KINGSFORD

KII4024 INTERNATIONAL
INSTITUTE

MANAGE PEOPLE IN
HOSPITALITY
INDUSTRY
ASSESSMENT 2
 Table of Contents
Table of
Contents........................................................................................................................................0

Instructions to Learner...............................................................................................................................0

Assessment instructions..........................................................................................................................0
Assessment requirements........................................................................................................................2
Demonstration (if applicable).....................................................................................................................3

Summative Assessments............................................................................................................................3

Section A ........................................................................................................................................ 1
Section A1: Skills Activity ............................................................................................................ 1
Section A2: Skills activity ............................................................................................................ 1
SECTION B ..................................................................................................................................... 3
Section B1: Knowledge Activity (Q & A) ................................................................................... 3
Section B2: Knowledge activity (Q & A) ................................................................................... 5
Section C: Performance activity ................................................................................................ 6
Section C1: ..................................................................................................................................... 6
Section C2 ...................................................................................................................................... 8

Instructions to Learner
Welcome to KII4024 Manage People in Hospitality Industry! This KII unit covers the following unit/s
of competency.
Lead and manage people
SITXHRM003
Coach others in job skills
SITXHRM001

Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms
and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if
you are unsure of any questions. It is important that you understand and adhere to the terms and conditions,
and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task
will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout
the assessment process.

Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the
overall unit of competency. When undertaking any written assessment tasks, please ensure that you address
the following criteria:

• Address each question including any sub-points

KII4024 Manage People in Hospitality Assessment

• Demonstrate that you have researched the topic thoroughly

• Cover the topic in a logical, structured manner

• Your assessment tasks are well presented, well referenced and word processed

• Your assessment tasks include your full legal name in the provided cover page.

Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all
the assessment tasks on time.

Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your
own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any
doubts about including the work of other authors in your assessment, please consult your trainer/assessor.
The following list outlines some of the activities for which a learner can be accused of plagiarism:

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

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

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

• Handing in assessments without the adequate acknowledgement of sources used, including

assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss
this with you, and further action may be taken accordingly.

Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in
part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or
more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to
disciplinary action. Collusion or copying from other learners is not permitted and will result in a “NS” grade and
NYC.

Assessments must be typed using document software such as (or similar to) MS Office. Handwritten
assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to
confirm).

Competency outcome
There are two outcomes of assessments: S = Satisfactory and NYS = Not Yet Satisfactory

Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded
“Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.

If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and “will” be
given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent”
you will be required to re-enrol in the unit of competency.

Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in
order to determine competency, you must provide us with such information/evidence, subject to privacy and
confidentiality issues. We retain this right at any time, including after submission of your assessments.
KII4024 Manage People in Hospitality Assessment

Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in
accordance with the law. However, you are responsible for ensuring that you do not provide us with
anything regarding any third party including your employer, colleagues and others, that they do not consent
to the disclosure of. While we may ask you to provide information or details about aspects of your employer
and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and
confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals process

If you feel that you have been unfairly treated during your assessment, and you are not happy with your
assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must
first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after
discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing,
outlining the reason(s) for the appeal. For more information please refer to our policy and procedures by visiting
www.kii.edu.au/documents or login to your LMS account by clicking the link
https://www.kiionline.edu.au/course/view.php?id=59.

Recognised prior learning

Candidates will be able to have their previous experience or expertise recognised on request.

Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon
as possible. This will enable the trainer/assessor to address the identified needs immediately

Assessment requirements
Assessment can either be:
• Direct observation

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

• Questioning

The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and
knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit you must undertake all activities in this Assessment and have them
deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and
therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary
questions to determine your competence. Once you have demonstrated the required level of performance,
you will be deemed competent in this unit.

Should you still be deemed Not Yet Competent, you may have the opportunity to resubmit your assessments
or appeal the result.

As part of the assessment process, all learners must abide by any relevant assessment policies as provided
during induction (orientation). For more information refer to our assessment policies by visiting
www.kii.edu.au/documents or login to your LMS account by clicking the link
https://www.kiionline.edu.au/course/view.php?id=59.

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor
to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss
this with your trainer/assessor.
KII4024 Manage People in Hospitality Assessment

Demonstration (if applicable)

Throughout this unit, you will be expected to show your competency of the elements through
demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be
observed. The demonstrations will be completed as well as the activities found in this Assessment

An explanation of demonstrations:

Demonstration is off-the-job

A demonstration will require:

Performing a skill or task that is asked of you •

Undertaking a simulation exercise.

The demonstration will take place in the training environment. Your trainer/assessor will ensure you are
provided with the correct equipment and/or materials to complete the task. They will also inform you of
how long you have to complete the task.

You should be able to demonstrate the skills, knowledge and performance criteria required for this KII unit.

Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed after finishing
the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.

Skills, knowledge and performance may be termed as:

• Skills – skill requirements, required skills, essential skills, foundation skills

• Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge

evidence

• Performance – evidence requirements, critical aspects of assessment, performance evidence.

Section A: Skills activity

It will demonstrate all of the skills required for this unit of competency – your assessor will provide
further instructions to you, if necessary.

Section B: Knowledge activity (Q & A)

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

Section C: Performance activity

The performance activity is designed to be a practical activity performed either in the workplace or a simulated
environment. You should demonstrate the required practical tasks for the unit of competency and be
observed by the assessor, as applicable to the situation.

If necessary, for the activities, you should attach completed written answers, portfolios or any evidence
of competency to this Assessment.
KII4024 Manage People in Hospitality Assessment

ASSESSMENT COVERSHEET
Unit: 4024

Course Name: Manage People In Hospitality Industry

Assessment Tool: Assessment 2

Student must fill this section:

Student Name: Xyra Zeppreanne C. Vidamo

Student ID: 20210292

Privacy Release “I give my permission for my assessment material to be used in the auditing,
Clause: assessment validation & moderation Process”

Authenticity “I declare that:

Declaration:
• The material I have submitted is my own work;
• I have kept a copy of all relevant notes and reference material that
I used in the production of my work;
• I have given references for all sources of information that are not
my own, including the words, ideas and images of others.”
Student signature: Date:

Assessment Completion Status

Attempt Satisfactory Non- Date Assessor’s
Satisfactory Signature

Initial attempt  

2nd  
attempt/Reassessment

Feedback to student:
KII4024 Manage People in Hospitality Assessment

Information for Student:

• All work is to be entirely of the Student.

• Read the instructions for each question very carefully.
• Be sure to PRINT your FULL name & LAST name in every place that is provided.
• Short questions must be answered in the spaces provided or follow the word limits as instructed.
• For those activities requesting extra evidence such as: research reports, ESSAY reports, etc.
The student must attach its own work formatted in double space, Arial 12 pts.
• All assessment tasks must be addressed correctly in order to obtain a competence for the unit of competency.
• If the Student doesn’t understand the assessment, they can request help from the assessor to interpret the assessment.
• All assessments must be submitted online. Login to www.kiionline.edu.au and follow the subject link to submit your
assessments. Note that the hard copy of the assessments will not be accepted.
Re-assessment of Result& Academic Appeal procedures:

If a student is not happy with his/ her results, that student may appeal against their grade via a written letter, clearly stating the
grounds of appeal to the Operations Manager. This should be submitted after completion of the subject and within fourteen days
of commencement of the new term.
Re-assessment Process:
• An appeal in writing is made to the Operations Manager providing reasons for re-assessment
/appeal.
• Operations Manager will delegate another faculty member to review the assessment.
• The student will be advised of the review result done by another assessor.
• If the student is still not satisfied and further challenges the decision, then a review panel is formed comprising the
lecturer/trainer in charge and the Operations Manager OR if need be an external assessor.
• The Institute will advise the student within 14 days from the submission date of the appeal.
The decision of the panel will be deemed to be final.
• If the student is still not satisfied with the result, the he / she has the right to seek independent advice or follow external
mediation option with nominated mediation agency.
• Any student who fails a compulsory subject or appeals unsuccessfully will be required to reenrol in that subject.
The cost of reassessment will be borne by the Institute. The external assessor will base his/her judgement based on principles of
assessment. These principles require assessment to be reliable, fair, practical and valid.
Academic Appeals
• If you are dissatisfied with the outcome of the re-evaluation process, you have a right to appeal through academic
appeals handling protocol.
• To appeal a decision, the person is required to complete the KII- Request for Appeal of a Decision form with all other
supporting documents, if any. This form is available via our website. The completed Request for Appeal form is to be
submitted to the Student Support Officer either in hard copy or electronically via the following contact details:
Student Support Officer, Kingsford International Institute (KII), Level 6, 128-136 Chalmers St,
Surry Hills, NSW 2010, Email: admin@kii.edu.au

• The notice of appeal should be in writing addressed to the Operations Manager and submitted within seven days of
notification of the outcome of the re-evaluation process.
• If the appeal is not lodged in the specified time, the result will stand and you must re-enrol in the unit.
• In emergency circumstances, such as in cases of serious illness or injury, you must forward a medical certificate in
support of a deferred appeal. The notice of appeal must be made within three working days of the concluding date
shown on the medical certificate.
• The decision of Operations Manager will be final.
• Student would then have the right to pursue the claim through an independent external body as detailed in the students’
complaint / grievance policy.
“I understand all the above rules and guidelines for the assessment”

Full Name Signature Date (dd/mm/yyyy)

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KII4024 Manage People in Hospitality Assessment

Section A

Section A1: Skills Activity

Objective: To provide you with an opportunity to show you have the required skills for this unit.

This activity will enable you to demonstrate the following skills:

Writing skills to:

➢ Prepare and document clear and articulate team plans

Oral communication skills to:

➢ Overcome communication barriers in providing effective support and motivation to a team

Planning and organising skills to:

➢ Ensure activities and initiatives important to team development are integrated into own work
planning

Answer the activity in as much detail as possible, considering your organisational requirements.

1. Prepare and document a clear and articulate team plan to dictate the roles and
responsibilities they will undertake over a two-week period.

Responsibilities and duties

1. Ensure outstanding customer care at all times.
2. Maintains a friendly, cheerful and courteous demeanour at all times.
3. Courteously and accurately answers enquiries from potential guests and accepts hotel
reservations.
4. Responds to telephone and in-person inquiries regarding reservations, hotel information and
guest concerns.
5. Uses suggestive selling techniques to sell room nights, increase occupancy and revenue,
6. Supervise daily shift process ensuring all team members adhere to standard operating
procedures.
7. Train, direct the work of, resolve issues/problems and coach and counsel the front desk
team members to ensure a quality operation.
8. Resolve customer issues, complaints, problems in a quick, efficient manner to maintain a
high level of customer satisfaction and quality service.
9. Adhere to company credit limit policies.
10. Allocate rooms to expected arrivals after checking the guests' preferences and
special requests,
11. Build strong relationships and liaise with all other department's especially housekeeping,
reservations etc,
12. Assisting incoming & outgoing calls, setting wake-up calls, enabling DND (Do Not Disturb)
and paging for in-house guests.
13. Cross check all billing instructions are correctly updated
14. Controls cash transactions at the front desk and maintains complete responsibility for
personal bank as specified by hotel bank agreement policy.
15. Performs other duties as assigned, requested or deemed necessary by management.
16. Ensure Front office log book and hotel log book is always updated and actioned upon.
17. Ensures safety by following guest check in and security procedures
18. Participate in meeting and conduct meetings as required.
19. Assist all departments in servicing the guests during high volume periods.
20. Takes responsibility in the absence of the Duty Manager / Front office manager

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KII4024 Manage People in Hospitality Assessment

Ref: Assessment Resources (Case Study - THE KINGS RESORT)

2. Within a workplace environment, demonstrate effective support and motivation to a team.

What communication barriers do you have to overcome and how is this achieved?

 Breakdown in communication
 Lack of skill/ability
 Lack of motivation
 Inappropriate circumstances for coaching
 Insufficient opportunity to practice
 Language or cultural barriers
 Shyness or lack of confidence.

Ref: LG pg. 84

3. Create a workplace schedule that demonstrates the integration of activities and initiatives
to support team development into your plans.

Section A2: Skills activity

Objective: To provide you with an opportunity to show you have the required skills for this unit.

This activity will enable you to demonstrate the following skills:

➢ Reading
o Review workplace documentation completed by colleague
➢ Oral communication o Use active listening and open questioning techniques to confirm
understanding.
➢ Numeracy
o Calculate adequate time required for coaching and for the colleague to complete
required tasks.
➢ Planning and organising skills o Complete own work tasks within designated timeframes
and simultaneously coach others in their job skills
Answer the following questions in as much detail as possible, considering your organisational
requirements.

In a workplace situation, carry out (or simulate carrying out) the following skills:

1. Your CEO now wants you to identify areas where the new employees requires training as a
part of their induction plan. Review the Kings Resort Policy document completed by your CEO
and identify and list the areas where the training is required for new employees of Kings
Resort.
The Policy document is available under resources folder in LMS.
2. Set up a meeting with your CEO for 15 minutes. During the meeting you are required to
demonstrate active listening and open questioning techniques. Briefly describe to your CEO the
areas identified in the previous question ( Q1) and ask for his/her feedback.
3. Organise coaching sessions and task completion times. The following steps must be
completed in this activity

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KII4024 Manage People in Hospitality Assessment

• You are required to identify the coaching needs for 3 different colleagues in preparation for
the practical coaching sessions in Assessment 2, where you will be observed delivering these
to the identified colleagues.
• Complete the table (templated) for each coaching need. Refer to the resources folder
to access the template
• 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.

This activity needs to be observed by the trainer/assessor. Your trainer will be observing
your participation during the role play and participate where required.
SECTION B
Section B1: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for
this unit.

The answers to the following questions will enable you to demonstrate your knowledge of:

➢ Roles of and functions performed by supervisors and managers

➢ Expectations, roles and responsibilities of team members
➢ Considerations in the individual development of staff
➢ Features of different leadership styles
➢ Features of open and supportive communication ➢ Characteristics of effective leadership ➢
Principles of teamwork and: ocharacteristics of effective teams oroles and attributes of team
members oorganisation of teams opotential team problems obenefits of effective teamwork
➢ Role and theories of motivation as they apply to the management of individuals and teams
➢ The role of group dynamics in successful team management
➢ Forms of recognition and reward applicable to leading staff
➢ Types of organisational plans and planning processes

Answer each question in as much detail as possible, considering your organisational requirements
for each one.

1. Describe a minimum of three roles and functions performed by supervisors and managers.

1. Decision making – the ability to make important choices within the workplace to ensure
operations run efficiently
2. Delegating tasks – being able to allocate jobs and tasks to others effectively
3. Monitoring staff – checking to see whether goals are being met by employees and they
are completing tasks as expected
4. Planning and organising – the ability to assess what is needed by the organisation and
arranging employees to meet these needs
5. Providing information to employees regarding:
a) organisation performance
b) changes in organisational policies
c) marketing information and targets overall organisational
objectives d) plans for new equipment
e) rationale for management decisions
f) technology updates
g) training developments.

Ref: LG pg. 8

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KII4024 Manage People in Hospitality Assessment

2. Highlight two expectations, roles and responsibilities of team members in the workplace.

1. Relationships with others in the workplace and interdependent areas of activity – the
expectancy to work with other people performing certain roles
2. Reporting requirements – this may include reporting when issues arise such as customer
complaints, or in relation to health and safety concerns.

Ref: LG pg. 19

3. What aspects do you need to consider about employees in regard to each of the following?

➢ Change in job responsibilities

➢ External training and professional development
➢ Formal promotion
➢ Internal training and professional development
➢ Opportunity for greater autonomy or responsibility

4. Explain the use of at least two different styles of leadership.

Transactional Leaders

- Guide their followers/employees in the direction of established goals through clear

objectives.
- Their actions closely parallel the more structured role of managers.

Transformational Leaders

- Inspire followers to transcend their own self-interests for the good of the organization
- Affect their followers in extraordinary ways. They are attentive to the concerns of
indiviual followers
- They urge followers to see old problems in new ways and they motivate followers ro
exert extra effrot to achieve group goals.

Ref: Online Study (Week 1)

5. What are the key features of open and supportive communication and why should it
be encouraged?

Open communication: Vital to organisation/business success

Open communication is a concept that almost all companies claim to value, but vey few truly
achieve. The importance of an open business environment cannot be overstated; a company can
survive without o en communication, but very few organisation thrive without it. This article takes a
look at how pen communication can truly be developed in an organisation, the pitfalls involved
when that attempt falls, and some key basics to keep in mind as a manager determines to keep the
lines of communication open and healthy.

Ref: Online Study (Week 2; PPS 24-25)

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KII4024 Manage People in Hospitality Assessment

6. Describe the meaning of being a leader in comparison to a manager and highlight the
characteristics of an effective leader.

The primary difference between management and leadership is that leaders don’t necessarily hold
or occupy a management position. Simply put, a leader doesn’t have to be an authority figure in the
organization; a leader can be anyone.

Unlike managers, leaders are followed because of their personality, behavior, and beliefs. A
leader personally invests in tasks and projects and demonstrates a high level of passion for work.
Leaders take a great deal of interest in the success of their followers, enabling them to reach their
goals to satisfaction—these are not necessarily organizational goals.

Characteristics of an Effective Leader:

Behavior - they behave according to their position. They show courage

Integrity and Ethics - they are honest and can be relied upon.

Ability to influence others - the ability to show others the way.

Refs: https://www.simplilearn.com/leadership-vs-management-difference-article

Online Study (Week 1; PPS 22)

7. Explain the importance of teamwork within your organisation including examples of tasks
that require teamwork, the roles of people within these teams, how teams are organised, and
any issues that arise in teams.

8. Briefly describe the humanistic theory of motivation. How can Maslow’s hierarchy of
needs theory be applied to the motivation of employees?

Humanistic theories of motivation are grounded on the principle that people have strong
cognitive reasons to perform various actions. This is notably demonstrated in Abraham
Maslow's hierarchy of needs which presents different motivations at different levels. There
are five levels in Maslow’s hierarchy of needs: Physiological needs, Security needs, Social
needs, Esteem needs, Self-actualisation needs.

Applying this concept to motivation within the workplace generally starts at the security needs
stage. Employees are motivated to keep control in their lives by maintaining their job, which
can provide structure and psychological benefits to the individual. Fear of losing their job
through poor performance may inspire employees to maximise their efforts.
Belonging to a workplace team can act as a social need for employees; the sense of belonging
to a common purpose or goal can act as a motivator. Therefore, reminding individuals of
their responsibilities within the team can often focus their attentions as people don’t want to
let their colleagues down.
According to the esteem needs stage, individuals have a desire to perform well and gain the
respect of others. A manager or supervisor can use this to the advantage of the organisation by
reminding people of what they need to do in order to be successful.

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KII4024 Manage People in Hospitality Assessment
The theory could also be applied to the use of rewards and recognition within the workplace.
Being rewarded for quality performance can act as a further motivator to continue to impress.
Employees will feel that they have grown personally if they receive a financial reward or a
promotion within the business.

Ref: LG pgs. 46-47

9. What are the characteristics of a group with a positive dynamic and why is this important
for successful team management? Compare this to a group with a negative dynamic.

A group with a positive dynamic is characterised as having members who trust each other,
make collective decisions, and hold each other accountable for performing their role. In
comparison, a group with a negative dynamic often has members whose behaviour is
disruptive and there is conflict when making decisions. Try not to disrupt a group once a
positive dynamic has been formed. You will need to make alterations to teams though if
they are failing to work effectively together.

Ref: LG pg. 34

10. What methods could you use to recognise and reward leading staff members?

 Acknowledgment of individual good performance to the whole team

 Informal acknowledgment
 Presentation of awards
 Financial incentives
 Written reports to management.

Ref: LG pg. 34
11. Describe the use of short-term, medium-term and long-term plans and objectives within
your business.
Short-term plans – The use of this is to fix the issue that came up swiftly. Issue that happened
all of a sudden. You find a way of fixing a problem to prevent it from happening again.

Medium-term plans – The use of this is to apply more permanent solutions to short-term
problems. If there are quality issues, the medium-term response is to revise and strengthen
the company's quality control program. Medium-term planning implements policies and
procedures to ensure that short-term problems don't recur.

Ref: https://smallbusiness.chron.com/shortterm-mediumterm-longterm-planning-business-
60193.html

Long-term plans – The use of this is to prevent the problem from happening in the first place
where the short-term and medium-term actions will no longer be necessary. This will help the
organization to meet its mission and vision.

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KII4024 Manage People in Hospitality Assessment

Section B2: Knowledge activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for
this unit.

The answers to the following questions will enable you to demonstrate your knowledge of:

➢ Communication techniques suitable to a workplace training context

➢Objectives and scope of the coaching
➢ Factors which impact need for coaching: o Direction from colleagues
o Own observation and workplace experience o Request for coaching from colleagues to be
coached ➢Key principles of training:
o Explanation
o Demonstration
o Review
o Listening to trainee explanation
o Observing and evaluating trainee demonstration o Providing feedback
➢ Legislative work health and safety and hygiene requirements
➢Possible causes of performance problems or difficulties:
o Breakdown in communication o Inappropriate circumstances for coaching o Insufficient
opportunity to practice o Language or cultural barriers o Shyness or lack of confidence.

Answer each question in as much detail as possible, considering your organisational requirements
for each one.

1. What communication techniques can you use in a workplace coaching context?

 Builds trust and respect between you and coachees

 May help the coachee disclose information
 Enhances coachee satisfaction
 Involves the coachee more fully in decision making
 Helps the coachee make better informed decisions
 Leads to more realistic expectations
 Produces more effective practice
 Reduces the risk of errors, mistakes or misdirected focus.

Ref: LG pg. 68

2. How can you determine the objectives and scope of a coaching session?

 Skills or knowledge – The individual does not know how to perform the process correctly –
lack of skills, knowledge, or abilities.
 Process – The problem is not related to the individual, but is caused by working conditions,
improper procedures, etc.
 Resources – Lack of resources, such as equipment or technology.
 Motivation or business culture – The individual knows how to perform, but does not do so –
this can be for a variety of reasons.

Ref: LG pg. 54

3. What factors impact the need for coaching?

To help determine specific coaching needs, consider discussing the following:

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KII4024 Manage People in Hospitality Assessment
 Does the individual have a problem? If so, is it understood? – Often, the nature of
an individual’s areas of weakness is not well understood, and coaching is used to
identify manifestations of the problem and explore the root causes.

E.g. Someone is not accomplishing all their assigned tasks. However, they work hard and
have a good attitude – the problem lies within their working method.

 What skills are to be improved? – Some skills can best be improved by coaching, others by
different activities. Coaching is a good method for the development of skills that
require feedback on actual behaviour but may be less useful when measures of
improvement are not dependent on another person’s evaluation.

E.g. If an individual has poor financial management skills, the best solution may be a training course
focused on principles of financial management, whereas if someone has difficulty getting along with
colleagues, a coach who can give direct feedback and probe sensitive areas may be more useful.

 Time restraints or priority of the coaching – This can be influenced by a number of factors,
such as the number of people needing to be coached, the nature of the coaching topic, such
as legal or regulatory requirements, an important safety issue, or strongly related to
standards or working processes.

 The individuals previous experience in work and coaching – It is useful to know whether or
not people have had positive or negative experiences with earlier coaching/training; those
with negative experiences may need extra attention, more support and added time
to ensure that they understand the coaching process.

Ref: LG pgs. 56-57

4. Describe how you would apply the key principles of training to your own workplace coaching
context

Coaching will include training individuals to attain certain skills and/or knowledge. To train
efficiently, the following training principles can help to provide a consistent approach.

The key principles of training are:

 Explanation – providing clear messages and detailed information to support individual
development
 Demonstration – use of practical demonstrations to allow individuals to learn
kinaesthetically
 Review – assessing the progress and stages of learning to determine how an individual is
doing and what they need to fulfil their learning
 Listening to trainee explanation – this gives you an insight into opinions and thoughts
(enabling you to respond accordingly to needs)
 Observing and evaluating trainee demonstration – making sure that individuals are
understanding and retaining knowledge and skills
 Providing feedback – constructive feedback lets individuals know how successful they are
and which areas may need further work.

Ref: LG pg. 64

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5. Describe how legislative work health and safety and hygiene requirements impact your
workplace coaching

The legislative requirements are part of the training. It is mandatory and it is part of the law.
For every training that you do in your training must include those legislative requirements.

6. Describe how you can identify causes of performance problems or difficulties

Rectifying problems

If there have been problems with coaching to an individual, it is important to see if the problem lies
with them or the coaching process.

Check if they exhibit the following properties:

 Are they committed to change? – Learners who either think they’re perfect, do not want to
improve or take responsibility or step outside their comfort zones are not likely to achieve
results in the coaching process. Some people may not feel like they need to practice.
 Are they able to communicate? – Learners may have difficulties explaining what they find
difficult or have problems understanding for a variety of reasons, such as personal problems
with the coach, shyness or language difficulties.
 Are they open to criticism? – Are they able to listen to constructive criticism without being
defensive and then take input on board? Are they willing to talk about problems with their
work?
 Do they see different points of view? – Do they get enthused about hearing other people’s
opinions or do they think they know it all?
 Do they have self-awareness? – Are they able to reflect on their behaviour and how
it impacts other people? Are they aware of potential issues in their work?

It is important to remember that not everyone is a good candidate for coaching. Sometimes an
individual may need to be referred to an appropriate person to see what the next step for them
is. If the learner is a good candidate for coaching, then instead consider how the coaching can
be improved.

Ref: LG pgs. 84-85

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Section C: Performance activity

Section C1:
Objective: To provide you with an opportunity to demonstrate the required performance
elements for this unit.

This activity will enable you to demonstrate the following performance evidence:

➢ Monitor individual or team performance demonstrating at least four of

the following leadership and management roles: o decision making o
delegation of tasks oinformation provision oprovision of feedback
o motivation through recognition and rewards oplanning and organising
➢ Seek and respond to feedback from team members during the above service
periods, in line with organisational goals and policies in the following areas:
o allocation or performance of work
o effectiveness of communication within team, between other teams or within
organisation
o efficiency or deficiency in workplace practices

Answer the activity in as much detail as possible, considering your organisational requirements.
Refer to the case study “Kings Resort Policy document” to complete this section.

Through this assessment, the assessor will be assessing your skills and knowledge required
to lead and manage people including in teams and support and encourage their
commitment to the organisation. Your role throughout this assessment will be the HR
Manager at the hotel. You will also be working with two employees (your class mate will
act as the employees) who are identified as the candidates to take up supervisory roles as
part of the organisation’s goal to retain high quality experienced staff.
The employees you have chosen are assumed to have been working in the front office as the
Senior Front Office Employees and are expected to be promoted as the Front Office
Supervisors. In this part of the project, the supervisor was assumed to have taken the new
role and you are monitoring his/her performance regularly. You are required to monitor the
employee and respond to the scenarios identified in each task. Use the Case Study
information to complete the below tasks.
Hint: Before you start preparing evidence, you must read full case study information, Front
Office Supervisor position description, performance management policy and procedure, code
of conduct and operation plan given at the end of this assessment. Seek help from your
assessor if you don’t understand any aspect of the case study.

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1. Notes employee’s performance

You observed both employees performing very well in some areas for
example working long hours to complete the tasks and meeting deadlines
etc.
Feedback received that the supervisors are bit confused at times and due to the lack of
knowledge and are not supporting the staff fully
Some customers have also complained that sometimes they have to wait at the Reception
for more than 20 minutes to speak to the supervisor
You had a meeting to consult with the team to model and encourage open communication,
seek and share information on innovative work practices and obtain feedback on changes to
implemented to improve the performance.

Some of the innovative ways you and your team came up with are:
▪ Having a mirror in the staff room with photos of the team in full uniform around it

▪ Going down to the front during peak periods thus ensuring the wait time for guests

▪ Having a weekly quiz on the policies and information to instil the required
knowledge to per form well

▪ Voice training for Front Desk employees as conveys confidence, competence,

enthusiasm and knowledge

One supervisor was very happy with the all of the above ideas but another supervisor said
that she is not happy with the idea of mirror and weekly quizzes as these changes may be
embarrassing for her. She thought that these changes may create a barrier for her to
perform her job properly. You will need to rectify her way of thinking and support her to
overcome these challenges.
a) Coach (role-play) the supervisors on the identified performance issues and
develop team commitment and cooperation with the new innovative ways

b) Delegate the new tasks in a way that does not create a barrier

c) Seek feedback from team members on the proposed changes and any skills
development they need

Your assessor will observe that you will:

▪ Perform as a role model for others

▪ Support team members effectively
▪ Treat team with integrity, respect and empathy
▪ Encourage individual thinking / innovation
▪ Identify and reward individual team efforts through verbal praise
▪ Encourage open communication within team
▪ Represent the team positively
▪ Identify areas of individual development
▪ Identify barriers or issues that may prevent completion of duties
▪ Address identified barriers and issues in a supporting way

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2. It has been 3 months after you completed a review on the supervisors and you made
the following observations
The supervisors are attending to all customer issues and concerns and brining quick resolution
and this has resulted high level of customer satisfaction in a recent survey. They have
successfully implemented all the innovative changes and this has resulted in a very happy team
environment at the front office. The senior management is hoping to implement some of the
innovative ideas in other departments as these ideas have really improved the team cultures.
Senior management also decided that they will reward both supervisors with a family holiday
package to New Zealand as way to recognise their efforts in the front office.
a) Provide feedback to both supervisors to reinforce excellence in
customer service and recognition for team achievements.

Your assessor will observe that you will:

▪ Perform as a role model for others

▪ Support team members effectively
▪ Treat team with integrity, respect and empathy
▪ Identify and reward individual team efforts through verbal praise
▪ Motivate individuals and teams to achieve high performance
▪ Encourage open communication within team ▪Provide recognition
and rewards

Section C2
Objective: To provide you with an opportunity to demonstrate the required performance
elements for this unit.

This activity will enable you to demonstrate the following performance evidence:

▪ Provide effective on-the job coaching to four different colleagues

▪ Address identified performance problems or difficulties experienced by colleagues in each of the
above coaching sessions and rectify or refer as appropriate
▪ Evaluate colleagues’ performance and provide constructive feedback as part of above coaching
sessions
▪ Demonstrate the following during each of the above coaching activities:
o Clear communication and demonstration of the organisational
tasks required of the colleague
o Completion of training within commercial time constraints o
Application of the key principles of training.

Answer the activity in as much detail as possible, considering your organisational requirements.

This assessment requires you to prepare for on-the-job coaching, coach a colleague and follow up
after coaching.
You are required to do the following.
▪ Read the case study and answer the questions.

This assessment requires you to prepare for on-the-job coaching, coach a colleague and follow up
after coaching.
You are required to do the following.

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▪ Read the case study and answer the questions.

Case study
Your stock requisition has been delivered to your work area from stores. John is responsible
for transferring the stock into the storage area. You notice he is not using correct manual
handling techniques to move cartons or bulky items. He is not following organisational
procedures for
handling stock. You know this is a work health and safety issue and must be addressed quickly
before he injures himself.

Task 1: Prepare for on-the-job coaching

1: How was the need for coaching identified?

The coaching need was identified through observation.

2: What communication techniques can you use when discussing John’s needs with him?

1.) Ask. Ask open and reflective questions on his behavior. 2.) Listen. Listen to his concerns
as well. 3.) Use recording/animations/recordings. Show him videos.

3: Your discussions have identified that John needs coaching on how to correctly lift and
carry boxes. He understands how to use a truck trolley and where the stock is to be stored in the
storeroom. The correct procedure was explained to him some time ago but he has forgotten it.
Explain the overall purpose of the coaching session to John.

John’s problem is about lifting and carrying. The overall purpose of the coaching session
should include information on how John should follow the organizational procedures to
reduce the risk of injury when he lifts and carry boxes.

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4: Where can you find information to support your coaching session?

Use the organizational policies and procedures, instruction manual or staff handbook.

5: What steps will you follow when delivering coaching to John or any of your other
colleagues?
Briefly explain what occurs at each step in these key principles of training.

5 Steps of Great Coaching

1. Establishing the objective

2. Understanding through assessment
3. Providing feedback
4. Identifying goals
5. Following up with support

Ref: https://blog.stewartleadership.com/the-five-steps-of-great-coaching

6: You decide to develop a simple coaching plan to make sure you cover all necessary information
and skills. Complete the table to describe how you will deliver your coaching session. Use your
workplace or training environment’s organisational procedures when completing the plan or
research correct lifting and carrying procedures.
Seq. = The sequence in which the coaching topics will be delivered.
Topic/steps = the topic to be discussed and/or demonstrated or steps to complete a task as
per relevant organisational procedures or standard work practices.
Key knowledge = Required knowledge that supports the successful application of the task(s),
such as WHS or hygiene requirements.
Resources required = Resources required to deliver the coaching, including large and
small equipment, stock, ingredients, documentation, machinery.

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Coaching plan
Coaching topic: servicing customers from starting
Seq Topic / steps Key knowledge
1 Positioning yourself correctly Stand about 1 ft (30 cm) from the object. Keep your
feet at or slightly wider than shoulder-width. Position
one foot slightly in front of the other so it’s along the
side of the object you’re lifting.
2 Gripping the box Grab the load so the weight is evenly distributed
between your hands. Find sturdy handholds that you
can easily hold onto. Aim to hold the object near the
bottom or by its heaviest point so you can easily
control the weight. Make sure you have a firm grip so
the object doesn’t slip out of your hands.
3 Lifting the box Keep your back straight as you lift the load with your
legs. Hug the object tightly against your chest as you
straighten your legs. Support as much of the weight as
you can just using your legs. Don’t arch or bend your
back as you lift the object since it may cause pain.
Keep lifting the object until you’re in a standing
position.
4 Carrying the box Walk slowly to transport the object. Keep your legs
slightly bent to keep your balance. Take small steps so
you don’t lose control of the object. Keep your eyes in
front of you rather than looking down at the object.
When you need to make a turn, shuffle your feet until
you’re facing the right way.
5

Resources required:
- Trolley
- Tray
- Boxes

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KII4024 Manage People in Hospitality Assessment
7: What other details do you need to discuss and confirm with John if the coaching is not going to be
delivered immediately?

I'll notify John or find him another job that doesn't require him to lift boxes since I don't
want him to injure himself. I should put John's safety first, therefore I'll give him some
training or a manual before letting him go back to lugging boxes.

8: Choose one topic or step from your coaching plan and write how you will explain that topic/step
to
John.
Lifting - Get as close to the load as possible. Try to keep your elbows and arms close to your
body. Keep your back straight during the lift by tightening the stomach muscles, bending at
the knees, keeping the load close and centered in front of you, and looking up and ahead. Get
a good handhold and do not twist while lifting. Do not jerk; use a smooth motion while lifting.
If the load is too heavy to allow this, find someone to help you with the lift.

9: What are two questions you can ask after explaining and demonstrating the correct procedure
to check John’s understanding?

1. When lifting a box, what is the most crucial thing you should do?

2. What are the stages to lifting a box properly?

10: How much time should you allocate to this training session? Give a breakdown of the
time required for each stage of the coaching process and total time to be allocated.
Coaching stage Time allocation

Delivering the coaching session 15 – 20 mins

Allowing trainee a time to practice 15 – 20 mins

Evaluation and feedback 5 – 10 mins

Total Time 40 mins to 1 hr

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11: How can you allocate time to deliver coaching to John while still completing your duties?

Make a tidy or structured schedule of everything I'm going to do. John is also a top priority
for me.

12: John has received coaching and has practised the skill several times. You observe that he initially
completed the procedure correctly, but is now tending to bend his back more each time he
lifts or lowers the boxes. He is completing all other steps as per the organisational
procedure correctly, especially when carrying the load from the delivery point to the
storeroom.
You are about to give him feedback on his performance. Write what you will say to John
when giving him feedback.

The sandwich feedback technique is a popular three-step procedure to help managers who are ill
at ease with providing corrective feedback. The sandwich feedback method consists of praise
followed by corrective feedback followed by more praise. In other words, the sandwich feedback
method involves discussing corrective feedback that is “sandwiched” between two layers of
praise.

The purported benefits of this technique are twofold: (1) it softens the impact of the criticism or
corrective feedback, and, (2) given that a manager is probably more comfortable with praising the
employee, the manager finds it easier to discuss problems with the employee’s behavior if this
discussion begins and ends with praising the employee.

Ref: https://www.rightattitudes.com/2008/02/20/sandwich-feedback-technique/

13: Its two weeks later and you have been observing John move boxes of stock into the storeroom.
You are very pleased to see that he is using correct lifting and carrying techniques. However,
this is a larger than normal delivery with many boxes to be transferred to the storage area. It
will take him over an hour to transfer them all if he carries them individually. It will also be a
physically strenuous task. What supportive assistance or advice can you give him in this
situation? Write what you would say to John.

I'll suggest to John that he use the cart rather than carrying the boxes one by one. He
will be able to deliver more boxes and will not have to lift as much weight by using a
cart. He will also be able to reduce the time spent moving.

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