ANSA 019 SITXHRM001 Learner Workbook

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Australian College of the Professions

RTO No. 41201 CRICOS No. 03608K

LEARNER WORKBOOK
ACTIVITIES & ASSESSMENTS

SITXHRM001
Coach others in job skills

SIT40516 Certificate IV in Commercial Cookery

Student ID: _________________________________________________

Student Name: _________________________________________________

Assessor Name: ________________________________________________

Student Signature: ______________________ Date: _____ / _____ / 2021

OFFICE USE ONLY

Received by - Date:

Assessment Attempt  Initial Attempt  Second Attempt / Reassessment

Completion Status Complete Incomplete

RESULTS COMPETENT NOT YET COMPETENT

Completion Date: Assessed by:

Unit Assessment Pack (UAP) – Cover Sheet

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Student and Trainer/Assessor Details


Student ID
Student name
Trainer/Assessor
name

Course and Unit Details


Course code SIT40516
Course name Certificate IV in Commercial Cookery
Unit code SITXHRM001
Unit name Coach others in job skills

Assessment Submission Method

☐ By hand to ☐ By email to ☐ Online submission via


trainer/assessor trainer/assessor Learning Management System
(LMS)

☐ By Australia Post to ☐ Any other method


RTO ______________________________________________
___
(Please mention here)

Student Declaration
• I certify that the work submitted for this assessment pack is my own. I have clearly
referenced any sources used in my submission. I understand that a false declaration is a
form of malpractice;
• I have kept a copy of this assessment pack and all relevant notes, attachments, and
reference material that I used in the production of the assessment pack;
• For the purposes of assessment, I give the trainer/assessor of this assessment the
permission to:
o Reproduce this assessment and provide a copy to another member of staff; and
o Take steps to authenticate the assessment, including communicating a copy of
this assessment to a checking service (which may retain a copy of the
assessment on its database for future plagiarism checking).

Student signature: ________________________________

Date: ____/_____/______________

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Assessment Plan
To demonstrate competence in this unit, you must be assessed as satisfactory in each of the
following assessment tasks.

Evidence recorded Evidence Type/ Method of assessment Sufficient evidence


recorded/Outcome
Unit Assessment Task Unit Knowledge Test (UKT) S / NS (First
1 Attempt)
S / NS (Second
Attempt)
Unit Assessment Task Unit Skills Test (UST) S / NS (First
2 Attempt)
S / NS (Second
Attempt)
Final result C/NYC Date assessed

Trainer/Assessor
Signature

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Assessment Conditions
Unit purpose/application

This unit describes the performance outcomes, skills and knowledge required to provide on-the-
job coaching to colleagues. It requires the ability to explain and demonstrate specific skills,
knowledge and procedures and monitor the progress of colleagues until they are able to operate
independently of the coach.
The unit applies to experienced operational personnel and to supervisors and managers who
informally train other people in new workplace skills and procedures.
It applies to all tourism, hospitality and event sectors.
No occupational licensing, certification or specific legislative requirements apply to this unit at
the time of publication.
What the student can expect to learn by studying this unit of competency

• Prepare for on-the-job coaching.


• Coach colleagues on-the-job.
• Follow-up coaching.
Training and assessment resources required for this unit of competency

The student will have access to the following:


 Learner guide
 PowerPoint presentation
 Unit Assessment Pack (UAP)
 Access to other learning materials such as textbooks
The resources required for these assessment tasks also include:
 Access to a computer, the Internet and word-processing system such as MS Word.
 Business related environment area, this can be a:
o Real industry workplace
o Simulated industry environment
 Codes of practice and standards issued by government regulators or industry groups
Submission instructions

Your trainer/assessor will confirm assessment submission details for each assessment task.
Academic integrity, plagiarism and collusion

Academic Integrity
Academic Integrity is about the honest presentation of your academic work. It means
acknowledging the work of others while developing your own insights, knowledge and ideas.
As a student, you are required to:

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• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse your work.

Plagiarism
Plagiarism means to take and use another person's ideas and or manner of expressing them and to
pass them off as your own by failing to give appropriate acknowledgement. This includes material
sourced from the internet, RTO staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used,
which includes:
• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as your own work
• Using phrases and passages verbatim without quotation marks or referencing the author or
web page
• Reproducing lecture notes without proper acknowledgement.

Collusion
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with
other people. This occurs when a student presents group work as their own or as the work of
someone else.
Collusion may be with another RTO student or with individuals or students external to the RTO.
This applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and
academic misconduct in group work please refer to the RTO’s policy on Academic integrity,
plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students
who engage in plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and
could lead to disciplinary action
Other Important unit specific Information

N/A
Unit outcome

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This unit is not graded and the student must complete and submit all requirements for the
assessment task for this cluster or unit of competency to be deemed competent.
• Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed
(NS) result for each individual unit assessment task (UAT).
• Final unit result will be recorded as competency achieved/competent (C) or competency
not yet achieved/not yet competent (NYC).
Prerequisite/s

Nil
Co-requisite/s

Nil
Foundation Skills

The Foundation Skills describe those required skills (learning, oral communication, reading,
writing, numeracy, digital technology and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of
competency.
Relevant Legislation

 Australian Human Rights Commission Act 1986


 Age Discrimination Act 2004
 Disability Discrimination Act 1992
 Racial Discrimination Act 1975
 Sex Discrimination Act 1984
 Code of ethics and codes of conduct
 Ethical Principles in the Workplace
 Codes of practice
 The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
 Occupational Health and Safety Act 2004
 Work Health and Safety Act 2011
Principles of assessment and rules of evidence

All assessment tasks will ensure that the principles of assessment and rules of evidence are
adhered to.
The principles of assessment are that assessment must be valid, fair, flexible, reliable and
consistent. The rules of evidence state that evidence must be sufficient, valid, current and
authentic.
AQF Level

AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth
of achievement and the autonomy required to demonstrate that achievement.

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All assessment tasks must ensure compliance with the requirements of AQF level and the AQF
level criteria. For more information, please visit http://www.aqf.edu.au/

Further Information

For further information about this unit go to


https://training.gov.au/Training/Details/SITXHRM001

Additional Information
• This information will be managed by the provisions of the Privacy Act and the Freedom
of Information Act.)
• Students are required to satisfactorily complete and submit all assessment tasks that
contribute to the assessment for a unit.
• Students will be provided with one more attempt to complete this Unit assessment pack
(UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit
assessment task (UAT).
• Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to
ensure the student is ready for the assessment.
• Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance
and quality assurance department/administration department in your RTO for
continuously improving our assessment and student resources.

Feedback to student
Feedback on students’ assessment performance is a vital element in their learning. Its purpose is
to justify to students how their competency was assessed, as well as to identify and reward
specific qualities in their work, to recommend aspects needing improvement, and to guide
students on what steps to take.

Feedback defines for students what their trainer/assessor thinks is important for a topic or a
subject. At its best, feedback should:
• Be provided for each Unit Assessment Task (UAT)
• Guide students to adapt and adjust their learning strategies
• Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning
needs
• Be a pivotal feature of learning and assessment design, not an add-on ritual
• Focus on course and unit learning outcomes
• Guide students to become independent and self-reflective learners and their own critics
• Acknowledge the developmental nature of learning.

If students have not received proper feedback, they must speak to compliance and quality
assurance department/administration department in the RTO/person responsible for looking after
the quality and compliance services of the RTO.

For more information, please refer to RTO Student Handbook.

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Unit Pre-Assessment Checklist (UPAC)


UAT 1 – Unit Knowledge Test (UKT)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment
task before undertaking it.
Section 1: Information for Students
• Please make sure you have completed the necessary prior learning before attempting this
assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks
to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate
these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type
the answers).
• Please ensure that you have all the required resources needed to complete this Unit
Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together
with your request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due
date of this assessment task.
Section 2: Reasonable adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an
additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to
enable the student with a disability to participate in education on the same basis as a student
without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and
implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment
pack to the administration/compliance and quality assurance department.

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Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

Category Possible Issue Reasonable Adjustment Strategy


(select as applicable)
 LLN  Speaking  Verbal assessment
 Reading  Presentations
 Writing  Demonstration of a skill
 Confidence  Use of diagrams
 Use of supporting documents such as wordlists
 Non-  Speaking  Discuss with the student and supervisor (if
English-  Reading applicable) whether language, literacy and numeracy
Speaking  Writing are likely to impact on the assessment process
Background  Cultural  Use methods that do not require a higher level of
background language or literacy than is required to perform the job
 Confidence role
 Use short sentences that do not contain large
amounts of information
 Clarify information by rephrasing, confirm
understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of,
or to support, text
 Offer to write down, or have someone else write,
oral responses given by the student
 Ensure that the time available to complete the
assessment, while meeting enterprise requirements,
takes account of the student’s needs
  Knowledge and  Culturally appropriate training
Indigenous understanding  Explore understanding of concepts and practical
 Flexibility application through oral assessment
 Services  Flexible delivery
 Inappropriate  Using group rather than individual assessments
training and  Assessment through completion of practical tasks in
assessment the field after demonstration of skills and knowledge.
 Age  Educational  Make sure font size is not too small
background  Trainer/Assessor should refer to the
 Limited study student’s experience
skills  Ensure that the time available to complete the
assessment takes account of the student’s needs
 Provision of information or course materials in
accessible format.
 Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures

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 Supply of specialised equipment or services, e.g. a


note-taker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
 Changes to course design, e.g. substituting an
assessment task
 Modifications to physical environment, e.g.
installing lever taps, building ramps, installing a lift
  Reading  Discuss with the Student previous learning
Educational  Writing experience
background  Numeracy  Ensure learning and assessment methods meet the
 Limited study student’s individual need
skills and/or
learning strategies
  Speaking  Identify the issues
Disability  Reading  Create a climate of support
 Writing  Ensure access to support that the student has agreed
 Numeracy to
 Limited study  Appropriately structure the assessment
skills and/or  Provide information or course materials in
learning strategies accessible format, e.g. a textbook in braille
 Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a
note- taker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
 Changes to course design, e.g. substituting an
assessment task
 Modifications to physical environment, e.g.
installing lever taps, building ramps, installing a lift

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Explanation of reasonable adjustments strategy used (If required)

Unit Assessment Task (UAT)


Assessment Task 1 - Unit Knowledge Test (UKT)

Assessment type:
 Written Questions

Assessment task description:


 This is the first (1) unit assessment task you have to successfully complete to be deemed
competent in this unit of competency.
 The Unit Knowledge Test is comprised of eighteen (18) written questions
 You must respond to all questions and submit them to your Trainer/Assessor.
 You must answer all questions to the required level, e.g. provide the number of points, to
be deemed satisfactory in this task
 You will receive your feedback within two weeks - you will be notified by your
Trainer/Assessor when results are available.

Applicable conditions:
 All knowledge tests are untimed and are conducted as open book tests (this means you are
able to refer to your textbook during the test).
 You must read and respond to all questions.
 You may handwrite/use computers to answer the questions.
 You must complete the task independently.
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 As you complete this assessment task you are predominately demonstrating your written
skills and knowledge to your trainer/assessor.
 The trainer/assessor may ask you relevant questions on this assessment task to ensure that
this is your own work.

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Resubmissions and reattempts:


 Where a student’s answers are deemed not satisfactory after the first attempt a
resubmission attempt will be allowed.
 You must speak to your Trainer/Assessor if you have any difficulty in completing this task
and require reasonable adjustments (e.g. can be given as an oral assessment)
 For more information, please refer to your RTO Student Handbook.

Location:
 This assessment task may be completed in a learning management system (i.e. Moodle) or
independent learning environment.
 Your trainer/assessor will provide you further information regarding the location for
completing this assessment task.

Purpose of the assessment


The purpose of this assessment task is to assess the students’ knowledge essential to coach others
in job skills in a range of contexts and industry settings.
 Knowledge to check colleague understanding.
 Knowledge to describe overall purpose of coaching.
 Knowledge to offer colleague with opportunity to practice skill and ask questions.
 Knowledge to communicate required knowledge.
 Knowledge to state progress to the appropriate person.
 Knowledge to detect need for coaching based on a range of factors as well as through
discussion.
 Knowledge to recommend organizational procedures for completing workplace tasks.
 Knowledge to deliver feedback in constructive and supportive manner.
 Knowledge to organize coaching sessions.
 Knowledge to demonstrate specific skills.
 Knowledge to find performance problems or difficulties.
 Knowledge to conduct an interactive and creative role play.
 Reading knowledge to review workplace documentation completed by colleague.
 Oral/Speech communication knowledge to use active listening and open questioning
techniques to confirm understanding.
 Numeracy/numbers- mathematical knowledge to calculate adequate time required for
coaching and for the colleague to complete required tasks.
 Knowledge to plan and organize with complete own work tasks within designated
timeframes and simultaneously coach others in their job skills.

Instructions for answering written questions:


 Complete a written assessment consisting of a series of questions.
 You will be required to correctly answer all the questions.
 Do not start answering questions without understanding what is required from you. Read
the questions carefully and critically analyze them for a few seconds, this will help you to
identify what is really needed.
 Your answers must demonstrate an understanding and application of relevant concepts,
critical thinking, and good writing skills.
 Be concise to the point and write answers according to the given word-limit to each
question and do not provide irrelevant information. Be careful, quantity is not quality.

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 Be careful to use non-discriminatory language. The language used should not devalue,
demean, or exclude individuals or groups on the basis of attributes such as gender,
disability, culture, race, religion, sexual preference or age. Gender inclusive language
should be used.
 When you quote, paraphrase, summarise or copy information from the sources you are
using to write your answers/research your work, you must always acknowledge the source.

How your trainer/assessor will assess your work?


 This assessment task requires the student to answer all the questions.
 Answers must demonstrate the student’s understanding and knowledge of the unit.
 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent
(C).
 If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit
outcome is Not Yet Competent (NYC).
 Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The
outcome will be either Competent (C) or Not Yet Competent (NYC).
 The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover
Sheet.

Assessment Task 1 - Unit Knowledge Test (UKT)

Instructions:
 This is an individual assessment.
 The purpose of this assessment task is to assess the students’ knowledge essential to
coach others in job skills in a range of contexts and industry settings.
 To make full and satisfactory responses you should consult a range of learning resources,
other information such as handouts and textbooks, learners’ resources and slides.
 All questions must be answered in order to gain competency for this assessment.
Question 1. What are the eight (8) different factors which influence the need for
training?
Answer:
The eight different factors that influence the need for training are as follows:
 To prepare a worker for more responsibility or a promotion
 In the workplace, a new system or method has been implemented.
 Senior staff should take a refresher course.
 An employee's request
 For the on boarding or induction of new employees
 For a particular occasion that requires special attention
 Workplace uniformity is important.
 Enhancement of performance

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Question 2. Give any four (4) tips on how to explain specific skills.

Answer:
The four tips on how to explain specific skills are given below:

 In the workplace, a new system or method has been implemented.


 Senior staff should take a refresher course.
 For a particular occasion that requires special attention
 Workplace uniformity is important.

Question 3. List six (6) appropriate personnel to whom progress should be reported.

Answer:
The list of six appropriate personnel to whom progress should be reported are as
follows:
 In the workplace, a new system or method has been implemented.
 Senior staff should take a refresher course.
 An employee's request
 For the on boarding or induction of new employees
 For a particular occasion that requires special attention
 Workplace uniformity is important.
 Enhancement of performance

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Question 4. Mention three (3) steps required to provide a colleague an opportunity to


practise their skills.

Answer:
The three steps required to provide a colleague an opportunity to practise their skills are
enlisted below:
 New equipment, procedures, and standards are being implemented.
 Demonstrate the new skill and provide feedback for progress and correction.
 Encourage individuals to master the new method more quickly and effectively.

Question 5. List any three (3) different situations when coaching sessions can be
organised.

Answer:
The three different situations when coaching sessions can be organised by following
listing ways:
 Training on the job
 Prior to or following work
 The trainees' availability

Question 6. Write five (5) steps to monitor workplace skills.

Answer:
The five steps to monitor workplace skills are given below:

 Individual performances are observed visually.


 Inquire about the opinions and support of your co-workers.
 Improvements should be demonstrated and monitored.

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 Changes based on the demonstration


 Teamwork leads to efficiency.

Question 7. What are the three (3) different types of skills for which training can be
given?

Answer:
The three different types of skills for which training can be given below:
 Ability in the real world
 Customer service is important.
 Promotion and marketing

Question 8. Mention four (4) ways to detect performance problems or difficulties with
coaching.

Answer:
The four ways to detect performance problems or difficulties with coaching are given
below:

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 Lack of willingness to participate in refresher or improvement training


 Employee availability to participate in training
 Examining the Workplace
 Lacking to make a balance of the team

Question 9. list any eight (8) overall purposes of coaching to a colleague.

Answer:
The eight overall purposes of coaching to a colleague are listed below:

 To better understand the product

 In order to fulfil the legal delegation

 Make the workplace a safe place to be

 Boost your efficiency

 Customer service and service standards should be improved.

 Gaining expertise

 Boost the standard of your business

 Product homogeneity

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Question 10. How can feedback be given in a constructive and supportive manner? List
at least seven (7) steps.

Answer:
The feedback can be given in a constructive and supportive manner by the following
steps:
 Don't send a muddled message; be direct.

 observe

 ongoing debate

 voice any concerns you may have

 giving trainees a chance

 provide constructive and timely feedback

 assistance and feedback

Question 11. List any five (5) different types of required knowledge that can be
communicated to colleagues.

Answer:
The five different types of required knowledge that can be communicated to colleagues
are listed below:

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 Recipe/ingredient/method
 Operating instructions for machinery/manuals
 Product information/knowledge
 Legal requirements/obligations
 Know the particular word, such as 86, which means "I don't have."

Question 12. Write any three (3) different ways to motivate colleagues to ask questions.

Answer:
The three different ways to motivate colleagues to ask questions are illustrated below:

 Applause

 Attitude

 Favourable comments

Question 13. Outline six (6) communication techniques that can be used to communicate
required knowledge and check colleague understanding.

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Answer:
The six communication techniques that can be used to communicate required knowledge
and check colleague understanding are outlined below:

 Presentation of data visually

 Poster

 Text messages and emails

 The meeting's minutes

 To put it bluntly

 Meeting

Question 14. From a coaching point of view, explain the link between objectives and
scope and why this link is so important. Write your answer in 50-100 words

Answer:
This link is very much important because coaching's goal is to help an individual or a group of
people improve and develop their talents. Coaching is an activity of representation of a method
with a limitation or boundary of application, and its scope is to stimulate a learner or employee
who has received a positive result. Coaching should have both criteria to define a goal and
how to finish or job more efficiently, which is why objective and scope are so vital.

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Question 15. For the following five (5) variables, explain why these could be possible
caused of performance problems/difficulties and offer one (1) solution that may overcome
the issue. Write the answer for each variable in 30-50 words
 Breakdown in communication
 Shyness or lack of confidence
 Inappropriate circumstances for coaching
 Insufficient opportunity to practice
 Language or cultural barriers

Answer:
They are answered individually below:
Communication has broken out. It could be a cost issue, for example, some restaurants have
an entree' menu and a main course menu, and if the person placing the order does not say
anything like need entree', the main chef will make the main course when they call for main
course - so we need to call the word that everyone understands.

Shyness is a lack of self-assurance. It might cause a lot of problems, and we won't know
what's wrong since they won't talk - so we might say things like "be relaxed" or "you can do
it" to install confidence in them and allow them time to talk about any issues.

Coaches should not be used in these situations. Some situations are unsuitable for coaching,
such as when we have a lot of orders to send out and we just have time to show them how to
do it or travel to that station and repair it for them.

There isn't enough time to practice. Every person has a different problem, and we can't address
all of them at once; instead, we must look for opportunities and offer guidance to help them
think about their issues.

Barriers of language or culture. One word can have many meanings, and people from different
countries have different cultures. We must understand that sometimes people want to say
something but don't know how to say it, so we must guess and be kind. We must also
understand the culture of other countries and try to learn from and understand them.

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Australian College of the Professions
RTO No. 41201 CRICOS No. 03608K

Question 16. Discuss how each of these three (3) factors impact on the need for training
and explain the six (6) key principles of training.
 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

Answer:
The three factors impact on the need for training are explained below:
1) Actors who have an impact on the requirement for coaching direction from colleagues
will reduce errors because instructions have already been given out. There is also only
a small amount of supervision required.

2) Own observation and working experience - by monitoring and assessing oneself, one
can identify one's own strengths and limitations, as well as areas that need to be
improved in order to produce better results. To boost productivity, an employee might
develop his own style from here.

3) Request coaching from coworkers - this will boost productivity and improve individual
performance. The willingness of an employee to be coached will enhance
organizational unity and homogeneity.

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Australian College of the Professions
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Answer:
The six key principles of training are explained briefly below:
1) Explanation
Please be considerate when explaining why people are different. Someone who is
simple to learn and someone who is not

2) Demonstration
Watching a demonstration of the method will give you a good idea of how the new
operation will start.

3) Review
Going through things again may help to clarify areas where you've forgotten or are
unsure.-

4) Listening
Listen to trainee explanations can help the coach determine if the training was well
grasped.

5) Observing and evaluating trainee demonstrations


This stage will give the learner some practice while also allowing the coaches to offer
corrections and advice.

6) Feedback
This will tell trainabouts of problems that need to be corrected and areas where they
can develop. It's also an opportunity to show support.

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Australian College of the Professions
RTO No. 41201 CRICOS No. 03608K

Question 17. Mention any two (2) work health & safety and any three (3) hygiene
legislative requirements.

Answer:
The two work health and safety are mentioned below:
 Reports of incidents
 Hazards in the workplace should be reported to supervisors.

Answer:
Any three hygiene legislative requirements are listed down:
 Hand sanitizing/washing

 Uniforms should be kept clean.

 Wounds that had been covered

Question 18. Mention four (4) ways to provide supportive assistance at workplace.

Answer:
The four ways to provide supportive assistance at workplace are mentioned below:
 Availability is essential.

 Don't be too harsh on yourself.

 Be kind by making eye contact.

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Unit Assessment Result Sheet (UARS)


Assessment Task 1 – Unit Knowledge Test (UKT)
Student and Trainer/Assessor Details
Unit code SITXHRM001
Unit name Coach others in job skills
Outcome of Unit First attempt:
Assessment Task
(UAT)
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Second attempt:

Outcome (please make sure to tick the correct checkbox):


Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Feedback to Student First attempt:

Second attempt:

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Student Declaration  I declare that the answers I have provided are my own
work. Where I have accessed information from other
sources, I have provided references and or links to my
sources.
 I have kept a copy of all relevant notes and reference
material that I used as part of my submission.
 I have provided references for all sources where the
information is not my own. I understand the
consequences of falsifying documentation and
plagiarism. I understand how the assessment is
structured. I accept that all work I submit must be
verifiable as my own.
 I understand that if I disagree with the assessment
outcome, I can appeal the assessment process, and either
re-submit additional evidence undertake gap training and
or have my submission re-assessed.
 All appeal options have been explained to me.
Student Signature

Date

Trainer/Assessor
Name
Trainer/Assessor I hold:
Declaration
 Vocational competencies at least to the level being delivered

 Current relevant industry skills

 Current knowledge and skills in VET, and undertake

 Ongoing professional development in VET

I declare that I have conducted an assessment of this candidate’s


submission. The assessment tasks were deemed current,
sufficient, valid and reliable. I declare that I have conducted a
fair, valid, reliable, and flexible assessment. I have provided
feedback to the above-named candidate.

Trainer/Assessor
Signature
Date

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Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________
Unit Pre-Assessment Checklist (UPAC)
UAT 2 – Unit Skills Test (UST
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand the
requirements of the assessment task. The student must ensure they are ready for the assessment
task before undertaking it.
Section 1: Information for Students
• Please make sure you have completed the necessary prior learning before attempting this
assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and tasks
to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate
these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to type
the answers).
• Please ensure that you have all the required resources needed to complete this Unit
Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided together
with your request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the due
date of this assessment task.
Section 2: Reasonable adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an
additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the
needs of any student, but there is a requirement to be flexible about the way in which it is
delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to
enable the student with a disability to participate in education on the same basis as a student
without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and
implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.

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• All evidence and supplementary documentation must be submitted with the assessment
pack to the administration/compliance and quality assurance department.

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Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

Category Possible Issue Reasonable Adjustment Strategy


(select as applicable)
 LLN  Speaking  Verbal assessment
 Reading  Presentations
 Writing  Demonstration of a skill
 Confidence  Use of diagrams
 Use of supporting documents such as wordlists
 Non-  Speaking  Discuss with the student and supervisor (if
English  Reading applicable) whether language, literacy and numeracy
Speaking  Writing are likely to impact on the assessment process
Background  Cultural  Use methods that do not require a higher level of
background language or literacy than is required to perform the job
 Confidence role
 Use short sentences that do not contain large
amounts of information
 Clarify information by rephrasing, confirm
understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of,
or to support, text
 Offer to write down, or have someone else write,
oral responses given by the student
 Ensure that the time available to complete the
assessment, while meeting enterprise requirements,
takes account of the student’s needs
  Knowledge and  Culturally appropriate training
Indigenous understanding  Explore understanding of concepts and practical
 Flexibility application through oral assessment
 Services  Flexible delivery
 Inappropriate  Using group rather than individual assessments
training and  Assessment through completion of practical tasks in
assessment the field after demonstration of skills and knowledge.
 Age  Educational  Make sure font size is not too small
background  Trainer/Assessor should refer to the
 Limited study student’s experience
skills  Ensure that the time available to complete the
assessment takes account of the student’s needs
 Provision of information or course materials in
accessible format.
 Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures

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 Supply of specialised equipment or services, e.g. a


note-taker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
 Changes to course design, e.g. substituting an
assessment task
 Modifications to physical environment, e.g.
installing lever taps, building ramps, installing a lift
  Reading  Discuss with the Student previous learning
Educational  Writing experience
background  Numeracy  Ensure learning and assessment methods meet the
 Limited study student’s individual need
skills and/or
learning strategies
  Speaking  Identify the issues
Disability  Reading  Create a climate of support
 Writing  Ensure access to support that the student has agreed
 Numeracy to
 Limited study  Appropriately structure the assessment
skills and/or  Provision of information or course materials in
learning strategies accessible format, e.g. a text book in braille
 Changes in teaching practices, e.g. wearing an FM
microphone to enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a
note taker for a student who cannot write
 Changes in lecture schedules and arrangements, e.g.
relocating classes to an accessible venue
 Changes to course design, e.g. substituting an
assessment task
 Modifications to physical environment, e.g.
installing lever taps, building ramps, installing a lift

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Explanation of reasonable adjustments strategy used (If required)

Unit Assessment Task (UAT)


Assessment Task 2 – Unit Skills Test (UST)
Assessment type:
 Unit Skills Test (UST)
Assessment task description:
 This is the second (2) unit assessment task you have to successfully complete to be
deemed competent in this unit of competency.
 This assessment task is comprised of a Unit Skills Test (UST) to be completed in front of
your trainer/assessor.
 This assessment task is comprised of a Unit Skills Test with two (2) parts.
 You must complete a coaching/training plan
 You are required to coach others in job skills in this assessment task.
 You must write an email of 200-250 words on performance problems
 You will receive your feedback within two weeks - you will be notified by your
Trainer/Assessor when results are available.

Applicable conditions:
 This Unit Skills Test (UST) test is untimed.
 Time allowed to develop required resources for Unit Skills Test is 3 weeks
 Electronic devices are allowed during this assessment task.
 You must complete the task independently.
 No marks or grades are allocated for this assessment task. The outcome of the task will
be Satisfactory or Not Satisfactory.
 As you complete this assessment task you are predominately demonstrating your
practical skills, techniques and knowledge to your trainer/assessor.
 Trainer/Assessor may ask you relevant questions during this assessment task.

Resubmissions and reattempts:

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 Where your answers are deemed not satisfactory after the first attempt, a resubmission
attempt will be allowed.
 You must speak to your Trainer/Assessor if you have any difficulty in completing this
task and require reasonable adjustments (e.g. can be given as an oral assessment).
 For more information, please refer to your RTO Student Handbook.

Location:
 This assessment task may be completed in an independent learning environment or
learning management system.
 Your trainer/assessor will provide you further information regarding the location of
completing this assessment task.

General Instructions for attempting the Unit Skills Test (UST):


 You must explain the topics appropriately.
 Your tone, gestures, body language has to be according to the role you are portraying.
 You will be required to correctly discuss all topics appropriately in easy-to-understand,
slang and abbreviation free language, friendly yet professional manner for this
assessment task.
Information about Unit Skills Test (UST):
 The aim of the task is to coach others in job skills as part of assessment task.
 This type of learning provides a controlled environment in which students can practice
skills, roles and processes.
 In addition to preparing your own skills test, learning is reinforced by observing other
team members and offering comments and constructive feedback.
 This Unit Skills Test focuses on the elements and performance criteria for the unit of
competence, which is available on the training package website http://training.gov.au.
 You have to perform your skills test to your trainer/assessor on the due date.
 Reasonable adjustment will be allowed for those candidates who are eligible to receive it.
 Please read through the instructions and assessment information carefully, prior to
commencing the tasks.

How your trainer/assessor will assess your work?


 This assessment task requires the student to participate in a skills test and coach others in
job skills.
 Skills test must demonstrate the student’s understanding and skills of the unit.
 A copy of the observation checklist (found in the Assessment Guide) in relation to this
unit must be made available to students a minimum of three weeks prior to the
assessment.
 Your assessor will provide you with initial oral feedback in class, after the skills test by
yourself and others. This may take the form of individual feedback, if time allows, or it
may be incorporated in observations of a general nature in the debriefing exercise
following the skills test. Written feedback incorporating the feedback on your individual
skills test and preparatory work will be provided within two weeks from the due date of
your assessment.
 Your assessor will use an observation checklist/observation guide and provide written
feedback indicating whether your Unit Skills Test (UST) and related preparatory work is
satisfactory or not satisfactory.

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 A copy of the observation checklist will be made available to students with this Unit
Skills Test (UST) task, a minimum of three weeks prior to the assessment.
 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent
(C).
 If at least one of the assessment tasks is deemed Not Satisfactory (NS), then the unit
outcome is Not Yet Competent (NYC).
 Once all assessment tasks allocated to this Unit of Competency have been undertaken,
trainer/assessor will complete an Assessment plan to record the unit outcome. The
outcome will be either Competent (C) or Not Yet Competent (NYC).
 The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover
Sheet.

Purpose of the assessment task:


This assessment task is designed to evaluate your following skills and abilities:
 Skills to check colleague understanding.
 Skills to describe overall purpose of coaching.
 Skills to offer colleague with opportunity to practice skill and ask questions.
 Skills to communicate required knowledge.
 Skills to state progress to the appropriate person.
 Skills to detect need for coaching based on a range of factors as well as through
discussion.
 Skills to recommend organisational procedures for completing workplace tasks.
 Skills to deliver feedback in constructive and supportive manner.
 Skills to organise coaching sessions.
 Skills to demonstrate specific skills.
 Skills to find performance problems or difficulties.
 Skills to conduct an interactive and creative Unit Skills Test (UST).
 Reading skills to review workplace documentation completed by colleague.
 Oral/Speech communication skills to use active listening and open questioning
techniques to confirm understanding.
 Numeracy/numbers- mathematical skills to calculate adequate time required for coaching
and for the colleague to complete required tasks.
 Skills to plan and organize with complete own work tasks within designated timeframes
and simultaneously coach others in their job skills.

Assessment Task 2 – Unit Skills Test (UST)


Instructions to complete this assessment task:
 This task requires you to:
o Identifying specific coaching/training needs
o Reviewing and updating a coaching/training plan
o Ability to manage timeframes with multiple tasks and coaching commitments, as
well as, calculate coaching/training time requirements and plan accordingly
o Coaching/training four (4) staff members
o Explain purpose of coaching/training and explain & demonstrate specific skills
o Monitor progress of new skills and report progress to appropriate person/s

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o Identify performance problems/difficulties that coaching failed to rectify and


refer for follow up
o Using appropriate communication techniques, active listening, body language,
supportive manner and constructive feedback mechanisms
 The Unit Skills Tests should provide students with the opportunity to take part in
activities which mirror real life career-related scenarios.
 During the skills test, the assessor will be looking for:
o Appropriate interaction, body language and communication skills
o The student’s ability to establish rapport and defuse potentially difficult situations
o The ability to understand, interpret and answer the questions appropriately.
o Suitably documenting and presenting the topics to audience.
o The student meets the requirements of the unit of competency or performance
criteria mentioned in the assessment task.
 The Unit Skills Test (UST) should be consistent, well organised and must cover all the
criteria mentioned in the observation guide.

Resources required to complete the assessment task:


 Proper uniform
 Stimulated industry environment or
 Industry workplace
 Appropriate equipment
 Material for decoration
 Caoching/training plan template

Unit Skills Test:


In this Task, you will assume the role of the coaching/training officer. The following four staff
member profiles have hit your desk and you have been asked to review, evaluate and provide
appropriate coaching/training to resolve the issues.

For this exercise, you will pair up with four other students, assigning designated roles to each
person. At the conclusion of the scenario, each student will switch with the other students to ensure
everyone experiences each role fully. If there is an insufficient number of students, the trainer will
assume multiple roles for the scenario, rotating roles at the conclusion of each exercise. If the
student is required to participate in multiple roles for the exercise, they will also switch after each
round, of the role play scenario.

 Huiqi Li – wait staff member


o She is from mainland China
o Doesn’t speak much and seems to not have many friends at work
o Seems to become quite flustered when confronted with an argumentative situation
 Greg Little – 1st year chef apprentice
o Constantly telling new people how to carry out their tasks

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o Does not have the required experience, knowledge and/or training to teach others
and is constantly being reminded on how to perform tasks that he has already
been trained on.
o Several new staff members have had ongoing performance issues due to bad
habits they have picked up from Greg
o In particular, Greg often fails to properly wash his hand, if at all when moving
between different types of produce. Training/coaching on legislative and
organisational requirements to rectify this are a minimum of 5 hours.
 Amanda Chase – 2nd year chef apprentice
o Seems to never manage to sync her food delivery with other preparing different
components
o Is quick to anger and blame others for taking too long and not knowing what she
is doing
o Always seems to overcook prawns and always that is the fault of the recipe and
nothing to do with her skills
o Feels that she has learnt everything there is to know and that she is being held
back by inferior recipes and staff members.
 Aman Cavendish – new chef apprentice (in his first month)
o Initially received some direction for his colleague Greg, when he first began
o Produces solid results but feels he has gaps in his processes, knowledge and
methods
o Has requested that he be given coaching, in an attempt, to prevent further bad
habits from forming and learn the correct process.
o An example of this that Aman has highlighted is not understanding which
equipment is used for which produce to prevent contamination and how it needs
to be treated to eliminate contamination.
Part One:

1.1 Identify the coaching needs based on the range of factors from the staff profiles
1.2 Sit with each staff member individually and discuss their coaching needs and the overall
purpose of coaching. Use a minimum of three (3) open questions to clarify understanding
of gaps/issues from the staff member’s point of view and decide together upon the
objectives and scope of the coaching/training.
1.3 Based on the discussion, have each staff member fill in one (1) row of the coaching plan
template below. You then need to review this document and discuss further on the
viability and merit of the plan. After doing this, you will then need to make reasonable
adjustments to this plan, in regard to:
1.3.1 During this task Amanda will refuse to believe that she requires any success
measures and will need to be convinced of this

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1.3.2 Aman will suggest a date/dates for coaching and you will need to refuse this and
offer an alternative as the particular dates interfere with another coaching
commitment and another work task due date that cannot be altered.
1.3.3 Reaching a compromise on how much coaching/training is necessary and agree
on when an appropriate time to hold this would be.
1.3.4 Calculate the appropriate length and number of sessions Greg requires to
complete his required tasks to a satisfactory standard. This should be outlined in
the coaching plan.
1.4 Based on the plan established, you will individually coach the staff members in an initial
session of no longer than 10-15 minutes each, incorporating the key principles of
training. As part of this coaching/training you will need to:
1.4.1 Utilise appropriate communication techniques to explain the required knowledge
and organisational procedures to complete the task
1.4.2 Demonstrate the specific skills relating to the previously explained areas
1.4.3 Test the staff member’s understanding by asking them three (3) open ended
questions on the area and ensuring you receive a satisfactory response.
1.4.4 Have each staff member demonstrate the skill/process they have just learnt and
allow them to ask questions to clarify any confusion, as they perform the
demonstration.
1.4.5 Provide verbal feedback to the staff members on a minimum of two (2) feedback
items in a constructive and supportive manner.

Part Two:

2.1 You have continued to monitor the progress of the staff members since your coaching
sessions. You are current observing Huiqi and notice she is having trouble dealing with a
person who has a thick accent. Due to Huiqi’s own language limitations, she is struggling
with the situation. The customer is becoming increasingly frustrated, using body
language to indicate he wants the bill but Huiqi appears to be panicking and is not
picking up on the non-verbal communication. Approach the situation and attempt to
provide supportive assistance to Huiqi by:
a. Utilising appropriate communication techniques to defuse the situation, as
according to operational procedures
b. Resolving the customer enquiry by observing, actively listening and asking
questions, where necessary to assist the customer.

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c. Explain to and coach Huiqi on how to remain calm in an escalating situation and
allow her to clarify any confusion she might have in responding to such incidents.

2.2 Having observed Huiqi you now need to write a short email, in line with the
organisation’s policies and procedures, to the General Manager. This should outline
details of the incident that occurred, the progress Huiqi has made, as well as, identifying
performance problems/difficulties that the training/coaching has failed to rectify and
requires further follow up with an appropriate person. Email should be between 150-250
words
Coaching/Training Plan

Employee Name Development Area Coaching/Training Success Measures


Activities incl.
session numbers and
length

Huiqi li

Greg Little

Amanda Chase

Aman Cavendish

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Your Unit Skills Test (UST) will be assessed by your assessor and must cover the following
“Observation guide”:
S N/ Comments and feedback
To be assessed as satisfactory (S) in this assessment task
S to student
the participant needs to demonstrate competency in the
following critical aspects of evidence
a) Successfully conduct effective coaching sessions
within commercial time constraints by using key

principles of training.
b) Demonstrate skills to find out performance problems
or difficulties with training and refer or resolve to

suitable person for follow-up along with it report
progress the appropriate person.
c) Illustrate skills to the understanding of employees
and give them chance to practice their skills and ask

questions.
d) Demonstrate skills to recognise the need for
coaching based on a range of factors as well as

through discussion with colleagues and
management.
e) Discuss the whole purpose of training and exhibit
specific skills along with it supportive assistance

and observe progress of new workplace skills.
f) Successfully communicate the necessary
knowledge and organisational procedures for

finishing workplace tasks.
g) Skills to appraise the performance of colleagues
during the work and deliver feedback in

constructive and supportive way.
h) Write an email reporting progress and identified
performance problems associated with coaching

and, rectify and/or refer to appropriate persons for
follow up
i) Review, evaluate and adjust the coaching/training
plan for each individual

j) Student demonstrated:
a. Appropriate interaction, body language and

communication skills
b. The student’s ability to establish rapport and defuse
potentially difficult situations
c. The ability to understand, interpret and answer the
questions appropriately.

ACP- SITXHRM001 V1.202 1-LW Page | 39


Australian College of the Professions
RTO No. 41201 CRICOS No. 03608K

d. Suitably documenting and presenting the topics to


audience.

Unit Assessment Result Sheet (UARS)


Assessment Task 2 – Unit Skills Test (UST)
Student and Trainer/Assessor Details
Unit code SITXHRM001
Unit name Coach others in job skills
Outcome of Unit First attempt:
Assessment Task
(UAT)
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Second attempt:

Outcome (please make sure to tick the correct checkbox):


Satisfactory (S) ☐ or Not Satisfactory (NS) ☐

Date: _______(day)/ _______(month)/ ____________(year)

Feedback to Student First attempt:

Second attempt:

ACP- SITXHRM001 V1.202 1-LW Page | 40


Australian College of the Professions
RTO No. 41201 CRICOS No. 03608K

Student Declaration  I declare that the answers I have provided are my own
work. Where I have accessed information from other
sources, I have provided references and or links to my
sources.
 I have kept a copy of all relevant notes and reference
material that I used as part of my submission.
 I have provided references for all sources where the
information is not my own. I understand the
consequences of falsifying documentation and
plagiarism. I understand how the assessment is
structured. I accept that all work I submit must be
verifiable as my own.
 I understand that if I disagree with the assessment
outcome, I can appeal the assessment process, and either
re-submit additional evidence undertake gap training and
or have my submission re-assessed.
 All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor
Name
Trainer/Assessor I hold:
Declaration
 Vocational competencies at least to the level being delivered

 Current relevant industry skills

 Current knowledge and skills in VET, and undertake

 Ongoing professional development in VET

I declare that I have conducted an assessment of this candidate’s


submission. The assessment tasks were deemed current,
sufficient, valid and reliable. I declare that I have conducted a
fair, valid, reliable, and flexible assessment. I have provided
feedback to the above-named candidate.
Trainer/Assessor
Signature
Date

ACP- SITXHRM001 V1.202 1-LW Page | 41


Australian College of the Professions
RTO No. 41201 CRICOS No. 03608K

Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________

ACP- SITXHRM001 V1.202 1-LW Page | 42

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