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INSTRUCTIONS
You are to answer all questions.
Read each question carefully. Ensure you have provided all required information.
On completion, submit your assessment to your assessor.
To achieve a successful outcome of these questions the minimum correct answers required is:
Section 1 - 6/8 correct
Section 2 - 9/11 correct
Section 3 - 7/9 correct
Learners have access to the complaints and appeals process as per AAMS student hand book
Reasonable adjustment will be provided for students with a disability or learning difficulty according to the
nature of the disability or difficulty. Reasonable adjustments are made to ensure that the student is not
presented with artificial barriers to demonstrating achievement in the program of study. Reasonable
adjustments may include the use of adaptive technology, educational support alternative methods of assessment
such as oral assessment.
Q2: Other than your direct observation, how else can the need for coaching be identified?
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SITXHRM001 COACH OTHERS IN JOB SKILLS – Short answer
Q3: Jen works at the front desk in a large resort. Read her discussion with her new colleague,
Mary. Identify Mary’s specific coaching needs.
Jen: ‘Morning, Mary. How you going? You finding everything OK?’
Mary: ‘Mostly. I’ve got the registration system down and know how to process payments,
but a guest just told me that one of the ladies’ toilets is blocked. Who am I
supposed to tell about that? Is there a form I need to fill out or something?’
Q4: Read Jen and Mary’s discussion again. What questioning technique did Jen use to
confirm Mary’s understanding of job tasks?
Open questioning
Q5: Identify four actions to take when using active listening techniques to build rapport, show
sensitivity, confirm understanding of job tasks, identify deficiencies and resolve them.
Pay full attention.
Listen to their tone of voice
Look at their body language.
Maintain eye contact
.Mirror or paraphrase what they say.
Take notes.
Be a good listener
Q6: What are three things you should communicate about and confirm with your colleague
when organising their coaching session.
Purpose
Objectives
Session time
Session location
Q7: Max is training a new worker on the telephone system in their office.
He needs ten minutes to coach on their answering procedures, 15 minutes for message
taking and distribution, 20 minutes for transferring calls and putting people on hold and 30
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SITXHRM001 COACH OTHERS IN JOB SKILLS – Short answer
minutes to practise. He’d also like to allow 15 minutes to give feedback and answer
questions.
How much time should he allow for the coaching to make sure his colleague can complete
the required tasks?
1½ hours
Q8: List the five steps followed when planning a coaching session.
1. Identify tasks
2. Plan tasks
3. Prioritise tasks
4. Agree on timeframe
5. Monitor progress
Q10: Prior to commencing a coaching session, you need to explain the overall purpose and
objectives of the coaching to your colleague. What are two things you have to explain to them?
Explain why the coaching is necessary – what is the reason for the coaching, how it can
benefit them and the consequences if it doesn’t occur.
Explain what the objectives and the scope of the coaching session are – what the trainee
must do, to what standard and under what conditions.
3V 2016
SITXHRM001 COACH OTHERS IN JOB SKILLS – Short answer
Q11: You need to communicate required knowledge to your colleague during the coaching
session. State five items of information your colleague will need to know prior to doing
tasks.
Hygiene requirements
Legislative requirements
Product information
Service information
Q12: What are three types of required knowledge you might need to communicate to a trainee
prior to, or during, a coaching session?
Reasons for undertaking various tasks – why the task is completed, who it affects,
consequences if it’s not done correctly.
Work health and safety requirements – legislative requirements under WHS laws that
are incorporated into organisational procedures.
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SITXHRM001 COACH OTHERS IN JOB SKILLS – Short answer
Q13: How can organisational procedures help a trainee understand the tasks they are being
coached on?
It can give them an understanding of the task they are expected to perform prior to the
training session and they can refer to the procedures after coaching is completed to
refresh their memory
Q14: List four kinds of skills you might explain and demonstrate when working in the tourism,
hospitality and events industry.
Q15: What are five techniques you should use while demonstrating and explaining skills to your
colleague during the coaching session.
Q16: Describe four methods you can use to review what the trainee has learned and check
their understanding of knowledge and skills.
Ask the trainee to explain the knowledge or skill in their own words.
Listen carefully to their explanation. Check it’s correct.
As they explain, ask them questions(prepared in advance) about one or more aspects of
the knowledge or parts of the procedure so as to review what they know.
Actively listen to their answers and check they’re correct.
You can also get the trainee to demonstrate and practise their knowledge or skill in front
of you.
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SITXHRM001 COACH OTHERS IN JOB SKILLS – Short answer
Q17: List three things you should do while your colleague is demonstrating and practising the
skill.
Observe.
Correct when necessary.
Give them the chance to ask questions.
Refine by introducing simulated conditions such as interruptions, time pressures, etc.
Evaluate their performance
Q18: It’s important to give colleagues feedback in a constructive and supportive manner.
Describe a ‘feedback sandwich’.
Compliment the trainee by identifying something positive about what they did.
Let the positive statement sink in for a moment so the person is receptive. Then give
constructive feedback in a firm, friendly way. (Avoid saying ‘but’.)
Give a suggestion for improvement. Offer assistance to put the person on the right
track.
Encourage them by presenting a positive outlook for the future.
Q19: Identify six ways you can evaluate and assess a trainee’s demonstration or performance.
Demonstrations and observations
Oral questions
Written questions
Multiple-choice questions
True/false questions
Oral reports
Written reports
Role-plays
Simulations
To check on their ability to apply the skills and knowledge they have learned and to make
sure they steadily grow and improve.
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SITXHRM001 COACH OTHERS IN JOB SKILLS – Short answer
Q21: How can you evaluate a trainee’s level of progress towards successful application of new
workplace skills?
Q22: Describe three ways you can provide your colleagues with supportive assistance at the
follow-up stage of coaching.
Know when to stay quiet. Don’t intervene too much in the follow-up stage. Know when
to let your colleague make a mistake they can learn from.
Know when to step in. Strike a balance between their learning against the harm they
could do to others through their mistakes. If the trainee is doing something dangerous
or harmful, correct them immediately.
Provide ongoing feedback. Offer daily encouragement and positive support to keep
trainees motivated.
Provide meaningful recognition. Acknowledge stellar performance.
Don’t give up. It might take longer to get positive results with some people than with others. Be
patient and get help if needed
Q23: List four ways you can provide meaningful recognition when a trainee performs
particularly well.
Announce people’s special achievements at work.
Mention successful customer service results in a newsletter.
Post positive sales results on the noticeboard.
Give a free ticket to a trade show or event.
Nominate a worker for an award.
Provide a prize for outstanding performance.
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SITXHRM001 COACH OTHERS IN JOB SKILLS – Short answer
Q26: What are six potential causes of performance problems or difficulties you or your trainee
may experience?
Insufficient opportunity to practise
Communication breakdown
Inappropriate circumstances for coaching
Language barriers
Cultural barriers
Shyness and lack of confidence
Difficulties with the coaching itself
Q27: What are five techniques you can use to rectify a breakdown of communication with a
trainee.
Use your best communication skills. Choose clear, concise, simple words.
Clearly communicate objectives to the trainee and check they understand.
Check that your coaching matches the trainee’s learning style (visual, auditory,
kinaesthetic).
Speak so the trainee can hear you.
Speak slowly enough so they can understand you.
Vary the tone and pitch of your voice.
Watch for signs that the trainee doesn’t understand you (body language and facial
expressions such as frowns, scowls, sighs, shrugs, etc.).
Ensure the trainee doesn’t have diminished capacity (hearing, vision or other
impairment) which impedes understanding.
Q28: List six things you can do to help overcome a trainee’s shyness or lack of confidence.
8 2016 Edition