assessment 1

The Assessment Process

To complete your qualification, you are required to apply the ideas you have been learning from this unit of competence.

The assessment activities are an important part of your training program as they provide an opportunity to apply what you have been learning and they give both you and your trainer feedback on your progress.

You will be required to complete a variety of written and practical exercises. Instructions for how to complete the assessments are provided within each assessment task in this booklet.

Please read this section carefully before commencing the assessment tasks. You must carefully complete EVERY task in this booklet. You must achieve a ‘Satisfactory’ mark for all assessment tasks to be deemed Competent for the unit. If you are assessed as Not Competent, you will be given some suggestions for improvement and asked to redo your assessment.

At the successful completion of the assessment tasks, you will have demonstrated your competence against all of the requirements of the unit.

Your trainer will advise you when to commence the assessments in this booklet.

You are required to complete the written assessments on a separate document. You have access to computers which are equipped with 2010 Microsoft suite of products. You will also have access to the internet at the College to assist with research and resources. Assessment responses should be typed; however, handwritten submissions will be accepted if they are clear and legible.

On the document please include:

· Your name

· The date

· The Assessment Number and Task Number.

For example:

· Will Smith

· 10 August 2015

· Assessment 1 - Question 1 (Record your answer).

Please note that some assessments require additional documentation, such as a form or a procedure, which must be included with your submission.

Make sure you check your material before submission. You must keep a copy of all work submitted.

A student’s access to the assessment process should not be affected by restrictions placed on the location or context of assessment beyond the requirements specified in the training package. Reasonable adjustments can be made to ensure equity in assessment for people with disabilities, including language and literacy. Adjustments include any changes to the assessment process or context that meet the individual needs of the person with a disability, but do not change competency outcomes. If you believe you have a disability that may affect the completion of these assessment tasks please speak to your trainer.

Your assessment submission will be assessed and you will be given feedback. Each assessment task will be marked as either Satisfactory or Unsatisfactory and once all assessments have been marked you will be given an outcome of Competent or Not Competent for the unit of competence.

If you do not think the assessment process is valid, disagree with the assessment outcome, or believe that you have been treated unfairly, you can appeal.

If you remain dissatisfied after the re-assessment, you should contact your trainer. Full details of the appeals process are contained in your Student Handbook.

You are required to sign a Declaration of Authenticity for every written assessment submission. The Declaration is a signed statement from you stating that the assessment submission is your own work.

Declaration of Authenticity

Assessment Tasks and Instructions

Student Name
Student Number
Course and Code
Unit(s) of Competency and Code(s)	SITXHRM001 Coach others in job skills
Stream/Cluster
Trainer/Assessor

Assessment for this Unit of Competency/Cluster	Details
Assessment 1	Assignment
Assessment 2	Observations
Assessment conducted in this instance: Assessment 1 |X| 2 |_| 3 |_|

Reasonable Adjustment

1. Has reasonable adjustment been applied to this assessment?

No |_| No further information required Yes |_| Complete 2.

2. Provide details for the requirements and provisions for adjustment of assessment:

Student to complete
|_|	My assessor has discussed the adjustments with me
|_|	I agree to the adjustments applied to this assessment
Signature		Date

2nd Assessor to complete
|_|	I agree the adjustments applied to this assessment are reasonable
Name
Signature		Date

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: · direction from colleagues · own observation and workplace experience · request for coaching from colleagues to be coached key principles of training: · explanation · demonstration · review · listening to trainee explanation · observing and evaluating trainee demonstration · providing feedback legislative work health and safety and hygiene requirements possible causes of performance problems or difficulties: · breakdown in communication · inappropriate circumstances for coaching · insufficient opportunity to practice · language or cultural barriers · shyness or lack of confidence.

Place/Location where assessment will be conducted

RTO to complete

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. 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.

Statement of Authenticity
|_|	I acknowledge that I understand the requirements to complete the assessment tasks
|_|	The assessment process including the provisions for re-submitting and academic appeals were explained to me and I understand these processes
|_|	I understand the consequences of plagiarism and confirm that this is my own work and I have acknowledged or referenced all sources of information I have used for the purpose of this assessment
Student Signature: Date: / /201

This assessment:	First Attempt |_|	2nd Attempt |_|	Extension |_| – Date:    /    /
RESULT OF ASSESSMENT	Satisfactory |_| Not Yet Satisfactory |_|
Feedback to Student:
Assessor(s) Signature(s):		Date:	/    /
Student Signature		Date:	/    /

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:	Location:
Reason for Coaching:
How was the need for coaching identified?
Which specific coaching needs were discussed with the colleague in need of coaching?
Description of task(s) to be coached:
WHS and legal requirements for each task identified:
Potential gaps in WHS provisions which must be adhered to/trained before coaching can begin:
Session Plan 1 completed with details and attached |_|

Coaching Candidate 2
Name:	Location:
Reason for Coaching:
How was the need for coaching identified?
Which specific coaching needs were discussed with the colleague in need of coaching?
Description of task(s) to be coached:
WHS and legal requirements for each task identified:
Potential gaps in WHS provisions which must be adhered to/trained before coaching can begin:
Session Plan 2 completed with details and attached |_|

Coaching Candidate 3
Name:	Location:
Reason for Coaching:
How was the need for coaching identified?
Which specific coaching needs were discussed with the colleague in need of coaching?
Description of task(s) to be coached:
WHS and legal requirements for each task identified:
Potential gaps in WHS provisions which must be adhered to/trained before coaching can begin:
Session Plan 3 completed with details and attached |_|

Coaching Candidate 4
Name:	Location:
Reason for Coaching:
How was the need for coaching identified?
Which specific coaching needs were discussed with the colleague in need of coaching?
Description of task(s) to be coached:
WHS and legal requirements for each task identified:
Potential gaps in WHS provisions which must be adhered to/trained before coaching can begin:
Session Plan 4 completed with details and attached |_|

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 b. Shyness or lack of confidence c. Insufficient opportunity to practise d. Inappropriate circumstances for coaching e. Lack of experience

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.

3. How will you provide for ongoing coaching processes, given that you work in a very busy establishment?

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
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

SITXHRM001_Coach others in job skills.docx

12.01.20

Modified @ Blue Bay College Version 1.0