Finance and Management

SITXHRM001 Coach Others In Job Skills

30 March 2023 04:48 AM | UPDATED 1 year ago

SITXHRM001 Coach Others In Job Skills :

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SITXHRM001 Coach others in job skills
SITXHRM001 Coach others in job skills



Learner Workbook




Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.

Written work

Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

  • Address each question including any sub-points
  • Demonstrate that you have researched the topic thoroughly
  • Cover the topic in a logical, structured manner
  • Your assessment tasks are well presented, well referenced and word processed
  • Your assessment tasks include your full legal name on each and every page.

Active participation

It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.


Plagiarism is taking and using someone else’s thoughts, writings or inventions and

representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:

  • Presenting any work by another individual as one’s own unintentionally
  • Handing in assessments markedly similar to or copied from another learner
  • Presenting the work of another individual or group as their own work
  • Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.


Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.

Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).

Competency outcome

There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).

Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.

If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.

Additional evidence

If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.


We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals process

If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.

Recognised prior learning

Candidates will be able to have their previous experience or expertise recognised on request.

Special needs

Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Assessment can either be:

  • Direct observation
  • Product-based methods e.g. reports, role plays, work samples
  • Portfolios – annotated and validated
  • Questioning
  • Third party evidence.

If submitting third party evidence, the Third-Party Observation/Demonstration document must be completed by the agreed third party.

Third parties can be:

  • Supervisors
  • Trainers
  • Team members
  • Clients
  • Consumers.

The third-party observation must be submitted to your trainer/assessor, as directed.

The third-party observation is to be used by the assessor to assist them in determining competency.

The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.

Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.

As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.


Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.

An explanation of observations and demonstrations:

Observation is on-the-job

The observation will usually require:

  • Performing a work based skill or task
  • Interaction with colleagues and/or customers.

Demonstration is off-the-job

A demonstration will require:

  • Performing a skill or task that is asked of you
  • Undertaking a simulation exercise.

Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.

The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.

You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.


You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves. The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves.

The reasons to use a third party may include:

  • Assessment is required in the workplace
    • Where there are health and safety issues related to observation
    • Patient confidentiality and privacy issues are involved.

If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks.

We would prefer that, wherever possible, these be “live” issues for your industry and

require application of the principles that you are learning as part of your training. Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role.

Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process.

The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves.

Documents relevant to collection of third-party evidence are included in the Third-Party section in the Observations/Demonstrations document.


Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).


ObjectiveTo provide you with an opportunity to identify need for coaching based on a range of factors
 Suggest a range of factors which might identify a need for coaching  



ObjectiveTo provide you with an opportunity to identify specific coaching needs through discussion with colleague and organise coaching sessions
 Identify areas in which individuals or coaches may want to focus coaching sessions on

           Describe methods by which coaches can identify specific coaching needs  

        Describe individual factors which can impact on specific coaching needs  


      How should coaching sessions be organized?


ObjectiveTo provide you with an opportunity to describe how to explain overall purpose of coaching to colleague
 Identify fundamental points for describing how to explain the overall purpose of coaching    

         What aspects of coaching and the coaching session should be described to the coachee to explain the overall purpose?


ObjectiveTo provide you with an opportunity to describe how to explain and demonstrate specific skills and advise organisational procedures for completing workplace tasks
 Describe a procedure for explaining and demonstrating specific skills.

      In what ways can you check learner understanding?  

  What are the benefits to advising organisational procedures when explaining and demonstrating skills?


Activity 2C

ObjectiveTo provide you with an opportunity to identify how to communicate required knowledge and check colleague understanding
 What are the key skills and attributes involved in effective coaching communication?    

               In what ways can learning communication skills help you when coaching?

    What methods can you use to check learner understanding?  


 Give examples of questions you can use to check colleague understanding  


ObjectiveTo provide you with an opportunity to describe how to provide colleagues with opportunities to practise skills and ask questions
 In what ways can you provide opportunities for successful practice?  

What are the main points to recapping coaching sessions?


ObjectiveTo provide you with an opportunity to describe how to provide feedback in constructive and supportive manner
 What methods can you use to provide feedback?

  What qualities should your feedback have?    

  How can you help ensure feedback is used in a constructive way?


ObjectiveTo provide you with an opportunity to identify how to monitor progress of new workplace skills and provide supportive assistance.
 In what ways can you monitor the progress of new workplace skills?    

    In what ways can you provide supportive assistance to the learner?  

      What factors should you consider when discussing the results of monitoring with learners?



ObjectiveTo provide you with an opportunity to identify how to report progress to the appropriate person
 Identify factors you should consider when reporting coaching progress  

    How can you meet with appropriate persons after coaching sessions and what can these meetings involve?


      In what ways can progress reports be used?  


ObjectiveTo provide you with an opportunity to identify performance problems or difficulties with coaching and rectify or refer to appropriate person for follow- up
 What should be examined during evaluation of the coaching sessions?  

    Identify some potential performance problems or difficulties with coaching

                     How can you determine if problems lie with the coaching process or individuals?


The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.

Skills, knowledge and performance may be termed as:

  • Skills – skill requirements, required skills, essential skills, foundation skills
  • Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
  • Performance – evidence requirements, critical aspects of assessment, performance evidence.

Section A: Skills activity

The skills activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).

It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.

Section B: Knowledge activity (Q & A)

The knowledge activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.

Section C: Performance activity

The performance activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.

If necessary for the activities, you should attached completed written answers, portfolios or any evidence of competency to this workbook.


Objective: To provide you with an opportunity to show you have the required skills for this unit.

This activity will enable you to demonstrate the following skills:

  • Reading

Review workplace documentation completed by colleague

  • Oral communication

o Use active listening and open questioning techniques to confirm understanding.

  • Numeracy

o Calculate adequate time required for coaching and for the colleague to complete required tasks.

  • Planning and organising skills

o Complete own work tasks within designated timeframes and simultaneously coach others in their job skills

Answer the activity in as much detail as possible, considering your organisational requirements. In a workplace situation, carry out (or simulate carrying out) the following skills:

  1. Describe and review a piece of workplace documentation completed by a colleague
  • Demonstrate active listening and open questioning techniques
  • Organise coaching sessions and task completion times
  • Manage own work tasks whilst coaching others in job skills

This activity needs to be observed by the trainer/assessor or third party.

                           SUMMATIVE SECTION B: KNOWLEDGE ACTIVITY (Q & A)                         

Objective: To provide you with an opportunity to show you have the required knowledge for this unit.

The answers to the following questions will enable you to demonstrate your knowledge of:

  • 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.

Answer each question in as much detail as possible, considering your organisational requirements for each one.

  1. What communication techniques can you use in a workplace coaching context?


  • How can you determine the objectives and scope of a coaching session?
  • What factors impact the need for coaching?
  • Describe how you would apply the key principles of training to your own workplace coaching context


  • Describe how legislative work health and safety and hygiene requirements impact your workplace coaching
  • Describe how you can identify causes of performance problems or difficulties



Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.

This activity will enable you to demonstrate the following performance evidence:

  • Provide effective on-the job coaching to four different colleagues
  • Address identified performance problems or difficulties experienced by colleagues in each of the above coaching sessions and rectify or refer as appropriate
  • Evaluate colleagues’ performance and provide constructive feedback as part of above

coaching sessions

  • Demonstrate the following during each of the above coaching activities:
    • Clear communication and demonstration of the organisational tasks required of the colleague
    • Completion of training within commercial time constraints
    • Application of the key principles of training.

Answer the activity in as much detail as possible, considering your organisational requirements.

As a workplace project (or simulated workplace project), coach four or more different colleagues in job skills. This should include demonstration of the following skills:

  1. Identification and rectifying of any performance problems or difficulties
  2. Evaluation and feedback of colleagues performance in coaching sessions
  3. Communication necessary for performance of required tasks
  4. Ability to explain, advise and demonstrate effectively to colleagues This activity needs to be observed by the trainer/assessor or third party.

Evaluation and feedback of colleagues performance in coaching sessions:

Communication necessary for performance of required tasks:

Ability to explain, advise and demonstrate effectively to colleagues:


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