughly pending session
 Try to coach at different topics,
 Provide speeded feedback like: well done, great,
 Allow ample opportunities for practice.
 Be patient.
 Ease them into the job gradually.
 c. Insufficient opportunity to practise
In order to learn a new skill, staff member require ample opportunities to participate in hands on practice. Don’t
fall to long way talking for any explanation than gave some time to staff for practice. Plan your approach and
allocate ample time in your session plan.

Consider to your own experience such as learning to drive a car. If your trainer explains you to how to drive a car
verbally not in practice so do you thin you can pass the test? So you need of practice or only you can pass test
through discussion.

d. Inappropriate circumstances for coaching

 Despite carefully and meticulous planning certain circumstances may arises it mean coaching session reschedule or post
bonded. Inappropriate situation may include:
 Coach or staff is unwell
 Effected by any personal problem
 Coaching location may not suitable
 Unexpected increase in customer

e. Lack of experience
As a staff member just need to attended a few sessions in order to learn a new skill and also need a
little bit practice in coaching class. Not everyone suits to be a coach but everyone needs to learn from coach new
skills. You will need to learn more as a coach or teacher, I will follow back hopefully one day you will help to other
staff with confidence. If any doubt any issue please refer to specialist in your HR Department or contact with your
industry support service. You can also get help from relevant books or sharing issues with other staff for solution.

2. How will you ensure that your colleagues will be able to apply the learnt skills to other tasks or situations
and how can you provide for this? Provide examples for each task you have delivered in your 4 coaching
sessions.
 I will follow back every month to make sure they get from the coaching side.
 Get direct the feedback on the training site
 Sharpening knife
 Mop floor
 Using oven
 Checking food temperature
 3. How will you provide for ongoing coaching processes, given that you work in a very busy establishment?

Most of the learning career will occur on the job like some one show how to set a table or register guest. This work will
happen every day. Simulation also used in coaching session. As a pilots and flight crew cannot learn some fundamental of
their role while they are on job. Such as in-flight emergency, it is necessary for the training to carry out in stimulated
environment.

Marking Criteria Part A, Part B S NYS S NYS Feedback

Preparation for on-the-job coaching

Identifies the need for coaching according to relevant factors

Provides a clear overview of the identified training needs
Identifies specific skills to be trained
Considers specific requirements for coaching relevant to person
to be coached (special needs, adjustments etc)
Provides realistic details for time and location of coaching
considering workplace policies or constraints
Identifies resource requirements correctly according to coaching
requirements
Identifies stakeholders and communication requirements
correctly

Preparation of coaching session

Identifies underpinning knowledge required for task to be
coached including organisational requirements for workplace
specific tasks
Identifies all WHS requirements relevant for the task to be
coached
Identifies gap training required to meet WHS aspects where
relevant
Identifies gap training required to meet the underpinning
knowledge and skills requirements where relevant
Clearly defines the practical skills to be coached
Clearly defines the objectives of the coaching session
Provides a clear and logical overview of the coaching strategies
Applies logical sequencing of coaching events
Provides opportunity provision for practising learnt skills
Provides opportunity provision for questions and answers
Suggests a clear approach for providing feedback on coaching

Follow-up coaching (Part B)

Suggests a realistic process for monitoring progression on
coaching session
Identifies opportunities for further practice relevant to the
workplace context and tasks undertaken there
Identifies relevant personnel for reporting

Identifies the requirements for reporting

Provides a detailed overview of reasons for the following
potential problems which may occur during coaching and
appropriate suggestions how to help to overcomes these pro-
actively:
a. Breakdown in communication

b. Shyness or lack of confidence

c. Insufficient opportunity to practise

d. Inappropriate circumstances for coaching

e. Lack of experience