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Student Assessment Tasks
SITXHRM001 Coach others in job skills
Student Name:
Student Number:
Contents
Assessment process overview ……………………………………………………………………………… 3
Tips for submitting written work ……………………………………………………………………………… 4
Assessment agreement ………………………………………………………………………………………. 6
Assessment Task 1: Cover Sheet …………………………………………………………………………… 7
Assessment Task 1: Theory Task …………………………………………………………………............... 9
Assessment Task 2: Cover Sheet ……………………………………………………………………………12
Assessment Task 2: Practical Activity …………………………………………………………………........14
Assessment process overview
This Student Assessment Task Booklet is used to assess your performance against the requirements of the following unit of competency SITXHRM001 Coach others in job skills. You must satisfactorily complete the following assessment tasks to be deemed competent for this unit:
Assessment Task        Assessment Outline
1. Theory task    Prepare a coaching plan
2. Practical activity     Prepare and deliver coaching sessions
Assessment requirements
You will be provided an assessment schedule by your trainer. This will indicate the dates assessments will be undertaken e.g. for practical activities and/ or the dates for assessment submissions e.g. for written work.
Prior to assessment your assessor will provide you information on how to prepare. Ensure you are fully prepared for each assessment task. The resources required for each task are indicated in each task.
If you have identified special learning needs the assessment process and/ or materials may be adjusted to address these requirements. If you feel there is an issue that will impact your performance during an assessment task, it is important to bring this to the attention of your assessor prior to attempting the task.
Read all assessment task information in full. Contact your assessor to clarify assessment requirements if you are unsure about any aspect of the assessment process or task requirements.
Each assessment task includes a set of instructions that guide you on requirements. Information is also provided on the assessment context (e.g. where it will be undertaken) and conditions (e.g. closed book).
For performance to be deemed satisfactory in an assessment task, you must satisfactorily address all the assessment criteria. You must satisfactorily complete each assessment task to be deemed competent in this unit.
Submitting assessments
You will be informed the process for submitting any written work and what has to be submitted. This information will be supplied with each task. You must submit all work by the due date. Failure to do so may count as a submission attempt.
Complete the Student declaration section of the Assessment Cover Sheet that is supplied with each assessment task. Submit this to the assessor along with your work. Retain a copy of all work submitted for each assessment task.
Academic conduct
Cheating, plagiarism and unauthorised collusion in any form during assessments will result in the assessment submission being invalidated.
Assessment feedback
You will be provided feedback on performance on completion of the task. The feedback will be provided in the Assessment Cover Sheet and will indicate if you have satisfactorily addressed all the assessment criteria and indicate the assessment result as S – Satisfactory or U - Unsatisfactory. Assessors will discuss your performance in each task when providing feedback.
Assessment resubmissions
If you fail to demonstrate satisfactory performance in an assessment task you will be provided another 2 opportunities to address the assessment criteria. The assessor will arrange this with you.
Accepting the assessment result
Once the assessor has provided written and verbal feedback, you are required to complete the Accepting assessment result section of the Assessment Cover Sheet.
Assessment appeals
You have the right to appeal the outcome of assessment decisions if you feel you have been dealt with unfairly or have other appropriate grounds for an appeal.
Tips for submitting written work
Assessment questions, report briefs and project instructions include words that guide you on the expected level of response. The information below is a guide on the expected level and type of response required by questions and instructions that include the highlighted words below.
Note that the following guidance is the minimum level of response required.
List     Identify information in a list format. A short response is required e.g. a list of food items required for a menu.
Identify     Similar to list. A short response is required e.g. identify 3 types of cheese.
Outline     A brief response of 1 or 2 sentences is required that includes a brief overview of the main parts/ aspects of the question subject.
Summarise    A brief response of 1 or 2 sentences is required that includes a brief overview of the main parts/ aspects of the question subject.
Describe    This requires a more comprehensive response than outline or summarise. When describing something you provide more detailed information of the question subject. You may be often asked to describe processes or aspects/ features or qualities of the question subject. Expected responses will be between 3 to 4 sentences in length.
Explain    When explaining something you provide detailed information on the question subject. You may be asked to explain reasons justifying why you would complete processes in a certain order or why something happened. Expected responses will be between 3 to 4 sentences in length.
Analyse    When responding to questions asking you to analyse something, you should identify key aspects or features of the subject. Expected responses will be between 3 to 4 sentences in length.
Quick summary of assessment process
1. Review task requirements to identify assessment criteria and task requirements.
2. Clarify anything you don’t understand with your assessor.
3. Ensure you are fully prepared to undertake the task.
4. Complete the Assessment Agreement. Provide this to your assessor prior to attempting assessment task 1.
5. Complete the Assessment Task Cover Sheet and submit to you assessor at the commencement of a task that is observed by your assessor or when submitting written work.
6. Undertake the task in accordance with task requirements.
7. Your assessor will provide written feedback in the Assessment Task Cover Sheet and discuss this with you.
8. If required identify and confirm part of the task that must be resubmitted and confirm your understanding of requirements with the assessor.
9. Complete the Student Declaration – Acceptance of assessment result section of the Assessment Task Cover Sheet. Keep a copy of the feedback provided in the Assessment Task Cover Sheet.
Assessment Task 1 – Theory task – Prepare coaching plans
Overview
In this task you are required to prepare a report on how you have considered relevant factors and information when preparing to deliver coaching sessions to colleagues.
Assessment conditions & context
This is an open book assessment task. Students may refer to their notes during this task. This task is to be completed in your own time and be submitted at an agreed date. Submit the completed Assessment cover sheet and report to your assessor at the completion of this task.
Assessment criteria
For performance to be deemed satisfactory in this assessment task, you must satisfactory complete each part of the task (provide an appropriate response to each question). If part of this task is not satisfactorily completed, you will be asked to complete further assessment to demonstrate satisfactory performance.
Resubmissions
You will be provided feedback on your performance by the Assessor. The feedback will indicate if you have satisfactorily addressed each part of the task requirements.
If any part of this task is not satisfactorily addressed your assessor will explain why and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt/ s will be arranged at a later time and date.
Appeals
You have the right to appeal the outcome of assessment decisions if you feel you have been dealt with unfairly or have other appropriate grounds for an appeal.
Confirming requirements
Assessors will confirm requirements of this task with you prior to commencement. If you are unsure about any aspect of the requirements, ask your assessor to provide clarification. Consult with the assessor if you have any learning issues/ needs that may impact your performance when attempting this task.
Required resources
Laptop/ personal computer with internet access
Printer access
Coaching session planning template
Task Instructions
You have been asked by your manager (your assessor) to prepare a plan on how to effectively deliver on the job coaching in job skills to the four colleagues identified below. Familiarise yourself with each colleague, their job context, issues and considerations. You are then to prepare a plan that addresses the planning brief.
    
Joan Lawman College restaurant
JLC restaurant is a family owned restaurant employing 36 people in front of house, kitchen and storage positions. The restaurant has been operating for 23 years. During this time, they have developed and implemented effective work practices, systems and policies and procedures for all areas of operations. Like most hospitality businesses they encounter staff performance issues from time to time and encounter a high rate of staff turnover.
Colleague 1
Johan Fedasaskion has recently arrived from Sweden and joined the JLC restaurant as a cook. He has 6 months experience working as a junior cook in a fast food restaurant in Sweden. Although he has worked at JLC restaurant for the last 3 months and been inducted, he is finding it difficult to adjust to the different Occupational Health and Safety legislation, working practices and organisation culture/ standards. Johan is quite shy, unconfident and finds it difficult to understand the different accents of some Australian colleagues. English is his second language. He enjoys working at the organisation, is motivated and has requested coaching to help him address the above difficulties.
Colleague 2
Jimmy Franham has worked at the JLC restaurant for the last 2 years as a kitchen assistant and waiter. He is a very popular member of staff, but the standard of his work is not in accordance with organisation standards, especially in relation to health, safety and hygiene. He often argues with the supervisor and has difficulty following long or complex instructions. He has been coached in the past by his supervisor but due to their tense relationship, this has not been effective in improving his performance. The restaurant manager has arranged the coaching sessions as a last attempt to assist Jimmy improve performance when completing job role tasks safely.
Colleague 3
Cecilia Woo has just left high school and joined the JLC restaurant as a waitress last week. She is a bit shy and nervous as this is her first full time job since leaving school. Cecilia has worked in her parent’s restaurant during school holidays and knows how to perform many of the job role tasks, although she has never performed tasks in accordance with formal policies and procedures. She has some unsafe habits when completing some waiting duties and issues with personal hygiene and food handling. Cecilia is motivated and keen to learn.
Colleague 4
Solu Bernstein has worked at the restaurant for 5 years as a food service assistant. She has recently been appointed to a position in charge of food storage. She has previously been coached in job skills but has requested further job skill coaching. The person who provided this did not really explain or demonstrate how to perform tasks or provide opportunities for Solu to practice completing storage tasks. Subsequently, Solu has not performed tasks as per workplace requirements and this has led to food wastage. No observation and feedback on specific aspects of her performance when completing tasks was provided in her initial coaching sessions. Due to the above, Solu’s confidence has been knocked a bit.
Planning brief
Ensure your response to each section of the brief relates the colleague’s context. Prepare a Coaching plan for each colleague addressing the following criteria:
1. Purpose and objectives of the coaching sessions
2. Scope of the coaching sessions
3. Who initiated the coaching sessions and a reason explaining why they are attending.
4. At least two considerations when delivering the coaching sessions that are relevant to their performance of respective job role tasks. Your responses across the four colleagues must address each of the following possible causes of performance problems or difficulties at least once (i.e. you don’t have to address each criterion for each colleague):
· breakdown in communication
· inappropriate circumstances for coaching
· insufficient opportunity to practice
· language or cultural barriers
· shyness or lack of confidence
5. Actions/ approaches you will implement to address the considerations identified above.
6. At least two aspects of relevant health, safety and hygiene legislation that must be addressed when delivering the coaching.
7. How you will use at least two aspects of effective communication during the coaching sessions.
8. Outline one factor to consider when completing the following processes. Your responses across the four colleagues must address each process at least once. (i.e. you don’t have to address each criterion for each colleague):
· explaining how to complete job tasks
· demonstrating how to complete job tasks
· listening to colleague explanations/ feedback
· observing and evaluating colleagues completing job tasks
· providing feedback to colleagues
· reviewing the effectiveness of your coaching in relation to achieving objectives
    Follow the instruction and submit a coaching plan brief for each colleague.
Submit
Coaching plan for each colleague with a response to each part of the brief.
End of task
Colleague 1
Staff member: Johan Fedasaskion
Coach:    Manager                        Date:
    
Questions
    
Responses
    Purpose and objective of session
    
Johan has worked at JLC restaurant for the last 3 months and been inducted, he is finding it difficult to adjust to the different Occupational Health and Safety legislation, working practices and organisation culture/ standards. Johan is quite shy, unconfident and finds it difficult to understand the different accents of some Australian colleagues. English is his second language. He enjoys working at the organisation, is motivated and has requested coaching to help him address the above difficulties.
The objective of the coaching session will be to enhance his health and safety aspects and the language skills.
    Session scope
    
The scope of the session will be effectively focus on the aspects of enhancing the culture and Standards of the organisation with respect to the health and safety aspects of the employees. This shall provide an inherent understanding of the effectiveness of the health and safety procedures in the work environment. This will also focus on enhancing the language skills of the employee in the organisation to enhance the communication between the employees.
    Initiated by
    
The Manager
    Why initiated
    This shall provide an inherent understanding of the effectiveness of the health and safety procedures in the work environment. This will also focus on enhancing the language skills of the employee in the organisation to enhance the communication between the employees.
    Considerations
    
The considerations that will be kept in mind is the aspects that the employee enjoys the working in the organisation and these motivated. This can help the coaching...