SITXHRM007 Student Guide

SITXHRM007
coach others in job

skills
First published 2022
Version 1.0
RTO Works
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Contents
1: Prepare for on-the-job coaching 5
2: Coach colleagues on the job 13
SITXHRM007 Coach others in job skills

SKUP, Lvl2, 601Bourke St, Melbourne | Version 1.1.23 | Next Review Dec. 2023 3
Application
This unit 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.
The unit applies to experienced operational personnel and to supervisors and managers who
informally train other people in new workplace skills and procedures.
It applies to all tourism, travel, hospitality and event sectors.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory
legislation, Australian/New Zealand standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the
time of publication.
Prerequisite
Nil.
Learning goals
• Prepare for on-the-job training.
• Coach colleagues on the job.
• Follow up coaching.

1: Prepare for on-the-job coaching
In your hospitality role there may be times when you need to support colleagues by providing on-the-
job coaching. You may be chosen to do this because the person works in a job role that is similar to
your own and they can ‘shadow’ you as you work, or you may have significant experience in the role
that person is coming into. Alternatively, you may be leading a team and you have noticed that
someone needs some support to be able to be their best.
Coaching, training and mentoring

You will have more than likely heard all three of these terms, and perhaps even heard them used to
mean the same thing. Each one, in fact, is different. Let’s have a quick look at each.
Coaching is the provision of one-on-one or group assistance that enhances skills and improves the
knowledge.
Training is a formal process that focusses on the learning of both skills and knowledge on a given
subject matter.
Mentoring is a relationship in which a mentor takes on the role of supporting and guiding another
person who is less experienced or knowledgeable by sharing their many experiences and knowledge.
SH ARE PL AT E
Read the following article to learn more about the difference between training and coaching.
Website: https://www.bizjournals.com/bizjournals/how-to/growth-strategies/2014/04/know-the-
difference-between-training-and-coaching.html
Coaching
The coaching experience involves you, as the coach, supporting
another person (the coachee) to help them achieve a specific
goal. Coaching is often a short-term arrangement, whereas
training and mentoring can occur over a longer period of time.
Coaching also tends to be quite specific, focusing on an area, task
or skill that needs to be improved.
Coaching is an excellent way for supervisors or team leaders to
get to know their employees better by providing an opportunity for
one-on-one communication. The very fact the supervisor or team
leader is engaging with employees demonstrates that they value
them and their contribution to the workplace, and want to help
them improve and continue that contribution.
Note: while we use the terms ‘supervisor’ and ‘team leader’, it may
very well be that you are not in a senior position as such to the
person being coached, but you may simply be the best person for
the job – you may have the skills, knowledge or tenure in the role,
or you may even be considered someone who has great patience Image by Anna Shvets on Pexels
and the skill to impart the right information to others.

Providing on-the-job coaching aims to:
• support the coachee
• provide immediate assistance or demonstration of skills
• be a fundamental part of ‘correcting’ staff who are not working to expectations
• help avoid repetition of unacceptable or non-compliant performance
• increase workplace productivity
• lower stress and anxiety associated with not being able to perform as expected or at the same
level of colleagues
• improve morale
• build the credibility of the person providing the coaching.
SH ARE PL AT E
Share with the group any coaching experiences you have had – were you the person being
coached or were you coaching someone else? How did you find the experience?
Identifying the need for coaching

Coaching may occur for a number of reasons:
• induction
• your observation of the coachee’s performance raises concerns (for example, their knife skills
are lacking; plating and presentation is poor; they may not be able to keep up with others in the
kitchen; their customer service skills are not to expectation; hygiene or safety requirements are
not being met, etc)
• the coachee may have been identified as having potential in terms of specific skills, knowledge or
job activities (for example, they may be ‘earmarked’ for a promotion in the future, but there are
some areas that need to be supported in the meantime)
• an employee asks for support
• management asks their staff what coaching they would like
• the result of a performance appraisal
• an inspection of work output identifies issues with quality, consistency or other benchmarks
• increase in customer complaints or complaints that all relate to a specific issue or behaviour
• upon the advice or concerns of others in the workplace
• the employee completes a self-assessment in which they identify training needs that can be
addressed via coaching
• you identify issues with documentation the employee has to complete as part of their work
activities, or their language, literacy or numeracy skills are lacking (for example, are they
struggling to read recipes or calculate ingredients, how are they are managing time?).

There are specific organisation requirements that lead to coaching arrangements needing to be put
into place. These relate to the workplace’s obligations to meet specific legislative requirements. For
example:
• an update of kitchen equipment or technology – all staff in impacted roles will require to be taught
about safe operation
• identification of poor hygiene and food handling skills
• lack of, or poor, sustainable work practices
• the way in which the person interacts with others, which could lead to human resource
implications in future if not addressed.
Can you think of any others?
L IFT T H E L I D
The following article lists a number of signs that may indicate an employee needs coaching.
Article: https://cmoe.com/blog/signs-employees-need-coaching/
Once the need for coaching has been identified, it’s time to talk to the coachee about their specific
needs. This discussion may end up shedding some light on aspects that you or your supervisor had
not even considered, for example:
• induction processes are too brief, or pack too much information into the session
• it is difficult for staff to speak up and ask for assistance due to the frenetic pace of the work
environment
• the workplace may have a culture (or appears to have a culture) that does not consider any type
of training or support as a key requirement
• staff don’t think there is any time available for coaching sessions to occur
• staff feel they will be judged if they ask for support (and, in some cases, feel they may be let go
from their role because they have admitted an issue with their performance).
The coaching needs of staff will vary widely and the issue is not always apparent until these difficult
discussions occur. To ensure discussions are successful, you will need to have good communication
skills. In fact, communication skills will be invaluable throughout the coaching relationship.
Being a good communicator

We communicate every day, right? At this very moment you are being communicated to, in the form
of this guide. You will communicate with your trainer, your group, your team in the kitchen, your
friends, your family. Think about how you communicate with all of these people, it is not likely that you
communicate the same way with all of them.
Part of the coaching process involves working with the coachee (or coachees, as coaching may also
occur in a group environment) to not only determine their needs and goals, but to be able to impart
knowledge and explain how a task or activity is to be completed. Your instructions and directions
need to be clear and straightforward, and provided in a way that the coachee can understand.

Your verbal and non-verbal communication techniques will impact the relationship you have with the
coachee and consequently the outcomes of the coaching. Your written communication will also play a
role, especially if you need to provide the coachee with written instructions or written feedback – if the
coachee cannot understand your message, the coaching will be ineffective.
When we use the term ‘effective communication’, we are referring to:
where you are not just hearing, but understanding what the coachee is
active listening
saying
there are a number of questioning techniques that can be used: the

most common are open questions (where you want detailed
information to be provided), closed questions (where you are looking
questioning
for a specific answer which may consist of a one-word answer or an
exact answer) and probing questions (where you want to dig deeper
into something that the coachee has raised or mentioned in passing)
these techniques can be used to confirm and clarify information and

techniques such instructions; with summarising, you are taking the key points from
as summarising what the other person has said and reflecting them in a succinct
and manner; with paraphrasing, you are taking what they have said and
paraphrasing explaining it in your own words, but not cutting down the message or
the intent
this relates to the way in which you communicate with others

depending on the audience and the information to be communicated
style of (for example, think about how communication occurs in the kitchen
communication during service – this approach does not extend outside the kitchen; or
how you communicate with your team in comparison to your
supervisor)
you need to be aware of your own body language, but also that of
others; a person’s words may not reflect what is being shown by their
facial expression or posture; a good communicator is able to use their
body language
own body language to show interest and engagement, and is able to
observe the body language of others to interpret the meaning behind
their words or how they are feeling at that time
this can relate to the way in which you speak to others, the words you
use and the impact of those words; careful phrasing of requests or
when providing feedback is imperative as not everyone interprets
information the same way as it was intended (especially important with
respectful and
the written word!); the workplace will consist of people from diverse
sensitive
backgrounds, abilities and cultures, therefore it is important that
approaches
communication is also respectful and sensitive from this aspect
(especially when there is the potential for a coachee to claim they are
being discriminated against or treated unfairly, or that communication
barriers could lead to information not being correctly received)

as mentioned above, the process of coaching can lead to uncovering
issues or ideas that have not been considered before; do not simply
the ability to
use the coaching relationship as a way to tell the coachee what to do:
share ideas and
good communication and a good relationship with the coachee may
build on others’
lead to them providing ideas about ways in which processes or
ideas
activities can be improved – don’t forget, they are the one doing the
job on a daily basis, and their thoughts can be valuable in this area
a key purpose of communication is to interact with others and transfer

information; therefore a good communicator should be able to engage
engaging and
their audience to maintain interest; retention (where you absorb
interacting
information and hold on to it) is effective when the receiver is
interested and continues to have their attention held.
SH ARE PL AT E
Share with the group your previous learning or coaching experiences. Did you ever find yourself not
listening to the person who was teaching you something? Did your mind wander? Why do you think
this was the case? If you were the person who was not being listened to, what was it about your
communication approach that wasn’t working?
Your trainer will facilitate a group discussion.
L IFT T H E L I D
This detailed article provides some good information about the process of communication.
Article: https://www.skillsyouneed.com/ips/what-is-communication.html
L IFT T H E L I D
So, how do you apply these communication skills? This article provides some effective tips on how
to have a coaching discussion.
Article: https://www.yourofficecoach.com/coaching-resources/lessons-in-leadership/employee-
coaching/ten-steps-to-an-exceptional-coaching-discussion
Remember that the best way to encourage the coachee to engage in your conversation is to show
them respect, ensure that they understand the importance of the coaching and the benefits to them,
and that they will be supported during the process. Furthermore, you need to ensure that the coachee
knows they will receive feedback on their performance in future so they will know exactly how they are
progressing.

Planning the coaching sessions
Once you know exactly what coaching needs to occur, you can start to plan your sessions. The
information you will need to consider includes:
• When coaching can occur: will it be appropriate to run sessions during normal work hours, before
or after work or in a simulated location?
• What resources are required: what equipment do you need? What facilities do you need to
access? Do you need other people in the workplace to take part in the sessions (for example, do
you need someone to play the role of customers or could you run the sessions while the coachee
interacts with real customers)? Do you need to provide the coachee with any documentation or
information to support the sessions (such as procedures, checklists, forms/documentation)?
• How many sessions are needed and how long will they go for: will this be a one-off coaching
session that lasts for a couple of hours or a short session that occurs daily to build skills? Do you
have an idea on how long the coachee may need to gain the required skills?
• Impact of the sessions on others: will you need specific equipment or a space in the work
environment to run the session? Will your session interfere or impact the ability of others to do
their work? Will the session involve the use of equipment or other resources that need to be used
by others?
• How much time the coachee will have before they receive feedback on their progress: this will
depend on the type of coaching and the complexity of skills and knowledge. If the coaching is for
a routine job skill that the coachee performs regularly as part of their role, they may have
ample opportunities to improve their performance (for example, it may be a cookery method or
techniques that need to be addressed, or their customer service skills, equipment usage,
cleaning practices and so on).
• What is your own work schedule like: when do you have time to fit in these sessions? Can you
work the coaching in with your own job tasks (for example, if you have to coach someone on how
to use a piece of equipment or technology that you use as part of your own work activities, you
may be able to run the sessions during this time).
Once you have this information, you can make arrangements such as notifying relevant personnel of
the coaching that will occur (for example, you may need to inform your own supervisor, check for any
work health and safety issues that could impact the sessions, and so on). Set up a schedule in your
calendar or diary and, if it is electronic, share it with those involved. Remember that you still need to fit
in your own work, so the date and time of coaching should not impact any deliverables you may have,
whether these are scheduled or informal activities.
Image by Jason Goodman on Unsplash

How much time will you need?
This is a difficult question to answer as it will vary greatly depending on what the coaching will involve,
who it will involve and the level of skills and knowledge to impart.
As the coach, you will have an excellent idea on how long it takes you to do the task of activity. This
means you have already worked out how long it will take you to demonstrate it at least once. Consider
how long it will take to explain the processes, procedures, rationale, benefits etc to the coachee and
allow time for questions and further discussion. Then consider the time given to the coachee to
practise and seek feedback. Remember they will not be able to do the task as quickly as you, so add
on more time (perhaps half again, depending on what you are doing).
SH ARE PL AT E
For this activity you will be put into pairs. You are to assume you are the team leader and your
partner is one of your colleagues. There is a need for coaching and you need to discuss this with
them.
Your partner will have been given some information from your trainer about their situation. This
may include a coach request, or information on how they are to respond to your own role in this
scenario.
Use this activity to practise your communication skills and talk to your partner about their needs
and how these can be addressed.
L ET IT SIMMER
Reflect on the activity you just completed and think about:
• what you did well
• what you could improve on
• what you would do differently next time.

2: Coach colleagues on the job
By this stage you will have identified that there is a need for coaching and the specifics of the
coaching. Before you can move on to actually coaching the employee, you need to know about the
key principles of training. By understanding these principles you will be able to better assist the
coachee to absorb the skills and knowledge being transferred during your coaching sessions.
The key principles of training include these steps:
• explanation
• demonstration and review
• practise and observation
• evaluation and feedback.
L IFT T H E L I D
Read more about adult learning here.

Website: https://ala.asn.au/adult-learning/the-principles-of-adult-learning/
Take any notes to summarise what you have read and keep for future reference.
Beginning the session

An important part of coaching includes making sure that the coachee is comfortable and understands
what is to occur during the session. Coaching will not be effective if the coachee is confused or
uncertain about the process. Furthermore, some coachees may be quite nervous and worried about
how their performance during the coaching will impact their employment: they may be concerned that
they are heading for a negative performance review, or casual staff may be worried that they will not
receive more shifts in the future if they cannot ‘master’ the session.
A good coach will identify these performance issues or barriers at the beginning of the session (or
during the initial coaching discussion, where relevant) and work with the coachee to put them at ease.
Common barriers can include:
• breakdown in communication
• inappropriate circumstances for coaching
• insufficient opportunity to practise
• language or cultural barriers
• shyness or lack of confidence.

If these barriers continue to impede the session and thus the transfer of knowledge and skills, the
coach may need to take these concerns to their supervisor to determine another way of addressing
the coaching.
Check equipment and other resources for any faults or damage before you begin. Make sure you
have everything you need. Time is often valuable in the hospitality and kitchen environments, so be
as organised as you can.

SH ARE PL AT E
In a group, discuss how each of the points above can impact the relationship between the coachee
and the coach and the outcomes of the session.
Your trainer will facilitate a group discussion.
Explanation
This is the stage where you talk to the coachee about the aim and purpose of the coaching. This
might include reference to:
• what skill/knowledge needs were identified
• how these were identified
• goal/s to be achieved through coaching
• resources included in the coaching
• expectations of the coachee during the session.

Once these areas have been addressed, you can move on and discuss the topic of coaching. For
example, if you are coaching knife skills you will talk about the types of knife skills that will be covered
(you may even have some examples of food cut using precision cuts); if you are plating you will talk
about the importance and impact of plating. Any techniques, safety aspects, hygiene practices,
procedures and so on will also need to be included during this stage.
Businesses will have procedures for various tasks that provide instructions on how to complete a
specific task and must be used when training others in that task to ensure that the coachee is being
trained in the correct way that the organisation has provided.
Policies and procedures ensure that the organisation is following legislative requirements set by local,
state and federal governments.
Procedures are step by step instructions on how to complete tasks in a safe manner as well as how to
comply with legislation and regulations set by government bodies.
A good way to remember this stage is to think about the way in which you would describe:
• how to do it
• when to do it
• why they would do it
• what could go wrong
• what to do to fix it
• the benefits of what they are about to learn.
At the end of the explanation stage, you should have transferred to the coachee the key concepts,
technique and/or principles relevant to the session. However, don’t forget to confirm that the coachee
has in fact understood! You may like to ask them questions or get them to summarise what you have
discussed to make sure they were listening.

SH ARE PL AT E
In a group, use the knife skills example to identify the things you would explain to the coachee at
this stage.
Your trainer will facilitate a group discussion and you will get a chance to put forward your thoughts.
Demonstration and review

This is the stage where you perform the skill, activity, action or task that is to be transferred. You may
like to repeat the information from the explanation stage.
So, using our knife skills scenario above you would:
• make sure you have everything you need at hand
• take the knife and explain what to check for before you start cutting
• hone the knife if required and discuss technique and knife handling/safety
• explain what cut you will do first
• cut the food, perhaps discussing other foods that the cut would be suitable for
• move on to cut other foods or stop here and move to the next stage if you would prefer the
coachee to practise each cut one at a time)
• discuss the quality aspects of a correct cut (such as consistency, size etc).
The coachee will be able to watch what you do and what must be considered when doing it.
You can also use this time to impart further tips or advice.
Ask the coachee if they would like you to repeat the demonstration. You may repeat the
demonstration multiple times if you notice the coachee has not taken in all the steps, or there are a
number of key steps that mean the demonstration may be difficult to absorb in one go.
Review the steps you took in your demonstration and make sure the coachee is confident they can
attempt their own demonstration. This may include asking some questions about what they saw you
do, the key stages/parts of your demonstration, any safety issues or problems that could occur, the
procedures that apply to the activity and so on.
SH ARE PL AT E
Your trainer is going to give you a coaching scenario. In a group, discuss how:
• a coach would demonstrate these skills
• what tips, hints or advice they may have
• specific parts from the explanation stage they may repeat.

Your trainer will facilitate a group discussion and you will get a chance to put forward your thoughts.

Practise and observation
The coachee will now practise what you demonstrated by applying the same step-by-step approach
you used. In order to increase the coachee’s confidence, you may like to do the activity together. This
will depend on the type of activity, as there will be specific activities that the coachee’s eyes should
remain firmly on what they are doing (knives!).
For the first employee demonstration, you might remain quiet and let them complete the steps without
any intervention or you might need to provide some encouragement or prompts (especially where the
activity is complex or the coachee shows a lack of confidence or nervousness). This is a choice you
will need to make based on the situation occurring: each coaching session and person you coach will
be different, even if in subtle ways.
It is important to observe them carefully, especially where the sessions include hazards such as those
related to food safety, hygiene and work health and safety. The observation is not just about how well
they perform the skills, but whether they are doing them in a way that shows they understand safety
and hygiene implications which are especially important in a cookery context.
If at any stage the coachee is doing something that could put themselves or yourself at risk of harm or
you notice that there is a safety or hygiene concern, you must stop the session immediately. Discuss
the reasons for stopping so that the coachee understands what has happened.
SH ARE PL AT E
Discuss with the group the types of safety and hygiene issues you need to consider when running a
coaching session in a commercial kitchen.
Feedback
When the demonstration is complete, review the coachee’s performance and allow time for
discussion. Ask them how they felt about their performance and get them to reflect on the positives
and areas for improvement. This is a good way to see if they have in fact identified any issues with
their performance and why these may have occurred – it shows that they are thinking about what they
are doing while they are doing it.
Image by Tima Miroshnichenko on Pexels

In order to keep the session positive and the coachee comfortable and confident, feedback must be
constructive and supportive. Any areas for improvement should be discussed, with explanations as to
why you have picked up the issues with their performance and their impact if they continue with their
incorrect approach (for example, correct knife handling techniques could lead to risk of slippage and
injury).
You may need to return to the demonstration stage and continue with explanation and clarification if
the employee’s performance showed they had not adequately absorbed the requirements of the
activity.
L IFT T H E L I D
This article provides more information about coaching and feedback, particularly from a
performance improvement perspective.
Article:
https://www.csu.edu/humanresources/empdev/documents/GuidetoCoachingandFeedback.pdf
SH ARE PL AT E
In a group, share your experiences with feedback including:
• feedback you received that you felt was effective and constructive
• feedback you received that you felt was not helpful (and why)
• feedback you have had to give someone else (what was the situation, what was the feedback,
how did you feel doing it)
• anything you would do different next time you had to give feedback.
WH AT ’S C OOKI NG?
Your trainer will provide you with another scenario. You will need to coach your partner in a specific
activity or task. Your partner will receive their own scenario in which they will need to coach you.
Take time to go through the steps above and practise how you communicate and demonstrate the
skills and knowledge required of the activity or task you have been assigned.
Following up
Part of the coaching discussion will have included deciding when you will follow up with the coachee
and how you will monitor their progress and performance in the meantime. It is important to make
these points clear to the coachee, especially in situations where the coaching has been due to poor
performance, so there can be no disputes in future.
Monitoring in some cases will be similar to the processes that helped to identify that coaching was
required, and may include:
• observing the coachee performing the tasks relevant to the coaching
• reviewing work output

• observing their morale and confidence
• observing how they work with their team
• obtaining feedback from others in the workplace
• reviewing documentation completed by the coachee (such as an updated self-assessment or

other workplace forms and documents) and comparing to previous documentation.
Monitoring should always be done over a period of time so you can look for improvements, changes
in work contexts that may lead to the coachee’s performance changing (for example, the coaching
may have covered key aspects of customer service techniques, but perhaps they did not receive
coaching on how to deal with a difficult customer who has diverse needs), ‘ebbs and flows’ in
performance and so on.
Always be available to provide your coachee with support or advice. They may want reassurance that
they are doing things correctly, therefore observe them and provide feedback. They may have
forgotten something from the coaching session, so have a chat with them and fill the gaps. Don’t just
leave them to flounder after the session, while you are monitoring you should also be supporting!
Reporting on progress
You may be required to report to your supervisor or other relevant personnel (such as the coachee’s
supervisor, if different to your own, or the human resources department of your workplace) about the
progress and outcomes of coaching. This may be as simple as writing an email or you may need to
complete some forms or draft a brief report. These processes will vary according to your workplace
and its procedures.
Regardless of procedural requirements, your report should include the following:
• how the coaching was undertaken (techniques and knowledge imparted, how many times
coaching occurred, how quickly the coachee picked up the skills and knowledge, etc)
• the period of time over which you monitored their progress and performance
• any problems identified during the monitoring period (if any) and actions taken to address them
• feedback received from others in the workplace (for example, does the feedback match your own
observations, does the coachee’s performance change when you are not around, are they
showing initiative and improving in other areas, how is their morale and confidence, etc)
• suggestions, where the coachee has not shown any signs of improvement, on what to do next:
for example, you might recommend coaching with another person if you believe they would be
more comfortable etc with another person, that the coachee transitions to a formal training
program, the coachee needs support with other areas that appear to be impacting them (which
include language and literacy, workplace relationships, confidence, shyness and so on).
If the coachee has not improved over time, you should not always jump to the conclusion that they are
unable to do the job or what they were being coached in. As mentioned above, there can be other
issues at play that may impact their performance or their ability to engage or retain information.
Further discussion with the coachee will be required, and this may need to occur with their supervisor
or human resources personnel.

W H AT ’S C OOKI NG?
Write an email (you can do this in Microsoft Word or even handwrite your email) that you would
send to your supervisor that provides them information about the coaching session you had with
your partner. Your partner showed improvements over time that you were happy with, therefore the
coaching was a success. You monitored them over one month. Other feedback reflects the
performance you observed.
Make sure you email is clear and professional.


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SITXHRM007

coach others in job

© 2022 RTO Works

SITXHRM007 Coach others in job skills

• Coach colleagues on the job.

SITXHRM007 Coach others in job skills

Coaching, training and mentoring

and the skill to impart the right information to others.

SITXHRM007 Coach others in job skills

• support the coachee

• provide immediate assistance or demonstration of skills

• be a fundamental part of ‘correcting’ staff who are not working to expectations

• help avoid repetition of unacceptable or non-compliant performance

• increase workplace productivity

• build the credibility of the person providing the coaching.

Identifying the need for coaching

• an employee asks for support

• management asks their staff what coaching they would like

• the result of a performance appraisal

• upon the advice or concerns of others in the workplace

SITXHRM007 Coach others in job skills

• identification of poor hygiene and food handling skills

• lack of, or poor, sustainable work practices

Can you think of any others?

Being a good communicator

SITXHRM007 Coach others in job skills

there are a number of questioning techniques that can be used: the

these techniques can be used to confirm and clarify information and

this relates to the way in which you communicate with others

SITXHRM007 Coach others in job skills

a key purpose of communication is to interact with others and transfer

SITXHRM007 Coach others in job skills

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SITXHRM007 Coach others in job skills

Reflect on the activity you just completed and think about:

• what you did well

• what you could improve on

• what you would do differently next time.

SITXHRM007 Coach others in job skills

The key principles of training include these steps:

• demonstration and review

• practise and observation

• evaluation and feedback.

Read more about adult learning here.

Beginning the session

• inappropriate circumstances for coaching

• insufficient opportunity to practise

• language or cultural barriers

• shyness or lack of confidence.

SITXHRM007 Coach others in job skills

• what skill/knowledge needs were identified

• how these were identified

• goal/s to be achieved through coaching

• resources included in the coaching

• expectations of the coachee during the session.

• why they would do it

• what could go wrong

• the benefits of what they are about to learn.

SITXHRM007 Coach others in job skills