SITXHRM001 - V1.0 - Assessment Tool.v1.0

SIT30816 Certificate III in Commercial Cookery
Assessment Tasks
Unit of Competency SITXHRM001 Coach others in job skills
This is a summative assessment. The learners need
Assessment Type adequate practice prior to undertaking the

assessment.
Assessment Tasks Task 1 Knowledge questions
Task 2 Project
Assessment Tool – SITXHRM001 Coach others in job skills | Page 1 of 21

V1.0: May 2021, Approved: QAC
International College of Tasmania Pty Ltd trading as: TasCollege
RTO Code: 45352 | CRICOS Code: 03683K
Introduction
The assessment tasks for SITXHRM001 Coach others in job skills are outlined in the
assessment plan below. These tasks have been designed to help you demonstrate the
skills and knowledge that you have learnt during your course.
Please ensure that you read the instructions provided with these tasks carefully. You
should also follow the advice provided in the Student User Guide. The Student Guide
provides important information for you relating to completing assessment successfully.
Assessment Requirements
Performance Evidence
Evidence of the ability to complete tasks outlined in elements and performance
criteria of this unit in the context of the job role, and:
 provide effective on-the job coaching to four different colleagues
 address identified performance problems or difficulties experienced by
colleagues in each of the above coaching sessions and rectify or refer as
appropriate
 evaluate colleagues’ performance and provide constructive feedback as part of
above coaching sessions
 demonstrate the following during each of the above coaching activities:
 clear communication and demonstration of the organisational tasks required
of the colleague
 completion of training within commercial time constraints
 application of the key principles of training.
Knowledge Evidence
Demonstrated knowledge required to complete the tasks outlined in elements and
performance criteria of this unit:
 communication techniques suitable to a workplace training context
 objectives and scope of the coaching
 factors which impact need for coaching:
 direction from colleagues
 own observation and workplace experience
 request for coaching from colleagues to be coached
 key principles of training:
 explanation
 demonstration

 review
 listening to trainee explanation
 observing and evaluating trainee demonstration
 providing feedback
 legislative work health and safety and hygiene requirements
 possible causes of performance problems or difficulties:
 breakdown in communication
 inappropriate circumstances for coaching
 insufficient opportunity to practice
 language or cultural barriers
 shyness or lack of confidence.
Assessment Conditions
Skills must be demonstrated in an operational environment with colleagues requiring
coaching. This can be:
 an industry workplace
 a simulated industry environment.
Assessment must ensure access to:

 work tasks in which to coach others
 colleagues in need of training; these can be:
 colleagues in an industry workplace who are assisted by the individual during
the assessment process; or
 individuals who participate in role plays or simulated activities, set up for the
purpose of assessment, in a simulated industry environment operated within a
training organisation.
Assessors must satisfy the Standards for Registered Training Organisations’

requirements for assessors.

Version history
Version Date Changes / Updates Approved

1.0 May 2021 Contextualized and formatted assessment tool
CEO

Assessment details
There are two assessment tasks/methods of evidence gathering. You are required to
complete it. Your trainer /assessor will advise when assessments are due.
SITXHRM001 Coach others in job skills describes the performance outcomes, skills and
knowledge required to provide on-the-job coaching to colleagues. It requires the
ability to explain and demonstrate specific skills, knowledge and procedures and
monitor the progress of colleagues until they are able to operate independently of
the coach.
For you to be assessed as competent, you must successfully complete two
assessment tasks:
 Assessment Task 1: Knowledge questions – You must answer all questions
correctly.
 Assessment Task 2: Project – You are required to demonstrate your skills and
knowledge by providing 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.
Preparing for assessment
 Please read through all of the assessment tasks and related documents carefully
before you get started. Ensure that you have everything that you need and seek
clarification from your trainer, assessor or workplace supervisor if you have any
questions.
Supporting resources: Supporting resources include templates, journals,

workbooks and portfolios which can be used to support you in providing
evidence of your competence. Your assessor will provide you with these
documents before you begin your assessment tasks. For this unit, the
supporting resources comprise:
 Coachee Feedback (Assessment Task 2)
 Workplace Feedback (Assessment Task 2)
 Reflective Journal (Assessment Task 2)

Assessment Task 1: Knowledge Questions
Task Summary
 This is an open book test – you can use a various learning resources including
online materials, student guide and other reference resources available at the
TasCollege to complete your task if required.
 You must answer all the 6 questions correctly and sufficiently.
 You must complete and submit an Assessment Cover Sheet with your
assessment submission.
 Write your answers in the space provided or you need to type and print a hard
copy to submit (as per your trainer /assessor advice).
 The assessment task is due on the date specified by your trainer/assessor.
 Any variations to this arrangement must be approved in writing by your
trainer/assessor.
What do I need to complete this assessment task?
 Access to Student Guide, Reference Text Books, and other learning materials
 Access to the computer and the internet if you prefer to submit printed copy
If I get something wrong, what do I need to do?
 Consult with your trainer /assessor if your answers are marked unsatisfactorily
and plan to resubmit as per their feedback – either in writing or verbally.
What do I need to submit for this task?
 A complete file of all questions’ answers

Assessment submission
You must complete and submit an Assessment Cover Sheet with your work.
The assessment task is due on the date specified by your trainer/assessor. Any variations to this
arrangement must be approved in writing by your trainer/assessor.
Instructions
 Read through all of the assessment task and related documents carefully before you
get started.
 Ensure that you have everything that you need and seek clarification from your trainer,
assessor or workplace supervisor if you have any questions.
 Ensure that you:
o review the advice to students regarding answering knowledge questions in the

Student User Guide
o comply with the due date for assessment which your trainer / assessor will provide
o adhere with TasCollege’s assessment submission guidelines
o answer all questions completely and correctly
o submit work which is original and, where necessary, properly referenced
o submit a completed assessment cover sheet with your work
o avoid sharing your answers with other students.
Assessment information
Information about how you should complete this assessment can be found in Appendix A of
the Student User Guide. Refer to the appendix for information on:
 where this task should be completed
 the maximum time allowed for completing this assessment task
 whether or not this task is open-book.
Note: You must fill up and submit the Assessment Coversheet with your assessment tasks
submission. A template is provided as a separate document packed in the Student
Resources Pack.
Your assessor will provide you with these documents before you begin your assessment tasks.

Question 1: Identify three communication techniques that are effective in a

workplace coaching context. Describe how each technique can assist you to be a
good coach.
Following techniques used for the work place coaching:
a.Create the training and development atmosphere for the corporate staff.In this technique,
the work place coaches are create the friendly and peaceful atmosphere for the staff.So the
training may be very friendly and it will flow through the work in the organization.It means to
cheer up the employees and gives more back up for the work.
b.Build up the rewards for the better performance.It must be a motivational one.This
technique can increase the involvement through out the work.So the corporate get more
productivity.
c.Providing Mind Games.This will be a entertaining as well as create the thinking habit .
The employees get the chance to refreshing of the mind.

Question 2: Explain why feedback from colleagues about a potential coachee’s

performance or work skills is important when deciding whether coaching is required.
The feed back about the coachee’s performance is important for the organization.The
organization appoint the coachees for the overall development of the organization,that must
be productive through out the organization,otherwise it will be a waste of time and money.So
before the selection of the coachees,the organization should analyze the coachees
knowledge about the organization and able to understand the basic behaviors like empathy,
honesty,open mindedness,and patience,these characters must influence the coachee’s
performance in the organization.

Question 3: Explain why your own direct observation and own workplace experience
can assist in determining whether coaching is required.
The coachees need in the organization is may be optional,the highly motivated and
productive employees are appoint for the coachees.Firstly the company is identify the need
of the coachees.Then the company can identify the low production from the bottom line or
middle line or top line.Then the company can select the coachees and appoint for the training
and development for the bottom liners of each levels.

Question 4: Explain the ways in which a potential coachee may identify that they
have a need for coaching.
Following are the ways:
a.Once the coachee is deviate from the purpose and performance goal is the one thing.
b.The coachees face difficulty in determining the performance and strength.
c.The coachees face difficult to explore the obstacles.
d.Difficult to impliment the agreed actions.

Question 5: Describe each of the following key principles of training:
Explanation providing enough information about a topic
Showing how things are to be done and reviewing it

Demonstration and
review
Listening to coachee paying attention to everyting the coach is saying and

gathering as much knowlege as possible
explanation
Practise and practise is the key to success so it it very important to

repeat the same task again and again until you can do
evaluation it the best way possible
feedback is very important for impovement. so giving

Providing feedback pointers to the person being coached and commenting
on his performance is essential.

Question 6: Explain how each of the following can cause barriers or difficulties with
coaching. What could you do to address these?
A communication breakdown happens every time a communicator
Breakdown in miscommunicates what they are really trying to say, and/or the hearer
misunderstands and mis-interprets what has been communicated.
communication Particularly in tourism and hospitality, there may be language and
cultural Explain exactly what you expect them to do and how they
need to do it. Clearly describe what good performance looks like
The first step in any effort to improve performance is counselling or

Inappropriate coaching.Counselling or coaching is part of the day-to-day interaction
with our supervisors, seniors & colleagues. It is a fact coaching will
circumstances for tend to be ineffective if it takes place in an inappropriate
Location and at an inappropriate time. For example, it would be very
coaching unproductive to coach Your colleague in a bar during trading hours
where there is a shortage of staff and has customers standing four-
deep waiting for service.Ensure there is always a need for any
coaching to be delivered. Never impose coaching:
obtain agreement from the learner there is a need for it
In order to properly learn a new skill, staff members require ample

Insufficient opportunity opportunities to participate in hands-on practice. Don’t fall into the
trap of talking for too long with extensive explanations,
to practice then falling short of time for staff members to practice.
Plan you approach and allocate ample time in your session.
Consider your own experience of learning to drive a car. In order to
fully understand the
intricacies of driving a car you need to practice, not just talk about it
Language or cultural language barriers can be countered with sign language,

pictures and video. cultural barrier can avoided with by
barriers Avoid slang,Speak slowly,Keep it simple,Practice active
listening,Take turns to talk,Write things down and
Avoid closed questions.
Shyness or lack of Meet first & thoroughly discuss the impending session
confidence Give material in advance e.g.. Demonstration videos
Allow ample opportunity to practice.
Be patient.
Ease them into the job gradually

Assessment Task 2: Project

Task Summary
 In this task, you are required to demonstrate your skills and knowledge by
providing 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.
 You will need access to:
o your learning resources and other information for reference
o access to classroom environment and/or a workplace environment
o option 1: Coachee Feedback, Workplace Feedback
o option 2: Reflective journal.
 Ensure that you:
o review the advice to students regarding answering knowledge questions in
the Student User Guide
o comply with the due date for assessment which your trainer / assessor will
provide
o adhere with TasCollege’s assessment submission guidelines
o answer all questions completely and correctly
o submit work which is original and, where necessary, properly referenced
o submit a completed assessment cover sheet with your work
o avoid sharing your answers with other students.
Assessment information
Information about how you should complete this assessment can be found in
Appendix A of the Student User Guide. Refer to the appendix for information on:
 where this task should be completed

 the maximum time allowed for completing this assessment task
 whether or not this task is open-book.

Note: You must fill up and submit the Assessment Coversheet with your assessment
tasks submission. A template is provided as a separate document packed in the
Student Resources Pack.
Your assessor will provide you with these documents before you begin your assessment
tasks.

Important assessment information

Two assessment options have been provided for this unit of
competency. Do not complete both options!
Read through each option and work with your assessor to select
the one that best suits your circumstances.
Option 1: Classroom based/training kitchen-based assessment

Select Option 1 or Option 2. Do not complete both.
This unit of competency requires that you provide on-the-job coaching to
colleagues. If the majority of your assessment has been completed in a simulated
industry environment (for example, the training kitchen attached to your RTO), you
will be able to demonstrate your coaching skills in this context,
or
Option 2: Workplace based assessment

Select Option 1 or Option 2. Do not complete both.
If the majority of your assessment has been completed in a workplace, such as
commercial kitchen or in a hospitality environment, and you have the opportunity
demonstrate coaching others in your workplace, this assessment option may be
suitable for you.
You should speak to your assessor to confirm that your role is suitable for workplace-
based assessment before selecting Option 2.

Activities – Option 1
Complete the following activities.
1. Carefully read the following information.
Successful completion of this unit requires that you provide

effective on-the-job coaching to four different colleagues. It is
important that you provide evidence that you have coached
each person.
Below is a guide to the skills and knowledge you must
demonstrate when you are completing this assessment. We
have provided a number of documents to assist you as listed at
the beginning of this task.
What do I need to demonstrate?

During this assessment you will be required to demonstrate a
range of skills and knowledge. These include:
 identifying the need for coaching
 discussing with the colleague their need for coaching
 organising coaching sessions
 demonstrating the key principles of training, including:
o explanation
o demonstration
o review
o listening to trainee explanation
o observing and evaluating trainee demonstration
o providing feedback
 demonstrating active listening and questioning techniques
 completing coaching within commercial time constraints
 monitoring the coachee’s progress and providing
assistance

 reporting progress
 identifying any performance problems of difficulties and
identifying strategies to address them
How will I provide evidence?

Your assessor will observe all coaching sessions and complete
an assessment checklist to document your performance. You
will also be required to complete and submit some
documentation as further evidence.
2. Identify the need for coaching.

In this activity you will learn about each of your colleagues
(referred to as coachees). You will meet with your assessor
(who will play the role of your supervisor) and you will need to
gather information about each person so you can determine
their need for coaching.
3. Meet with each coachee.
Make a time to meet with each coachee prior to the coaching

time provided by your assessor. You must hold one meeting per
coachee, as each person will have different needs.
During this meeting you will need to talk to the coachee about
their needs so you can determine exactly what you will coach
them in.
You will need to demonstrate effective communication skills
during this meeting, including using active listening and
questioning techniques, so that you are clear on what your
coaching needs to provide.
4. Organise coaching sessions.

For this activity you need to look at the information you

gathered during your meeting with each coachee and take
notes about:
 what they need to be coached in
 what you need for this coaching
 how long you think this coaching will take (make realistic
calculations, assuming you will be doing the coaching
during a work day while other activities are being
performed around you, and consider how long you would
expect each coachee to need to practise skills)
 any information you can provide to support the coaching
(including any workplace procedures or documentation).
Save your notes file as Coaching Preparation. Include your
notes for all four coaching sessions in this document.
Once you have determined what you need, draft an email to
each coachee to provide them with some basic information
about your session, including:
 when it will be held (time and location) and for how long it
will run
 anything they need to bring (if relevant)
 a basic outline of the coaching session (what will happen,
it’s purpose etc).
End the email with a farewell that shows you are looking
forward to your session.
You do not need to send the emails but do need to keep a
copy of each, as you will submit them at the end of this
assessment.
5. Coach colleagues.

Meet with each colleague at the expected times, dates and

locations. Make sure you have everything you need and that
the area is free of hazards or other safety issues.
Conduct the coaching session, making sure that you
demonstrate the key principles of learning. Ensure that you pay
careful attention and assist the coachee with any problems or
performance issues they encounter.
Demonstrate appropriate use of questioning and active
listening during the session and maintain clear communication.
Make sure your coachee is given opportunities to contribute by
asking questions, talking about what they do when performing
this task or activity, and being able to confirm understanding.
Keep to the timeframes you were provided and the duration of
the coaching session you calculated in the previous activity.
6. Follow up coaching.
You are to review the information provided in the Coachee

Feedback document. This information has been provided by
the coachee about your session.
You will also need to review the information in the Workplace
Feedback document, which includes feedback from others in
the workplace about the coachee’s performance.
Write an email that you would provide to your supervisor (your
assessor) about each coachee’s progress since completing
their coaching session.
If there are any issues that need to be addressed, list at least
one strategy that could be used to support the coachee.
Identify how you will continue to provide supportive assistance
to each coachee until their skills have markedly improved.
Your email should be clear and concise and written
professionally.

7. Submit documents to your assessor.
Send or submit the following documents to your assessor:

 Coaching preparation document (activity 4)
 Emails to your coachees (activity 4)
 Email to your supervisor (activity 6).


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SIT30816 Certificate III in Commercial Cookery

Unit of Competency SITXHRM001 Coach others in job skills

This is a summative assessment. The learners need

Assessment Type adequate practice prior to undertaking the

Assessment Tasks Task 1 Knowledge questions

Assessment Tool – SITXHRM001 Coach others in job skills | Page 1 of 21

Assessment Tool – SITXHRM001 Coach others in job skills | Page 2 of 21

Assessment must ensure access to:

Assessors must satisfy the Standards for Registered Training Organisations’

Assessment Tool – SITXHRM001 Coach others in job skills | Page 3 of 21

Version Date Changes / Updates Approved

Assessment Tool – SITXHRM001 Coach others in job skills | Page 4 of 21

Supporting resources: Supporting resources include templates, journals,

Assessment Tool – SITXHRM001 Coach others in job skills | Page 5 of 21

Assessment Task 1: Knowledge Questions

What do I need to complete this assessment task?

If I get something wrong, what do I need to do?

What do I need to submit for this task?

 A complete file of all questions’ answers

Assessment Tool – SITXHRM001 Coach others in job skills | Page 6 of 21

 Ensure that you:

o review the advice to students regarding answering knowledge questions in the

o adhere with TasCollege’s assessment submission guidelines

o answer all questions completely and correctly

o submit work which is original and, where necessary, properly referenced

o submit a completed assessment cover sheet with your work

o avoid sharing your answers with other students.

 where this task should be completed

 the maximum time allowed for completing this assessment task

 whether or not this task is open-book.

Assessment Tool – SITXHRM001 Coach others in job skills | Page 7 of 21

Question 1: Identify three communication techniques that are effective in a

Following techniques used for the work place coaching:

Assessment Tool – SITXHRM001 Coach others in job skills | Page 8 of 21

Question 2: Explain why feedback from colleagues about a potential coachee’s

Assessment Tool – SITXHRM001 Coach others in job skills | Page 9 of 21

Assessment Tool – SITXHRM001 Coach others in job skills | Page 10 of 21

Following are the ways:

b.The coachees face difficulty in determining the performance and strength.

c.The coachees face difficult to explore the obstacles.

d.Difficult to impliment the agreed actions.

Assessment Tool – SITXHRM001 Coach others in job skills | Page 11 of 21

Question 5: Describe each of the following key principles of training:

Explanation providing enough information about a topic

Showing how things are to be done and reviewing it

Listening to coachee paying attention to everyting the coach is saying and

Practise and practise is the key to success so it it very important to

feedback is very important for impovement. so giving

Assessment Tool – SITXHRM001 Coach others in job skills | Page 12 of 21

The first step in any effort to improve performance is counselling or

In order to properly learn a new skill, staff members require ample

Language or cultural language barriers can be countered with sign language,

Assessment Tool – SITXHRM001 Coach others in job skills | Page 13 of 21

Assessment Task 2: Project

 where this task should be completed

Assessment Tool – SITXHRM001 Coach others in job skills | Page 14 of 21

Assessment Tool – SITXHRM001 Coach others in job skills | Page 15 of 21

Important assessment information

Option 1: Classroom based/training kitchen-based assessment

Option 2: Workplace based assessment

Assessment Tool – SITXHRM001 Coach others in job skills | Page 16 of 21

1. Carefully read the following information.