SITXHRM001 Coach others in job skills

SITXHRM001 Coach others in job skills :

Assessment cover sheet..

Unit:		SITXHRM001 Coach others in job skills
Course Name:		SIT40516 Certificate IV in Commercial Cookery
Training Package:		SIT
Assessment Type:		Written Activities, Assessments
Student Must Fill this Section
Student Name:
Student ID:			Term:	Year:
Privacy Release Clause:	“I give my permission for my assessment material to be used in the auditing, assessment validation & moderation Process”.
Authenticity Declaration:	“I declare that: The material I have submitted is my own work;I have given references for all sources of information that are not my own, including the words, ideas and images of others”.
Student Signature:			Date:

Assessment Outcome
Assessor Name:
Attempt and Tasks	Satisfactory	Not Yet Satisfactory	Date	Assessor Signature
Initial attempt		
Re- attempt/Re- assessment		
Assessment Task 1		
Assessment Task 2		

Assessor Feedback to Students

Assessment Outcome:	Competent	Not yet Competent
Assessor Name:
Assessor Signature:

Information for Student:

All work is to be entirely of the student.

General Information for this assessment:   Read the instructions for each question very carefully.Be sure to PRINT your FIRST name & LAST name in every place that is provided.For those activities requesting extra evidence such as: research reports, essay reports, etc. The student must attach its own work formatted in double space, Arial 12 pts.All activities must be addressed correctly in order to obtain a competence for the unit of competency.If the student doesn’t understand the assessment, they can request help from the assessor to interpret the assessment.Re-submission of assessment after the term will incur additional fees.

Re-assessment of Result & Academic Appeal procedures:

If a student is not happy with his/ her results, that student may appeal against their grade via a written letter, clearly stating the grounds of appeal to the Chief Executive Officer. This should be submitted after completion of the subject and within fourteen days of commencement of the new term. Re-assessment Process: An appeal in writing is made to the Academic Manager providing reasons for re-assessment /appeal. Academic Manager will delegate another member to review the assessment.The student will be advised of the review result done by another assessor.If the student is still not satisfied and further challenges the decision, then a review panel is formed comprising the lecturer/trainer in charge and the Academic Manager or if need be an external assessor.The Institute will advise the student within 14 days from the submission date of the appeal. The decision of the panel will be deemed to be final.If the student is still not satisfied with the result, he / she has the right to seek independent advice or follow external mediation option with nominated mediation agency.Any student who fails a compulsory subject or appeals unsuccessfully will be required to re- enrol in that subject.   The cost of reassessment will be borne by the Institute. The external assessor will base his/her judgement based on principles of assessment. These principles require assessment to be reliable, fair, practical and valid. Academic Appeals: If you are dissatisfied with the outcome of the re-evaluation process, you have a right to appeal through academic appeals handling protocol.To appeal a decision, the person is required to complete the TKL- Request for Appeal of a Decision form with all other supporting documents, if any. This form is available via our website. The completed Request for Appeal form is to be submitted to the Student Support Officer either in hard copy or electronically via the following contact details: Student Support Officer, TKL College Suite 707, Level 7 159-175 Church Street, Westfield Shopping Centre, Parramatta, NSW 2150 , Email: [email protected] The notice of appeal should be in writing addressed to the Chief Executive Officer and submitted within seven days of notification of the outcome of the re-evaluation process.If the appeal is not lodged in the specified time, the result will stand and you must re-enrol in the unit.In emergency circumstances, such as in cases of serious illness or injury, you must forward a medical certificate in support of a deferred appeal. The notice of appeal must be made within three working days of the concluding date shown on the medical certificate.The decision of Chief Executive Officer will be final.Student would then have the right to pursue the claim through an independent external body as detailed in the students’ complaint / grievance policy.

Coach others in job Assessment Requirements

You are required to complete and pass every task in the assessment in order to be deemed competent.

Assessment Schedule

Task	Due Date	Student Signature	Trainer Signature	Comments
Assessment Task 1- 2	1 Week

Assessment Task 1: Written Activities

Complete the following activities

Activity 1A

Activity 1B

Activity 2A

Activity 2B

Activity 2C

Activity 2D

Activity 2E

Activity 3A

Activity 3B

Activity 3C

Assessment Task 1 – Marking Checklist

Student Name		Student ID
Assessor Name
Assessment Date/s

Outcomes

Did the student	Satisfactory
	Yes	No
Completed questionnaires successfully

Performance indicators

Did the student demonstrate	Satisfactory
	Yes	No
Activity 1A
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
Activity 1B
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
Activity 2A
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
Activity 2B
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the

activity?
Activity 2C
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
Activity 2D
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
Activity 2E
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
Activity 3A
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
Activity 3B
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the learner for the activity?
Activity 3C
Has the activity been answered and performed fully, as required to assess the competency of the learner?

Has sufficient evidence and information been provided by the learner for the activity?
Trainers Feedback :
Signature and date:

SITXHRM001 Coach others in job skills Assessment Task 2: Assessments

These 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.

Section A: Skills activity

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
  • Use active listening and open questioning techniques to confirm understanding.
• Numeracy
  • Calculate adequate time required for coaching and for the colleague to complete required tasks.
• Planning and organising skills
  • 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
2. Demonstrate active listening and open questioning techniques
3. Organise coaching sessions and task completion times
4. Manage own work tasks whilst coaching others in job skills

Answer:

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

Section C: Performance activity

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

Answer:

Assessment Task 2 – Marking Checklist

Student Name		Student ID
Assessor Name
Assessment Date/s

Outcomes

Did the student	Satisfactory
	Yes	No
Completed project successfully

Performance indicators

Did the student demonstrate	Satisfactory
	Yes	No
Section A:
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the student for the activity?
Section B:
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the student for the activity?
Section C:
Has the activity been answered and performed fully, as required to assess the competency of the learner?
Has sufficient evidence and information been provided by the student for the activity?

Trainers Feedback:
Signature and date:

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