SITXHRM001 SAB v3.0

SITXHRM001 - Coach others in job skills
Student Assessment Booklet
Version 3.0
SITXHRM001
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ASSESSMENT RECEIPT FORM
STUDENT NAME: VICKY KUSHWAHA
STUDENT ID: GT07552
COURSE CODE: SITXHRM001 –
COURSE TITLE: Coach others in job skills
TRAINER’S/ASSESSOR’S NAME: BIJAYA SHARMA
ISSUE DATE:
DUE DATE: 10-12-20
UNIT CODE AND DESCRIPTION SITXHRM001 – Coach others in job skills
NOTE:
1. This form must be stapled on top of the Assessment Workbook upon submission.
2. This Assessment Receipt Form must be dated and signed in.
RGIT Student
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Assessment Received by
RGIT Staff Name: ………………...……............. Student ID: ...................................................
Signature: …………………………...……..…... Student Signature: ….………………..…….
DECLARATION
1. I am aware that penalties exist for plagiarism and academic dishonesty.

2. I am aware of the requirements set by my Trainer/Assessor.
3. I have retained a copy of my Assessment.
Student Signature: Date:
ASSESSMENT RECEIVED BY RGIT Staff
Name:
Date:
Signature:
================================= Tear Here =========================== Students

must retain this as a Record of Submission.
Assessment Handed On: ____________________
Unit Code & Description: SITXHRM001 – Coach others in job skills
ABOUT THIS BOOKLET
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, hospitality and event sectors.
No occupational licensing, certification or specific legislative requirements apply to this unit at the
time of publication.
The assessment booklet contains three (2) parts:
PART 1: Assessments information: This part contains information on assessments for this unit of
competency and how assessment will be conducted throughout unit to achieve the
competency.
It includes:
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• Application of the unit of competency
• Purpose of assessment
• Elements, performance evidence and knowledge evidence requirements of the unit
• Conditions, context, required resources and location of the assessment.
• Assessment tasks.
• Outline of evidence to be collected.
• Administration, recording and reporting the requirements including special adjustments,
appeals, reasonable adjustments and assessors’ intervention.
PART 2: Assessment tasks: This part contains the information to successfully undertake the
assessment task. In each assessment task, students will find the following information:
• Task instructions.
• Role play / Practical Demonstration information.
• Information on resources required, where applicable
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1 PART 1 - Assessment Information
2
3 Application of the unit of competency:
4 This unit describes the performance outcomes, skills and knowledge required to provide on-thejob
5 coaching to colleagues. It requires the ability to explain and demonstrate specific skills,
6 knowledge and procedures and monitor the progress of colleagues until they are able to
7 operate independently of the coach.
8 The unit applies to experienced operational personnel and to supervisors and managers who
9 informally train other people in new workplace skills and procedures.
10 It applies to all tourism, hospitality and event sectors.
11 No occupational licensing, certification or specific legislative requirements apply to this unit at the
12 time of publication.
13
14 Purpose of assessment:
15 The purpose of assessment is to determine competency in the unit SITXFSA001 - Use hygienic
16 practices for food safety
17
18 Elements
19 Elements Elements Title
20 Prepare for on-the-job coaching.
21 Coach colleagues on-the-job.
22 Follow-up coaching.
23 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.
24
25 Knowledge Evidence
SITXHRM001
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
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 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.
Resources Required:
The assessor will ensure that assessment is conducted in a safe environment and you have access
to the following resources for the unit.
- Computers with access to internet and printers
- DIDASKO learner guide for unit SITXHRM001 - Access to RGIT training
environment
Clustering/holistic assessment:
There is no provision for clustering of assessments in this unit.
Competency Requirements:
To be judged competent in this unit, you will be required to demonstrate all indicators which are
shown in the Marking Guide (assessor’s document).
You must satisfactorily complete all assessment tasks to be Competent (C) in the unit. Students
with unsatisfactory completion of any of the assignment tasks will be deemed Not Yet Competent
(NYC).
Assessors will ensure that the evidence collected meets the requirements of the Rules of Evidence
(authentic, current, sufficient and valid) prior to entering results into the competency record sheet.
Students unsuccessful at achieving “Satisfactory” for any assessment at the first attempt will be
given two opportunities for reassessment. If the student is still deemed Not Yet Competent (NYC)
after two reassessments in a unit of competency student will be required to repeat the unit as per
the scheduled delivery of the course. For further details, refer to RGIT Re-Assessment Policy and
RGIT Course Progress Policy.
Assessment tasks Assessment description Location of
assessment
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Version: 3.0 Responsibility: Course Coordinator Last Reviewed: September 2020

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Assessment Task 1 You are required to choose the correct option(s) from Needs to be
(AT1) – the choices given for the questions and present your completed in
Knowledge Test assignment in a clear and professional manner. the classroom
Assessment Task 2 This assessment task is short answer question which Needs to be
(AT2) – demonstrate that you have required knowledge to completed in
Worksheets coach others in job skills. the classroom
Assessment Task 3 This is Practical Demonstration in simulated environment Needs to be

(AT3) – Practical demonstrating coaching others in job skills. completed in
Demonstration This will be done over 3 sessions of 4 hours each (Total 12 simulated
hours) environment in
You are required to provide on the job coaching to four RGIT Class room
different colleagues.
You must address identified performance problems or
difficulties experienced by colleagues. You are required
to evaluate colleague’s performance and provide
constructive feedback.
You must also demonstrate the following during each of
the 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
Assessment Task 4 This assessment is case which requires student to plan This will be done
(AT3) – Case study and answer in response range of scenarios. in RGIT class
room
Assessment Task:
To achieve competency in this unit, you must satisfactorily complete all the following assessment
tasks within the date and time specified in the session plan. This will demonstrate that you have all
the required skills and knowledge for this unit.
Outline of evidence to be collected:

You must submit the following evidence to be marked competent for this unit. Your assessor will
ensure that the evidence submitted meets the Rules of Evidence which are valid, sufficient,
current and authentic.
Assessment Task 1  Completed knowledge test with questions answered and
(AT1) – Knowledge submit to your assessor electronically or paper-based.
Test  Complete and sign the cover sheet for assessment task
Assessment Task 2  Answer all questions correctly in the Written Knowledge
(AT2) – Worksheets Questions and submit to your assessor electronically or
paperbased.
 Complete and sign the cover sheet for assessment task
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Assessment Task 3  Provide effective on-the job coaching to four different
(AT3) – Practical colleagues.
Demonstration  Address identified performance problems or difficulties
experienced by colleagues.
 Evaluate colleagues’ performance and provide constructive
feedback.
 Maintain clear communication, complete training within
commercial time constraints and apply key principles of
training.
 Completed and sign the cover sheet for assessment task
Assessment Task 4  Response to all questions in the case studies.

(AT3) – Case study  Completed and sign the cover sheet for assessment task
Administration, recording and reporting requirements:

You must read and follow this information carefully while completing assessments for this unit of
competency and if you are unsure of any instruction, please contact your assessor to clarify.
The assessments are intended to be equitable, fair and flexible.
Submission of assessment:
You must ensure that the completed assessment tasks are submitted along with the assessment
cover sheet:
• Your assessor will mark the submitted assessment, provide feedback to you and complete
the comments section against each task, where applicable.
• ALL tasks must be completed in legible English. It is preferred that the tasks submitted for
assessments are typed and that they are legible and clear, if handwritten.
• You must submit all assessments on or before the due date specified by the assessor as per
the training plan.
• Extensions for individual assessment tasks may be negotiated in specific circumstances
with your assessor/trainer. However, you need to provide genuine evidence documents
when seeking an extension to due date (e.g. extensions due to illness will require a
medical certificate). To arrange an extension, you must speak to your assessor prior to the
due date. Extensions must be confirmed by the trainer in writing.
• You are permitted to use dictionaries and to seek support (as required) unless it puts in
jeopardy the integrity of the assessment, your assessor will let you know if this is the case.
• Unless the assessment task specifically allows pair work or group activities such as
brainstorming, you must submit your own original work and must not copy the work of
other students. Plagiarism is unacceptable.
• You can submit your assessment tasks through the learning management system or hand
in hard copies in the classroom.
Recording an assessment result:
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Once the assessments have been completed, the assessor will record the assessment results on
the student assessment record sheets and LMS/student management system and all results will be
approved by the course coordinator.
Assessors will check that you have completed the student declaration prior to filling out the
assessment sheet.
Retaining assessment records:

RGIT will securely retain all completed student assessment items for each student for a period of six
months from the date on which the judgement of competence for the student was made. RGIT
will also retain sufficient data to be able to reissue AQF certification documentation for a period of
30 years.
All assessment records submitted to the assessor for marking will be stored and retained properly.
And a hard copy submitted to student administration for filing along with the evidence.
The assessor will ensure that the student records are securely retained in accordance with the RGIT
record control policy accessible by the Student Administration Officer.
Assessment outcomes:
For unit of competency:
There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent (requires
more training and experience).
You will be awarded C = Competent on completion of the unit when the assessor is satisfied that
you have completed all assessments and have provided the appropriate evidence required to
meet all criteria in line with the Rules of Evidence. If you fail to meet this requirement, you will
receive the result NYC = Not Yet Competent and will be eligible to be re-assessed in accordance
with the RGIT Re-Assessment Policy and RGIT Course Progress Policy.
For assessment task:

There are two assessment outcomes for tasks. S = Satisfactory and NS = Not Satisfactory.
On the individual assessment cover sheet for assessment tasks you will be marked Satisfactory, if
you have completed the task successfully, submitted all evidence and satisfied the assessment
criteria and Not Satisfactory, if you have not completed the task, the evidence is not sufficient or
does not meet the requirements of the assessment criteria.
Re-assessment:
If you are unsuccessful at achieving competency at the first attempt, you will be given two further
opportunities for re-assessment at a mutually agreed time and date. For further details, refer to the
RGIT Re-Assessment Policy and RGIT Course Progress Policy. As this is a competency based
program, the assessment continues throughout the program until you either achieve
Competency in the assessment tasks or a further training need is identified and addressed.
Student access to records:

You have the right to access current and accurate records of your participation and results at any
time. You can see your results or attendance progress by logging in to the Learning Management
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System at any time or you can request a copy of your records by contacting the student
administration and the assessor.
Support:
You may seek clarification about the assessment information and the instructions and tasks at any
time from the assessor.
Reasonable adjustments and special learning needs:

RGIT Australia works to ensure that students with recognized disadvantages can access and
participate in education and training on the same basis as other students. Disadvantages may be
based, for example, upon age, cultural background, physical disability, limited or non-current
industry experience, language, numeracy or digital literacy issues.
Where pre-training interviews and assessments reveal that a student may require special support
or where, after enrolment, it is made apparent that the student requires special support,
reasonable adjustments will be made to the learning environment, training delivery, learning
resources and/or assessment tasks to accommodate the particular needs of the student. An
adjustment is reasonable if it can accommodate the student’s particular needs, while also taking
into account factors such as the student’s views, the potential effect of the adjustment on the
student and others and the costs and benefits of making the adjustment.
Any adjustments made must:
a. Be discussed, agreed and documented in the assessment record
b. Benefit the student.
c. Maintain the integrity of the competency standards and course requirements as stipulated
in the training package.
d. Be reasonable to expect in a workplace.
Reasonable adjustment may consist of:
a. Providing additional time for students to complete learning and assessment tasks.
b. Presenting questions orally for students with literacy issues.
c. Asking questions in a relevant practical context.
d. Using large print material.
e. Extending the course duration.
f. Presenting work instructions in diagrammatic or pictorial form instead of words and
sentences.
Complaints and appeals:

If you are dissatisfied with an assessment outcome, you may appeal the assessment decision. In
the first instance, you are encouraged to appeal informally by contacting the assessor and
discussing the matter with them. If you are dissatisfied with the outcome of such discussion, you
may appeal further to either the course coordinator and/or Head of Department. If you are still
dissatisfied, you may appeal formally and in writing to have the result reviewed. For more
information, refer to the Assessment Policy and the Complaints and Appeals Policy and
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Assessor intervention:
Assessors will check if you are ready for the assessment and defer the assessment if you are not.
Feedback will be given to you at the completion of the assessment. During role play, the assessor
may act as a client or employer, where required, but the assessor will not interfere with the
assessment. If the assessment activities might impact on your safety or that of others, the assessor
will stop the assessment immediately.
Plagiarism, cheating and assessment dishonesty:

RGIT considers plagiarism and cheating as a serious misdemeanour. Evidence of plagiarism and
cheating is treated on a case by case basis and the consequences for students engaging in such
practices may include failure of the assessment or unit or exclusion from the course. For more
information, refer to RGIT’s Assessment Policy.
Assessor feedback:
Assessors will provide feedback on the assessment that you have submitted. This can identify your
strengths and weaknesses or be an overall comment on your submission. A copy of the feedback
along with your submission will be given to you and you must keep a copy of it throughout the
completion of the course.
Student Declaration:
I .............................................................................. (Student Name) have read and understand the
information provided above and also understand and accept that any act of plagiarism and
academic dishonesty may have penalties including cancellation or suspension of my enrolment
with RGIT. I further declare that:
• All assessment work submitted for this unit competency is my own original work and
plagiarism and collusion has not occurred.
• Assessment work has not been copied or submitted for any other unit/course.
• I have taken proper care and effort to ensure my work has not been copied by another
person.
• I have retained a copy of this assessment for my own records in the event I have to
reproduce my work.
• I am aware that any assessment deemed unsatisfactory will require me to undergo
reassessment which may be different to the one originally submitted.
Student signature: ............................................................... Date: ....../....../.......
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PART 2
Assessment Task
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Assessment Cover Sheet: Assessment Task 1 (AT1)
Student Detail
Student Name
Student Id:
Group No (If Applicable):
Assessment Details
Unit of Competency SITXHRM001- Coach others in job skills
Assessment Task Knowledge Test
Issue Date
Due Date
Assessment Outcome Satisfactory □ Not Satisfactory □
Assessor name
Comments/Feedback
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this
assessment task is original and has not been copied or taken from another source except
where this work has been correctly acknowledged. I have made a photocopy or electronic
copy or photograph of my assessment task, which I can produce if the original is lost.
Assessor Student
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I declare that I have conducted a fair, valid, reliable I have received, discussed and
and flexible assessment with this student, and I have accepted my result as above for this
provided appropriate feedback. I also declare that I task and I am aware of my appeal
have undertaken the indicated assessment integrity rights.
checks.
Plagiarism check Yes No NA
Check for Copying/Collusion Yes No
Check for Authenticity (own work) Yes No
Cheating or use of model answers Yes No
Signature: ........................................................ Signature: .......................................
Date: ................................................................ Date: ..............................................
Assessment task 1: Knowledge Test
Required documents and equipment:

- Computer with internet connection to refer to various resources.
- Student assessment booklet and a pen (organized by the student).
- RGIT Learners’ resources for the unit SITXHRM001- Coach others in job skills (organised by the
trainer).
- Learner’s notes
Instructions for students:

This assessment will be conducted in the RGIT classroom or outside the campus with access to the
resources listed above.
You must satisfactorily perform all tasks to be deemed satisfactory for the assessment.
Planning the assessment

- Recommended date for assessment: [Trainer to provide]
- Access all resources mentioned in required resources either printed copies or access via the
internet
- You must:
o Answer all the questions satisfactorily to be deemed
competent o Complete the assessment and submit in due
timeline o Submit with a completed assessment cover sheet
- Your assessor will set a time to provide feedback
Evidence specifications:
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At the end of the assessment, you will be required to submit the following evidence before the
due date specified by the assessor:
- You are required to submit a completed (ticked) multiple choice question listed in Knowledge
test.
- Completed and signed cover sheet for assessment
Evidence submission:
- Documentation can be submitted electronically or paper-based.
- Your assessor will record the assessment outcome on the assessment cover sheet.
1. What three factors help you identify the need for coaching?
• Staff induction.
• A request from a colleague for coaching.
• A direction from management to help a staff member.
• As a result of personal observation of staff performance.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________
□ Satisfactory □ Not Satisfactory
2. How should you identify specific coaching needs and organise coaching sessions?
• Explore overall performance. Look at each section of your organization instead of
the organization as a whole. ...
• Compare yourself to similar organizations. ...
• Perform individual assessments. ...
• Consider your industry. ...
• Different training programs for different roles. ...
• Train for common job requirements.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________
3. What are two things you should explain to the trainee at the very beginning of your first
coaching session?
Introduction and just explain why I joined this
course________________________________________________________________________________________
______
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______________________________________________________________________________________________
______________________________________________________
4. When should you demonstrate and explain skills at the same time?
Answer
1. Listening. Being a good listener is one of the best ways to be a good communicator. ...
2. Nonverbal Communication.
3. Clarity and Concision
4. Friendliness.
5. Confidence
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________
5. What important knowledge should you communicate to your trainee before or during a
coaching session?
Communicate clearly any underpinning knowledge required
6. How do organisational procedures support coaching?

Helps identify and develop high potential employees. Helps identify both organizational and individual
strengths and development opportunities. Helps to motivate and empower individuals to excel.
Demonstrates organizational commitment to human resource development
7. In your coaching session, what should you do after you’ve explained, demonstrated and
reviewed the skill?
Provide your colleague the opportunity to practise the skill and ask questions.
8. Which of the following best describes how you should give feedback?
Make sure you are clear on why you are delivering the feedback
9. How do you follow up the outcomes of the coaching session afterwards?

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ANSWER
1. Right after the meeting:

2. Write things down. ...
3. Ongoing:
4. Follow up on agreements. ...
5. Observe signs of growth. ...
6. Check in directly. ...
7. Communicate impact. .
10. Who should you inform about the coaching session and report the trainee’s progress to?
They must then ensure that staff have access to training or learning opportunities which are linked to
individual, team and organisational performances.
11. What should you do if you identify performance problems or have difficulties with the
coaching?
the hardest thing in coaching is seeing the disappointment of an athlete or team whom you know has
done all the right things and worked hard but did not reach their goal(s).

Student Detail
Student Name
Student Id:
Assessment Details
Unit of Competency SITXHRM001- Coach others in job skills.
Assessment Task Worksheets
Issue Date
Due Date
Assessment Outcome Satisfactory □ Not Satisfactory □
Assessor name
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Comments/Feedback
Assessor Student
checks.
Date: ................................................................ Date: ..............................................
Assessment task 2: Worksheets

- Computer with internet connection to refer to various resources.
- Student assessment booklet and a pen (organized by the student).
- RGIT Learners’ resources for the unit SITXHRM001- Coach others in job skills (organised by the
trainer).
- Learner’s notes

This assessment will be conducted in the RGIT classroom or outside the campus with access to the
resources listed above.
You must satisfactorily perform all tasks to be deemed satisfactory for the assessment.

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internet
- You must:
o You must answer all the questions satisfactorily to be deemed
competent.
o Complete the assessment and submit in due timeline o Submit with
a completed assessment cover sheet
- You are required to submit short answers to all the question asked in worksheet
SECTION 1: PREPARE FOR ON-THE-JOB COACHING
Q1: You are the supervisor of a team. How could you identify the coaching needs of your team
members?
• Your team isn't hitting targets.
• There's a communication breakdown in your team.
• There is a feedback gap.
• Morale is low.
• There's tension in your team.
Q2: Other than your direct observation, how else can the need for coaching be identified?
• Trainee request • Colleague direction
Q3: Jen works at the front desk in a large resort. Read her discussion with her new colleague, Mary.
Identify Mary’s specific coaching needs.
Jen: ‘Morning, Mary. How you going? You are finding everything OK?’
Mary: ‘Mostly. I’ve got the registration system down and know how to process payments, but
a guest just told me that one of the ladies’ toilets is blocked. Who am I supposed to
tell about that? Is there a form I need to fill out or something?’
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Q4: Read Jen and Mary’s discussion again. What questioning technique did Jen use to confirm
Mary’s understanding of job tasks?
______________________________________________________________________________________________
______________________________________________________________________________
Q5: Identify four actions to take when using active listening techniques to build rapport, show
sensitivity, confirm understanding of job tasks, identify deficiencies and resolve them.
1. receiving_________________________________________________________________________________
2. understanding________________________________________________________________________________
_
3. evaluating_________________________________________________________________________________
4. remembering_________________________________________________________________________________
Q6: What are three things you should communicate about and confirm with your colleague when
organising their coaching session.
1. active listening.
2. questioning.
3. constructive feedback
Q7: Max is training a new worker on the telephone system in their office.
He needs ten minutes to coach on their answering procedures, 15 minutes for message taking
and distribution, 20 minutes for transferring calls and putting people on hold and 30 minutes
to practise. He’d also like to allow 15 minutes to give feedback and answer questions.
How much time should he allow for the coaching to make sure his colleague can complete
the required tasks?
______________________________________________________________________________________________
______________________________________________________________________________
Q8: List the five steps followed when planning a coaching session.
• Step 1: Opening the Session. Center yourself in your coaching space
• Step 2: Checking In. Inquire about events and progress since previous session (review
assignments, progress, etc.)
• Step 3: Working Phase. Ask powerful open-ended questions.
• Step 4: Action Planning.
• Step 5: Closing the Session.
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SECTION 2: COACH COLLEAGUES ON THE JOB
Q9: You can break your coaching session down into six simple steps which incorporate the key
principles of training. List these steps in order.
1. Analyze_________________________________________________________________________________
2. Prepare_________________________________________________________________________________
3. Conduct_________________________________________________________________________________
4. Document_________________________________________________________________________________
5. Follow up_________________________________________________________________________________
Q10: Prior to commencing a coaching session, you need to explain the overall purpose and
objectives of the coaching to your colleague. What are two things you have to explain to
them?
• communication skills, specifically the use of questioning techniques and clarity in oral
communication
• interpersonal skills to facilitate participation and encourage effective coaching outcomes
• literacy skills to interpret workplace documentation as required by the job role
Q11: You need to communicate required knowledge to your colleague during the coaching
session. State five items of information your colleague will need to know prior to doing tasks.
1. context for workplace coaching, including objectives, scope and relationship to other
workplace activities
_________________________________________________________________________________
2. communication skills, specifically the use of questioning techniques and clarity in oral
communication_____________________________________________________________________________
____
3. basic principles of training, such as explanation, demonstration, review, trainee explanation,
trainee demonstration and
feedback_________________________________________________________________________________
4. equal employment opportunity (EEO) and other relevant legislation impacting on workplace
coaching._________________________________________________________________________________
5. literacy skills to interpret workplace documentation as required by the job
role_________________________________________________________________________________
Q12: What are three types of required knowledge you might need to communicate to a trainee
prior to, or during, a coaching session?
1. • communication skills, specifically the use of questioning techniques and clarity in oral
communication
2. • interpersonal skills to facilitate participation and encourage effective coaching outcomes
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3. • literacy skills to interpret workplace documentation as required by the job
role_________________________________________________________________________________
Q13: How can organisational procedures help a trainee understand the tasks they are being
coached on?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________
Q14: List four kinds of skills you might explain and demonstrate when working in the tourism,
hospitality and events industry.
1. Teamwork: Almost every job within the hospitality industry involves teamwork.
2. Multi-tasking: No day is the same within the hospitality industry.
3. Flexibility
4. Attention to Detail
5. Industry Awareness
Q15: What are five techniques you should use while demonstrating and explaining skills to your
colleague during the coaching session.
1. questioning_________________________________________________________________________________
2. active listening.
3. verbal and non-verbal communication.
4. culturally appropriate strategies.
Q16: Describe four methods you can use to review what the trainee has learned and check their
understanding of knowledge and skills.
1. Test scores during and after the training.
2. Evaluation of applied learning projects.
3. Influence on performance KPIs.
4. Course completion and certification.
Q17: List three things you should do while your colleague is demonstrating and practising the skill.
1. Listen and learn. ...
2. Communicate clearly. ...
3. Do your best work. ...
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4. Take responsibility. ...
5. Set a strong example. ...
6. Include everyone.
Q18: It’s important to give colleagues feedback in a constructive and supportive manner. Describe
a ‘feedback sandwich’.
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
Q19: Identify six ways you can evaluate and assess a trainee’s demonstration or performance.
1. Appreciate training that better his productivity.
2. Possess superior job skills and utilize them in any assignment.
3. Skillful and his abilities have an impact on the company.
4. Take opportunities that better his work productivity.
5. Share and help other learn essential job skills.
Satisfactory □ Not Satisfactory
Page: 27 of 60

SITXHRM001
SECTION 3: FOLLOW-UP COACHING
Q20: What is the purpose of monitoring a trainee’s progress after a coaching session?
Monitoring in coaching includes collecting information to assess the coaching's performance and the
progress toward intended changes and goals. Measuring coaching effectiveness through the help of
monitoring makes it very easy to find out to find out whether circumstances during the process have
changed or evolved.
Q21: How can you evaluate a trainee’s level of progress towards successful application of new
workplace skills?
There’s a long (and we mean long!) list of training evaluation techniques to choose
from, and this can be overwhelming. But there are five techniques that are most
often trusted by companies today. Some of these techniques are referred to as
models, or training evaluation methods, and we’ll use these terms
interchangeably.
Q22: Describe three ways you can provide your colleagues with supportive assistance at the
follow-up stage of coaching.
1. Staff induction.
2. A request from a colleague for coaching.
3. A direction from management to help a staff member.
4. As a result of personal observation of staff performance.
Q23: List four ways you can provide meaningful recognition when a trainee performs particularly
well.
1. Make it personal
2. Provide opportunities
3. Magnify recognition
4. Give holiday rewards and bonuses□ Satisfactory □ Not Satisfactory
Q24: Who do you report coaching session progress to?

______________________________________________________________________________________________
______________________________________________________________________________________________
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SITXHRM001
______________________________________________________________________________________________
______________________________________________________
Q25: List three reasons you report coaching progress.

1. motivation_________________________________________________________________________________
2. measurement________________________________________________________________________________
_
3. focus_________________________________________________________________________________
Q26: What are six potential causes of performance problems or difficulties you or your trainee
may experience?
• 1- Lack of the required capabilities.
• 2- The job isn't challenging enough.
• 3- They feel they aren't appreciated.
• 4- They feel they've been overlooked in some way.
• 5- They don't get along with their colleagues.
• 6- They have personal problems.
Q27: What are five techniques you can use to rectify a breakdown of communication with a
trainee.
1. Own your mistakes. Nothing makes things worse like blame-shifting. ...
2. Slow down. ...
3. Focus on unity. ...
4. Win people, not arguments. ...
5. Be patient.
Q28: List six things you can do to help overcome a trainee’s shyness or lack of confidence.
1. Act
confidently________________________________________________________________________________
_
2. Engage_________________________________________________________________________________
3. Try new things, even if they make you
anxious._________________________________________________________________________________
4. Talk_________________________________________________________________________________
Page: 29 of 60

SITXHRM001
5. Make yourself
vulnerable. ________________________________________________________________________________
_
6. Practice displaying confident body
language._________________________________________________________________________________
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SITXHRM001
Student Detail
Student Name
Student Id:
Assessment Details
Unit of Competency SITXHRM001 – Coach others in job skills
Assessment Task Practical Assessment
Issue Date
Due Date
Overall Practical Assessment Satisfactory □ Not Satisfactory □
Date
Assessor name
Comments/Feedback
Assessor Student
Page: 31 of 60

SITXHRM001
checks.
Date: ................................................................ Date: ..............................................
Assessment task 3: Practical Demonstration

• Simulated training environment in class room including sitting arrangements
• Projector and Computer for coaching
• Power point presentation aides or notes for training
• Handouts and pen

Your assessor will observe you as you complete your practical sessions. It is highly recommended
that you attend all the sessions for this unit to ensure completion of each task. You must
satisfactorily complete each assessment criteria listed to be marked satisfactory The assessment
activity requires students to:
 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
completion of training within commercial time constraints  application of
the key principles of training.

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SITXHRM001
internet
- You must:
o Produce all evidence as required in the practical demonstration.
o Complete the assessment and submit in due timeline o Submit with a
completed assessment cover sheet
- You are required to submit following evidence at the end of tasks
- 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.
AT3- Practical Demonstration instructions

In this practical demonstration assessment, you are required to coach others in job skills in class
room training environment. You are also required to
• Prepare for on-the-job coaching.
• Coach colleagues on-the-job.
• Follow-up coaching.
Practical demonstration sessions and Menu Date of Demonstration
(please refer your
timetable and session
Plan
Page: 33 of 60

SITXHRM001
Practical Demonstration session 1 Task:
 provide effective on-the job coaching to four different
colleagues
 demonstrate the following during each of the above
coaching activities:
 clear communication and demonstration of the
 completion of training within commercial time constraints
 application of the key principles of training.
Practical Demonstration session 2

Task:
colleagues
 address identified performance problems or difficulties
experienced by colleagues in each of the above
coaching sessions and rectify or refer as appropriate
 completion of training within commercial time constraints

colleagues
 evaluate colleagues’ performance and provide
constructive feedback as part of above coaching sessions
Page: 34 of 60

SITXHRM001
colleagues
Practical Demonstration 1
In this Practical demonstration session, you are required to complete following tasks:
At the start of session your assessor will check if you are prepared for coaching session and have
arranged the class room seating as per coaching requirement. Assessors will be checking that you
have all necessary handouts on prior to allowing you to begin the session.
You will have four (4) hours each to coach others in job skills for each skills demonstration session
and your Assessor will set commercial time constraints.
Part A: Provide effective on-the job coaching to four different colleagues
Task 1: Prepare for on-the-job training:
• You are required to identify the need for coaching based on a range of factors.
e.g. Trainee request, Your observation, Colleague direction.
• You must identify specific coaching needs through discussion with colleagues and
organise coaching sessions and chose four coaching topics for four different colleagues.
Task 2: demonstrate the following during each of the above coaching activities:
 completion of training within commercial time constraints  application of
• You must maintain clear communication with colleagues and ensure they have
understood the tasks. You must demonstrate organisational tasks.
• You should ensure that the training is completed within the time constraint provided by the
assessor.
• You must follow the key principles of training:
 Explanation- Explain the purpose and objective of training.
 Demonstration- Explain and demonstrate skills.
 Review- Listen to trainee explanation and review understanding.
 Listening to trainee explanation- Observe trainee demonstration.
 Observing and evaluating trainee demonstration- Evaluate trainee performance.
 Providing feedback- Provide constructive feedback.
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SITXHRM001
Part B: address identified performance problems or difficulties experienced by colleagues in each
of the above coaching sessions and rectify or refer as appropriate

organise coaching sessions.
Task 2: Coach colleagues on-the-job:
• You are required to explain overall purpose of coaching to colleague by emphasizing on

the positive consequences of the training.
• You must explain and demonstrate specific skills.
e.g. To balance a tray in the palm of your left hand you must spread your fingers apart and
support the weight with your fingertips.
• You must communicate required knowledge and check if the colleagues have
understood.
• You must advise the trainee to follow procedures to complete tasks.
• You are required to provide opportunity to colleague to practice skills and ask questions.
e.g. Trainee must be given a chance to explain in their own words and question in case of
doubt.
• You must provide constructive feedback to colleague in a supportive manner to
encourage the trainee and build their confidence.

assessor.
Part C: evaluate colleagues’ performance and provide constructive feedback as part of above
coaching sessions

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SITXHRM001
Task 2: Follow-up coaching.
• You must monitor progress of workplace skills and provide assistance by checking on
colleagues to make sure they grow and improve.
• You must report progress to document training and coaching, to show that team
members are continuously improving, to meet training requirements (at workplace), to
help managers make staffing decisions and to motivate workers.
• You must report the coaching sessions outcomes to the appropriate person.
• You are required to identify performance problems or difficulties with coaching and rectify
or refer to appropriate person to follow-up.

assessor.
Part D: Provide effective on-the job coaching to four different colleagues Task
1: Prepare for on-the-job training:
Page: 37 of 60

SITXHRM001
• You must maintain clear communication with colleagues and ensure they have understood
the tasks. You must demonstrate organisational tasks.
assessor.
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SITXHRM001
INSTRUCTIONS – ASSESSOR
To complete this assessment, students are required to do the following.
• Observe the learner while they provide effective on-the job coaching to four (4) different colleagues.
• Student addresses identified performance problems or difficulties experienced by colleagues.
• Student evaluates colleagues’ performance and provides constructive feedback as a part of the coaching session.
• Demonstrates clear communication, organisational tasks, completion of training within time constraints and application of the key principles of
training.
• Observe the learner over a period while they learn and use various skills/tasks.
• Ensure that the learner can consistently perform all tasks multiple times satisfactorily.
• Decide when the learner is competent at all tasks.
• Ask the learner questions relating to the tasks they are undertaking.
• On completion, submit the assessment via the LMS.
Session 1:
Learner name: Date:

SITXHRM001
Coaching Performance Performance Constructive feedback Demonstrated skills Satisfactory Signature
session no. problems or difficulties evaluated given
addressed
 Yes  Yes  Yes Clear communication and  Yes

 No  No  No demonstration of the  No
 Not applicable  Not applicable  Not applicable organisational tasks
required of the colleague.
Completion of training within
commercial time
constraints.
Application of the key
Assessor feedback
Learner feedback
SITXHRM001
Session 2:
Learner name: Date:

addressed

commercial time
constraints.
Assessor feedback
SITXHRM001
Learner feedback
Session 3:
Learner name: Date:

addressed

commercial time
constraints.
SITXHRM001
Assessor feedback
Learner feedback
Session 4:
Learner name: Date:

addressed
SITXHRM001
commercial time
constraints.
Assessor feedback
Learner feedback
SITXHRM001

Student Detail
Student Name
Student Id:
Assessment Details
Unit of Competency SITXHRM001 – Coach others in job skills
Assessment Task Case Study
Due Date
Overall Case Study Satisfactory □ Not Satisfactory □
Assessor name
Comments/Feedback
Assessor Student
Page: 45 of 60

SITXHRM001

checks.
Date: ................................................................ Date: ..............................................
Assessment task 4: Case Study

This assessment requires you to prepare a case study for on-the job coaching, coach a colleague
and follow up with the trainee after coaching.
You are required to do the following:
 Complete Task 1 in Assessment Task 4.
 Read the case study thoroughly and answer the questions.
Case study
Your stock requisition has been delivered to your work area from stores. Xian 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

Read the case study and answer the questions.
Q1: How was the need for coaching identified?

______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
_____________________________________________________________
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SITXHRM001
Q2: What techniques can you use to identify Xian’s specific coaching needs?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________
Q3: What communication techniques can you use when discussing Xian’s needs with him?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________
Q4: Your discussions have identified that Xian 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 Xian.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________
Q5: Where can you find information to support your coaching session?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________
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SITXHRM001

Q6: What steps will you follow when delivering coaching to Xian or any of your other colleagues?
Briefly explain what occurs at each step in these key principles of training.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________
Q7: 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.
Coaching plan
Coaching topic:
Seq Topic / steps Key knowledge
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SITXHRM001
Resources required:
Q8: What other details do you need to discuss and confirm with Xian if the coaching is not
going to be delivered immediately?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________
Q9: Choose one topic or step from your coaching plan and write how you will explain that
topic/step to Xian.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________
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SITXHRM001

Q10: What are two questions you can ask after explaining and demonstrating the correct
procedure to check Xian’s understanding?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________
Q11: 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
Delivery of coaching session
Trainee to practise application of skills
Evaluation and feedback
Total time required for coaching
Q12: How can you allocate time to deliver coaching to Xian while still completing your duties?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________
Q13: Xian 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 Xian when
giving him feedback.
______________________________________________________________________________________________
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SITXHRM001

______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________
Q14: It’s two weeks later and you have been observing Xian 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 Xian.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________
Q15: As the coaching is related to workplace health and safety procedures, a formal record of the
training must be kept. Complete the training evaluation and progress report with details
about Xian’s coaching.
Training evaluation and progress report 4 – Above standard
Trainee: 3 – Meets standard
Trainer: 2 – Improvement needed
1 – Unacceptable, more
Date: training required
Page: 51 of 60

SITXHRM001

Objective of training/coaching:
0 – Not responding to training
Procedure/tasks Expected performance 0 1 2 3 4
Trainer/coach comments:
Trainer coach signature: Date:
Trainee signature: Date:
Q16: You conduct exactly the same coaching session with another relatively new employee,
Renee, the next time stock is delivered. This session doesn’t go as smoothly as Xian’s. Renee
watches your demonstration but has difficulty describing the steps and associated
knowledge immediately afterwards. You demonstrate and explain the procedure again and
ask her to complete the task. She performs the task but not to the required standard. She
misses a number of details, such as positioning her feet correctly, holding the box in the
correct position against her body and using her feet to change direction. You demonstrate
and explain the process again and ask her to go through the steps verbally. Again, she has
difficulty describing the task. She performs the task to a higher standard in the next
demonstration but it is still not at the required standard.
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SITXHRM001

What could be causing Renee to have difficulty verbally explaining and performing the task?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________
Q17: After discussing your concerns with a supervisor, you find out that Renee is shy and doesn’t like
to be put under pressure to learn or demonstrate new skills in front of her colleagues. What
can you do to help Renee successfully learn this important skill?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________
Assessor checklist
To be completed by the assessor.
Learner’s name:
Completed
Did the learner successfully demonstrate evidence of their ability to do the
following? Yes No
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SITXHRM001

Identifies the need for coaching based on requests, observation or feedback.
Discusses coaching needs with colleague and takes responsibility for organising
the coaching session.
Clearly communicates the overall purpose and scope of the coaching.
Explains the specific skill to team members using key principles of training.
Communicates knowledge required to complete task, including any legislative

work health and safety and hygiene requirements.
Uses questioning techniques to check colleague’s understanding.
Can advise colleagues about organisational procedures.
Is able to read and interpret workplace documentation correctly.
Allows colleagues and team members time to practise the task and ask questions.
Provides feedback to team members in a constructive and supportive manner.
Monitors progress of new workplace skills and provides supportive assistance.
Reports progress to the appropriate person.
Can identify performance problems or difficulties with the coaching, and take
responsibility for rectifying them.
Uses suitable communication techniques for workplace training.
Can plan how to complete own work tasks within designated timeframes and
simultaneously coach others in job skills.
Can calculate adequate time required for coaching and for colleagues to
complete required tasks.
Assessor’s Comments
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SITXHRM001
Observation list Session 1 Session 2 Session 3 Session 4 Session 1 Session 2 Session 3 Session 4
Satisfactory Satisfactory Satisfactory Satisfactory

Observable skills/tasks the learner is required to Date Date Date Date
demonstrate Signature Signature Signature Signature Yes No Yes No Yes No Yes No
The Assessor observes the learner while they perform the following tasks:
Stage 1- Prepare for on-the-job coaching
Student identifies need for coaching based on a

range on factors.
The learner identifies specific coaching needs

through discussion with colleague and organises
sessions.
Stage 2- Coach colleagues on-the-job
Student provides effective on-the-job coaching to

four (4) different colleagues.
Student explains overall purpose of coaching to

colleague.
Student explains and demonstrates specific skills.
The learner communicates required knowledge

and checks the colleague understands.
Student advises organisational procedures for

completing workplace tasks.
SITXHRM001
Student provides colleague with opportunity to
practise skill and ask questions.
The learner provides feedback in constructive and

supportive manner.
Page: 50 of 53
Stage 3- Follow-up coaching
The learner demonstrates the following during

each of the coaching activities:
 clear communication and demonstration
of the organisational tasks required of the
colleague
 completion of training within commercial
time constraints
Student monitors progress of the new workplace

skills and provides supportive assistance.
Student reports progress to the appropriate person.
The learner identifies performance problems or

difficulties with coaching and rectifies or refers to
the appropriate person to follow up.
Page: 51 of 53
SITXHRM001
Appendix1- Assessment resources
RGIT will conduct practical assessment for this unit in its class rooms and operational training
environment either at 28-32 Elizabeth Street Melbourne VIC 3000 or at Level 3, 162 Macquarie
Street Hobart, TAS 7000, with serving internal staff and students as customers and during
assessment student will have access to following resources.
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.
Page: 52 of 53
SITXHRM001
Final Assessment Record
Student’s name: Student’s ID:
Assessor’s name: Date of

completion:
Unit of competency: SITXHRM001 Coach others in job skills
Student results
Assessments
Satisfactory Not Satisfactory Not Completed
Assessment 1: Knowledge Test
Assessment 2: Worksheet
Assessment 3: Practical Demonstration
Assessment 4: Case Study
Unit outcome: Competent Not Yet Competent
Is re-assessment required? Yes No
Comments/ Feedback:
Did you apply Reasonable Adjustment Yes No
(If Yes – explain how reasonable Adjustment was applied)
Did you intervene or need to provide additional support to the student during assessment? Yes No
(If Yes- Please provide details of what the trigger was and what actions were taken)
Assessor Signoff
By signing this final assessment record:
• I confirm that the student has attempted all requirements of this unit of competency
• I am satisfied the work submitted is their own work.
• I have informed the participant of the assessment decision.
Assessor’s signature: Date:
Student Signoff
By signing this final assessment record:
 I have received, discussed and accept the outcome from my assessment as above f
competency and I am aware of my right to appeal. or this unit of
Student’s signature: Date:
Page: 53 of 53

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SITXHRM001 - Coach others in job skills

Student Assessment Booklet

This page is intentionally left blank

STUDENT ID: GT07552

COURSE CODE: SITXHRM001 –

COURSE TITLE: Coach others in job skills

TRAINER’S/ASSESSOR’S NAME: BIJAYA SHARMA

DUE DATE: 10-12-20

UNIT CODE AND DESCRIPTION SITXHRM001 – Coach others in job skills

RGIT Staff Name: ………………...……............. Student ID: ...................................................

Signature: …………………………...……..…... Student Signature: ….………………..…….

1. I am aware that penalties exist for plagiarism and academic dishonesty.

Student Signature: Date:

ASSESSMENT RECEIVED BY RGIT Staff

================================= Tear Here =========================== Students

Version: 3.0 Responsibility: Course Coordinator Last Reviewed: September 2020

Assessment Task 3 This is Practical Demonstration in simulated environment Needs to be

Outline of evidence to be collected:

Version: 3.0 Responsibility: Course Coordinator Last Reviewed: September 2020

Assessment Task 4  Response to all questions in the case studies.

Administration, recording and reporting requirements:

Recording an assessment result:

Version: 3.0 Responsibility: Course Coordinator Last Reviewed: September 2020

Retaining assessment records:

For assessment task:

Student access to records:

Version: 3.0 Responsibility: Course Coordinator Last Reviewed: September 2020

Reasonable adjustments and special learning needs:

Complaints and appeals:

Version: 3.0 Responsibility: Course Coordinator Last Reviewed: September 2020

Plagiarism, cheating and assessment dishonesty:

Student signature: ............................................................... Date: ....../....../.......

Version: 3.0 Responsibility: Course Coordinator Last Reviewed: September 2020

This page is intentionally left blank

Version: 3.0 Responsibility: Course Coordinator Last Reviewed: September 2020

Version: 3.0 Responsibility: Course Coordinator Last Reviewed: September 2020

This page is intentionally left blank

Version: 3.0 Responsibility: Course Coordinator Last Reviewed: September 2020

Group No (If Applicable):

Unit of Competency SITXHRM001- Coach others in job skills

Assessment Task Knowledge Test

Assessment Outcome Satisfactory □ Not Satisfactory □

Version: 3.0 Responsibility: Course Coordinator Last Reviewed: September 2020

Signature: ........................................................ Signature: .......................................

Date: ................................................................ Date: ..............................................

Assessment task 1: Knowledge Test

Required documents and equipment:

Instructions for students:

Planning the assessment

Version: 3.0 Responsibility: Course Coordinator Last Reviewed: September 2020

□ Satisfactory □ Not Satisfactory

□ Satisfactory □ Not Satisfactory

Version: 3.0 Responsibility: Course Coordinator Last Reviewed: September 2020

□ Satisfactory □ Not Satisfactory

□ Satisfactory □ Not Satisfactory

□ Satisfactory □ Not Satisfactory

6. How do organisational procedures support coaching?

□ Satisfactory □ Not Satisfactory

□ Satisfactory □ Not Satisfactory

□ Satisfactory □ Not Satisfactory

9. How do you follow up the outcomes of the coaching session afterwards?

Version: 3.0 Responsibility: Course Coordinator Last Reviewed: September 2020

1. Right after the meeting: