Assessment Task 1 SITXHRM001

Assessment Task 1 – Project

Performance objective
The students must demonstrate the performance outcomes, skills and knowledge required to provide
on-the-job coaching to colleagues. It requires the ability to explain and demonstrate specific skills,
knowledge and procedures and monitor the progress of colleagues until they are able to operate
independently of the coach. The Assessment Task is due on the date specified by your assessor.

Assessment description
You are required to identify the coaching needs of 4 different colleagues and prepare 4 coaching
sessions for each identified need. You have to suggest a plan for follow up on coaching.

Procedure
This assessment consists of 2 parts, Part A and Part B.

Part A

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

You are required to address all questions to achieve competence. Your trainer will provide you with
instructions for time frames and dates to complete this assessment.

Part B

In this part of the assessment you are required to provide suggestions, with examples how

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

Submissions
You must submit:

● coaching plan for each candidate using template in Appendix 1 (Part A)

● Session plan for the coaching of each candidate

● Answer all the questions (Part B)

Your assessor will be looking for:

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 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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Appendix 1:

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

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

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

Part A – Identifying coaching needs and preparing for coaching

Coaching Candidate 1

Name: Cindy Location: Restaurant

Reason for Coaching:

-Napkin folding according to standard in our restaurant.
-it’s important for table decoration

How was the need for coaching identified?

- By demonstration
-By observing

Which specific coaching needs were discussed with the colleague in need of coaching?
How to folding a fancy napkin

Description of task(s) to be coached:

-Step by step on folding a fancy napkin

WHS and legal requirements for each task identified:

N/A

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

N/A

Session Plan 1 completed with details and attached

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SESSION PLAN 1

Department: Restaurant

Staff member: Cindy

Manager/Assessor: Jane

Task:Napkin Folding-Diagonal Fold

Importance: Low

Session Outcomes:

Structure: How/ What /Why

Introduction: Napkin Folding-Diagonal Fold

-Creatively folded enhances the look of your table and the dining
experience

- Show off the folding skills with a striking geometric fold. It

makes even simple napkins stand out.

Body: Step 1-Fold a napkin into quarters form a square with the open
corners facing you.

Step2-Pick up the top open corner and make 1-1/2 inch folds until
you reach the center of the napkin.
Step 3-Take the next layer and repeat, stopping at the fold you just
made.

Step4-After making these folds, very carefully flip over the napkin
and square it up to you on your worktop.
Step 5-Then fold the napkin into thirds with the folds forming a
diagonal on the front. You can leave the fold as is or slip cutlery
into the folds.

Conclusion: Always observe and conduct the new leaner until they can do it
them self. Let them have chance to ask question.While it might
take a few minutes for a new leaner to master the first fold but a
few seconds to recreate them time and time again. Small touches
like these really add an extra special touch to our client dinner
parties and get-together.

Next session napkin folding will be fan fold to match the spring
season event.

Coaching Candidate 2

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Name:Johnny Location:Kitchen

Reason for Coaching:

-Food safety
-Stop bacteria spreading

How was the need for coaching identified?

- To follow the standard operational procedure
-By observing

Which specific coaching needs were discussed with the colleague in need of coaching?
How to wash hand when we handling the food

Description of task(s) to be coached:

Step by step on washing hand

WHS and legal requirements for each task identified:

Food Act 2003, Food Regulation 2015, FSANZ

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

-Install the hand soap dispenser

-Read the SDS for using hand soap

Session Plan 2 completed with details and attached

SESSION PLAN 2

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Department:Kitchen

Staff member: Johnny

Manager/Assessor: Kim

Task:How to wash hand when we handling the food

Importance: High

Session Outcomes:

Structure: How/ What /Why

Introduction: How to wash hand when we handling the food

Hand washing is vital in preventing contamination of food by

food handlers. Harmful bacteria and viruses present on the hands
of food workers are removed by proper hand washing techniques.

Body: 1.Wash your hands thoroughly with soap and warm running water.
2.Lather your hands by rubbing them together with soap. Be sure
to lather the backs of your hands, between your fingers and
under your nails.
3. Scrub your hands for at least 20 seconds
4. Rinse your hands well under clean, warm, running water.
5. Dry with a clean towel (preferably paper) or air-dry them before
preparing or eating food.

Conclusion: Always observe and remind all employee proper hand washing is a
critical but often overlooked intervention step in the prevention of
food borne illness. When the entire workforce is knowledgeable
about and committed to proper hand washing, the entity, be it retail
or wholesale, will avoid costly food safety problems. 

Coaching Candidate 3

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Name: Shira Location: Kitchen

Reason for Coaching:

-Food temperature control (Maintain potentially hazardous food either at or below 5°C or at or above
60°C when it is being stored.)
-Ensure the freshness of the food

How was the need for coaching identified?

- To follow the standard operational procedure
-By observing

Which specific coaching needs were discussed with the colleague in need of coaching?
How to measure the temperature of the food

Description of task(s) to be coached:

How to using thermometer to measure the internal temperature of food because the

surface temperature may be warmer or cooler than the temperature of the rest of the food. 

WHS and legal requirements for each task identified:

Food Act 2003, Food Regulation 2015, FSANZ

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

-Prepare the right thermometer for food temperature

- Always ensure the temperature for each food and store it in the right place

Session Plan 3 completed with details and attached Z

SESSION PLAN 3

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Department:Kitchen
Staff member: Shira
Manager/Assessor: Jun

Task:Food temperature control

Importance: High

Session Outcomes:

Structure: How/ What /Why

Introduction: How to measure the temperature of the food

A thermometer is required to measure the food temperature. It will
allow us to check that potentially hazardous food has been cooked
sufficiently well, is being kept at the correct temperatures in a
refrigerator or display unit, and is being cooled and re-heated
safely. This is a requirement in the Food Safety Standards.The
standards also require us to maintain potentially hazardous food
either at or below 5°C or at or above 60°C when it is being stored.

Body: 1. Make sure that the thermometer is clean and dry

2. Place the probe into the food and wait until the temperature
reading has stabilize before reading the temperature
3. Measure different parts of a food as the temperature may not be
the same
4. Clean and sanitize the thermometer after measuring the
temperature of one food and before measuring the temperature
of another food;
5. If using the thermometer to measure hot and cold food, wait for
the thermometer to return to room temperature between
measurements;
6. After using, food thermometer need to be clean with soapy
water. This prevents cross-contamination and the spread of
harmful bacteria.

Conclusion: Always check to ensure all food are meet the requirement in the
Food Safety Standards(Maintain potentially hazardous food either
at or below 5°C or at or above 60°C when it is being stored.)

Coaching Candidate 4

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Name: Kitty Location: Restaurant

Reason for Coaching:

-Open wine bottle according to standard in our restaurant.

How was the need for coaching identified?

- By demonstration
-By observing

Which specific coaching needs were discussed with the colleague in need of coaching?
How to open the bottle of wine

Description of task(s) to be coached:

-Step by step on how to open the bottle by using the right opener

WHS and legal requirements for each task identified:

N/A

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

N/A

Session Plan 4 completed with details and attached

SESSION PLAN 4

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Department:Restaurant
Staff member: Kitty
Manager/Assessor: Jenny
Task:Open wine bottle according to standard in our restaurant.

Importance: Medium

Session Outcomes:

Structure: How/ What /Why

Introduction: Open wine bottle according to standard in our restaurant.

Generally, food and wine pairings will improve the experience of
our restaurant customer. They will feel more connected to the
restaurant and ultimately feel as if they atmosphere is enhanced
because they can trust the selection they have made. As a part of
play role in our restaurant we need to create that beautiful
atmosphere to our customer.Thus, is important for us to know how
to open a bottle wine in professional way.
Body: 1. Grasp the Neck. The neck is the weakest part of a wine bottle.
Grasp the neck of the bottle to support it.
2. Remove the Foil. Use the blade of the corkscrew to cut the foil
about 14 inch from the top. Otherwise, as wine pours over the
foil the jagged edge will impart a metallic flavor.
3. Wipe the Outside Lip. To remove mold or dust that may lie
underneath the capsule, wipe the outside of the lip.
4. Insert the Corkscrew. Gently insert the corkscrew in the center
of the cork, but not all the way through. Otherwise small
particles of cork may fall into the bottle.
5. Turn Slowly to Remove the Cork. To avoid crumbling the cork,
use a slow turning motion and steadily ease it from the bottle.
6. Wipe the Lip. In the process of removal, the cork gently presses
against the sides of the bottle and may leave a deposit on the
inside of the neck. Before pouring the first glass, wipe the inside
and outside of the lip to remove any traces of cork.
7. Save the Cork. Save the cork to reseal the bottle.

Conclusion: Always observe and allow ample opportunity to practice for new
learner. One week later, she might need to do demonstration to the
manager to ensure she can handle this skill well.

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

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

a. Breakdown in communication

Communication breakdown occurs if there is wrong perception by the receiver. As a coach you needs to
have a through understanding of the communications skills and able to identify the situation that could
become a barrier. You may need to considered the following
1. Slow down. People aren't inclined to think something is important when we want to rush it, it's when
we slow down that everyone understands something is important enough to take time to figure out.
2. Focus on unity. Do everything possible to make sure people are coming together and not straying apart.
3. Win people, not arguments.. If the person to blame is a staff person, winning them keeps them on the
team.
4. Be patient. A lack of patience is usually what created the mess, so unless it gets added to the mix it will
only get worse,so be patience.

b. Shyness or lack of confidence

Having a lack of confidence then is a significant blocker to being fully functioning and effective, and is a
common theme happened on someone. When this occur we need to use a different approach to coaching
to prevent the coaching session unsuccessful as below:
-Provide supportive feedback
-Give material in advance
-Try to coach one on one situation
-Allow ample opportunity to practice.

c. Insufficient opportunity to practise

In order to let the staff to learn a new skill, we have to give the learner the opportunity to use skills by
setting a real life problem or test. We also need to have a plan training sessions in conjunction with the
needs of the department, so that the learner can use the skill immediately.

d. Inappropriate circumstances for coaching

Despite careful and meticulous planning, certain circumstances may arise. Inappropriate circumstances for
coaching may included:-
- Coaching location isn't suitable
-Insufficient resources
-Coach is unwell affected by personal problem
-Unexpected increase in customer activity

e. Lack of experience
If we start a coaching conversation with a direct report, and then become frustrated and start telling them what
to do, we will have done more harm than good. Thus, we need to keep improving our skills in order we will be
able to help other employees with confident.

2. How will you ensure that your colleagues will be able to apply the learn 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.
In order ensure that our colleagues will be able to apply the learn skills to other tasks, we must understand

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how the colleague learn and how to appeal to their learning styles. Before any training can take place, we
need to be identified and a structure established. During the training session it is important to
communicate clearly and in a language and manner that the they will understand. The formula for doing
this effectively is : explain, demonstrate, have an activity and give feedback.

Explain- what needs to be done. This allows the learner√ to listen while we explain the process of what
needs to be done.

Demonstrate- how it needs to be done. This will allow the learner to convert what they have heard to a
visual picture of the task - reinforcing the training.

Activity- allow the learner to do the task.. Practice opportunities appeal to the learner.

Feedback- give constructive feedback on the learners performance. Finally, it is important to discuss the
students performance of the task; point out what they did well and give them practical advice on where
they could improve.

Example:

-Always observe and remind all employee proper hand washing is a critical but often overlooked
intervention step in the prevention of food borne illness.

-Always check to ensure all food are meet the requirement in the Food Safety Standards.

-Always observe and conduct the new leaner until they can do it them self. Let them have chance to ask
question.

-Always observe and allow ample opportunity to practice for new learner.

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

Once coaching is underway, progress needs to be monitored and reported on until the training has, clearly,
been well established and the leaner has become comfortable with their new skills. This can be done
through;

-Continued observation
-Discussions with the learner
-Discussions with management

It is important to monitor the learner progress for a period of time after coaching them so that the required
standards are met consistently.

Marking Criteria Part A, Part B NY

S
S

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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 practicing learn skills √

Provides opportunity provision for questions and answers √

Suggests a clear approach for providing feedback on coaching √

Follow-up coaching (Part B)

Suggests a realistic process for monitoring progression on coaching session √

Identifies opportunities for further practice relevant to the workplace context and tasks √
undertaken
Identifies relevant personnel for reporting √

Identifies the requirements for reporting √

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Provides a detailed overview of reasons for the following potential problems which may occur √
during coaching and appropriate suggestions how to help to overcomes these pro-actively:
1. Breakdown in communication
2. Shyness or lack of confidence
3. Insufficient opportunity to practice
4. Inappropriate circumstances for coaching
5. Lack of experience
Feedback
Well done.

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