SITXHRM001 Assessment Tasks and Instructions

Assessment Guidelines
What will be assessed
The purpose of this assessment is to assess you underpinning knowledge to complete the tasks outlined in the
elements and performance criteria for this unit of competency and relating to the following aspects:

 communication techniques suitable to a workplace training context

 objectives and scope of the coaching
 factors which impact need for coaching:
o direction from colleagues
o own observation and workplace experience
o request for coaching from colleagues to be coached
 key principles of training:
o explanation
o demonstration
o review
o listening to trainee explanation
o observing and evaluating trainee demonstration
o providing feedback
 legislative work health and safety and hygiene requirements
 possible causes of performance problems or difficulties:
o breakdown in communication
o inappropriate circumstances for coaching
o insufficient opportunity to practice
o language or cultural barriers
o shyness or lack of confidence.
Place/Location where assessment will be conducted
NIET – Okay Dockey

Resource Requirements
Pen, Paper or computer, colleagues to be coached,

Coaching Session Plan Templates 1-4 (located in student assessment folder)

Instructions for assessment including WHS requirements

This assessment consists of 2 parts, Part A and Part B.

SITVersion 1 1 of 10
 Part A
For the purpose of this assessment you are required to identify the coaching needs of 4 different colleagues
and prepare 4 coaching sessions of maximum 15 minute duration for each need identified. Coaching needs
may vary and can include e.g. precision cuts, specific preparation techniques for dishes, safe use of
equipment; table setting for different occasions, serviette folding; spot removal in housekeeping, making
beds; preparing for event registration/set-up etc. to name a few examples for possible coaching needs in
various departments of hospitality, tourism and events.
You are required to address all questions to achieve competence. Your trainer will provide you with
instructions for time frames and dates to complete this assessment.

Part B
In this part of the assessment you are required to provide suggestions, supported by examples how

1. you will deal with and overcome performance problems during coaching sessions,
2. you will encourage further training and provide for application of the learnt skills as well as
transferring these skills to new tasks where applicable,
3. you will provide for monitoring of the learnt tasks to address performance problems or follow up on
coaching.

Once completed, carefully read the responses you have provided and check for completeness. Your trainer
will provide you with feedback and the result you have achieved.

The criteria set out in the checklist provide a general guideline for the details you need to provide for this
assessment for this assessment.

SITVersion 1 2 of 10
Assessment 1

1. You are required to identify the coaching needs for 4 different colleagues in preparation for the practical
coaching sessions in Assessment 2, where you will be observed delivering these to the identified colleagues.

2. Complete the table/profile for each coaching need below.

3. Complete the corresponding “Coaching Session” Plans with duration of no more than 15 minutes for each
session, and attach these for each task/colleague to be coached.

4. Answer all questions overleaf.

Part A – Identifying coaching needs and preparing for coaching

Coaching Candidate 1

Name: Maggie Location: Kitchen

Reason for Coaching:

Avoid injuries from work, WHF ensure staff understand the use of different knifes and use them safely

How was the need for coaching identified?

Inappropriately holding/handling knifes

Which specific coaching needs were discussed with the colleague in need of coaching?
Knifes, chop board, knife shelf

Description of task(s) to be coached:

The method to appropriately use a knife to chop food and put back to a proper knifes shelf after used

WHS and legal requirements for each task identified:

Are knifes sharpened? Is the colleague using the correct gesture while holding a knife and chopping? Are all knifes put
back to the right place/rack after use?
Potential gaps in WHS provisions which must be adhered to/trained before coaching can begin:
Make sure all knifes are sharpened before chop, demonstrate the correct gesture and make sure all the tools are
placed back in the right place
Session Plan 1 completed with details and attached

SITVersion 1 3 of 10
 Coaching Candidate 2

Name: Alex Location: Kitchen

Reason for Coaching:

Demonstrate the correct way to use the stove

How was the need for coaching identified?

New colleague who is lack of experience

Which specific coaching needs were discussed with the colleague in need of coaching?
Stove, pots, fried pans, PPCE

Description of task(s) to be coached:

Proper way to start, close and use of the stove

WHS and legal requirements for each task identified:

Are the stove and its surrounding areas (eg. floor) are cleaned? What kinds of PPCE have to be worn?

Potential gaps in WHS provisions which must be adhered to/trained before coaching can begin:
Make sure the area near the stove is neat and clean, especially the floor, make sure it is not slippery. PPCE, such as
anti-slippery boots, apron, gloves must be worm at all times
Session Plan 2 completed with details and attached

SITVersion 1 4 of 10
 Coaching Candidate 3

Name: Kant Location: Kitchen

Reason for Coaching:

Demonstrate the correct way to use the commercial oven

How was the need for coaching identified?

New colleague who is lack of experience

Which specific coaching needs were discussed with the colleague in need of coaching?
PPCE, trays, baking paper

Description of task(s) to be coached:

How to operate the oven, adjust the temperature, ensure the PPCE is used while taking out the hot trays from the
oven
WHS and legal requirements for each task identified:
Are the proper PPCEs used? Is the operating temperature displayed normally?

Potential gaps in WHS provisions which must be adhered to/trained before coaching can begin:
Make sure oven mitt and trays are used when take out the cooked food in the oven

Session Plan 3 completed with details and attached

SITVersion 1 5 of 10
 Coaching Candidate 4

Name: Amy Location: Kitchen

Reason for Coaching:

Demonstrate the correct way to use the cleaning chemicals

How was the need for coaching identified?

New colleague who is lack of experience

Which specific coaching needs were discussed with the colleague in need of coaching?
PPCE, broom, cleaned cloth, chemical bucket, chemical instruction of use

Description of task(s) to be coached:

How to cover hands, eyes or skin properly while cleaning, follow the instruction to handle the chemicals

WHS and legal requirements for each task identified:

Have the colleague read the instruction of the chemicals? Have they used the proper PPCE?

Potential gaps in WHS provisions which must be adhered to/trained before coaching can begin:
Find out all the instruction for different chemicals, use gloves, goggle, boots while cleaning, wash hands and arms after
cleaning is done
Session Plan 4 completed with details and attached

SITVersion 1 6 of 10
Part B

Your task: Answer the following questions. Each question must be completed.

1. How will you deal with, and accordingly overcome, the following performance problems or difficulties by
providing applied examples or scenarios:

a. Breakdown in communication
b. Inappropriate circumstances for coaching
c. Insufficient opportunity to practise
d. Language or cultural barriers
e. Shyness or lack of confidence

a. Breakdown in communication
Basic communication problems contribute many issues in the workplace. As a coach you need to have a
thorough understanding of the communication process and be able to quickly identify situation that could hinder your
coaching.
Consider the following:
- Speak clearly and at a moderate pace
- Project your speech towards your audience
- Speak with confidence, arrogance
- Position your body and the demonstration area so that staff members can see
- Use open body language
- Plan ahead
- Break down steps into a sequential order (maximum 6-8 steps)
- Use a mix of visual and written aids
- Provide practical examples to contextualise the information
- Find out a bit about the staff members beforehand
- Be sensitive to cultural and language diversity
- Demonstrate and explain simultaneously
- Ask open-ended questions to clarify understanding
- Invite feedback/questions
Particularly in Hospitality, there may be language and cultural barriers that effect how well a staff
member understands. Always be sensitive to potential barriers and try to work around them so that
all staff members are treated fairly.

b. Shyness or lack of confidence

Some people are naturally introverted and shy and may therefore find coaching sessions uncomfortable,
especially if they have to demonstrate skills in front of other people. When this occurs you need to use a
different approach, otherwise the coaching session will be unsuccessful.
Tips for coaching those who are shy or lack of confidence,
- Meet first and thoroughly discuss the impending session
- Give material in advance, e.g. demonstrate videos
- Try to coach in one-on-one situation, away from customers
- Provide supportive feedback throughout, e.g. well done, great, that’s it
- Allow ample opportunities to practise
- Be patient

SITVersion 1 7 of 10
 - Ease them into the job gradually

c. Insufficient opportunity to practise

In order to properly learn a new skill, staff members require ample opportunities to participate in hands-on
practice. Don’t fall into the trap of talking for too long with extensive explanations, then falling short of time
for staff members to practise.
Plan your approach and allocate ample time in your session plan.
Consider your own experiences, such as learning to drive a car. If your trainer had explained to you how to
operate the car but didn’t let you practise driving, do you think you would pass your test? In order to fully
understand the intricacies of driving a car you need to practise, not just talk about it.

d. Inappropriate circumstances for coaching

Despite careful and meticulous planning, certain circumstances may arise which mean that the coaching
session needs to be rescheduled or postponed. Inappropriate situations for coaching might include:
- Coach or staff member is unwell or affected by personal problems
- Coaching day/time is poorly chosen (may clash with peak service time)
- Coaching location isn’t suitable/available
- Unexpected increase in customer activity
- Not enough staff to cover workload while coaching
- Insufficient resources
Change can create resistance and cause fear. People sometimes do not want to adopt new techniques or
procedures. You, as the coach, can be seen as the messenger with bad news and may be at the receiving end of their anger
or distrust. Be aware of this and plan your strategies for overcoming any potential disagreement, beforehand. This way it
will be easier to deal with as it arises.
If staff members display negative body language you need to address the reasons and find positive solutions to the problem.
It helps to reiterate why the training is undertaken and how it will assist in their daily operations. Address the issue openly
with them and actively listen to their viewpoint.

e. Lack of experience
Just as a staff member might need a few sessions in order to fully learn a new skill, you might also need a bit of
practice at coaching. Not everyone is suitable to be a coach, but every person who has coached others has
needed to learn the necessary skills. Hopefully you will improve your coaching and teaching as you practise, so
that one day you will be able to help other employees with confidence.
If in doubt about an issue, refer to a specialist in your HR department or contact your industry association for
support.
2. How will you ensure that your colleagues will be able to apply the learnt skills to other tasks or situations
and how can you provide for this? Provide examples for each task you have delivered in your 4 coaching
sessions.
As the coach, you should always offer extended support should it be needed. This is often part of the trainer-staff member
relationship.
Once the session has been conducted it is essential to monitor and reinforce the coaching in the work situation. Do the
participants apply the skills learned? Have their skills improved? Has the coaching improved their confidence? Try to gain
direct feedback on the session from the participants, including how they about the new skills learnt.
Monitoring staff members will also help you identify whether particular aspects of skills need to be practised. Having the
staff member practise the skill may be sufficient to bring them up to the required level. If that fails, then further coaching
should be conducted.
3. How will you provide for ongoing coaching processes, given that you work in a very busy establishment?
Conduct weekly, fortnightly or monthly performance discussions, depending on your organisation’s procedures. Let staff
members know how they are progressing. To do this, you may need to seek the opinion of their colleagues or supervisors as

SITVersion 1 8 of 10
 to how they are performing post-coaching. If any performance problems are identified then more coaching may need to be
scheduled.

Marking Criteria Part A, Part B S NYS S NYS Feedback

Preparation for on-the-job coaching

Identifies the need for coaching according to relevant factors 

Provides a clear overview of the identified training needs 
Identifies specific skills to be trained 
Considers specific requirements for coaching relevant to person 
to be coached (special needs, adjustments etc)
Provides realistic details for time and location of coaching 
considering workplace policies or constraints
Identifies resource requirements correctly according to coaching 
requirements
Identifies stakeholders and communication requirements 
correctly

Preparation of coaching session

Identifies underpinning knowledge required for task to be 
coached including organisational requirements for workplace
specific tasks
Identifies all WHS requirements relevant for the task to be 
coached
Identifies gap training required to meet WHS aspects where 
relevant
Identifies gap training required to meet the underpinning 
knowledge and skills requirements where relevant
Clearly defines the practical skills to be coached 
Clearly defines the objectives of the coaching session 
Provides a clear and logical overview of the coaching strategies 
Applies logical sequencing of coaching events 

SITVersion 1 9 of 10
Provides opportunity provision for practising learnt skills 
Provides opportunity provision for questions and answers 
Suggests a clear approach for providing feedback on coaching 

Follow-up coaching (Part B)

Suggests a realistic process for monitoring progression on 
coaching session
Identifies opportunities for further practice relevant to the 
workplace context and tasks undertaken there
Identifies relevant personnel for reporting 
Identifies the requirements for reporting 
Provides a detailed overview of reasons for the following 
potential problems which may occur during coaching and
appropriate suggestions how to help to overcomes these pro-
actively:
a. Breakdown in communication

b. Shyness or lack of confidence

c. Insufficient opportunity to practise

d. Inappropriate circumstances for coaching

e. Lack of experience

SITVersion 1 10 of 10