SITXHRM001 COACH OTHERS IN JOB SKILLS – Short answer

ASSESSMENT B – SHORT ANSWER

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.

SECTION 1: PREPARE FOR ON-THE-JOB COACHING

Q1: You are the supervisor of a team. How could you identify the coaching needs of your team
members?
 By observing them in the workplace and identifying any gaps in skills and knowledge.

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 By listening to their comments and frustrations.

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Q2: Other than your direct observation, how else can the need for coaching be identified?

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 Trainee request
 Colleague direction
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Q3: Jen works at the front desk in a large resort. Read her discussion with her new colleague,
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Mary. Identify Mary’s specific coaching needs.

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Jen: ‘Morning, Mary. How you going? You finding everything OK?’
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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?’
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Mary needs coaching on maintenance reporting procedures.

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Q4: Read Jen and Mary’s discussion again. What questioning technique did Jen use to
confirm Mary’s understanding of job tasks?
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Open questioning
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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.
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 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.

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 SITXHRM001 COACH OTHERS IN JOB SKILLS – Short answer

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
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?

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1½ hours

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Q8: List the five steps followed when planning a coaching session.

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1. Identify tasks
2. Plan tasks
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3. Prioritise tasks
4. Agree on timeframe
5. Monitor progress
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 SITXHRM001 COACH OTHERS IN JOB SKILLS – Short answer

SECTION 2: COACH COLLEAGUES ON THE JOB

Q9: You can break your coaching session down into six simple steps which incorporate the
key principles of training. List these steps in order.
Step 1: Explain purpose and objectives
Step 2: Explain and demonstrate skills
Step 3: Listen to trainee explanation
Step 4: Observe trainee demonstration
Step 5: Evaluate trainee performance
Step 6: Provide feedback

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?

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Explain why the coaching is necessary – what is the reason for the coaching, how it can

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benefit them and the consequences if it doesn’t occur.

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Explain what the objectives and the scope of the coaching session are – what the trainee

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must do, to what standard and under what conditions.

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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.

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Reasons for undertaking various tasks

 Principles which underpin skills (e.g., communication, selling)
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 Work health and safety requirements

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 Hygiene requirements
 Legislative requirements
 Ingredients or components of items

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Product information
 Service information
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Q12: What are three types of required knowledge you might need to communicate to a trainee
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prior to, or during, a coaching session?

 Reasons for undertaking various tasks – why the task is completed, who it affects,
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consequences if it’s not done correctly.

 Principles which underpin skills – communication, selling, coordination, operation of
technology.
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 Work health and safety requirements – legislative requirements under WHS laws that
are incorporated into organisational procedures.
 Hygiene requirements – food safety, public health, personal hygiene standards.
 Other legislative requirements – financial standards, contracts, employment,
responsible service of alcohol or gaming.
 Ingredients or components of items – quality standards, stock control.
 Product information – labelling, stock and manufacturer’s codes, ingredients,
manufacturer’s operating instructions.
 Service information – service and maintenance requirements, replacement of parts.

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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 skillsyou might explain and demonstrate when working in the tourism,
hospitality and events industry.
 Customer service skills
 Selling products
 Promoting services
 Technical skills such as operating equipment
 Practical skills such as making something or completing documentation

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Q15: What are five techniques you should use while demonstrating and explaining skills to your
colleague during the coaching session.

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 Slowly demonstrate the task to the trainee.


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Describe each stage as you go.
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 Emphasise the main points.

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Point out any safety features.
 Give any other relevant or background information.
 Personalise the session by drawing on your own experience.
 Provide opportunities throughout for the trainee to ask questions.
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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.
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 As they explain, ask them questions(prepared in advance) about one or more aspects
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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
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front of you.
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Q17: List three things you should do while your colleague is demonstrating and practising the
skill.
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 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.

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 SITXHRM001 COACH OTHERS IN JOB SKILLS – Short answer

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
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True/false questions

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 Oral reports

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 Written reports

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 Role-plays
 Simulations

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 SITXHRM001 COACH OTHERS IN JOB SKILLS – Short answer

SECTION 3: FOLLOW-UP COACHING

Q20: What is the purpose of monitoring a trainee’s progress after a coaching session?
To check on their ability to apply the skills and knowledge they have learned and to make
sure they steadily grow and improve.

Q21: How can you evaluate a trainee’s level of progress towards successful application of new
workplace skills?
Use a specific, measurable standard (a percentage, speed, organisational
standard,numerical increase or decrease, etc.) that can be compared against the stated
objectives of the coaching session.

Q22: Describe three ways you can provide your colleagues with supportive assistance at the

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follow-up stage of coaching.

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 Know when to stay quiet. Don’t intervene too much in the follow-up stage. Know when

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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

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could do to others through their mistakes. If the trainee is doing something dangerous
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or harmful, correct them immediately.
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 Provide ongoing feedback. Offer daily encouragement and positive support to keep
trainees motivated.
 Provide meaningful recognition. Acknowledge stellar performance.
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 Don’t give up. It might take longer to get positive results with some people than with
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others. Be patient and get help if needed.

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Q23: List four ways you can provide meaningful recognition when a trainee performs
particularly well.
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 Announce people’s special achievements at work.

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 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.
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 Provide a prize for outstanding performance.

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Q24: Who do you report coaching session progress to?

 To the appropriate person.
 This could be the manager, supervisor or owner of your workplace.
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Q25: List three reasons you report coaching progress.

 To document training and coaching.
 To show that team members are continuously improving.
 To meet workplace training requirements.
 To help managers make staffing decisions.
 To motivate workers.

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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.

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 Check that your coaching matches the trainee’s learning style (visual, auditory,

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kinaesthetic).

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 Speak so the trainee can hear you.

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 Speak slowly enough so they can understand you.
 Vary the tone and pitch of your voice.

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 Watch for signs that the trainee doesn’t understand you (body language and facial
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expressions such as frowns, scowls, sighs, shrugs, etc.).
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 Ensure the trainee doesn’t have diminished capacity (hearing, vision or other
impairment) which impedes understanding.
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Q28: List six things you can do to help overcome a trainee’s shyness or lack of confidence.
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 Conduct needs assessments and discussions in private.

 Take a softer, gentler approach to your coaching.
 Watch for signs of how they’re feeling. They won’t tell you!
 Be careful about what you say and how you say it. They’re sensitive.
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 Let them know you care about them and their success.
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 Let them ease gradually into new situations.

 Give positive feedback more often than you might with other people.
 Train them to focus on what they can do rather than what they can’t.
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 Get them to help others to build their confidence.

 Make an effort to include them in conversations and decision-making processes. They
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won’t speak up on their own, so ask for their suggestions.

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