The Imperial College of Australia

SITXHRM001- Coach others in job skills

Worksheets

INSTRUCTIONS
1 The questions are divided into sections according to the elements within the unit of
competence. There are three sections in this unit.
2 You are to provide answers to each of the questions in a separate document using
MS Word or similar word processing tools. Your document should be professionally
formatted with question retyped and answered.
3 You must answer all questions satisfactorily to achieve competency in the unit. The
extent of responses required will vary by question.
4 Your answers should be in your own words, not copied or plagiarised from any
person or source except where appropriate such as a definition, in which cases you
should reference the source.
5 Ask your assessor if you do not understand a question. Whist your assessor cannot
tell you the answer, he/she may be able to re-word the question for you.
6 Re-assessment: If you do not achieve the required standard, you will be given the
opportunity to be re-assessed by our Assessor. Arrangements will be made on an
individual basis. If you are deemed to be NS (Not Satisfactory), your assessor will
either ask specific questions orally, and record them with you using the
supplementary evidence sheet or you will be asked to resubmit your responses in full.
 Feedback: Your assessor will provide feedback to students after the completion of
the assessment. The assessor will explain the appeals process when required

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?
Answer: Trainee request Your observation Colleague direction
Q2: Other than your direct observation, how else can the need for coaching be identified?
Answer:
 Physical demonstration
 Ask the trainee to show you how they do the task
 Get trainees to describe what they know or can do
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 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?’
Answer: you are supposed to tell the manager

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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?
Answer: Open questions
Q5: Identify actions to take when using active listening techniques to build rapport, show
sensitivity, confirm understanding of job tasks, identify deficiencies and resolve them.
Answer:

 Pay attention
 Look them in the eye
 Be a mirror
 Take notes

Q6: What are three things you should communicate about and confirm with your colleague
when organising their coaching session.
Answer: • Time Confirm the session time with your colleague. Coach before or after work to
avoid distractions from other staff or customers.
• Location Confirm the session location with your colleague. The actual place depends on
the type of coaching. Here are some examples.
• Context Confirm the purpose and objectives with your colleague. Let them know what they
need to learn and why
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?
Answer: 90 minutes
Q8: List the five steps followed when planning a coaching session.
Answer:
o Identify tasks
o Plan tasks
o Prioritise tasks
o Identify timeframe
o Monitor progress
SECTION 2: COACH COLLEAGUES ON THE JOB

Q1: You can break your coaching session down into six simple steps which incorporate the key
principles of training. List these steps in order.

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Answer: Step 1: Explain purpose and objectives
Step 2: Explain and demonstrate skills
Step 3: Listen to trainee explanation and review understanding
Step 4: Observe trainee demonstration
Step 5: Evaluate trainee performance
Step 6: Provide feedback
Q2: 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?
Answer: 1.Explain WHY
People participate more actively in training when they understand the purpose or why.
Explain this in a meaningful way. Better yet, get the trainee to explain it to you. They may
already know why their lack of training is a problem and why they need help.
2.Explain WHAT
Explain the specific objective and scope of the coaching session. To make your objective
realistic, practical, and useful, you should state the following
Q3: 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.
Answer:
o Reasons for undertaking various tasks – why the task is completed, who it affects,
consequences if it’s not done correctly
o Principles which underpin skills – communication, selling, coordination,
operation of technology.
o Work health and safety requirements – legislative requirements under WHS laws
that are incorporated into organisational procedures.
o Hygiene requirements – food safety, public health, personal hygiene standards.
o Other legislative requirements – financial standards, contracts, employment,
responsible service of alcohol or gaming.
Q4: What are three types of required knowledge you might need to communicate to a trainee
prior to, or during, a coaching session?
Answer:
 Ingredients or components of items – quality standards, stock control.
 Product information – labelling, stock and manufacturer’s codes, ingredients,
manufacturer’s operating instructions.
 Service information – service and maintenance requirements, replacement of parts.
Q5: How can organisational procedures help a trainee understand the tasks they are being
coached on?
Answer: They give step-by-step instructions on how to complete tasks

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Q6: List four kinds of skills you might explain and demonstrate when working in the tourism,
hospitality and events industry.
Answer:
 Customer service skills
 Selling products
 Promoting services
 Technical skills such as operating equipment
Q7: What are five techniques you should use while demonstrating and explaining skills to your
colleague during the coaching session.
Answer:
 Slowly demonstrate the task to the trainee.
 Describe each stage as you go.
 Emphasise the main points.
 Point out any safety features.
 Give any other relevant or background information.
Q8: Describe four methods you can use to review what the trainee has learned and check their
understanding of knowledge and skills.
Answer:
 Ask the trainee to explain the knowledge or skill in their own words.
 Listen carefully to their explanation. Check it’s correct.
 As they explain, ask them questions (prepared in advance) about one or more aspects of
the knowledge /skill to review what they know.
 Actively listen to their answers and check they’re correct.
Q9: List three things you should do while your colleague is demonstrating and practising the
skill.
Answer:
 Demonstration: Ask the trainee to demonstrate the task step by step, explaining what
they’re doing as they go.
 Observation: Watch them closely for: omissions / mistakes / ways they could improve
 Correction: Immediately stop them and correct mistakes to avoid bad habits forming.
Q10: It’s important to give colleagues feedback in a constructive and supportive manner.
Describe a ‘feedback sandwich’.
Answer: how to give negative feedback while still being supportive.

Q11: Identify six ways you can evaluate and assess a trainee’s demonstration or performance.
Answer:
 Demonstrations and observations
 Oral questions
 Written questions
 Multiple choice questions
 True/false questions

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 Oral reports

SECTION 3: FOLLOW-UP COACHING

Q1: What is the purpose of monitoring a trainee’s progress after a coaching session?
Answer: To make sure they steadily grow and improve.
Q2: How can you evaluate a trainee’s level of progress towards successful application of new
workplace skills?
Answer: Monitor progress of new workplace skills and provide supportive assistance.
Q3: Describe three ways you can provide your colleagues with supportive assistance at the
follow-up stage of coaching.
Answer:
 Know when to stay quiet: Good coaches monitor, but don’t intervene too much in the
follow-up stage. Know when to let your colleague make a mistake they can learn from.
Sometimes it’s better to ask ‘How could you have done that better?’ rather than interrupt
them in the middle of a task.
 Know when to step in: Strike a balance between their learning against the harm they
could do to others through their mistakes. If the trainee is doing something dangerous or
harmful, correct them.
 Provide ongoing feedback: Offer daily encouragement and positive support to keep
trainees motivated.
Q4: List four ways you can provide meaningful recognition when a trainee performs
particularly well.
Answer:
 Announce people’s special achievements at work.
 Mention successful customer service results in newsletter.
 Post positive sales results on the notice board.
 Give a free ticket to a trade show, event, etc.
Q5: Who do you report coaching session progress to?
Answer: Report coaching session outcomes to the appropriate person. This could be the
manager,
supervisor or owner of your workplace. Find out who it is!
Q6: List three reasons you report coaching progress.
Answer:
 To document training and coaching
 To show that team members are continuously improving
 To meet workplace training requirements
Q7: What are six potential causes of performance problems or difficulties you or your trainee
may experience?
Answer:

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 Communication breakdown
 Inappropriate circumstances for coaching
 Language barriers
 Cultural barriers
 Shyness and lack of confidence
 Difficulties with the coaching itself
Q8: What are five techniques you can use to rectify a breakdown of communication with a
trainee.
Answer:
 Use your best communication skills. Choose clear, concise, simple words.
 Clearly communicate objectives to the trainee and check they understand.
 Check that your coaching matches the trainee’s learning style (visual, auditory,
 kinaesthetic).
 Speak so the trainee can hear you.
 Speak slowly enough so they can understand you.
Q9: List six things you can do to help overcome a trainee’s shyness or lack of confidence.
Answer:
 Conduct needs assessments and discussions in private.
 Take a softer, gentler approach to your coaching.
 Watch for signs of how they’re feeling. They won’t tell you!
 Be careful about what you say and how you say it. They’re sensitive.
 Let them know you care about them and their success.
 Let them ease gradually into new situations.

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