Reflective Journal

This document is Reflective Journal It is part of the supporting assessment resources for Assessment Task 2 (option 2) of SITXHRM001 Reflective journal Student name: Kajal Malla Date: 17-11-23 Coachee: ☒ 1 ☒ 2 ☒ 3 ☒ 4 Did an RTO assessor observe this coaching discussion? ☒ Yes ☐ No Did an RTO assessor observe this coaching session? ☒ Yes ☐ No Identify the need for coaching Explain how you identified that this colleague required coaching. What information did you use or personnel did you consult with in this regard? 1. Coachee 1 - Sara (Deep Fryer Issues):  Coaching Need: Sara requires coaching on deep fryer operations and safety procedures.  Identification: This need was identified through direct observation of Sara's work and by discussing her challenges during regular performance reviews. Additionally, feedback from colleagues who work closely with Sara was considered to gain a comprehensive understanding of her struggles with the deep fryer. 2. Coachee 2 - Tom (Customer Complaints):  Coaching Need: Tom needs coaching on effective customer service and conflict resolution.  Identification: Tom's coaching need emerged through customer feedback, instances of customer complaints, and discussions with Tom during team meetings. Insights were also gathered from colleagues who witnessed Tom's interactions with customers and noticed areas where improvement was needed. 3. Coachee 3 - Emma (Upselling Skills):  Coaching Need: Emma requires coaching to enhance her upselling skills.  Identification: Emma's coaching need was identified through her expressed desire for personal development and increased profitability. This information was obtained during one-on-one discussions with Emma, where she shared her goals and aspirations. Input from colleagues and feedback from customers were also considered to understand specific areas for improvement. 4. Coachee 4 - James (Leadership Skills):  Coaching Need: James needs coaching on time management and delegation as he transitions into a supervisory role.  Identification: James' coaching needs were recognized through direct observation of his performance as a supervisor and discussions during team meetings. Feedback from team members and other supervisors provided valuable insights into the challenges James was facing in managing his responsibilities effectively. 5. Coachee 5 - Alex (Mixology and Craft Cocktails):  Coaching Need: Alex requires coaching on advanced mixology techniques and specialty drinks. SITXHRM001 Coach others in job skills 1

This document is Reflective Journal It is part of the supporting assessment resources for Assessment Task 2 (option 2) of SITXHRM001  Identification: Alex's coaching need surfaced during casual conversations and interest-sharing sessions. Alex expressed a desire to learn more about mixology and craft cocktails, and this information was gathered through open communication during team meetings and individual check-ins. Input from colleagues who work closely with Alex in the bar also contributed to understanding his specific areas for growth. Identify coaching needs Discuss the conversation you had with the coachee about their needs. Explain how you worked out their specific needs and what type of coaching was required. 1. Sara (Deep Fryer Issues):  During the conversation, Sara shared her challenges with the deep fryer, expressing concerns about efficiency and confidence.  Active listening was crucial, allowing Sara to elaborate on specific instances where the deep fryer presented difficulties.  Through questioning, it became clear that Sara needed coaching on deep fryer operations and safety procedures to enhance her skills and boost her confidence in handling the equipment effectively. 2. Tom (Customer Complaints):  The conversation with Tom focused on customer service and conflict resolution.  Through active listening, it was apparent that Tom faced challenges managing customer complaints, sometimes feeling overwhelmed.  Probing questions helped identify specific scenarios where improvement was needed, leading to the conclusion that coaching on effective customer service and conflict resolution techniques would be beneficial for Tom. 3. Emma (Upselling Skills):  Emma's meeting centered on her desire to improve upselling skills for personal and professional growth.  Active listening revealed Emma's enthusiasm for upselling but also her uncertainties about specific techniques.  Open-ended questions helped pinpoint areas such as product knowledge and upselling strategies where coaching could enhance her skills and contribute to the profitability of the restaurant. 4. James (Leadership Skills):  The conversation with James explored his new supervisory role and challenges with time management and delegation.  Active listening uncovered instances where James felt overwhelmed in his leadership responsibilities.  Through questioning, it became clear that coaching on time management and effective delegation would support James in his transition to a supervisory position and enhance his overall leadership skills. 5. Alex (Mixology and Craft Cocktails): SITXHRM001 Coach others in job skills 2

This document is Reflective Journal It is part of the supporting assessment resources for Assessment Task 2 (option 2) of SITXHRM001 identified coaching needs. 4. Empathetic Communication:  Description: Demonstrating empathy by acknowledging and validating the coachee's experiences and feelings.  Application: Helped create a supportive and understanding environment, making coachees more comfortable in sharing their challenges and aspirations. 5. Clarification:  Description: Seeking clarification when certain points were unclear or ambiguous.  Application: Ensured that there was a clear understanding of the coachee's specific challenges, allowing for more targeted and relevant coaching plans. 6. Encouragement:  Description: Providing positive reinforcement and encouragement to build confidence and motivation.  Application: Helped create a positive atmosphere, motivating coachees to actively participate in the discussion and express their needs and goals. 7. Non-Verbal Cues:  Description: Paying attention to non-verbal cues such as body language and facial expressions.  Application: Enabled me to gauge the coachee's emotional state and level of comfort during the discussion, adapting the communication approach accordingly. 8. Collaborative Approach:  Description: Positioning the discussion as a collaborative effort, emphasizing that coaching is tailored to the coachee's unique needs.  Application: Fosters a sense of partnership, making coachees more engaged in the process and more likely to actively contribute to the identification of their coaching needs. Organise coaching session/s Explain the process you took to organise the session/s for this coachee. In your response refer to:  the coaching required  what resources were required for the coaching  where the coaching was held  how you calculated the duration of the coaching session/s  any information that you needed to provided as part of the coaching SITXHRM001 Coach others in job skills 4

This document is Reflective Journal It is part of the supporting assessment resources for Assessment Task 2 (option 2) of SITXHRM001 *Attach your email to this coachee. 1. Identifying Coaching Requirements:  I began by reviewing the coaching needs for each coachee based on the initial meetings.  Identified specific coaching areas for Sara (deep fryer operations), Tom (customer service), Emma (upselling skills), and James (leadership skills). 2. Determining Required Resources:  For Sara, I needed access to the deep fryer for practical demonstrations and safety documentation.  Tom's coaching required simulated customer interaction scenarios and information on recent complaints.  Emma's coaching required menu details, promotional materials, and a quiet space for discussions.  James needed access to his schedule, recent supervisory tasks, and a quiet space for leadership discussions. 3. Selecting Coaching Locations:  Sara's coaching would take place in the kitchen area near the deep fryer.  Tom's coaching would be conducted in a quiet meeting room with space for role-playing scenarios.  Emma's coaching sessions would take place in a quiet area, potentially a meeting room or office.  James's coaching discussions would also be held in a private space, ensuring confidentiality. 4. Calculating Duration of Coaching Sessions:  The estimated coaching time for each coachee was calculated based on the complexity of the coaching needs and the practical considerations of conducting sessions during a workday.  Sara's session was estimated at 1 hour, considering the hands-on nature of deep fryer coaching.  Tom's session was estimated at 1.5 hours, factoring in role-playing scenarios and in-depth discussions.  Emma's and James's sessions were both estimated at 1.5 hours, allowing sufficient time for discussions and practical exercises. 5. Providing Information to Coachees:  Drafted emails for each coachee providing session details, including date, time, location, duration, and any specific requirements.  Emphasized the agenda and encouraged coachees to come prepared with any relevant information or questions. SITXHRM001 Coach others in job skills 5

This document is Reflective Journal It is part of the supporting assessment resources for Assessment Task 2 (option 2) of SITXHRM001 Agenda:  Discussion on recent customer complaints and feedback.  Simulated scenarios for conflict resolution and customer service.  Strategies for effective communication with customers. Please come prepared with any relevant information on recent customer interactions. I look forward to a productive session. Best regards, Kajal Malla Email to Emma (Upselling Skills): Subject: Coaching Session - Upselling Techniques Dear Emma, I trust this email finds you well. Our coaching session to enhance your upselling skills is around the corner. Here are the details:  Date and Time: 17-11-23, 1 pm  Location: Skyline college  Duration: Approximately 1.5 hours Agenda:  Review of current menu details and promotions.  Role-playing exercises for upselling techniques.  Discussion on strategies to boost upselling confidence. Please be ready to engage in practical exercises and bring any questions you may have. I look forward to a productive coaching session. Best regards, Kajal Malla SITXHRM001 Coach others in job skills 7

This document is Reflective Journal It is part of the supporting assessment resources for Assessment Task 2 (option 2) of SITXHRM001 Email to James (Leadership Skills): Subject: Coaching Session - Leadership Development Dear James, I hope this email finds you in good spirits. Our coaching session to enhance your leadership skills is approaching. Here are the details:  Date and Time: 17-11-23, 3pm  Location: Skyline college  Duration: Approximately 1 hour Agenda:  Discussion on recent supervisory tasks and challenges.  Strategies for effective time management and delegation.  Developing a personalized plan for leadership enhancement. Please bring any relevant information on recent tasks. I look forward to a fruitful coaching session. Best regards, Kajal Malla The coaching session/s How did you make sure you had considered safety and hygiene when completing this training? 1. Sara's Deep Fryer Coaching:  Safety Precautions:  Checked the deep fryer for any malfunctions or safety hazards before the session. SITXHRM001 Coach others in job skills 8

This document is Reflective Journal It is part of the supporting assessment resources for Assessment Task 2 (option 2) of SITXHRM001  Highlighted the practical aspects, including hands-on demonstrations and discussions to reinforce learning. 2. Tom (Customer Complaints Coaching):  Purpose Description:  Clarified that the coaching focused on improving customer service and conflict resolution skills.  Described the importance of addressing customer complaints effectively for overall customer satisfaction.  Explained that the session would include role-playing scenarios to practice and refine customer interaction skills. 3. Emma (Upselling Skills Coaching):  Purpose Description:  Communicated that the coaching aimed to enhance Emma's upselling techniques and product knowledge.  Emphasized the impact on both personal development and the restaurant's profitability.  Described the session as a collaborative effort to improve confidence and effectiveness in upselling. 4. James (Leadership Skills Coaching):  Purpose Description:  Clarified that the coaching focused on developing James's leadership skills, particularly in time management and delegation.  Emphasized the importance of effective leadership for team success and operational efficiency.  Discussed the collaborative approach to identify strategies for personal and professional growth. Describe how you used ‘explanation’ during the coaching. 1. Sara's Deep Fryer Coaching:  Explanation:  Clearly explained deep fryer operations and safety procedures step by step.  Used verbal communication and visual aids to enhance understanding. SITXHRM001 Coach others in job skills 10

This document is Reflective Journal It is part of the supporting assessment resources for Assessment Task 2 (option 2) of SITXHRM001  Checked for Sara's comprehension throughout the explanation, encouraging questions. 2. Tom's Customer Complaints Coaching:  Explanation:  Provided a detailed explanation of effective customer service and conflict resolution.  Used real-life examples to illustrate key points.  Encouraged Tom to ask questions and sought confirmation of understanding. 3. Emma's Upselling Skills Coaching:  Explanation:  Explained upselling techniques and discussed product knowledge.  Utilized visual aids such as the menu to reinforce explanations.  Checked in with Emma periodically to ensure clarity and understanding. 4. James's Leadership Skills Coaching:  Explanation:  Explained time management and delegation strategies.  Shared personal experiences and case studies.  Encouraged James to seek clarification and actively participate in the discussion. Describe how you demonstrated the specific tasks or key skills. 1. Sara's Deep Fryer Coaching:  Demonstration:  Demonstrated proper deep fryer setup, operation, and shutdown.  Guided Sara through hands-on practice with real-time feedback.  Emphasized safety measures during the demonstration. 2. Tom's Customer Complaints Coaching: SITXHRM001 Coach others in job skills 11

This document is Reflective Journal It is part of the supporting assessment resources for Assessment Task 2 (option 2) of SITXHRM001 What procedures or requirements were applicable to the task/skills? Explain how you informed the coachee of these. Informing Coachee:  Clearly communicated workplace procedures and safety guidelines related to the specific tasks or skills.  Emphasized adherence to relevant regulations and standards.  Ensured that coachees were aware of any documentation or reporting requirements. Explain how the coachee went when it was time for them to practise. How well do you think they absorbed the skills and knowledge you demonstrated? Explain your answer. What types of questions did the coachee ask, and why do you think they asked these questions (for example, was it because you had missed something in your demonstration or explanation, did the coachee not listen or watch carefully, were your explanations unclear, etc)?  Coachee's Practise:  Coachees generally performed well during practical exercises, demonstrating improved skills over the session.  Actively engaged in tasks, applied feedback, and sought clarification when needed.  Questions Asked:  Coachees asked questions to seek clarification on specific steps or to understand the rationale behind certain strategies.  Questions indicated a proactive approach to learning rather than issues with the coaching. What performance problems or difficulties were encountered during the coaching? What steps/strategies did you take to address them? Were you successful?  Performance Issues:  Addressed difficulties promptly, providing additional explanations or demonstrations.  Encouraged a supportive environment for coachees to share challenges and seek guidance. SITXHRM001 Coach others in job skills 13

This document is Reflective Journal It is part of the supporting assessment resources for Assessment Task 2 (option 2) of SITXHRM001  Adjusted the coaching approach based on individual needs.  Success Rate:  Success varied by coachee, but overall, the coaching sessions were successful in addressing and improving targeted skills.  Adjustments made during the sessions effectively addressed performance problems. Provide examples of the feedback you gave the coachee and the points at which you did so. What was the coachee’s reaction to your feedback?  Feedback Instances:  Provided real-time feedback during practical exercises.  Offered positive reinforcement for correct actions and constructive feedback for improvement.  Summarized key takeaways and discussed areas for continued development.  Coachee's Reaction:  Coachees generally responded positively to feedback, expressing a willingness to apply suggestions.  Demonstrated a commitment to continuous improvement and a desire to further develop their skills. Following up Over what period of time did you monitor the coachee to ensure that they were progressing in performance? What did you identify during this time and what types of support and assistance did you offer? *Attach evidence of how you monitored them. I monitored each coachee's progress over a span of four weeks following the coaching sessions. This allowed sufficient time to observe their integration of newly acquired skills into their daily tasks and address any emerging challenges. Evidence: closely being monitored by manager , head chef , sous chef and other Working staff Identified Progress: SITXHRM001 Coach others in job skills 14

This document is Reflective Journal It is part of the supporting assessment resources for Assessment Task 2 (option 2) of SITXHRM001 *Attach evidence of your report/s. Reporting Recipient: I reported regularly to Supervisor, providing updates on each coachee's progress, highlighting achievements, and addressing ongoing challenges. Evidence of Reports: Attached are copies of detailed progress reports submitted to Supervisor throughout the monitoring period. These reports include summaries of check-in meetings, feedback sessions, and records of additional coaching sessions. Were there any further issues or difficulties you had to attend to after the coaching session/s? If yes, explain what you did to address them. If no, explain why you believe this was the case. Occurrence of Issues: There were a few instances where coachees faced challenges beyond the initial coaching sessions, such as increased mistakes or struggles with confidence. Steps Taken: 1. Conducted additional coaching sessions for targeted improvement. 2. Encouraged open communication and provided ongoing support. 3. Adjusted coaching strategies based on evolving needs. These actions were documented in the progress reports, and email communications with the coachees are attached as evidence. Reflection (highlights, skills and techniques shown, what did I learn, what would I do different in future?) Highlights: 1. Positive coachee feedback: Coachees expressed satisfaction with the coaching sessions and reported improved confidence and skills. 2. Effective communication: The use of clear explanations, demonstrations, and ongoing support were highlighted by coachees as key factors contributing to their learning. 3. Adaptability: The ability to tailor coaching strategies based on individual needs and challenges contributed to successful outcomes. Skills and Techniques Shown: 1. Effective communication: Clear explanations and multiple demonstrations. SITXHRM001 Coach others in job skills 16

This document is Reflective Journal It is part of the supporting assessment resources for Assessment Task 2 (option 2) of SITXHRM001 2. Adaptability: Adjusting coaching approaches based on coachee progress and challenges. 3. Proactive support: Regular check-ins and additional coaching sessions to address emerging issues. Learnings: 1. Regular check-ins: Importance of consistent follow-ups to identify and address evolving challenges. 2. Individual differences: Recognizing the impact of unique learning styles and preferences on coaching effectiveness. 3. Maintenance of infrequently performed tasks: Considering more proactive strategies for sustaining skills in tasks performed less frequently. Future Improvements: 1. Proactive maintenance: Explore additional methods for maintaining skills in tasks that are infrequently performed. 2. Addressing confidence issues: Further explore strategies to address shyness and build confidence among coachees. Coachee Endorsement Please provide some feedback on the coaching experience. You may like to discuss:  how well the student identified your coaching needs  whether you understood the explanations provided by the student during the coaching session  whether you could follow the demonstration/s provided by the student during the coaching session  whether you believe you had enough time to practise and ask questions  how well the student communicated with you and put you at ease  how much support you received from the student once the coaching session was over. Coachee 1: Sara (Deep Fryer Issues) 1. Identification of Coaching Needs:  The student demonstrated a keen understanding of my deep fryer challenges. SITXHRM001 Coach others in job skills 17

This document is Reflective Journal It is part of the supporting assessment resources for Assessment Task 2 (option 2) of SITXHRM001 3. Following Demonstrations:  Demonstrations were comprehensive and repeated as needed for clarity.  Provided practical scenarios for effective learning and application. 4. Time for Practice and Questions:  Ample time was allocated for practice, contributing to skill enhancement.  Questions were actively encouraged, promoting a collaborative learning environment. 5. Communication and Putting at Ease:  The student's communication was clear, fostering a positive and supportive atmosphere.  Approachability and understanding put me at ease during the coaching process. 6. Post-Coaching Support:  The student's continuous presence and willingness to assist post-coaching were valuable.  Demonstrated ongoing support, creating a sense of security in applying learned skills. Coachee 3: Emma (Upselling Skills) 1. Identification of Coaching Needs:  Identified areas for improvement in upselling skills but may have overlooked confidence challenges.  Demonstrated a commitment to addressing perceived needs. 2. Understanding Explanations:  Explanations were rushed at times, requiring repeated requests for clarification.  Clearer communication and pacing could enhance understanding. 3. Following Demonstrations:  Demonstrations were effective, compensating for rushed explanations.  Improved understanding through visual aids and practical exercises. 4. Time for Practice and Questions: SITXHRM001 Coach others in job skills 19

This document is Reflective Journal It is part of the supporting assessment resources for Assessment Task 2 (option 2) of SITXHRM001  Adequate time was provided for practice, but rushed explanations affected overall confidence.  Encouraged more open communication to address confidence issues. 5. Communication and Putting at Ease:  Communication could be improved with a more balanced pace.  Supportive attitude and positive reinforcement contributed to overall comfort. 6. Post-Coaching Support:  Support was somewhat limited due to coach's busyness.  Suggested improved availability and proactive communication to enhance post-coaching support. Coachee 4: James (Leadership Skills) 1. Identification of Coaching Needs:  The student accurately identified my need for coaching in leadership skills.  Demonstrated understanding of the connection between shyness and lack of confidence. 2. Understanding Explanations:  Explanations were clear and tailored to address nervousness and shyness.  Showcased empathy and adaptability to individual learning styles. 3. Following Demonstrations:  Demonstrations were patient and tailored to address nervousness.  Created a supportive environment, allowing for gradual skill mastery. 4. Time for Practice and Questions:  Ample time was provided for practice, addressing initial nervousness.  Encouraged open communication to address lingering shyness. 5. Communication and Putting at Ease:  The student's communication was empathetic, fostering comfort and ease. SITXHRM001 Coach others in job skills 20