Assessment Guidelines

This document provides assessment guidelines for Desklib online library for study material with solved assignments, essays, dissertation etc. It includes information on what will be assessed, the location of assessment, resource requirements, and instructions for the assessment. The document also includes a written test with questions and answers related to coaching and training skills.

Assessment Guidelines
What will be assessed
The purpose of this assessment is to assess you underpinning knowledge to complete the tasks
outlined in the elements and performance criteria for this unit of competency and relating to the
following aspects:
• communication techniques suitable to a workplace training context
• objectives and scope of the coaching
• factors which impact need for coaching:
o direction from colleagues o own
observation and workplace experience orequest
for coaching from colleagues to be coached
key principles of training:
o explanation o demonstrationo review
o listening to trainee explanation
o observing and evaluating trainee
demonstration oproviding feedback
• legislative work health and safety and hygiene requirements possible causes of performance
problems or difficulties:
o breakdown in communication
o inappropriate circumstances for coaching o
insufficient opportunity to practice o
language or cultural barriers o shyness or
lack of confidence
Place/Location where assessment will be conducted
DC Class Room and DC Training Kitchen
Resource Requirements
Pen, Paper or computer, colleagues to be coached,
Coaching Session Plan Templates 1-4 (located in student assessment folder)
Instructions for assessment including WHS requirements
You are required to address all questions to achieve competence.
Your trainer will provide you with instructions for time frames and dates to complete this
assessment.
If more space is required for any answer you may attach a separate page containing your
ID number, name unit title, unit code and the assessment task number and attach this page
with the current assessment task before submission or alternatively use the back of each
paper with a clear reference to the relevant question(s). Ensure you check your work and
keep a copy before submitting.
Once completed, carefully read the responses you have provided and check for completeness.
You are encouraged to clarify any tasks, requirements or questions you may have with your
trainer.
Your trainer will provide you with feedback and the result you have achieved.
Assessment 1: Written Test
Your task:

Answer the following questions.
Each question must be completed.
1.Provide applied examples or scenarios on how you will deal with, and accordingly overcome, the
following performance problems or difficulties:
a. Breakdown in communication
b. Inappropriate circumstances for coaching
c. Insufficient opportunity to practise
d. Language or cultural barriers
e. Shyness or lack of confidence
a. Breakdown in communication
Breakdown in communications amongst different individuals can be addressed by possessing a sense
of unity within the workforce, with each individual employee understanding the inherent advantages
that effective communications provide towards increasing their overall performance and efficiency
within the organisation. This can help to deter breakdowns in communications within a given business
organisation.
b. Inappropriate circumstances for coaching
Inappropriate circumstances for coaching of other individuals can be avoided by planning ahead by the
instructors and effectively communicating these planned coaching schedules to all the parties that will
be involved in the coaching practise. This can help avoid coaching practise to occur during
inappropriate circumstances, and allows for the party to be trained to get prepared, in order for the
training exercise to be successful.
c. Insufficient opportunity to practise
The trainer who is providing coaching or training to other individuals is also required to plan ahead in
order for the trained individual to have ample opportunities to practise the subject in which they are
provided relevant training in order for them to effectively be able to absorb, retain and apply all the
skills and knowledge, that they have learned from the training exercise. Failure to provide sufficient
practise time can result in the training exercise being unsuccessful.

d. Language or cultural barriers
In order to overcome linguistic or cultural barriers, the leadership and management are first required to
identify whether these barriers exist within the workplace or not. After identification, the management
is required to make use of non-verbal or visual forms of communications through which effective
communications can take place amongst individuals, without linguistic or cultural barriers posing as a
hindrance to effective communication. The management can also use interpreters for verbal
communications and use feedbacks in order to assess whether all culturally or linguistically different
members of the organisation were able to process the given information or not.
e. Shyness or lack of confidence
Shyness or a lack of confidence amongst employees within an organisation can be overcome by
implementing a safe and healthy organisational culture, where employees can feel comfortable to put
forwards their own views and opinions without the external fear of being judged by others or their
views having negative consequences from negative perception by their superiors, jeopardising their
jobs.
2. How will you ensure that your colleagues will be able to apply the learnt skills to other tasks or
situations and how can you provide assistance on this?
Provide examples for each task you have delivered in your 4 coaching sessions.
In order to ensure that all the colleagues are able to effectively apply the skills and knowledge they
learned from the coaching exercise, ample opportunities must be provided to them with the intention to
allowing them to practise the newly learned skills in a safe environment, in order for the coaching
exercise to be successful. For Elisabeth’s coaching to be successful, the trainer needs to ensure that
Elisabeth can effectively practise and gain first-hand experience with using sous vide cooking
techniques before using them in professional kitchens. For Mark’s training to be successful, he too is
required to be provided time to practise cleaning tables in a safe environment. For Helen’s training to
be successful, she should be allowed time to practise her knifing skills in a safe environment away
from the high pressures of the restaurant kitchens and James is also required to be given time to
practise making use of liquid nitrogen in a safe and secure environment, away from his high
pressurised daily job in the kitchen, for both Helen and James’s training to be successful, allowing for
them to apply learned skills and knowledge through coaching into their jobs in an effective manner.
3. How will you provide for ongoing coaching processes, given that you work in a very busy
establishment?
Although working in a busy establishment can be complicated for coaching trainers as they, do not
possess enough operational time to spare to use it towards the training and coaching of their fellow
employees, trainers working in such a busy establishment are required to effectively plan their
operations in order to leave themselves enough time to dedicate it towards the training and
development of their employees. If this cannot be done, then the trainer can make use of alternative off
day weekends to train and develop their employees in an effective and efficient manner.

Q4. a) What are the key advantages to a business regarding training of staff?
Training of staff members provides business organisations with numerous operational advantages in
relation to their operation. Training of staff members effectively allows for the business organisation to
possess highly skilled and talented workforce which are able to perform with increased performance and
efficiency, aiding the business’s productivity and profitability in the consumer markets. Training of staff
members also increases their motivation and job satisfaction metrics and makes them feel valued by the
business organisation, making it easier for the business to effectively retain their skilled and talented
workforce for the success of their future operations.
b) What are the key objectives of training and why are they important to be identified?
The key objectives of a training exercise relate to the goals that would be achieved or fulfilled by the
trained individual, after the relevant coaching exercise has completed by the trained individual by
absorbing, retaining and applying all the learned skills and knowledge into their operations, which were
taught to them by their trainer. It is of immense importance for a trainer to identify and outline these
training objectives, as without identifying them, the trainer would not be able to assess whether the
training exercise was a success or not.
Q5. a. In what circumstances would you change your scope of training?
The scope of the training is required to be changed, when the instructor or trainer is required to train
more than one individual at a time, which requires things to be scaled up in proportion to the number of
individuals participating in the training exercise. The scope of the training is also required to be
changed, on the basis of the complexity of the subject that individuals are being trained in by the
instructor.
b) In what ways can we find out if we need to improve the way we coach or train staff?
We can make use of practise sessions and dedicated feedbacks in order to assess whether the training
exercise was in fact a success or not. If the trained individual is able to effective apply the skills and
knowledge that they learned from the training exercise to the practise sessions, then the success of the
training is showcased, proving no further need for improvement. Contrastingly, should the individual
fail to apply learner skills and knowledge in the practise sessions, then the training methods used by
coaches and instructors needs to be enhanced or improved.

Q6. a) What are the advantages and disadvantages of the following methods of training:
Explanation of knowledge to the trainee
Advantages Disadvantages
Explanation of knowledge to the trainee in a
theoretical manner has numerous advantages, as
these allow for the trainee to first mentally
understand the concepts and skills which are
required for him to absorb, retain and apply as
part of the training exercise. This theoretical
knowledge can help them making use of the
skills in a practical manner as part of their jobs.
Explanation of knowledge to the trainee also
has some disadvantages attached. Not all
employees are so academically inclined so as to
understand all the theoretical knowledge that is
provided to them, with some individuals
becoming confused between the tasks to be
trained in and its relation to the theoretical
knowledge that is being provided to them.
Demonstration of Skills to the trainee
Advantages Disadvantages
Demonstration of skills to the trainee as part of
training exercise has immense benefits which
can contribute towards the success of the
training exercise. Demonstration showcases to
the trainee the exact operational steps that they
need to follow and adhere to in order to
successfully perform the trained task in their
own practise and professional sessions, allowing
for no room for internal doubts in relation to the
operations in which they are being trained in.
Though demonstration of skills has many
benefits, it also has some drawbacks.
Demonstration of skills to the trainee robs them
of being able to critically think and come to the
correct conclusions of their own accord, instead
they are simply being asked to follow orders.
Demonstration during training also discourages
innovation of operational processes by
individuals, which can have the potential to
effectively increase the operational performance
and efficiency of the task in which individuals
are being trained in.
b) Why should we break down coaching and/or training into smaller chunks for the trainee when
conducting a session?
Breaking down of coaching sessions is productive for all parties involved in the coaching process. Not
only does it reduce the onus on the trainer to complete the entire trainin exercise within one day, it also
provides the trainees with enough time to reflect back on what they learned consistently, through short
sessions, allowing for them to retain and absorb information in smaller digestible chunks, improving
the success of the training exercise.

Observation Checklist:
Marking Criteria Part A, Part B S NYS S NYS Feedback
Preparation for on-the-job coaching
Identifies the need for coaching according to
relevant factors
Provides a clear overview of the identified training needs
Identifies specific skills to be trained
Considers specific requirements for coaching relevant to
person to be coached (special needs, adjustments etc)
Provides realistic details for time and location of coaching
considering workplace policies or constraints

Identifies resource requirements correctly according to
coaching requirements
Identifies stakeholders and communication requirements
correctly
Preparation of coaching session
Identifies underpinning knowledge required for task to be
coached including organisational requirements for
workplace specific tasks
Identifies all WHS requirements relevant for the task to be
coached
Identifies gap training required to meet WHS aspects
where relevant
Identifies gap training required to meet the underpinning
knowledge and skills requirements where relevant
Clearly defines the practical skills to be coached
Clearly defines the objectives of the coaching session
Provides a clear and logical overview of the coaching
strategies
Applies logical sequencing of coaching events
Provides opportunity provision for practising learnt skills
Provides opportunity provision for questions and answers
Suggests a clear approach for providing feedback on
coaching
Follow-up coaching (Part B)
Suggests a realistic process for monitoring progression on
coaching session
Identifies opportunities for further practice relevant to the
workplace context and tasks undertaken there
Identifies relevant personnel for reporting
Identifies the requirements for reporting
Provides a detailed overview of reasons for the
following potential problems which may occur
during coaching and appropriate suggestions how to
help to overcomes these proactively: a.Breakdown in
communication
b. Shyness or lack of confidence
c. Insufficient opportunity to practise
d. Inappropriate circumstances for coaching
e. Lack of experience

Provides a detailed overview of reasons for the
following potential problems which may occur
during coaching and appropriate suggestions how to
help to overcomes these proactively: f.
Breakdown in communication
g. Shyness or lack of confidence
h. Insufficient opportunity to practise
i. Inappropriate circumstances for coaching
j. Lack of experience
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Ass
essment 2
Unit Code:- SITXHRM001
Unit Name:- Coach others in job
skills
Assessment for this Unit of
Competency/Cluster
Details
Assessment 1 Written Test
Assessment 2 Practical /Observation
Assessment 3
Assessment conducted in this
instance: 2 X 3
Assessment 1

Assessment Guidelines
What will be assessed
The purpose of this assessment is to assess you underpinning knowledge to complete the tasks
outlined in the elements and performance criteria for this unit of competency and relating to the
following aspects:
• communication techniques suitable to a workplace training context
• objectives and scope of the coaching
• factors which impact need for coaching: o direction from colleagues o own
observation and workplace experience o request for coaching from colleagues to be
coached
key principles of training:
o explanation o demonstration o review
o listening to trainee explanation o
observing and evaluating trainee demonstration
o providing feedback
• legislative work health and safety and hygiene requirements possible causes of
performance problems or difficulties:
o breakdown in communication
o inappropriate circumstances for coaching o
insufficient opportunity to practice o
language or cultural barriers o shyness or lack
of confidence
Place/Location where assessment will be conducted
DC Class Room and DC Training Kitchen
Resource Requirements
Pen, Paper or computer, colleagues to be coached,
Coaching Session Plan Templates 1-4 (located in student assessment folder)
Instructions for assessment including WHS requirements
This assessment consists of 3 parts, Part A, Part B and Part C
Part A
For the purpose of this assessment you are required to identify the coaching needs of different
colleagues and prepare a coaching sessions of maximum 15 minute duration for each need
identified. Coaching needs may vary and can include e.g. precision cuts, specific preparation
techniques for dishes, safe use of equipment; table setting for different occasions, serviette folding;
spot removal in housekeeping, making beds; preparing for event registration/set-up etc. to name a
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few examples for possible coaching needs in various departments of hospitality, tourism and events.
Part B
In this part of the assessment you are required to provide suggestions, supported by examples on
how
1. you will deal with and overcome performance problems during coaching sessions,
2. you will encourage further training and provide for application of the learnt skills as well as
transferring these skills to new tasks where applicable,
3. you will provide for monitoring of the learnt tasks to address performance problems or
follow up on coaching.
Once completed, carefully read the responses you have provided and check for completeness. Your
trainer will provide you with feedback and the result you have achieved.
Part C
You need to describe what methods you will use to assess the effectiveness of training and how you
can make improvements to the senior staff members coach and/or mentor staff to assist in the
process.
1.You need to complete the chart provided through searching the internet for training of the
following topics that might be required for the staff.
List the training provider, date, time and the venue address and location of training for each
identified topic.
Once completed, carefully read the responses you have provided and check for completeness.
You are required to address all questions to achieve competence.
If more space is required for any answer you may attach a separate page containing your ID
number, name unit title, unit code and the assessment task number and attach this page with
the current assessment task before submission or alternatively use the back of each paper
with a clear reference to the relevant question(s).
Ensure you check your work and keep a copy before submitting.
You are encouraged to clarify any tasks, requirements or questions you may have with your
trainer.
Your trainer will provide you with feedback and the result you have achieved.
Assessment 2: Practical
Your task:
Part A: Answer the following questions. Each question must be completed and addressed to be
deemed satisfactory in this assessment.
1. You are required to identify the coaching needs for 4 of your colleagues in preparation for the
practical coaching sessions, where you will be observed delivering these to the identified
colleagues.
2. Complete the table/profile for each coaching need below.
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3. Complete the corresponding “Coaching Session” Plans with duration of no more than 15
minutes for each session, and attach these for each task/colleague to be coached.
4. Use the Template provided at the back(Last Pages) for Coaching Sessions
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Part A – Identifying coaching needs and preparing for coaching
Coaching Candidate 1
Name: Elisabeth Warren Location: Restaurant Kitchens
Reason for Coaching:
During the last service, Elisabeth Warren was unable to effectively prepare a standard popular dish
prescribed in the menu. The preparation of this dish requires specific skills while making use of the sous vide
technique of cooking. As this dish is quite popular on the restaurant menu, Elisabeth is required to be trained
in the use of sous vide cooking technique and making effective use of the sous vide machine in order for
Elisabeth to be a productive member of the kitchen staff.
How was the need for coaching identified?
The need for sous vide coaching for Elisabeth was identified by the restaurant manager and head chef during
the dinner service of last night, when the dish that Elisabeth Warren prepared by making use of the sous vide
technique and machine was below the standards expected of the reputed restaurant, showcasing her
inexperience in making effective use of the sous vide cooking technique.
Which specific coaching needs were discussed with the colleague in need of coaching?
The coaching needs that were discussed with Elisabeth Warren who is required to be coached, were in
regards to gaining effective experience and knowledge about the cooking style of sous vide and to be able to
make productive use of the sous vide machine with the intention to cook menu dishes by making use of the
sous vide cooking technique in an effective, productive and efficient manner.
Description of task(s) to be coached:
Elisabeth Warrant is required to be coached in the sous vide style of cooking and making effective use of the
sous vide machine, so that she can gain essential knowledge and experience which would allow for her to
productively and efficiently cook dishes within the restaurant’s kitchens in the future.
WHS and legal requirements for each task identified:
There are several legal requirements of the restaurant that encourage Elisabeth Warren be trained in the
effective use of the sous vide cooking technique, with most of these relating to the food safety laws and
regulations which are mandated by governing authorities and have to be adhered to by the restaurant. As per
these food safety laws, serving uncooked or contaminated food to the restaurant customers is a legal
violation of the food safety laws, and for this to not happen in the future, Elisabeth is required to be coached.
Potential gaps in WHS provisions which must be adhered to/trained before coaching can begin:
Before Elisabeth Warren can be trained or coached in the sous vide style of cooking in order for her to be
able to cook menu dishes effectively for restaurant customers in the future, Workplace Health and Safety act
mandates that Elisabeth be trained in the making the effective and safe use of the sous vide machine,
something which she is unfamiliar with, in order to safeguard and protect her health and safety at the
workplace, whenever she makes use of the sous vide machine for her operations.
Session Plan 1 completed with details and attached
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Coaching Candidate 2
Name: Mark Johnson Location: Restaurant
Reason for Coaching:
Mark Johnson, the bus boy of the restaurant, was negligent towards his duties and failed to effectively clean
and set tables for a specific occasion that was to be held within the restaurant, which resulted in a negative
experience for the guests and showcases that Mark needs to be effectively coached towards his duties and
tasks within the restaurant in order for him to become a productive employee of the restaurant.
How was the need for coaching identified?
It was observed that during the last dinner service of the restaurant, many of the tables were housing the
tablecloth from the lunch service with food particles and unwanted materials, a result of the lunch service still
being present on the dinner tablecloths at the tables. This was identified by the manager in the middle of the
dinner service, who hastily tasked the bussers to change all the unclean tablecloths mid dinner service,
causing necessary inconvenience to the restaurant guests.
Which specific coaching needs were discussed with the colleague in need of coaching?
The coaching needs discussed with Mark Johnson who is to be coached, were in regards to cleaning and
changing all tablecloths of the restaurants after each service whether breakfast, lunch or dinner respectively
comes to an end. The coaching needs also relate to coaching Mark to be diligent towards his job, so that the
past incident does not occur in the future due to Mark’s negligence.
Description of task(s) to be coached:
Mark Johnson is to be coached in the effective cleaning of the tables after the breakfast, lunch and dinner
services offered by the restaurant comes to an end, with changing the tablecloths after each service being a
priority for the job description of Mark Johnson. Mark is also to be coached towards refraining from being
negligent towards his job within the restaurant, showcasing why his tasks and duties are important for the
restaurant to provide effective and satisfactory service to the customers, in order for them to have a positive
experience at the restaurant.
WHS and legal requirements for each task identified:
There are also several legal requirements which mandate that Mark must be effectively coached with regards
to effectively cleaning and changing the tablecloths at the restaurant. These relate to the food safety laws and
regulations, which are legally mandated by governing authorities and food inspectors. Under these laws, it is
illegal for the restaurant to not follow proper sanitation procedures and fail to meet the public health
inspection standards, which was the case during last night’s service. If lapses such as last night continue to
occur, the restaurant will inevitably have their legal licence to operate revoked by health inspectors.
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Potential gaps in WHS provisions which must be adhered to/trained before coaching can begin:
Mark is required to be trained for scenarios where there are any foreign objects that might cause harm to
Mark, while he cleans the tables after the service has ended, such as broken pieces of glass or allergic food
items spilled on the table, which can effectively prove as a risk to Mark’s health and safety within the
workplace. Before coaching can begin, Mark is required to be trained in effectively disposing off broken glass
materials in order to safeguard his health and safety within the workplace.
Session Plan 2 completed with details and
attached
Coaching Candidate 3
Name: Helen Smith Location: Restaurant Kitchens
Reason for Coaching:
Though Helen is a skilled and talented cook within the restaurant kitchen, she has sustained enough injuries
while making precision cuts and dicing raw materials for the menu dishes, for the head chef to take it upon
himself and coach Helen in relation to how to effectively cut and dice meat and vegetables within the
restaurant’s kitchen. This is so that Helen can gain first-hand experience from a professional increase her
proficiency at her job, while decreasing the operational risks attached.
How was the need for coaching identified?
The need for coaching of Helen was identified by the head chef when Helen cut her hand while making
precision cuts into the meat during the preparation of the last day’s lunch service, with the cut being quite
deep and could even have resulted in a major injury being caused to Helen’s hand. This was also not the first
time Helen had cut her hand while dicing vegetables and making precision cuts in meats, which is required
of her daily in the kitchens of the restaurant.
Which specific coaching needs were discussed with the colleague in need of coaching?
The specific needs coaching needs discussed with Helen related to her inexperience in making precision cuts
in meat products and her negligence to her safety, while dicing vegetables, both of which can be effectively
addressed in the future given appropriate training by professionals.
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Description of task(s) to be coached:
Helen is required to be coached in making precision cuts into meat products and dicing vegetables in the
restaurant’s kitchens, with the intention to protecting her own safety and increasing her performance and
efficiency while undertaking these regular tasks within the restaurant’s kitchens.
WHS and legal requirements for each task identified:
There are several legal requirements with regards to protecting and safeguarding Helen’s physical safety in
accordance with the Health and Safety at Work Act, which is legally mandated by governing authorities,
which mandate that Helen be trained in making precision cuts and dicing operations. As these tasks place the
physical safety of Helen in jeopardy, the professionals within the restaurant kitchens are legally mandated to
train Helen so that these risks can be mitigated or at least minimised.
Potential gaps in WHS provisions which must be adhered to/trained before coaching can begin:
Before the coaching of Helen can begin, in accordance with the WHS, Helen is required to be educated about
why her current operational methods are risky towards her own physical safety within the workplace and
why following the steps laid out in her coaching can help towards safeguarding her rights towards protecting
her physical safety at the restaurant’s kitchens. Helen is also required to be educated on which of the
kitchen’s knives are the sharpest so that she can make an informed decision which does not place her
physical safety at risk within the kitchens.
Session Plan 3 completed with details and attached
Coaching Candidate 4
Name: James Harding Location: Restaurant Kitchens
Reason for Coaching:
Though James is a skilled and talented chef at the restaurant’s kitchens, the restaurant for its menu’s desert
items makes frequent use of liquid nitrogen for quickly freezing dishes in an effective and efficient manner.
As this is a dangerous process and can have immensely disastrous consequences for the chefs, if they haven’t
been appropriately trained and are not following standardised protocols, James is required to be appropriately
coached in making use of liquid nitrogen in a safe and effective manner.
How was the need for coaching identified?
As James has now been shifted from preparing main cuisines to preparing deserts within the restaurant’s
kitchens, of his own violation, the head chefs have identified that having James prepare the menu deserts
without providing him with the necessary safety training in relation to the use of liquid nitrogen can have
immensely negative consequences for James and the restaurant as well, should an unfortunate accident occur.
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Which specific coaching needs were discussed with the colleague in need of coaching?
The coaching needs discussed with James who is to be coached were in relation to training him in the safe
and effective use of liquid nitrogen for the menu deserts within the restaurant and the need for James to wear
all the appropriate safety gloves and glasses before he can go and make use of liquid nitrogen for menu
deserts.
Description of task(s) to be coached:
James is required to be coached in making safe and effective use of liquid nitrogen within the restaurant’s
kitchens, while adhering to standardised safety guidelines of the restaurant and wearing all safety equipment
which are required to safeguard his physical safety while undertaking such a dangerous task on a daily basis.
WHS and legal requirements for each task identified:
The most significant legal requirement for this coaching to take place relates to safeguarding the physical
health and safety of James in accordance with the Health and Safety at Work Act. Should James not be
appropriately trained in making safe use of liquid nitrogen within the restaurant’s kitchens, then this would
infringe upon his employee rights and jeopardise his physical safety and health within workplace.
Potential gaps in WHS provisions which must be adhered to/trained before coaching can begin:
Before the coaching of James can begin, the restaurant is legally mandated, in accordance with the WHS, to
check if all of their safety equipment such as googles, gloves, shoes etc., which James will make use of for
his training and operations are in good condition or not.As these are legally required to be in good condition
and can help towards protecting safety of James, in the event that liquid nitrogen accidentally spills on his
hands.
Session Plan 4 completed with details and attached
Observation Checklist:
Criteria 1.Instance 2.Instance 3.Instance 4.Instance
S NYS S NYS S NYS S NYS Comments
Coaching session
Establishes rapport with the colleague
Communicates the requirements for the coaching session
The specific skill is explained
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The workplace is prepared in a hygienic manner
The workplace is prepared to meet WHS requirements
The WHS requirements are instructed and confirmed
Gaps in WHS are explained and demonstrated
The task is broken into steps
The individual steps are explained
Individual steps are demonstrated
The required knowledge is communicated and checked
Colleague is provided with opportunity to practice each task step
Active questioning is employed to invite questions and answers from
colleague
Constructible feedback is employed at all times
Where corrective action is required colleague is instructed accordingly
WHS is maintained throughout coaching
Hygiene is maintained throughout coaching as applicable
Colleague manages to perform new tasks
Identifies shyness/communication problems and takes pro-active
action
Communication employed during coaching provides for friendly
interaction/promotes engaged learning/training
Motivates colleague to achieve further tasks through supportive actions
and constructive feedback
Applications for new skill(s) are explained
Opportunities for further practice are explained
Timeframe for monitoring is suggested
Provisions for further monitoring and communication are established
Outlines the reporting requirements for coaching session as relevant
/according to organisational procedures
Evaluates own performance and suggests ways for improvement
Coaching methods employed improve over the course of the instances
delivered
List additional criteria as relevant
Part B: Role Play/Observation:
This assessment is to be conducted in the DC classroom and/or DC kitchen with students to be put into pairs and should
take 10 to 15 minutes. Students will in front of the class conduct role plays from any 1 of the 4 scenarios listed below
and the student will randomly choose one for each of their coaching sessions: one student will act as the trainee and the
other student is to act as the coach. The students will then swap roles with a second different scenario chosen by the
other student. There will then be a class discussion after each role play to discuss their performance and possible
improvements they could have made to each coaching. Each student when playing the coaching role must conduct the
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coaching session to industry standard to be deemed satisfactory for this assessment (In the case there is an odd number
of students the remaining student will conduct their role play with the trainer). Scenarios below:
Prior to each session students must complete a coaching session plan in the template below, students must then choose
one of the topics below or they may choose their own topic but must be approved by the trainer first to check if it is a
suitable topic to meet the criteria of this assessment:
1. How to cook pasta to Al Dente
2. How to setup, turn on, shut down and clean the dishwasher
3. How to conduct a fire evacuation 4. How to search the internet using google
5. Your own Job skill example.
The coaching session plan below is a brief break down of the coaching session. Complete all the details/topics in the
template then under the headings: Introduction, Body and Conclusion complete a break time of each task and timeframe
required. The total time of the session should be approximately 10 to 15 minutes.
Coaching session plan
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Coaching details
Topic Conducting evacuation in the event of a fire
Name of coach MarlonSheen
Name of student MartinBrando
Venue address DC Kitchens
Date 30/05/2020
Time 10:00am
Coaching session details
Time
10:00am-10:03am
Introduction
Martin is required to be coached in relation to safely evaluating from the
kitchens in the event and unfortunate fire occurs within the workplace.
This is immensely important as fire occurring within the restaurant
premises is an inevitable accident, despite the numerous safety
management initiatives undertaken by the restaurant. The coaching
session is required to place emphasis for Martin to be able to find his
escape routes from the kitchens within the first three minutes of the fire
alarm, as time in such accidents is of crucial importance, and effective
use of time can save the life of Martin.
Time/s
10:03am-10:12am
Body
After Martin has effectively identified and chosen his escape route from
the kitchens, in the event a fire as spread within the building, the
coaching session is then required to train Martin in making effective use
of his available time and make way from the escape routes towards
safety outside the burning building post haste. The training is required to
emphasise that time is a valuable resource in such situations and
effective use of small durations of time can mean the difference between
life and death of Martin. The training should also emphasise that all
escape routes within the building are painted with glow in the dark paint,
so that even during emergency situations where electricity is cut off,
Martin can make use of these and escape to safety.
Time
10:12am-10:15am
Conclusion
After Martin has safely escaped from the dangerous environment within
the burning building by travelling through the escape routes, the
coaching is then required to emphasise to Martin the importance of
alerting and calling the fire department as soon as possible, after he has
guaranteed his own safety, so that professional can come to the scene
and try to save as many lives as is possible.
College (DC) Assessment 2, Jan 2018
CRICOS ID: 02564C Version 2.0
RTO ID: 90681 Page 12 of 15

Part C
1. Describe what methods you will use to assess the effectiveness of training and how you can make
improvements to the senior staff members coach and/or mentor staff to assist in the process
2. In the chart below search the internet for training of the following topics that might be required for
the staff. List the training provider, date, time and the venue address and location of training for
each identified topic.
Topic Training provider Date Time Venue address and location
Food safety Head Chef 14/05/2020 10:00am Restaurant Kitchens
Environmental
sustainability Restaurant Manager 16/05/2020 10:30am Restaurant
Workplace health
and safety
Head Chef 18/05/2020 11:00am Restaurant Kitchens

College (DC) Assessment 2, Jan 2018
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Date: __14/05/2020_______ Time: ____10:00am_____ Duration: ____15mins________ Location: Restaurant Kitchens
Coaching Session 1 (maximum Duration 15 minutes)
Training Objective
(What is to be achieved?)
Resources Time Activities
To train an individual’s knife skills Meat, Vegetables, Knifes 10:00am Explanation: Explaining why individuals need to be trained
in the effective use of knife and their professional
development when training is completed.
10:03am Silent Demonstration: Demonstrating to trainees how to
make effective use of knife to cut meat and vegetables.
10:05am
Demonstration and Explanation: Demonstration and
explanation will be focused to bring on more
explanatory development among all parameters where
all knife skills will enable to productively develop
new rational paradigms with strong strength.
10.15
Trainee Explanation: Trainee explanation will be
focused to bring on best services and skills which are
in the interests further where trainee explanation will
proclaim onto new paradigms for higher development.
10.8
Trainee Demonstration: Trainee demonstration will
be focused to practically bring more effective
paradigms of technical advanced working pattern ,
where trainee demonstration shall be highly effective

to bring on more productive outputs.
10.10
Trainee Practice: The trainee practice shall be focused
onto more strength full performance standards and
keenly bring on more advancement among skills
where the practices shall be focused . Monitoring and
evaluation shall be focused to bring on best synergy
of positive outcomes.
Feedback: Good training
Reporting Requirements:
Who? _____________________________ Why? __________________________________
College (DC) Assessment 2, Jan 2018
CRICOS ID: 02564C Version 2.0
RTO ID: 90681 Page 12 of 15
Coaching Session 2 (maximum Duration 15 minutes)
Training Objective
(What is to be achieved?)
Resources Time Activities
To train Hotel manager Quality training and presentations
10.5
Explanation: Hotel manager is one of the most
important role within hospitality industry where
company managers should be trained to deliver
effective services among all customers.
Silent Demonstration: The training will be focused
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RTO ID: 90681 Page 16 of 15

10.5 on interpersonal skills and effective marketing
management to gain goodwill among consumers.
10.10 Demonstration and Explanation: Training of hotel
manger shall be focused to bring on gaining large
vision and developed working segments which will
bring more functional skills .
10.7 Trainee Explanation: Trainee interests and will of
abilities, learning potentialities which will bring
large efficiency for longer working capacities.
10.6 Trainee Demonstration: Trainee shall be able to
demonstrate communicative skills and leadership
skills forward by bringing on live practices and
working paradigms.
10.15 Trainee Practice: The practise shall be focused
within practice to bring on higher practical working
fundamentals and also productively bring on more
advancement among services.
5
Feedback: Good training
Reporting Requirements:
College (DC) Assessment 2, Jan 2018CRICOS ID:
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RTO ID: 90681 Page 17 of 15

Who? __________Why? ____________________
Coaching Session 3 (maximum Duration 15 minutes)
Training Objective
(What is to be achieved?)
Resources Time Activities
Room keeping staff Swiping machine and various other
cleaning objects 10.5
Explanation: The job of room keeping staff shall be
focused to provide best cleaning activities within
rooms in hotels which will be focused on learning
potentiality.
10.6 Silent Demonstration: The skills of room keeping
person are strong cleaning skills and ability to
converse effectively with all guests
10.8 Demonstration and Explanation: Demonstration
shall be actively taught by practical working
strength which will enable employees to bring in
higher synergy of efficiency.
10.9 Trainee Explanation: The trainee interests and
explanation shall be focused as per the individual
ability to bring on actions and effective developed
working strengths.
10.15 Trainee Demonstration: Trainee will be able to
demonstrate activities and functional roles with
College (DC) Assessment 2, Jan 2018CRICOS ID:
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RTO ID: 90681 Page 18 of 15

more continuous practice and how it can develop
strong reliability among all performance levels.
10.5 Trainee Practice: The practice shall be focused onto
higher performance levels which will enable to get
longer focus and practical working paradigms.
10.5 Feedback: Good training
Reporting Requirements:
Who? Why?
Coaching Session 4 (maximum Duration 15 minutes)
Training Objective
(What is to be achieved?)
Resources Time Activities
Higher technological learning,
resources of books and scholarly
routines
10.5
Explanation: Management staff is one of the most
important management staff member which enables
to develop strong business framework among
services
10.6
Silent Demonstration: The silent demonstration will
be effective to bring on higher developed working
strength , develop strong working standards
10.4 Demonstration and Explanation: The working
strength and developed working segments shall be
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developed with continuous focus and functional
efficiency along on higher developed working
paradigms .
10.8 Trainee Explanation: Trainee will be focused onto
new skills and there will be given more technical
skills which will program out new rational synergy
for higher outcomes.
10. 14 Trainee Demonstration: The trainee demonstration
will be focused to bring on more dynamic practical
working hemisphere for larger working strength and
higher developed working paradigms.
10.10 Trainee Practice: The training practice shall be
focused to bring on more productive working
parameters for higher productive strength
Feedback: Timely feedback
Reporting Requirements:
Who? ______________ Why? ___________
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RTO ID: 90681 Page 20 of 15

College (DC) Assessment 2, Jan 2018CRICOS ID:
02564C Version 2.0
RTO ID: 90681 Page 21 of 15