SITXHRM001 - Assessment Workbook.V4

Subject code & Name CC08_CIII Coach and work with people
Units of competency SITXHRM001 Coach others in job skills
Assessment type/Tools Knowledge Tests / Case study/ Role-play
Course Name SIT30816 Certificate III in Commercial Cookery
Name of Assessor Daqian Yu Date of Assessment
Name of Student Tananan Siri-amornpan ID: 18266
Please use this booklet to answer assessments’ tasks

Before you upload your answer’s booklet you must do the following:
 Save as YOUR STUDENT ID_SITXHRM001_Assessment answers book.

 Use SITHCCC020 submission button only to upload your answers.
Assessor to complete
Assessment outcome & Assessor feedback.
Overall Feedback to student
Assessor name: Assessor Signature
Date :
Wells International College

SITXHRM001 Coach others in job skills Page 1 of 17
Last updated: Jan 2022_V4
Instructions For students:
Please answer the following questions. You may reference the learning content and/or
conduct your own research.
You must answer all of the questions ensuring sufficient responses to demonstrate
reflection and knowledge of each question.
Responses that are too short or do not sufficiently demonstrate knowledge or genuine
reflection will be marked as incorrect.
You should attempt every question and review your answers, before submitting your work
for marking.
Each question is graded out of 1 mark.
When you have completed all questions, you will need to press “Save and Submit” to send
through for grading.
By submitting your work, you are declaring that the material contained within your
submissions is your own material, written and developed by no other person except where
due reference is made. False declarations may lead to withdrawal of any qualification or
subject.
For assessors:
The assessor must consider all aspects of the UoC when making a judgement. For your
guidance a Sample Answer/s and Rubric have been provided to give clarity on the evidence
required and to maintain a consistency of judgment.
The assessor should offer constructive feedback across the assessment. In the first
instance, if insufficient evidence to meet criteria is presented, the assessor must offer
feedback and allow the student the opportunity to resubmit.
Feedback comments must be provided in red text.
Range and Conditions  Online
 Students must work through this assessment independently
Decision Making Rules Students must answer all of the questions ensuring sufficient responses to demonstrate the
required skills and underpinning knowledge to complete each question. Answers must be
correct to achieve a Satisfactory response.
Answers will be assessed against prescribed marking criteria.
Where a student achieves a “Not Yet Satisfactory” result, they will be provided an
opportunity to resubmit their work.
Pre-Approved Reasonable There are no pre-approved adjustments for this assessment. Adjustments will be made on
Adjustments a case by case basis. The Assessor must record details on the Student’s Profile Record.
Rubric A rubric has been assigned for each question. As a principle, if the following responses are
given by the student, then the assigned mark is a zero.
 Blank
 Nothing written in space provided
 No attempt to answer assigned question (e.g. responses: “I don’t know”)
Knowledge Test 1
Q1.What are 4 examples of communication techniques that would be suitable and effective in workplace
training?
1. talking/speaking/have a conversation
2. demonstrating/ showing - provide instruction, example, direction
3. asking question/ answering question
4. listening - receiving the information
5. Observing
Result ☐Correct ☐ Incorrect
Feedback:
Q2. What is meant by the ‘objective’ of workplace coaching?

1. To change learner's attitude, skills, knowledge related to the topic that you want to coach
2. Ensure the learner can do/ demonstrate a skill/ task at the end of the coaching session
3. the purpose of the coaching session/ the result you want to achieve
Feedback:
Q3. What is meant by the ‘scope’ of workplace coaching?

1. All application of objective of the coaching required
2. learners attitude, availability, knowledge level, skill level
Feedback:
Q4. Sometimes an employee’s need for coaching might be discovered by their colleagues. What are four
ways that this might happen?
1. Observation of the person's performance
2. Feedback from the customer
3. The quality of finished product
4. Feedback from the co-worker
Feedback:
Q5. Give 4 reasons why your own observation and workplace experience can help you be a better coach to
others?
1. Help you make a decision/what content need to be coached
2. help you to understand the coaching area/skills/task better
3. help you to specify the area/ skills required to be coach to every individual situation
4. Help you to decide if it is necessary to have further observation before commencing an effective coaching session
Feedback:
Q6. If a colleague actively requests additional coaching in their role, list 4 reasons why this can beneficial to
the coaching process.
1. The learner's attitude is positive and willing to learn
2. save time to identify what coaching content is required
3. help to identify the support that may required for the learner
4. positive attitude can help to build a healthy relationship between trainer and trainee
Feedback:
Q7. Identify 4 ways ‘explanation’ is used as a key principle of coaching.

1. to explain the reason the coaching is required
2. to explain the knowledge and present the knowledge that related to the coaching topic
3. to clarity the reason why certain things are need or be done are not need to be done
4. explanation is essential in workplace coaching
Feedback:
Q8. What type of learning style does the “demonstration” section of training and coaching address?
Kinaesthetic
Feedback:
Q9. Give 4 reasons why the ‘review’ component is a key principle of coaching.
1. The review help to identity the issue to see if there is any extra training need to be provided
2. To provide feedback for the training section
3. give opportunity for learner to ask the question or raise the concern
4. review basically is a conclusion section
Feedback:
Q10. Give 2 examples of why it is important to listen to the trainee’s explanation of a process during
coaching.
1. Active learning is better way than the passive learning
2. to make sure the learner understand what they are learning
3. provide the opportunity for both ways feedback
Feedback:
Q11. ‘Observing and evaluating trainee demonstration’ is a key principle of coaching: give four reasons this
is the case.
1. can prove the skill level after the training section
2. give an another opportunity to provide the learner with more information /support
3. give trainer the first hand assessment and evaluation of competency
4. give an another opportunity for both parties to exchange feed back

Feedback:
Q12. Give 2 reasons why you should provide feedback to your trainee.
1. motivation
2. training progress
Feedback:
Q13. Why is it important to cover WHS requirements when conducting workplace training or coaching?
Legislative
Feedback:
Q14. What are 4 ways you might deliver information about the hygiene requirements necessary for
working in a hospitality venue?
1. safe food Australia (FSANZ food standard)
2. food act 2003
3. food regulation 2015
4. organisational food safety
Feedback:
Q15. Give 4 examples of how a ‘breakdown in communication’ may be a possible cause of performance
problems or difficulties in the workplace.
1. lack of communication between permanent staff and casual staff
2. language barrier
3. bad attitude
Feedback:
Q16. What are 4 possible examples of ‘inappropriate circumstances for coaching’ that could lead to
performance problems or difficulties in the workplace?
1. in front of people
2. bad timing
3. whs
Feedback:
Q17. Give 3 reasons to explain how ‘insufficient opportunity to practice’ a new skill might lead to
performance problems or difficulties in the workplace.
1. It may make the staff misunderstanding about the work
2. It's possibly a cause of less confident staff

3. It also make the team does not focus to the same target
Feedback:
Q18. Give 4 ways language or cultural barriers in coaching might be potential causes of workplace
performance.
1. miscommunication between trainer and trainee
2. historical issue between 2 cultures
3. raise voice
4. Gender, female preferred training by another female
Feedback:
Q19. List 4 possible ways that shyness or a lack of confidence in coaching may result in poor workplace
performance of workers.
1. feed back
2. ask questions
3. does not show the feeling
4. understand or does not understand
Feedback:
SITXHRM001 Coach others in job skills

Practical assessment
Task 1. Case Study
Case Study
As Front Office Manager at ‘The Righteous Inn’ you have been heavily involved with training staff in the
introduction of a new computerised front office management system.
While the main training was provided by the software supplier as part of the installation and commissioning
contract some three months ago, your job since then has involved you in providing lots of on-the-job
coaching to front office staff as they rotate through their shifts and various rostered days on.
Fortunately, you are well-placed to provide this coaching as the system that has recently been introduced
was recommended by you on the basis of your experience with it at previous properties where you have
worked.
Reflection on your coaching sessions coupled with feedback from staff and individual participants leads you
to believe they have been quite successful and effective but there is nonetheless now a need to undertake

certain scheduled reports and address a few performance problems and difficulties you believe some front
office staff are still experiencing with the new system.
In particular you need to:
 Prepare a quarterly report on your on-the-job coaching of employees on the new system.
 Follow-up with those you have coached in a more formal manner to determine any issues they might have
or be experiencing with the new system.
 Detail the challenges you have faced in delivering the coaching you have provided.
 Address identified individual lack of competency with the system for the front office team.
Questions
Q1. Give 3 reasons to illustrate the need to monitor progress of the front office staff you have coached.
1. To identify if the trainee developed the new skill, so you can delegate the coaching task
2. To identify if there is any extra coaching need to be provided
3. To identify if your coaching session is working effectively
Feedback:
Q2. What are 3 ways you might obtain data or information to use as the basis for monitoring the progress of those
you have coached?
1. observe
2. obtain feedback from other staffs
3. customer feedback/ complaint
4. review the data check the accuracy and correctness of file allocation
Feedback:
Q3. What are 3 things you can do to ensure the ongoing assistance you give those you have coached is seen as
being genuinely supportive of their efforts to achieve competency with the system?
1. provide praise and recognition, congregate on their success
2. provide feedback to any individual trainee to suit identify individual needs
3. stand by on request to provide extra explanation or demonstration
Feedback:
Q4. What are 5 keys to the provision of supportive assistance to people you are coaching in the workplace?
1. stay positive even trainee is not going well with their performance
2. be open-minded
3. No bias
4. use most suitable way to coaching in different individual needs
5. Be patient
Feedback:
Q5. What are the 3 most common methods used to report on coaching progress?
Written report
Verbal report
presentation
Feedback:
Q6. When reporting on the progress of coaching for a particular individual, what are 5 examples of topics that could be
addressed?
The reason for coaching
Resource required
Time frame
Location
Training plan
Gap between required standard and achieved result
Feedback:
Q7. When reporting on the general progress of coaching for groups of learners what are 5 topics that could be addressed?
The reason for coaching
Induction
Problem solve, like no teamwork, conflict
To identify future coaching needs
Overview of benefits achieve as a result
Feedback:
Q8. What are 5 actions you can take to address problems with your coaching delivery caused by a breakdown in
communication with the learner?
1. do not use any upper level language
2. explain the industry terminology and jargon
3. provide more opportunities to trainee to ask more question
Feedback:
Q9. What are 3 actions you can take to address problems with your coaching delivery caused by inappropriate
circumstances for coaching?
1. improve coaching circumstance
2. communicate with the trainee if any issue happened
3. observe the trainee improvement
Feedback:

Q10. If a person being coached complains they are not receiving sufficient opportunity to practice new skills you have
coached them in, what are 3 actions you might take to address this situation?
1. identify the issue
2. arrange more overtime to offer more practice opportunities
3. arrange more resource to allow more practice opportunities
Feedback:
Q11. What are 3 ways you might address language or cultural barriers that are causing workplace coaching to have less
than optimal results?
1. use simple language
2.provide handout in the native language
3. consult with other person from same culture to assist with coaching session
4. respect diversity and try to coach without any annoyance and impatience
Feedback:
Q12. What are 3 actions you might take to optimise your coaching of a learner who is shy or lacks confidence?
1. talk to the trainee and build a good relationship
2. give more positive feedback
3. solo training program
4. review and provide assistant to the leaner
Feedback:
Q13. List 5 performance problems or difficulties you might refer to a designated other person when following-up after
coaching sessions you have delivered.
1. where there is communication breakdown due to language and culture barriers
2. where there is a disagreement on the outcome of the coaching session
3. where there is insufficient amount of resource required to conduct a coaching session
4. where there is a safety issue for coaching location
5. . where the trainee despite the best effort and best attempt, they are not gaining the required level of skills
Feedback:

Task 2:_Role-Play
Role-play – Coaching on order taking.
General instructions to learners
This activity requires you to participate in the Role-play scenario below and answer all questions provided in the
question bank.
Your assessor and/or other learners will play the part of people you interact with during this role-play: the assessor
and others will have certain things they are required to do or say in order to take the role-play effective and
relevant.
Your assessor will observe and record your demonstration of competency on the structured Role-play Checklist
provided. You are advised to review these Checklists to see exactly what they will be looking for – the simulation
addresses:
Read:
 The Scenario for the role-play.
 The ‘Role-play instructions to learner’ for the simulation.
 The Role-play Checklist for the simulation.
Please treat this Role-play seriously and participate as if you were an employee in the situation described for the
role-play.
Criteria for success
The decision making rules that will be followed are:
 Learners must complete all tasks and answer all questions in a way that demonstrates understanding of the key
actions and requirements.
 All tasks and answers must be correct to achieve a satisfactory result.
Where a learner does not complete tasks or questions correctly, they will be provided an opportunity to repeat the
role-play or observation at a later date.
All competencies in the Role-play Checklist must be observed to complete this assessment.
If a competency is not observed during the time period, the assessor will create an opportunity to repeat the
roleplay (or part of it) or undertake an alternative form of assessment such as questioning or demonstration.
Scenario
You are working a shift supervisor in the Bistro and have become aware that a new waiter who works at lunch
time and who had previously worked in a similar role is having problems taking or writing food orders.
The problem is they do not specify clearly enough the types of dishes that guests order and they do not provide
sufficient information on the order to enable to kitchen to produce the meal the guests have ordered. You have
reviewed their orders they have written (see example immediately below) as well as taken into account a range
of other factors and decided they require coaching in this aspect of their job.
Your observations show their performance in every other area is outstanding: they present very well, they get
on really well with the guests, they have good product knowledge about the menu and their technical food
service skills are excellent.
The poor order taking is a problem because it slows down service when chef’s need to seek clarification on
orders and there have been several instances where incorrect meals have been served to customers resulting in
guest annoyance and dissatisfaction as well as loss of product.
It is 3:30PM and you have just finished balancing the takings and decided that you will address this issue with
the new team member some time tomorrow.
Role paly relevant documentation
Actual order taken by the waiter
Your research into the situation has revealed the following order written by the new waiter:
The Righteous Inn Bistro – Food Order Docket

Date: Time: 12.35
Table Number: 15 Waiter Name: Number of Guests:
Qty. Item
2 Soup
3 Steaks
Venue requirements for taking of food orders
The Righteous Inn has developed the following protocols for the taking of food orders by wait staff:

The Righteous Inn Bistro – Procedure for Taking of Food Orders
When taking the food order you are required to:
 Return to the table 3 minutes after menus have been presented and explained – or earlier if guests look as if
they are ready to order.
 Before going to the table fill-in required information on the order docket:
o Date.
o Time.
o Table Number.
o Your name.
o Number of guests at table.
 Smile on arrival at the table and ask guests if they are ready to order.
 Take order in anti-clockwise order – record on the order docket some aspect of the guest whose order is taken
first (such as ‘M, beard).
 Record entire order for each guest one-at-a-time.
 Record sufficient detail to allow cooks to prepare order in accordance with guest requests – this may mean:
o Indicating type of steak required – we have five different steaks on the menu.
o Indicating how guests want their steaks cooked –options may include Blue, Rare, Medium-Rare,
Medium or Well Done.
o Indicating whether guests want Salad or Vegetables.
o Indicating sauces required to accompany steaks.
o Indicating any special requests – such as No Chips, Salad Only, No ice cream.
 Confirm order with table once the order has been taken.
 Thank guests for their order.
 Immediately place order with kitchen advising of specific requirements and special requests.
 Return to table to adjust the cover as necessary.
Menu: The menu for the service session is as follows:
The Righteous Inn Bistro – Lunch Menu

In-House Homemade Soups
Sun-Dried Tomato and Charred Sweet Corn Soup $7.00
Free-Range Chicken, Leek and Flor Sherry Consommé $8.50
Beef broth with Melted Cheese and Truffle Toastie $10.00
Entrées
Mexican-Style Prawn and Three-Green Tacos $15.00
Half-a-Dozen Char-Grilled Pork and Beef Strips with Righteous Inn Sauce $16.50
Garlic and Onion Lamb Shanks with Grecian Rice $17.00
Steak-Only Mains
All Steaks served with Your Choice of Salad and Wedges or Fresh Vegetables with
Potato Mash
500gm Grass-Fed Porterhouse $32.00
350gm Grass-Fed Scotch Fillet $28.00
500gm Grain-Fed Rump $35.00
400gm Grass-Fed Eye Fillet $40.00
800gm Prime Cut New York Rib Eye $49.00
Sauces
Anchovy Bearnaise Chilli
Devil Francenstein Honey Mustard
Field Mushroom Peanut, Ginger & Red Peppercorn
Wine
Desserts
Five Fresh Fruit Salad with Righteous Vanilla, Butterscotch or Galliano Ice Cream $8.50
Five Crepe Stack with Maple Syrup, Fresh Cream and Your Choice of One of Our 20 $8.00
Flavours of Homemade Ice Cream
Salted Caramel Roulade with Triple-Berry or Warm Fudge Topping $9.00
Role play Task summary

In this role play, you are required to participate in a coaching session on specific tasks or job requirements for at least four
coachees. Your assessor will assume the role of your coachee in the Role-play. You are to build on your knowledge from the
learning and carefully follow the information provided in the scenario provided to complete the following Role-play:
Role-play – Coaching on order taking
Use the information for the scenario, Observation Checklist for the Role-play and the supporting documents to complete this
task
Role-plays instructions for the learner for each scenario and checklist are provided on the Assessments Information and
Instructions Booklet ks:
Please follow your assessor instructions to complete this task (role-play)
Role-play questions to be answered by student here

Q1. What are three examples of other indicators that might indicate to you this employee requires coaching in how to take food orders.
1. the feedback from other colleagues
2. the feedback from the customer
3. observe the docket that the trainee provided
Feedback:
Q2. Give two reasons to illustrate why it is important to discuss coaching needs with the staff member who is to be coached.
1. The staff will understand what their weakness or area of improvement
2. the staff should get feedback and more explanation about the area of improvement
Feedback:
Q3. Give three reasons why it is important to formally organise coaching sessions that will be delivered.
1. agreement on time, date and location
2. to prepare training resources
3. to ensure WHS requirement to be delivered
Feedback:
Q4. What are the six key principles of training?

Explanation
Demonstration
Review
Ensure trainee understand by their explanation
Observe and evaluate trainee demonstration
Provide feedback
Feedback:
Q5. Give two reasons it can be more effective to provide coaching one-on-one to employees.
Focus
To avoid embarrassment, shyness from the learner
Feedback:
Q6. What are three examples of documents a coach may refer to when advising a learner about organisational procedures for a task they are being
coached in?
1. SOPs for tasks are training
2. relevant organisational policies relate to the task
3. legislation (RSA)
Feedback:
Q7. When talking to or providing feedback to a learner who is being coached, what is meant by using a ‘positive-negative-positive’ sandwich to do
so?
1. firstly say something nice about trainee performance
2. mention some area that can be improved
3. lastly, give positive feedback and encouragement
Feedback:
Q8. What are three elements you would consider to help you determine the amount of time required to deliver coaching to a worker on
a particular task?
1. depends on how complicated the task need to be trained
2. depends on how good you want your trainee to performance after training
3. depends on if there is any resource need to be organized
Feedback:
Q9. What are two opportunities a coach might arrange for a staff member to practice skills they have been taught during a coaching
session?
1. during the coaching session
2. final stage/ exam
3. workplace
Feedback:
Q10. What are three examples of criteria you might refer to when evaluating the performance of a colleague who is being coached in a
specific task?
1. time token
2. material wastage
3. safety
4. Follow SOP
5. quality/ standard set by business
Feedback:
Please note:
 Your assessor will provide you with instructions about when and how the role play will be conducted.
Assessor Observation Checklist (Assessor Only)

Observation: Role play coach on order taking 1st 1st 2nd 2nd Comment
The Learner observed demonstrate the following? Att att att Att
em em em em
pt pt pt pt
S NS S NS
Discussed rationale for need for coaching: ☐ ☐ ☐ ☐
Referenced objective evidence as basis for need. ☐ ☐ ☐ ☐
Encouraged worker participation in the process. ☐ ☐ ☐ ☐
Explained need for all staff to comply with organisational ☐ ☐ ☐ ☐
protocols.
Secured acknowledgement coaching was required and ☐ ☐ ☐ ☐
would effectively address situation.
Used suitable communication techniques: ☐ ☐ ☐ ☐
Listened to coachee’s comments and perceptions. ☐ ☐ ☐ ☐
Used positive verbal language and non-verbal ☐ ☐ ☐ ☐
communication cues.
Created a positive and supportive learning environment. ☐ ☐ ☐ ☐
Stated reason why coaching was being delivered: ☐ ☐ ☐ ☐
Outlined session to be provided. ☐ ☐ ☐ ☐
Explained own role and role of coachee. ☐ ☐ ☐ ☐
Provided explanation of task: ☐ ☐ ☐ ☐
Gave verbal explanation of task. ☐ ☐ ☐ ☐
Supplemented verbal explanation with handout ☐ ☐ ☐ ☐
information.
Passed on underpinning knowledge, organisational ☐ ☐ ☐ ☐
requirements, and safety concerns and inside knowledge
(acceptable industry short-cuts).
Demonstrated task to be coached: ☐ ☐ ☐ ☐
Performed task at normal speed with explanation. ☐ ☐ ☐ ☐
Performed task step-by-step explaining each step to ☐ ☐ ☐ ☐
coachee.
Included coachee in demonstration working with them as ☐ ☐ ☐ ☐
part of the process.
Allowed coachee time on their own to demonstrate the ☐ ☐ ☐ ☐
task.
Asked regular questions: ☐ ☐ ☐ ☐
To test coachee’s knowledge. ☐ ☐ ☐ ☐
To verify understanding of what was taught. ☐ ☐ ☐ ☐
To identify problems being experienced by coachee. ☐ ☐ ☐ ☐
Allowed time for drill or practice: ☐ ☐ ☐ ☐
Provided time within coaching session. ☐ ☐ ☐ ☐

Identified opportunities outside/after the coaching session. ☐ ☐ ☐ ☐
Followed-up during coaching: ☐ ☐ ☐ ☐
Reviewed information provided and coachee actions and ☐ ☐ ☐ ☐
performance.
Encouraged and listed to coachee explanations and answers ☐ ☐ ☐ ☐
to questions.
Watched and noted coachee performances. ☐ ☐ ☐ ☐
Read, reviewed and evaluated written order docket/s ☐ ☐ ☐ ☐
produced by coachee to determine competency level:
Ensured required information was included. ☐ ☐ ☐ ☐
Considered accuracy of information recorded. ☐ ☐ ☐ ☐
Gave feedback to the coachee: ☐ ☐ ☐ ☐
Highlighted aspects of the task which was well done. ☐ ☐ ☐ ☐
Identified aspects of the task requiring more attention. ☐ ☐ ☐ ☐
Suggested activities to enhance coachee performance. ☐ ☐ ☐ ☐
Demonstrated support and empathy with the coachee. ☐ ☐ ☐ ☐
Role –Play Result ☐Satisfactory ☐ Not Yet Satisfactory
Feedback:


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Subject code & Name CC08_CIII Coach and work with people

Units of competency SITXHRM001 Coach others in job skills

Assessment type/Tools Knowledge Tests / Case study/ Role-play

Course Name SIT30816 Certificate III in Commercial Cookery

Name of Assessor Daqian Yu Date of Assessment

Name of Student Tananan Siri-amornpan ID: 18266

Please use this booklet to answer assessments’ tasks

 Save as YOUR STUDENT ID_SITXHRM001_Assessment answers book.

Assessor name: Assessor Signature

Wells International College

Q2. What is meant by the ‘objective’ of workplace coaching?

Q3. What is meant by the ‘scope’ of workplace coaching?

Q7. Identify 4 ways ‘explanation’ is used as a key principle of coaching.

Wells International College

Result ☐Correct ☐ Incorrect

Result ☐Correct ☐ Incorrect

Wells International College

SITXHRM001 Coach others in job skills

Wells International College

Wells International College

Wells International College

Actual order taken by the waiter

The Righteous Inn Bistro – Food Order Docket

Venue requirements for taking of food orders

Wells International College

The Righteous Inn Bistro – Lunch Menu

Role play Task summary

Role-play questions to be answered by student here

Result ☐Correct ☐ Incorrect

Q4. What are the six key principles of training?

Result ☐Correct ☐ Incorrect

Result ☐Correct ☐ Incorrect

Assessor Observation Checklist (Assessor Only)

Wells International College

Wells International College

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