COS Learning and Assessment Guide ED5 V1 09

Coach Others in Job Skills
Learning and Assessment Guide
Certificate III in Hospitality (Operations)
Published July 2009
COS Learning and Assessment Guide ED5 V1 09
Minister for Further Education, Employment, Science and Technology. Government of South Australia. Australia 2009 All rights reserved. No part of this publication may be reproduced or transmitted, in any form or by any means, electrical, mechanical, photocopying, recording or otherwise, or stored in any retrieval system of any nature other than pursuant to the terms of the Copyright Act 1968 (Cwth.) or with the written permission of the Minister for Employment, Training and Further Education, Government of South Australia.
Enquiries to: Ric Charlett or Jenny Hondow Regency Campus, Days Road, Regency Park, South Australia 5010
Contents
CONTENTS 1 5 5 5 5 5 5 7 7 7 8 8 9 11 11 11 11 13 15 15 15 15 17 17 18 20 21 21 21 21 22 24 27 29
SUBJECT INFORMATION NATIONAL RECOGNITION EMPLOYABILITY SKILLS WHAT YOU WILL LEARN RESOURCES ASSESSMENT AND EMPLOYABILITY SKILLS TOPIC 1 IDENTIFY THE NEED FOR COACHING Introduction The need of new staff for coaching The need for coaching of existing staff Establishing prior knowledge Essential Activity for Topic 1 TOPIC 2 - ORGANISE THE TIME AND PLACE FOR COACHING Introduction Organising the time for a coaching session Organising the place for a coaching session Essential Activity for Topic 2 TOPIC 3 - PREPARE THE COACHING DOCUMENTS Introduction The Training Documents Session Plan Equipment List Ingredients List Evaluation sheet Essential Activity for Topic 3 TOPIC 4 - CONDUCT THE COACHING SESSION Introduction Structure of a Coaching Session Timing of a Coaching Session Part 1 Introduction to a Coaching Session Part 2 Body of a Coaching Session Part 3 - Conclusion to a Coaching Session Essential Activities for Topic 4
ASSESSMENT 31 Assessment Information Competency Assessment Overview GRADES ASSESSMENT 1 ESSENTIAL ACTIVITIES ASSESSMENT 2 Written test ASSESSMENT 3 Coaching documents ASSESSMENT 4 Coaching Practical APPENDIX Units of Competence Employability Skills 32 32 32 32 33 33 35 35 37 37 39 39 41 42 43
Subject Information
Subject Information
National Recognition
This subject covers the following Unit of Competence from the Australian nationally recognised Certificate III in Hospitality. SITXHRM001A Coach Others in Job Skills
A full description of the unit is given in the Appendix.
Employability Skills
Employability Skills are incorporated into units of competence. There are eight identified employability skills, each composed of several facets. The employability skills are communication, teamwork, problem solving, initiative and enterprise, planning and organizing, self management, learning and technology. The employability skills and their facets are given in the Appendix. Employability Skills are used whenever you use the knowledge or technical skills in the workplace (and as a student). It is unlikely that you would show competent performance when using your knowledge or technical skills unless you also incorporated appropriate employability skill facets. Employability skills are assessed.
What you will learn

This subject will provide you with the skills, knowledge and attitudes required to provide on-the-job coaching to colleagues. Generally this role is undertaken by experienced operational staff working autonomously under the broad guidance of others.
Resources
Assessment and Employability Skills

The assessment requirements and relevant employability skills are explained at the end of this book.
Minister for Further Education, Employment, Science and Technology 2009 Hospitality Division
Notes:
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1 Identify the Need for Coaching
Topic 1 Identify the Need for Coaching

Introduction
Coaching others in job skills in a workplace environment is an important skill for all members of staff, be they waiters, team leaders, supervisors or managers. Therefore it is necessary that you understand the basic principles and are able to conduct effective coaching sessions. In this unit you will learn to: Identify when coaching of new and existing staff is needed. Establish prior knowledge of the colleague. Organise with the colleague a specific time and place for the coaching session. Ensure the coaching environment is safe, healthy and secure. Use an effective session plan. Explain and demonstrate the task in a logical step by step sequence. Allow time for the trainee to practice and ask questions. Give constructive and supportive feedback in a clear, precise manner. Record the details of the session. Monitor progress of the colleagues performance.
The need of new staff for coaching

Clearly, new members or staff need to be trained in the particular methods used in the establishment. Restaurant service consists of many individual steps and tasks and there are no two restaurants where everything is done in exactly the same way. Here are a few examples: Cutlery is stored in different ways. Food orders are processed in different ways. Napkins are folded differently, etc.
The need for coaching of existing staff

Not all coaching is limited to new members of staff. In fact, all staff may need periodic coaching on the job, perhaps just to refresh some knowledge, skills or attitude or because something new is occurring. Here are some reasons for coaching existing staff: An increase in workplace injuries and accidents. The introduction of new products and services. The installation of a new plant, machinery or equipment. The introduction of new state or federal government legislation. Customer complaints. Non-achievement of targets/goals. Records should be kept of complaints and other occurrences because this helps in establishing a pattern and assists in determining if training is needed. For example if the records show that in the last month several customers complained about slow service, a refresher coaching session on the appropriate service procedure may be in order.
Establishing prior knowledge

Even though the performance level of existing staff is often well known it is advisable to establish their current competency because they may have forgotten some underpinning knowledge (e.g. how to serve a product dish which is offered during only a few weeks of the year) or have party lost a rarely used skill (e.g. how to decant an expensive bottle of red wine). Obviously, it is even more important to establish the prior knowledge of new staff before planning a coaching session.
How to establish prior knowledge

To establish prior learning you can: observe the colleague at work. discuss the knowledge or skill with the colleague. As part of this process you would ask open questionsquestions which look for more than a yes or no answer. ask the colleague to demonstrate the skill in question. discuss the colleagues performance with others (e.g. manager, chef, other colleagues).
1 Identify the Need for Coaching
Essential Activity for Topic 1

Due at the next session
Write answers to the following questions

1. What other reasons could there be for coaching a colleague?
______________________________________________________________________ ______________________________________________________________________
2.
What other way could there be for establishing prior knowledge?
______________________________________________________________________ ______________________________________________________________________
3.
What is the difference between open questions and closed questions?
______________________________________________________________________ ______________________________________________________________________
Notes:
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2 Organise the Time and Place for Coaching
Topic 2 - Organise the Time and Place for Coaching

Introduction
You have learned to establish in what areas a colleague may need coaching. The content of the coaching session can be seen as the WHAT of a session. In this topic you will learn to organise the appropriate time and place, the WHEN and WHERE of the session. These are the three Ws.
The three Ws
1. 2. 3. What When Where.
Organising the time for a coaching session

It is usually not convenient to conduct a coaching session during service times because it would disturb the normal operation. Training should occur before or after service, at a time when both you and the trainee are available and the activity does not interfere with the work of other staff.
Organising the place for a coaching session

Considered these points before you decide where to conduct a coaching session: Will it be a safe, healthy and secure environment? Will there be disturbances? Will there be any distractions? Will there be sufficient light? Will there be background noise? Will it be too cold or too hot?
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Test Yourself 1
Read the following scenario and then answer the question below. Scenario John is planning a coaching session for Mary who has joined the team a few days ago. John has noticed that she is an experienced waiter but has not worked with the particular point-of-sale computer system which is used in the restaurant. John thought the perfect time would be in the restaurant at 10.30am - after breakfast and before lunch. All customers would have left, the system would be free, and there would be sufficient time for Mary to practice and ask questions. All the planning of what, when and where had been considered and agreed between John and Mary and they were eager to commence. When they met at the arranged time and John was about to begin the session a member of staff started vacuuming the carpet, another polishing cutlery and placing it in sideboards and a technician came in with a step ladder to change burned-out light bulbs in the ceiling. What possible learning barriers would John and Mary have during this coaching session? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Key points Effective coaching can only occur if the three Ws, what, when and where, are planned in accordance with enterprise policy and the agreement of the trainee. As the coach you need to identify: What needs to be coached? When will the skill be coached? Where will the skill be coached?
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2 Organise the Time and Place for Coaching

Due at the next session Select a skill or task that you would feel confident in coaching to a fellow student. It should be a simple everyday skill that can be demonstrated, learned and evaluated in approx. 10 minutes. It is your responsibility to provide all necessary pieces of equipment and ingredients. Select something simple so that you do not have to bring too many pieces of equipment. The skill must be new to the trainee. Possible skills could be: Folding a napkin (must be a fold which the trainee does not yet know). Playing a cord on a guitar. Producing a special knot in a rope. A simple card trick.
In the next session you will be required to nominate the skill and discuss it with your lecturer. In the fourth session you will be required to teach this skill to another student in front of the class.
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Notes:
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3 Prepare the Coaching Documents
Topic 3 - Prepare the Coaching Documents

Introduction
During the running of a restaurant it is not uncommon for a waiter to quickly show another member of staff how to do something, such as how to froth milk for an espresso or how to serve a particular dish. This informal helping is a normal part of every-day operation and usually does not need to be documented. However, there are situations when coaching should be planned beforehand and recorded. Reasons for this include: Training of a new staff member. Training of skills which are new to the whole team. Refresher training of rarely used knowledge or skills. Training done because of below-standard performance. In this topic you will learn to design the necessary training documents and how to use them. Note: When people talk about standard, industry standard or establishment standard they mean the minimum level of quality of services or goods (food or beverages).
The Training Documents

To coach others you need to produce the following documents: Session plan Equipment list Ingredients list (if applicable) Evaluation sheet. You would also use a coaching record folder where these documents are kept for future reference.
Session Plan
The session plan is used by the coach. It shows the names of the coach and the trainee, the content, time and place of the session, and the main steps in the process. At completion of the session, both people involved should sign the document; the coach being responsible for adding it to the coaching record folder. The form on the next page is a session plan for how to produce a certain napkin fold.
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Session Plan
Coaching Issue: Napkin Fold Tuxedo Date: Time: Venue: Trainee: Coach:
What Part 1 Intro Interest Benefits for trainee Need Reason for doing this Title Specific task Range Task context Objective Outcome Part 2 Body OHS&W and hygiene Demonstration Details By the end of this session, you will be able to produce the napkin fold Tuxedo to establishment standard. Special function 23.09.05 Produce napkin fold Tuxedo Table set-ups At the end of this session you will be able to produce the napkin fold Tuxedo. Inform trainee of any OHS&W and hygiene considerations. Demonstrate fold: At normal speed Step by step with explanations Trainee practises Trainee practises until competent Repeat demo if needed Part 3 Conclusion Outcome Feedback Future Inform trainee if objective has been achieved Justify assessment and provide feedback Where to from here? Completed
Coaching Session No.: ___
Quiet area, restaurant table
Outcome
___________________ has achieved competency

Recommendations
Yes / No
______________________________________________________________________________ ______________________________________________________________________________
Signed (Coach)
Signed (Trainee)
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Equipment List
This document lists all pieces of equipment needed for the session. An equipment list for the example above, folding a napkin would be very short: 6 napkins 1 restaurant table. Of course, for more complex tasks the list would be considerably longer. For example, for coaching how to open and serve a bottle of white wine you would need the following items: 1 restaurant table 4 chairs 4 white wine glasses 3 bottles of white wine 3 waiters cloths 1 waiters friend (bottle opener) 1 wine bucket filled with ice and water 1 wine bucket stand.
Ingredients List
This document lists all ingredients needed to produce a certain dish or beverage. Of course, no ingredients (food or beverage items) are needed for the previous example, folding a napkin. The ingredients list for one portion of Caesar Salad would look like this: head of Romain lettuce 1 egg yolk Olive oil French mustard 50 g Parmesan cheese, grated 50 g anchovy fillets, chopped 1 cup croutons 5 stems of parsley, chopped lemon 1 clove garlic, crushed Salt Pepper
Considering that during the session the dish would be prepared perhaps three times 1. 2. 3. the coach demonstrates the trainee practices the trainee produces a final plate for evaluation
the amount of the ingredients would have to be adjusted accordingly.
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Evaluation sheet
The performance of the trainee can be recorded right on the session plan or, especially if the trainee needs further training, on a separate evaluation sheet. The one below has been designed for the same task as before, folding a napkin.
Evaluation Sheet
Coaching Issue: Napkin Fold Tuxedo Date: Time: Venue: Trainee: Coach: Quiet area, restaurant table Coaching Session No.: ___
Task OHS&W issues were considered Hygiene issues were considered Correct napkin Hygienic handling Appearance of fold Speed of production Correctly placed on table Suitability for large functions explained Outcome
Competent
___________________ has achieved competency
Yes / No
Recommendations
______________________________________________________________________________ ______________________________________________________________________________
Signed (Coach)
Signed (Trainee)
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Activity 1
Design the documents for your coaching session. Use pencil and paper to produce a rough draft of the documents you will need for your coaching session: 1. 2. 3. 4. Session plan Equipment list Ingredients list (if applicable) Evaluation sheet.
Show the draft to you lecturer.
Key points When you conduct on-the-job training develop an Ingredients List and an Equipment List as a form of checklist to remind yourself of what will be required during the session. Make sure you have sufficient quantities, remember that the skill will be performed at least three times: Coach demonstrates Trainee practises Trainee prepares final product for assessment.
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Due at the next session Produce and professionally present the documents you will need for your coaching session.
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4 Conduct the Coaching Session
Topic 4 - Conduct the Coaching Session

Introduction
Now that you have organised the what, when and where and produced the documents for the training it is time to look at the actual session itself. In this topic you will learn about the three parts of a coaching session, and how to plan and conduct them.
Structure of a Coaching Session

A coaching session consists of three parts: an introduction, a body and a conclusion. These parts are written explicitly into the session plan as a guide. During part 1, the introduction, the overall purpose of the training, the method of demonstration and practice, and the level of skill that needs to be displayed to show competence are explained to the trainee. During part 2, the body, the trainer and the trainee undertake all the activities which are needed for the trainee to achieve competence. During part 3, the conclusion, both the trainer and the trainee provide constructive and supportive feedback: The trainer informs the trainee of the outcome of the session and discusses with the trainee any future coaching that may need to take place. The trainee is encouraged to comment on the coaching process and make suggestions for future training sessions.
Timing of a Coaching Session

Each part of a coaching session should be allocated sufficient time in order to create an appropriate environment for the trainee to learn the new task. The recommended allocations of times for each part of the session are: 1. 2. 3. Introduction: Body: Conclusion: 10 - 15% of the total time for the session 70 - 80% 10 - 15%.
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Part 1 Introduction to a Coaching Session

The first part informs the trainee of the overall purpose of the coaching session in terms of the: reason for the coaching session topic proposed outcome time allocated. As the coach, do not rush straight into the body of the session without spending time explaining the overall purpose of the session. There is a formula which helps you to plan the introduction of the session, called INTRO: I Interest N Need T Title R Range O Objective.
Interest
The trainee needs to be motivated in order to pay attention and create an environment of learning. To do this you may commence with an interesting comment. For example, Good afternoon Mary, I would like to show you a new napkin fold. This will add to your range of skills and assist you in setting tables for special functions.
Need
Here you explain why the coaching session is needed. For example, Mary, as you know, we will have a function for 100 people next week and they have requested that the table be set up in a formal and unusual way. Using this fold will help making the table look spectacular.
Title
The title names the skill or topic of the session, in this case: Napkin Fold Tuxedo.
Range
The range is the context into which the task fits, in this case: Setting Tables for Special Functions.
Objective
The objective of the coaching session is the expected outcome. For example, At the end of todays coaching session you will be able to produce the napkin fold Tuxedo in
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accordance with industry and establishment standards. Notice that the objective consists of three parts: When At the end of todays session What you will be able to produce napkin fold Tuxedo How in accordance with industry and establishment standards. You are required to follow this structure when you design your session plan. Remember: when people talk about standard, industry standard or establishment standard they mean the minimum level of quality of services or goods (food or beverages).
Test Yourself 1
Assume that the topic of a coaching session is about decanting a bottle of red wine. Briefly develop the dialogue for the introduction of the coaching session by using the following formula: Interest: ________________________________________________________________ Need: ________________________________________________________________
Title: __________________________________________________________________ Range: ________________________________________________________________ Objective: ______________________________________________________________
Key points The first part of a Training Session is the Beginning. The information that should be imparted to the colleague in this part is: Interest: Statements to motivate the colleague. Need: Why the coaching session is needed. Title: The specific training today. Range: The context into which the topic fits. Objective: The outcome expected from the coaching session.
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Part 2 Body of a Coaching Session

During the introduction you have informed the colleague of the overall purpose of the coaching, we could say, you have set the scene. In part 2 (the body) you demonstrate the skill and the trainee practices it. There are two main stages in the body of a coaching session. They are: OHS&W and hygiene consideration. Demonstration.
OHS&W and hygiene consideration

Before any practical demonstration may take place you must inform your colleague of any OHS&W (Occupational Health, Safety and Welfare) issues which must be observed during the coaching. For example, if the colleague will be using a knife, open flame, hazardous substance or other equipment or materials that need to be handled with care you have a legal obligation to explain how these should be handled. In addition, you must ensure that all relevant personal protection equipment is supplied and worn by the trainee and yourself! Equally important is that the work place and all pieces of equipment are clean and that you and the trainee are well presented where uniform and personal hygiene are concerned.
Demonstration
The demonstration involves three steps: 1. 2. Demonstrate the task to industry and/or establishment standards (quickly). Demonstrate the task slowly, step-by-step, and explain what you are doing and why. 3. The trainee practices the task.
Step 1 Demonstrate the task to industry/establishment standards

Demonstrate the skill at the standard expected from the trainee when competent. Before you begin you might say, I will now demonstrate the task at normal speed so you can see how you will be expected to do it.
Step 2 Demonstrate the task step by step

When a skill is demonstrated in a step-by-step fashion, the person being coached can follow the steps easily. This method allows you to state important points, safety issues, tips and techniques. Encourage the colleague to ask questions at the end or during each step. This encourages two-way communication and helps the colleague to achieve a good understanding of the skills prior to the next step of demonstration.
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At the end or during each step it is also important that you ask open questions of the colleague, questions which begin with words like how, what, why, where and when. Not only do such questions help the colleagues understanding, they also give you a good idea about how she/he is progressing. For instance, if the colleague did not answer an open question well, you may repeat the step and change the wording of your explanation to aid the trainees learning.
Step 3 Trainee practices the skill

The colleague has now seen the task demonstrated twice once at normal speed and the second time slowly, in a step-by-step fashion where each step was explained. In the final stage the colleague practices and demonstrates the skill to you. Ask if the trainee wants to practice the task in tandem with you or on his/her own. Dont put any pressure on him/her, let them decide for themselves. After the colleague has completed the demonstration you may ask him/her to do it again. This is particularly likely if the colleague has practiced in tandem with you or if there were mistakes that need rectifying. The colleague may even volunteer to repeat the task if they feel they are not quite competent yet. Always encourage this, even when it means that the session will take a bit longer than planned.
Key points There are two stages in Part 2 (body) of the coaching session: Explain and demonstrate any OHS&W and hygiene issues. Demonstrate the task. There are three steps in the Demonstration stage of the coaching session: Step 1 Step 2 Step 3 Demonstrate at industry/establishment standard and speed. Demonstrate step-by-step and explain each step. Let the trainee practise, solo or in tandem with you.
Test Yourself 2
When demonstrating the task step by step, good coaches ask the trainee open questions about the task or underpinning knowledge. Why is it important to ask open questions? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
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Must, Should and Could Know information

Most information needed for learning a task can be divided into Must Knows, Should Knows and Could Knows.
The Must Know information

The Must Know information consists of all the knowledge and skills that the trainee needs to perform the task competently. For instance, when you train someone to produce a napkin fold, the Must Knows are: OHS&W considerations Hygiene considerations Select the correct napkin What to do if the napkin is faulty (dirty, ironed wrongly, not square)? Appearance of the fold Speed of performance How to place it correctly on the table.
The Should Know information

The Should Know information is not critical for performing the actual task but strongly recommended for a professional worker. The Should Know information for folding a napkin: For which type of events is the fold suited? How can it be stored effectively?
The Could Know information

This information is even less critical. In fact, it may not even be important, just interesting to know. This is the type of information that could be discussed if there were plenty of time and the colleague showed interest. In our example the following would be a Could Know information: By placing a small paper bow tie on the fold the appearance can be enhanced. The bow tie could be printed in colour and show a symbol which relates to the event. For instance, for a Christmas dinner organised by Shell Oil the bowtie could be red with the yellow Shell logo printed on it. Note: The Must, Should and Could Knows are sometimes referred to as the M, S, C of the Body of a coaching session.
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Test Yourself 3
Examine the following list of tasks for making a pot of tea for a customer during breakfast. Decide which of them are Must (M), Should (S) and Could (C) knows and circle your choice. When you have finished, check that the tasks are in a logical sequence. 1. 2. 3. 4. 5. 6. 7. 8. Select the appropriate teapot Select the preferred blend of tea Place the appropriate quantity of tea in the pot Warm the pot before placing the tea in Fill with boiling water Stir the tea anti-clockwise Tea can be taken with milk/lemon/honey 60% of tea originates from India. M M M M M M M M S S S S S S S S C C C C C C C C
Part 3 - Conclusion to a Coaching Session

This final part of the session is just as important as parts 1 and 2. This is when you provide constructive and supportive feedback to the trainee and discuss any further training if necessary. Encourage the trainee to comment on the coaching itself and ask if he/she thinks that it should have been conducted differently. By stimulating such a two-way communication you and your colleague can evaluate and assess if the coaching was effective. Consider this feedback when you plan your next session.
Three steps to ending a coaching session

There is a formula which helps you to plan the conclusion of the session, called OFF: O Outcome F Feedback F Future.
Outcome
During the colleagues demonstration, you have observed the performance, perhaps taken notes and you can now complete the evaluation sheet. When this is done invite the colleague to join you at a table and inform her/him of the outcome of the session, ie. if she/he has achieved competency or not.
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Feedback
At this step you need to justify your evaluation which is quite simple when the outcome was positive. When you think that competency has not been achieved you need to explain to the trainee in detail what went wrong. Encourage the trainee to ask questions and find out if he/she agrees with your evaluation. If not, and if the time allows, ask him/her to demonstrate the task again and point out the shortcomings while the skill is being performed. This process cements the coaching session and cultivates an environment of fairness in terms of the evaluation and assessment of the coaching.
Future
Once the outcome is explained and the colleague has asked additional questions, explain what further training may be required and what other tasks may need to be coached in the future.
Finish
Remember to add all documents to the coaching record folder.
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Essential Activities for Topic 4

Activity 1
An effective coaching session consists of a Beginning, Body and End. In each part of the session there is a formula that can assist you in developing the session. Complete the following: Beginning I________________ N_______________ T_______________ R_______________ O_______________ Body M______________ S_______________ C_______________ End O______________________ F______________________ F______________________ Demonstration 1._______________________ ________________________ 2._______________________ ________________________ 3._______________________ ________________________
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Notes:
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Assessment
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Assessment Information
Competency
To pass this subject you must demonstrate competent performance against the criteria set out in the assessments. These criteria are based on the Performance Criteria and Required Skills and Knowledge specified in the Units of Competence which make up this subject (See Appendices). These criteria require that knowledge, technical skills and employability skills are all incorporated in your performance.
There are eight identified employability skills, each composed of several facets. The employability skills and their facets are given in Appendix-A Employability Skills are used whenever you use the knowledge or technical skills in the workplace (and as a student). It is unlikely that you would show competent performance, when using your knowledge or technical skills unless you also incorporated appropriate employability skill facets.
Assessment Overview
The assessment consists of four parts: 1. 2. 3. 4. Essential activities Written test Coaching documents Coaching practical
Grades
Only a Pass or Fail is available for this subject. The following should be carefully noted. Failure to hand up an assessment piece by the due date will result in a Fail being recorded. If an extension is required students must abide by the Extension Policy, outlined in the Student Handbook. Unless otherwise indicated all parts of all assessment pieces must be completed to a satisfactory standard to achieve competency. The pass mark for the written test is 100%, this means you must get all answers right. Only one resit/resubmit will be accepted should you not achieve competency on the first attempt.
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Assessment 1 - Essential Activities
Assessment 1
Essential Activities
Instructions for Essential Activities have been provided at the end of most topics. These activities have been designed to support the development of the skills and knowledge you need to competently complete the assessments for this subject. While it is not essential that you perform each activity perfectly or obtain a complete set of perfect answers, it is ESSENTIAL and required that you attempt every activity. Failure to complete each activity to the best of your current ability will result in failure of the subject.
The following Employability Skills are applicable for this assessment.
Communication Teamwork Problem Solving Initiative and Enterprise Adapting to new situations including changing work conditions Identifying opportunities not obvious to others Planning and Organizing Self Management Learning Technology
Listening and understanding
Working as an individual and a team member
Developing practical situations
Managing time and priorities
Evaluating and monitoring own performance
Using a range of mediums to learn
Having a range of basic IT skills
Speaking clearly and directly
Applying teamwork to a range of situations
Showing independence and initiative in identifying problems and solving them
Collecting, analysing and organising information
Taking responsibility
Applying learning to technical issues and operations
Having the OHS knowledge to apply technology
Reading and interpreting documentation
Working with people of different ages, genders, races, religions or political persuasions Coaching, mentoring and giving feedback Knowing how to define a role as part of a team Identifying the strengths of team members
Being creative
Being resourceful
Having knowledge and confidence in own vision and goals
Contributing to the learning community at the workplace
Having appropriate physical capacity
Sharing information
Generating a range of options
Articulating own ideas and vision
Operating equipment
Being assertive
Translating ideas into action
Using IT to organise data
Writing to the needs of the audience
Empathising Negotiating responsively
Assessment 2 - Written Test
Assessment 2
Written test
You are required to correctly answer a series of questions in a test paper. You will be allowed a maximum time of 45 minutes to complete all the questions.
Example questions
On the day of the written exam you will receive a test paper with questions similar to the ones below. 1. 2. 3. How can you identify the need for coaching others on the job in the workplace? (Briefly describe four important situations.) Describe the three-step process of demonstrating a job skill during a coaching session. If you were planning to conduct a 15-minute coaching session, how much time should you allocate to the three parts? 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. Introduction __________ minutes Body _______________ minutes Conclusion ___________ minutes
Briefly describe a session plan. Why is it important to develop a session plan? Explain what steps you should take to develop a session plan. List four possible learning barriers that need to be considered when planning a coaching session. What type of questions would you ask your colleague to establish if he/she understands the information you are giving, open or closed question? Why? Explain what the three Ws stand for when you decide on conducting a coaching session. Explain what INTRO stands for in the introductory part of a coaching session. Explain what OFF stands for in the conclusion of the coaching session. Who would be the appropriate person to conduct the follow up of a coaching session if you were not available? When you have completed a coaching session with a colleague, what should you do to confirm that he/she is now performing the task competently? If you notice that your colleague is not yet competent what should you do? Why is it important to keep a written record of all coaching sessions? Where should the coaching records be kept? Describe how you would provide feedback in a positive manner.
Being creative
Identifying contingency situations
Using numeracy effectively
Implementing contingency plans
Operating equipment
Being resourceful
Empathising
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Assessment 3 - Coaching documents
Assessment 3
Coaching documents
You are required to design, produce and submit professionally presented coaching documents including: 1. 2. 3. 4. Equipment list Ingredients list (if required) Session plan Trainee evaluation sheet
You will use these documents in your coaching practical.
Being creative
Sharing information
Being resourceful
Operating equipment
Allocating people and other resources to tasks
Empathising
Planning the use of resources including time management
Assessment 4 - Coaching Practical
Assessment 4
Coaching Practical
You are required to: Plan and conduct a short coaching session (15 minutes). Prepare and provide all equipment and ingredients needed for the session. Evaluate the trainee and provide feedback. Submit to your assessor all coaching documents (completed). When you choose the subject for your coaching session you are required to follow these guidelines: The skill must be new to the trainee. It should be possible for the trainee to learn and practice the skill within the time limit (15 minutes). It is your responsibility to provide all necessary pieces of equipment and ingredients. Select something simple so that you do not have to bring too many pieces of equipment. Possible skills could be: Folding a napkin (must be a fold which the trainee does not yet know) Playing a cord on a guitar Producing a special knot in a rope Performing a simple card trick.
Negotiate the skill with your lecturer before you start preparing for it.
Being creative
Using numeracy effectively
Implementing contingency plans
Operating equipment
Sharing information
Being resourceful
Being assertive
Allocating people and other resources to tasks
Participating in continuous improvement and planning processes Planning the use of resources including time management
Empathising
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Appendix
41
Units of Competence
Material included in this subject has been drawn from the following Units of Competency with the permission of the National Training Information Service copyright owner.
ELEMENT 1 Prepare for on-the-job coaching. 1.1 1.2 PERFORMANCE CRITERIA Identify the need for coaching based on a range of factors. Identify specific coaching needs through discussion with colleague to be coached. Where appropriate, organise coaching sessions according to organisation policy. Explain the overall purpose of coaching to colleague. Explain and demonstrate the specific skills to be coached. Communicate clearly any underpinning knowledge required and check colleague understanding. Provide colleague with opportunity to practise the skill and ask questions. Provide feedback in a constructive and supportive manner. Monitor progress with new skills in the workplace and provide supportive assistance as required. Report progress to the appropriate person as required. Identify performance problems or difficulties with the coaching and rectify them or refer them to the appropriate person for follow-up.
1.3
Coach colleagues on the job.
2.1 2.2 2.3
2.4
2.5 3 Follow up coaching. 3.1
3.2 3.3
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Communication Listening and understanding Teamwork Working as an individual and a team member Applying teamwork to a range of situations Working with people of different ages, genders, races, religions or political persuasions Coaching, mentoring and giving feedback Knowing how to define a role as part of a team Identifying the strengths of team members Problem Solving Developing practical situations Initiative and Enterprise Adapting to new situations including changing work conditions Identifying opportunities not obvious to others Being creative Planning and Organizing Managing time and priorities Self Management Evaluating and monitoring own performance Taking responsibility Having knowledge and confidence in own vision and goals Articulating own ideas and vision Learning Using a range of mediums to learn Technology Having a range of basic IT skills
Speaking clearly and directly Reading and interpreting documentation
Solving problems in teams
Collecting, analysing and organising information Identifying contingency situations
Applying learning to technical issues and operations Being open to new ideas and change
Having the OHS knowledge to apply technology Having appropriate physical capacity
Using numeracy effectively Sharing information
Resolving customer concerns in relation to complex project issues Using mathematics, including budgeting and financial management, to solve problems Testing assumptions, taking the context of data and circumstances into account
Generating a range of options Translating ideas into action
Implementing contingency plans Being resourceful
Operating equipment
Being assertive
Allocating people and other resources to tasks Adapting resource allocations to cope with contingencies Participating in continuous improvement and planning processes Planning the use of resources including time management Developing a vision and a proactive plan to accompany
Applying IT as a management tool
Writing to the needs of the audience Empathising
Negotiating responsively Persuading effectively Establishing and using networks
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Notes:
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COS Learning and Assessment Guide ED5 V1 09

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Coach Others in Job Skills

Learning and Assessment Guide

Certificate III in Hospitality (Operations)

Coach Others in Job Skills

Published July 2009