Assessor Resource

SITXHRM301
Coach others in job skills

Assessment tool

Version 1.0
Issue Date: March 2024


This unit applies to all tourism, hospitality and event sectors.

It applies to experienced operational personnel and to supervisors and managers who informally train other people in new workplace skills and procedures.

This unit describes the performance outcomes, skills and knowledge required to provide onthejob coaching to colleagues. It requires the ability to explain and demonstrate specific skills, knowledge and procedures and to monitor the progress of colleagues until they are able to operate independently of the coach. This unit has no parity with units in TAE10 Training and Education Training Package, but covers the situation in workplaces where buddy systems and informal onthejob training are extremely common.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.


Employability Skills

This unit contains employability skills.




Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

provide supportive on-thejob coaching and provide constructive feedback

clearly communicate and demonstrate the workplace tasks required of the colleague

integrate knowledge of the key principles of training

complete coaching activities within commercial time constraints to ensure the colleague is effective.

Context of and specific resources for assessment

Assessment must ensure use of:

a real or simulated tourism, hospitality or event industry environment with colleague requiring coaching

work tasks to coach others in

a colleague with whom the individual can interact.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

direct observation of the individual coaching a colleague in a required work skill

role plays to assess the individual’s ability to use:

active listening and open questioning techniques to confirm understanding of job tasks

key training techniques

use of problem-solving exercises so the individual can suggest ways of resolving performance problems or difficulties

written or oral questioning to assess knowledge of key training principles

review of portfolios of evidence and thirdparty workplace reports of onthejob performance by the individual.

Guidance information for assessment

The assessor should design integrated assessment activities to holistically assess this unit with other units relevant to the industry sector, workplace and job role, for example:

SITXCOM201 Show social and cultural sensitivity

SITXMGT401 Monitor work operations.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

communication skills to:

develop rapport

show sensitivity to the colleague

use active listening and open questioning techniques to confirm understanding of job tasks

initiative and enterprise skills to observe the colleague and provide assistance without their request

literacy skills to:

read and interpret workplace documentation completed by colleague

numeracy skills to calculate adequate time required for coaching and the colleague to complete required tasks

planning and organising skills to complete own work tasks within designated timelines and simultaneously coach others in their job skills

problem-solving skills to identify and resolve deficiencies in the skills and knowledge of colleagues

self-management skills to take responsibility for colleague coaching

teamwork skills to pass on organisational knowledge to colleague.

Required knowledge

objectives and scope of the coaching

the key principles of training:

explanation

demonstration

review

listening to trainee explanation

observing and evaluating trainee demonstration

providing feedback.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Factors may include:

direction from colleagues

own observation and workplace experience

request for coaching from colleague to be coached.

Coaching sessions could be conducted in a range of contexts, including:

before or after work

in a simulated location away from the actual workplace

onthejob during work hours.

Skills to be coached are generally those not requiring formal or extended training sessions, but short, commonlyused tasks, such as:

customer service skills

selling or promoting products and services

technical or practical skills, such as operating equipment, making something or completing documentation.

Required knowledge refers to the essential knowledge required to carry out tasks or undertake skills effectively, such as:

ingredients or components of items

knowledge of products or services

legislative, work health and safety and hygiene requirements

principles underpinning skills, such as communication and selling

reasons for undertaking various tasks.

Performance problems or difficulties may be due to:

breakdown in communication

inappropriate circumstances for coaching

insufficient opportunity to practise

language or cultural barriers

shyness or lack of confidence.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Identify the need for coaching based on a range of factors. 
Identify specific coaching needs through discussion with colleague and organise coaching sessions. 
Explain the overall purpose of coaching to colleague. 
Explain and demonstrate the specific skills. 
Communicate required knowledge and check colleague understanding. 
Advise organisational procedures for completing workplace tasks. 
Provide colleague with opportunity to practise the skill and ask questions. 
Provide feedback in a constructive and supportive manner. 
Monitor progress of new workplace skills and provide supportive assistance. 
Report progress to the appropriate person. 
Identify performance problems or difficulties with the coaching and rectify or refer to the appropriate person for follow up. 

Forms

Assessment Cover Sheet

SITXHRM301 - Coach others in job skills
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

SITXHRM301 - Coach others in job skills

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: