SITXHRM001

COACH OTHERS IN JOB SKILLS

 OBJECTIVES

1 2 3
Prepare for Coach Follow-up
on-the-job colleagues coaching
coaching on-the-job
 1.1 IDENTIFY NEED FOR
CHAPTER 1: COACHING BASED ON A RANGE
OF FACTORS.
PREPARE FOR
ON-THE-JOB
COACHING 1.2 IDENTIFY SPECIFIC COACHING
NEEDS THROUGH DISCUSSION
WITH COLLEAGUE AND
ORGANISE COACHING SESSIONS.
1.1 IDENTIFY NEED
FOR COACHING
BASED ON A RANGE
OF FACTORS
COACHING
Coaching is a useful way of developing
people's skills and abilities, and of
boosting performance. It can also help
deal with issues and challenges before
they become major problems.
A coaching session will typically take
place as a conversation between the
coach and the coachee (pers on being
coached), and it focuses on helping the
coachee discover answers for
themselves. After all, people are much
more likely to engage with solutions that
they have come up with themselves,
rather than those that are forced upon
them.
 IDENTIFYING THE REQUIREMENT FOR
COACHING OR TRAINING
There are several factors that can indicate a need for
coaching:
o Staff induction
o A request from colleague for coaching
o A direction from management to help a staff
member
o As a result of personal observation of staff
performance
o Following a customer complaint as a result of
changes in workplace equipment
o As a result of changes in procedures
o Changes in legal requirements
1.2 IDENTIFY SPECIFIC COACHING NEEDS THROUGH DISCUSSION WITH
COLLEAGUE AND ORGANISE COACHING SESSIONS
Doing discussions with colleague or employee:
It is critical for the individual being trained to be engaged with the improvement of their coaching plan. This helps
them to comprehend training is being made to suit their requirements and to help align their work performance
with expectations.
 INVOLVEMENT OF EMPLOYEES OR COLLEAGUES IN THE PLANNING STAGE
WILL:
• Demonstrate your expectation to help them as an individual person.
• Prove they are an important asset and resource for the company despite the fact that they
may not be 100% skilful or competent. This should help ease any feelings of dread they may
have about losing their job as they can't get things done right, or they don't know or
understand the things or procedures
• You need to ask them any extra requirement for the coaching that they have. Some employees
have ‟hidden‟ coaching needs they are hesitant to share, dreading work loss, lessened hours
or minimum chance of getting promotion
• Enable you to become acquainted with employees better as a person. This incorporates getting
some information concerning their past coaching or training experiences, recognizing
limitations they have on their cooperation in coaching, discussing their past work
history/experience and their out of work hobbies or interests.
CHAPTER 2: COACH COLLEAGUES ON-THE-JOB

2.1.Explain overall purpose of coaching to colleague.

2.2.Explain and demonstrate specific skills.

2.3.Communicate required knowledge and check colleague understanding.

2.4.Advise organisational procedures for completing workplace tasks.

2.5.Provide colleague with opportunity to practise skill and ask questions.

2.6.Provide feedback in constructive and supportive manner.

 2.1 EXPLAIN OVERALL PURPOSE OF COACHING TO COLLEAGUE
The Purpose of Coaching:
Coaching is not merely a technique to be wheeled out and rigidly applied in certain prescribed
situations. It is a way of leading, a way of treating people, a way of thinking, a way of being.
 THE PURPOSE AND IMPORTANCE OF COACHING CAN BE
FOLLOWING:

• To increase the product or service knowledge in workplace

• To address and aware staff or employees about a legally-imposed
compliance requirement
• To enhance and increase the occupational health and safety
• To minimise the resource wastages
• To maximise the overall productivity of product or services
• To increase service delivery standards and requirements
• To change an existing skill to one required or preferred by the employer
• To prepare the learner for extra duties, promotion or additional
responsibilities
SUGGESTIONS TO REMEMBER WHEN EXPLAINING THE
PURPOSE OF COACHING TO COLLEAGUES:
• They ought to be informed of the requirement for the coaching and how it
will profit them in their day to day tasks. This will help give motivation to
the coaching and exhibit there is a real requirement for the coaching.
• Where relevant, the employee ought to be informed about how the
coaching will profit co-employees, customers and the business.
• The employee must be encouraged and motivated. As the coach you should
guarantee staff feel you are there to help and support them.
• Staff must be encouraged to be engaged with the coaching session. This
implies all coaching sessions must be participatory in nature.
• The coaching session is being directed for the benefits of the employees.
You need to ensure that you do not shift the focus of coaching to yourself.
• You need to make the collaborative and supportive environment for
coaching session.
2.2 EXPLAIN AND DEMONSTRATE SPECIFIC SKILLS

You need to utilize industry and

establishment language and jargon
as appropriate, yet ensure full You need to talk slowly, precisely
At the point when explanation is
explanations are given where and accurately. Try not to rush your
Explanation: required the accompanying are
necessary. Your language and words and never expect knowledge
valuable guidelines:
communication skills must inform for the employee.
the employee not exclude or confuse
them

You need to make references to the Make sure a copy of the

You are required to allude to health
You need to ask questions from the manufacturer’s instructional manual manufacturer’s instructions ought to
and safety requirements where and
coaches to confirm comprehension. where suitable. Your coaching must be accessible for the employee to
when necessary. All instructing must
Questions and feedback are an fit in with conventions as recorded peruse, furthermore, where
be set against a system of required
essential part of the coaching. by the manufacturer’s guidelines for conceivable take away with them for
OHS hones.
equipment being utilized. future perusing, reading or study.
 Communicate precisely underpinning knowledge required can
include:
• Ingredients or components of items
• Knowledge of products or services, processes and procedures, practices and principles including technical skills
• Legislative, work health and safety and hygiene requirements
2.3
• Principles underpinning skills, such as communication and selling
COMMUNICATE
• Reasons for undertaking various tasks
• Communication abilities that add to production and agreeable relations amongst workers and clients
REQUIRED
• Teamwork abilities, adding to beneficial working connections and tangible outcomes
KNOWLEDGE
• Planning andAND
organising abilities that add to long term and short term strategical planning
• Self-administration abilities, adding to representative fulfillment, satisfaction and development/growth
CHECK COLLEAGUE
• Learning abilities adding to continuous change and extension in employee and company operations, tasks and
UNDERSTANDING
valuable results
• Ingredients for food dishes or beverages, including information on how these ingredients should be stored
• Equipment’ piece’s components including indicators and how to attempt maintenance
• Organisational and legislation requirements, so staff members or employees work capably and within the different
laws applying to the business. Occupational health and safety, liquor licensing, food safety and gaming licenses are
the main concerns in this regard.
 2.4 ADVISE ORGANISATIONAL PROCEDURES FOR COMPLETING
WORKPLACE TASKS

Providing a safe workplace in hospitality:

• Your organisation’s ability to deliver effective WHS education to hospitality workers will depend on your own ability to identify
the most immediate hazards. The most common risks and hazards for these workers include:
• Manual handling: Activities that involve the lifting and carrying of heavy objects, manual handling injuries make up 28 per cent
of all workplace ailments according to the Victorian Government. Educating staff in correct handling procedures and providing
equipment to assist with lifting and carrying can help alleviate some of the stress on workers.
• Slips, trips and falls: Working with food and drink exposes employees to hazards from spilled substances. In tight quarters with
large, heavy machinery, a slipping worker can easily injure themselves. Ensuring workers know to clean up any spills
immediately, and clearly signpost hazardous areas, is smart WHS strategy.
• Knife injuries: Kitchen staff should all be well trained in safe and effective knife handling, but accidents still regularly occur in
busy, high-pressure working environments.
• Food handling: A critical concern for keeping customers safe as well as the workers themselves, being trained in correct food
handling procedures is vital. Avoiding contamination of food due to inadequate temperature control and effective cleaning
procedures can reduce the chances of illness.
• Fatigue: Hospitality workers traditionally work long hours at irregular times of day, and in environments that can be hugely
stressful. Ensuring staff have adequate breaks and manageable shift schedules is the responsibility of any organisation.
 2.5 PROVIDE COLLEAGUE WITH OPPORTUNITY TO PRACTISE SKILL
AND ASK QUESTIONS
Providing the opportunity to practice skills to employees
If there is no opportunity for employee to put his/her skills into the practice new skills coached or shown to the
employee may be lost quickly. Make sure you don’t believe that your job is done after showing of the employee
what to do.

You must include the following while assessing employee practices:

• You need to monitor the tasks or work of employee that they are doing the given tasks or responsibility
accurately or not. This implies they are working securely, doing sub-tasks in the right maintained way or
sequence, not wasting efforts, time and product.
• You need to provide additional relevant information.
• If the employee is not comfortable in any tasks you need to step up and demonstrate where and when
required.
• You are required to encourage, motivate, praise and congratulate employee’s tasks or work where necessary.
• You should ask them questions while monitoring their practices in order to assess their level of understanding
and knowledge. You need to keep in mind that some staff members become embarrassed quickly, so you need
to provide them one on one feedback sessions separately in an appropriate location far from other employees.
2.6 PROVIDE FEEDBACK IN CONSTRUCTIVE AND
SUPPORTIVE MANNER
 Feedback is an essential element for
everyone in an organization's workforce.
Giving feedback is a task you perform again
and again as a manager or supervisor, Benefits of constructive and supportive
Feedback: It provides guidance It nurtures growth
letting people know where they are and feedback:
where to go next in terms of expectations
and goals - yours, their own, and the
organizations.

Some situations which require giving

It can improve employee engagements. Ongoing performance discussions Providing specific performance pointers Following up on coaching discussions
constructive feedback include:

Letting someone know the consequences of Some clues that constructive feedback is Someone asks for your opinion about how
Giving corrective guidance Unresolved problems persist
their behaviour. needed are when: they are doing

An employee's performance doesn't meet

Errors occur again and again A peer's work habits disturb you.
expectations
 THE SIX-STEP METHOD FOR GIVING
CONSTRUCTIVE FEEDBACK:
Step 1: State the constructive purpose of your
feedback.
Step 2: Describe specifically what you have
observed.
Step 3: Describe your reactions.

Step 4: Give the other person an opportunity to

respond.
Step 5: Offer specific suggestions.

Step 6: Summarize and express your support

 CHAPTER 3: FOLLOW-UP COACHING

3.1 MONITOR PROGRESS OF NEW WORKPLACE SKILLS AND

PROVIDE SUPPORTIVE ASSISTANCE.
3.2 REPORT PROGRESS TO THE APPROPRIATE PERSON.
3.3 IDENTIFY PERFORMANCE PROBLEMS OR DIFFICULTIES WITH
COACHING AND RECTIFY OR REFER TO APPROPRIATE PERSON
FOR FOLLOW-UP.
3.1 MONITOR PROGRESS OF NEW WORKPLACE SKILLS AND
PROVIDE SUPPORTIVE ASSISTANCE
 MONITORING PROGRESS:

Most training proceeds until the point where the staff member has accomplished and
can certainly show the required level of competency for the task session being
taught. Achieving competency can't generally be come to in the time apportioned to a
training/coaching session because there is mainly a requirement for the employee to
practice. Practice ought to dependably be observed to guarantee the employee is
performing or demonstrating as required, and not adapting bad habits .
 MONITORING PROGRESS MAY INVOLVE:
• Finishing coaching agendas to guarantee all learning
results/competency principles and standards have been
accomplished. Utilizing standard agendas/checklists
guarantees all employees are coached to a similar standard
and coaching is uniform.
• Scrutinizing the staff member to confirm supporting skills or
abilities and information.
• Checking, for instance, change in sales figures or change in
service speed – utilizing a quantifiable indicator to evaluate
the working environment effect of the coaching to exhibit the
coaching has accomplished its proposed result.
• Using various evaluation apparatuses. This may include the
utilization of written questions, the utilization of case studies,
practical activities, role plays, or assignments to judge
whether or not the employee has accomplished the
competency and skill level required.
KEY STEPS IN PROVIDING SUPPORTIVE ASSISTANCE:
THE MENTOR SHOULD:
• Be available to the staff member. Coaches ought to be set up to
be accessible when the employee needs to talk, needs
assistance, needs support and more information
• Be non-judgemental. The coach ought to be a source of
encouragement and support, not a man who makes informed
decisions to the employee about their competency, potential or
capacity
• To maintain confidentiality. What is said between the employee
and the coach must be confidential and private
• Avoid giving the coachee the impression they are interfering.
The coach should welcome the coachee’s approaches and avoid
from giving the impression they are rushing their dealings with
the employee.
 3.2 REPORT PROGRESS TO THE APPROPRIATE PERSON
You can report progress of coaching practices in two ways: formal or informal manner. The exact strategy
utilized as a part of each instance will rely upon the specific establishment’s policies and procedures, yet
reporting is either verbal, written or a mix of the two.

YOU MAY REPORT TO THE FOLLOWING PERSONS:

• Administration as well as the owners of the business
• The HR Department – because the employee’s compensation might be connected to their ability to
exhibit competency
• Head Office – for their records which might be utilized to distinguish staff who are qualified for
promotion, further training, additional obligations, higher obligations.
• The chief in the region where the student works – so they can get criticism about their expertise levels,
potential, duty.
3.3 DENTIFY PERFORMANCE PROBLEMS OR DIFFICULTIES WITH COACHING
AND RECTIFY OR REFER TO APPROPRIATE PERSON FOR FOLLOW-UP

You may identify the problems and difficulties with coaching as a result of:

• Feedback got from clients and analysing their level of satisfaction or dissatisfaction with
products/items or services
• Feedback you got from your managers or supervisors about the performance of
employees
• Your observation of workplace tasks and employee’s work performance.
You may refer the issues to the following individual
person:

• Duty manager
• General manager
• Office administrator
• Branch manager
• Owner of the company
• Department manager
• Section manager
• Somebody at head office who has specialist for spending money or acquiring
assets and resources for training or coaching