SITXHRM007 - Student Assessment Pack

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Cambridge International College, Australia *

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SITXFIN004

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Civil Engineering

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Feb 20, 2024

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pdf

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Uploaded by BarristerTiger3632

Document: SITXHRM007 - Student Assessment Pack | Version: 1.1 | Page 1 of 19 Level 11, 190 Queen St, Melbourne, 3000 Tel: 03 9606 0032 | Web: www.ntca.edu.au RTO#6527 | CRICOS#03399C Final Assessment Summary Sheet This summary is to be completed by the Assessor and to be used as a final record of student competence Student Name: DEEPAK Student ID: NTCA230405 Start Date: Completion Date: Unit Code: SITXHRM007 Unit Title: Coach others in job skills Student Declaration: CHEATING & PLAGARISM In accordance with NTCA ’s Plagiarism Policy and Procedure, I hereby acknowledge by signing this declaration that I have not cheated or plagiarized any work in all the assessment tasks undertaken in this unit of competency except where the work has been correctly acknowledged or as per the specific assessment task instructions. Student Signature: _____________________________________________________________ Assessments Assessment Method Assessment Evidence Result (Please circle) S - Satisfactory NS – Not Satisfactory Assessment 1 Written Assessment ❑ Assessment coversheet ❑ Completed Written Assessment S | NS Assessment 2 Project ❑ Assessment coversheet ❑ Completed Project S | NS Final Assessment Result for this unit: (Assessor to tick the appropriate box) ❑ COMPETENT ❑ NOT YET COMPETENT If Not Yet Competent (please provide reason): - Student Declaration: I declare that the evidence I have submitted for this unit of competency is my own work and that: • I have been assessed in this unit. • I have been provided with feedback. • I have been advised of my result. • I am aware of my appeal rights. Student name: DEEPAK Signature: _____________________ Date: ____/_____/_____ Assessor Declaration: I declare that: • I have conducted these assessments in accordance with principles of assessment and rules of evidence. • I have provided appropriate feedback to the student. • I believe that the evidence submitted by the student for this unit of competency is students own work. Assessor name: DIVYA PIDI Signature: ____________________________ Date: ____/_____/_____

Document: SITXHRM007 - Student Assessment Pack | Version: 1.1 | Page 2 of 19 Level 11, 190 Queen St, Melbourne, 3000 Tel: 03 9606 0032 | Web: www.ntca.edu.au RTO#6527 | CRICOS#03399C For office use only Final Assessment Result Entered onto Student Management Database Date Initials International students: All completed student assessment items for this unit of competency will be securely retained by RTO for a period of six months from the date on which the judgment of competence is made Local students: RTO will securely retain all completed student assessment items for this unit of competency for a period of two years from the date on which the judgment of competence is made

Document: SITXHRM007 - Student Assessment Pack | Version: 1.1 | Page 3 of 19 Level 11, 190 Queen St, Melbourne, 3000 Tel: 03 9606 0032 | Web: www.ntca.edu.au RTO#6527 | CRICOS#03399C SITXHRM007 Coach others in job skills Assessment Tool Assessment Resource Summary Assessment Type This is a summative assessment, which requires the assessment to be conducted in conditions that are safe and replicate the workplace Assessment Tasks Unit Assessment Task 1 Written Assessment Unit Assessment Task 2 Project

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Document: SITXHRM007 - Student Assessment Pack | Version: 1.1 | Page 4 of 19 Level 11, 190 Queen St, Melbourne, 3000 Tel: 03 9606 0032 | Web: www.ntca.edu.au RTO#6527 | CRICOS#03399C Assessment Cover Sheet Please complete cover sheet clearly and accurately for assessment tasks and other types of evidence you submit for your course. All student assessment tasks submissions including any associated checklists where applicable, are to be attached to this cover sheet. Student Use Student ID No NTCA230405 Student Name DEEPAK Unit Code SITXHRM007 Unit Title Coach others in job skills Assessment No. 1 Assessment Method Written Assessment  Initial Submission  Re-Submission Student Declaration I declare that: • These tasks are my own work. • None of this work has been completed by any other person • These tasks are not plagiarised or colluded with any other student/s. • I have correctly referenced all resources and reference texts throughout these assessment tasks. • I have read and understood NTCA ’s policy on Plagiarism, cheating and collusion and understand that if I am found to be in breach of this policy, disciplinary action may be taken against me by NTCA. • I have a copy of my assessment work with me, which I can produce if the original is lost. Student Signature: Submission Date: Assessor Use Only Outcome Satisfactory / Not Satisfactory Assessor Feedback: Assessor Name: Signature: Date: Student Submission Receipt: Your submission has been received. Please keep a copy of this record. Student ID & Name : DEEPAK (NTCA230405) Submission Date: …………………..……………………………. Unit Code : SITXHRM007 Assessment No & Method: Written Assessment  Initial Submission  Re-Submission Received By (Name): …………………………………….…. Signature: …………………..……….. Date: …………………..……………….. The results will be updated within twenty-one (21) days from your final submission. Please check your student portal regularly to make sure that your results are updated. If there are any discrepancies, please discuss with the Trainer/Student Support Officer.

Document: SITXHRM007 - Student Assessment Pack | Version: 1.1 | Page 5 of 19 Level 11, 190 Queen St, Melbourne, 3000 Tel: 03 9606 0032 | Web: www.ntca.edu.au RTO#6527 | CRICOS#03399C Assessment Task 1: Written Assessment Task instructions • This is an individual assessment. • To make full and satisfactory responses you should consult a range of learning resources, other information such as handouts and textbooks, learners’ resources and slides. • All questions must be answered in order to gain competency for this assessment. • You must include the following particulars in the footer section of each page of the attached sheets: o Student ID or Student Name o Unit ID or Unit Code o Course ID or Course Code o Trainer and assessor name o Page numbers Questions Provide answers to all the questions below. 1. Identify three communication techniques that are effective in a workplace coaching context. Describe how each technique can assist you to be a good coach. Ans: verbal, visual, and physical communication . 2. Explain why feedback from colleagues about a potential coaches performance or work skills is important when deciding whether coaching is required. Ans: It allows coaches to gauge whether their athletes are progressing and if they need to make any adjustments 3. List four reasons why your own direct observation and own workplace experience can assist in determining whether coaching is required. ANS: By directly observing and being present within the workplace I'll be able to identifying any gaps in skills and knowledge of the staffs . A request from co-workers for coaching and direction from management can also assist whether the coaching is required or not. 4. List two of the ways in which a potential coachee may identify that they have a need for coaching. • From a customer complaint • From personal observation of self-performance

Document: SITXHRM007 - Student Assessment Pack | Version: 1.1 | Page 6 of 19 Level 11, 190 Queen St, Melbourne, 3000 Tel: 03 9606 0032 | Web: www.ntca.edu.au RTO#6527 | CRICOS#03399C 5. Describe each of the following key principles of training: Explanation This is the stage where you talk to the coachee about the aim and purpose of the coaching. A good way to remember this stage is to think about the way in which you would describe: • how to do it • when to do it • why they would do it • what could go wrong • what to do to fix it • the benefits of what they are about to learn Demonstration and review This is the stage where you perform the skill, activity, action or task that is to be transferred. You may like to repeat the information from the explanation stage. So, using our knife skills scenario above you would: • make sure you have everything you need at hand • take the knife and explain what to check for befo re you start cutting • hone the knife if required and discuss technique and knife handling/safety • explain what cut you will do first • cut the food, perhaps discussing other foods that the cut would be suitable for • move on to cut other foods or stop here and move to the next stage if you would prefer the coachee to practise each cut one at a time) • discuss the quality aspects of a correct cut (ie consistency, size etc) Listening to coaches explanation Ask the coachee if they would like you to repeat the demonstration. You may repeat the demonstration multiple times if you notice the coachee has not taken in all the steps, or there are a number of key steps that mean the demonstration may be difficult to absorb in one go Practise and evaluation The coachee will now practise what you demonstrated by applying the same step-by-step approach you used. In order to increase the coachee’s confidence, you may like to do the activity together. Providing feedback Feedback enables students to recognise their strengths as well as areas for development, and to identify and plan with their teacher the next steps in their learning. 6. Explain how each of the following can cause barriers or difficulties with coaching. What could you do to address these? Breakdown in communication Communication plays the very vital role to function the workplace in smooth manner. Different multicultural people might be working together in the same organisation or a industry. It is pretty hard to understand the Australian Action or difficult English words for the people from the different nation. If I need to deal with the people those who cannot communicate properly I would provide following tips. 1. I would try to listen them carefully and break down my words in

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Document: SITXHRM007 - Student Assessment Pack | Version: 1.1 | Page 7 of 19 Level 11, 190 Queen St, Melbourne, 3000 Tel: 03 9606 0032 | Web: www.ntca.edu.au RTO#6527 | CRICOS#03399C a simple language. 2. Rather than speaking I will explain through practical or other easy way how they can understand Inappropriate circumstances for coaching Coaching is the specialty of passing that learning and aptitude on to less proficient or experienced associates in an organized and important way. This may appear as coordinated instructing, where you will have one student and will focus solely on their necessities or it might appear as an instructional course for a few students.If they aren’t coached in a right manner then they won’t be able to do things in a correct way. Inappropriate circumstances of coaching might be the risk to the beginners in a different ways because of the lack of knowledge or poor coaching. I would handle this situation by the following points. 1. Avoid embarrassing the learner who makes a mistake. 2. Acknowledge the learner's efforts, even if the task is not totally correct. 3. Praise good work. 4. Give the learner the opportunity to use skills by setting the real life problem or test. Insufficient opportunity to practice In general, practical knowledge’s are more likely than a theoretical knowledge in a real life. Different people work in different ways it depends on how they practise before.so as to satisfy this capacity to the best of one's capacity, a working environment mentor must see how grown-ups learn and how to interest their learning styles. Knowing how grown-ups learn will enable a mentor or coach to ensure the learning procedure is pointed particularly at their crowd and guarantee most extreme advantage for the understudy. Language or cultural barriers One of the difficulties of having an assorted workforce knows how to make a workplace of consideration that enables all representatives to achieve their maximum capacity. Administrators have a duty to certifiably figure out where dialect and social contrasts in the working environment can be obliged and where they can't. In the present assorted workforce it's very likely you will have representatives working for you who don't talk your dialect. Dialect hindrances make it hard to provide guidance, clarify your desires, or furnish execution criticism to those with whom you can't convey adequately. To deals with the following problems some of the points are listed below. 1. Promote appreciation of cultural differences. 2. Be open to try new things at least once and try to appreciate.

Document: SITXHRM007 - Student Assessment Pack | Version: 1.1 | Page 8 of 19 Level 11, 190 Queen St, Melbourne, 3000 Tel: 03 9606 0032 | Web: www.ntca.edu.au RTO#6527 | CRICOS#03399C 3. If your employees, clients or co-workers have cultural requirements, like prayer times or religious holidays, accommodate their needs into your work schedule. You would certainly want someone to respect your culture if the tables were turned. Shyness or lack of confidence No one is impeccable when they conceived. Shyness is the centre issues in a work environment. For instance: In a working environment correspondence is the fundamental part as though you are humiliating or demonstrating timidity to speak with the colleagues then you are dependably a stage behind than the others labourers to discover some new information. Absences of certainty make you focused on and on edge with the goal that it will prompts negative ways. What's more there will act naturally question, dread, outrage and weakness in a people who have absence of certainty. Those individuals cannot be update in a work environment. Following are the motivation to manage the nervousness and absence of certainty: 1. Once in a while we truly are the cause all our own problems. Try not to enable your inward faultfinder to put you down. Rather, investigate the energy of that voice so you can defuse it. 2. Bashful individuals have a tendency to have less yet more profound kinships which implies your decision of companion or accomplice is much more imperative. Give your opportunity to the general population in your lives that are responsive, warm, and empowering. 7. Describe work health and safety and hygiene legislation considerations when coaching others. ANS: Organizations need to provide employees with training as well as for instructions to ensure that they carry out their tasks safely without exposing their health to risks. The legislative authority imposes a legal duty on organizations to cooperate with other stakeholders in ensuring that they comply with health and safety laws. Organizations thus need to take appropriate action to protect their employees. Such include the provision of protective information, training as well as supervision. Its impact is that it supports organizations in enhancing a safe working environment. As an employer, you must provide work health and safety training in order to keep your workplace safe for you, your staff and any visitors or customers. You need to train your staff when they start working for you and provide regular refresher training. If you have made any changes to your business (e.g., to equipment, materials or processes), you will need to update your training. Providing training can reduce the chances of workplace incidents and injuries. You must include work health and safety training in inductions for new and returning staff. 8. Explain how organisational procedures relate to work tasks. Procedures help to ensure that tasks are completed in a timely manner by ensuring that employees know exactly what needs to be done and when it needs to be completed by . • Trust • Morale • Well-Being • Pride in the Workplace

Document: SITXHRM007 - Student Assessment Pack | Version: 1.1 | Page 9 of 19 Level 11, 190 Queen St, Melbourne, 3000 Tel: 03 9606 0032 | Web: www.ntca.edu.au RTO#6527 | CRICOS#03399C Assessor Checklist: Assessment Task 1 (Written Assessment) Questions Satisfactory Q1. Identify three communication techniques that are effective in a workplace coaching context. Describe how each technique can assist you to be a good coach.  Yes  No Q2. Explain why feedback from colleagues about a potential coaches performance or work skills is important when deciding whether coaching is required.  Yes  No Q3. List four reasons why your own direct observation and own workplace experience can assist in determining whether coaching is required.  Yes  No Q4. List two of the ways in which a potential coachee may identify that they have a need for coaching.  Yes  No Q5. Describe each of the following key principles of training  Yes  No Q6. Explain how each of the following can cause barriers or difficulties with coaching. What could you do to address these?  Yes  No Q7. Describe work health and safety and hygiene legislation considerations when coaching others.  Yes  No Q8. Explain how organisational procedures relate to work tasks.  Yes  No Assessment Cover Sheet Please complete cover sheet clearly and accurately for assessment tasks and other types of evidence you submit for your course. All student assessment tasks submissions including any associated checklists where applicable, are to be attached to this cover sheet. Student Use

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Document: SITXHRM007 - Student Assessment Pack | Version: 1.1 | Page 10 of 19 Level 11, 190 Queen St, Melbourne, 3000 Tel: 03 9606 0032 | Web: www.ntca.edu.au RTO#6527 | CRICOS#03399C Student ID No NTCA230405 Student Name DEEPAK Unit Code SITXHRM007 Unit Title Coach others in job skills Assessment No. 2 Assessment Method Project  Initial Submission  Re-Submission Student Declaration I declare that: • These tasks are my own work. • None of this work has been completed by any other person • These tasks are not plagiarised or colluded with any other student/s. • I have correctly referenced all resources and reference texts throughout these assessment tasks. • I have read and understood NTCA ’s policy on Plagiarism, cheating and collusion and understand that if I am found to be in breach of this policy, disciplinary action may be taken against me by NTCA. • I have a copy of my assessment work with me, which I can produce if the original is lost. Student Signature: Submission Date: Assessor Use Only Outcome Satisfactory / Not Satisfactory Assessor Feedback: Assessor Name: Signature: Date: Student Submission Receipt: Your submission has been received. Please keep a copy of this record. Student ID & Name : DEEPAK ( NTCA230405) Submission Date: …………………..………………………… Unit Code : SITXHRM007 Assessment No & Method: Project  Initial Submission  Re-Submission Received By (Name): …………………………………….…. Signature: …………………..……….. Date: …………………..……………….. The results will be updated within twenty-one (21) days from your final submission. Please check your student portal regularly to make sure that your results are updated. If there are any discrepancies, please discuss with the Trainer/Student Support Officer. Assessment Task 2 – Project Information for students

Document: SITXHRM007 - Student Assessment Pack | Version: 1.1 | Page 11 of 19 Level 11, 190 Queen St, Melbourne, 3000 Tel: 03 9606 0032 | Web: www.ntca.edu.au RTO#6527 | CRICOS#03399C Tasks required for this unit This unit of competency requires that you: • provide effective on-the-job coaching to two different colleagues • address identified performance problems or difficulties experienced by colleagues in each of the above coaching sessions and rectify or refer as appropriate • evaluate colleagues’ performance and provide constructive feedback as part of above coaching sessions • apply the following during each of the above coaching activities: o clear communication and demonstration of the organisational tasks required of the colleague o completion of training within commercial time constraints o key principles of training. Instructions for how you will complete these requirements are included below. Important assessment information Two assessment options have been provided for this unit of competency. Do not complete both options! Read through each option and work with your assessor to select the one that best suits your circumstances. Option 1: Classroom based/training kitchen-based assessment Select Option 1 or Option 2. Do not complete both. This unit of competency requires that you provide on-the-job coaching to colleagues. If most of your assessment has been completed in a simulated industry environment (for example, the training kitchen attached to your RTO), you will be able to demonstrate your coaching skills in this context. or Option 2: Workplace based assessment Select Option 1 or Option 2. Do not complete both. If the majority of your assessment has been completed in a workplace, such as commercial kitchen or in a hospitality environment, and you have the opportunity to demonstrate coaching others in your workplace, this assessment option may be suitable for you. You should speak to your assessor to confirm that your role is suitable for workplace-based assessment before selecting Option 2. Activities – Option 1 Complete the following activities.

Document: SITXHRM007 - Student Assessment Pack | Version: 1.1 | Page 12 of 19 Level 11, 190 Queen St, Melbourne, 3000 Tel: 03 9606 0032 | Web: www.ntca.edu.au RTO#6527 | CRICOS#03399C Carefully read the following information. Successful completion of this unit requires that you provide effective on-the-job coaching to the two different colleagues. It is important that you provide evidence that you have coached each person. Below is a guide to the skills and knowledge you must demonstrate when you are completing this assessment. We have provided a number of documents to assist you as listed at the beginning of this task. What do I need to demonstrate? During this assessment you will be required to demonstrate a range of skills and knowledge. These include: • identifying the need for coaching • discussing with the colleague their need for coaching • organising coaching sessions • demonstrating the key principles of training, including: o explanation o demonstration o review o listening to trainee explanation o observing and evaluating trainee demonstration o providing feedback • demonstrating active listening and questioning techniques • follow organisational procedures • completing coaching within commercial time constraints • monitoring the coachee’s progress and providing assistance • reporting progress • identifying any performance problems of difficulties and identifying strategies to address them How will I provide evidence? Your assessor will observe all coaching sessions and complete an assessment checklist to document your performance. You will also be required to complete and submit some documentation as further evidence. 1. Identify the need for coaching. In this activity you will learn about each of your colleagues (referred to as coachees). You will meet with your assessor (who will play the role of your supervisor) and you will need to gather information about each person so you can determine their need for coaching. 2. Meet with each coachee.

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Document: SITXHRM007 - Student Assessment Pack | Version: 1.1 | Page 13 of 19 Level 11, 190 Queen St, Melbourne, 3000 Tel: 03 9606 0032 | Web: www.ntca.edu.au RTO#6527 | CRICOS#03399C Make a time to meet with each coachee prior to the coaching time provided by your assessor. You must hold one meeting per coachee, as each person will have different needs. During this meeting you will need to talk to the coachee about their needs so you can determine exactly what you will coach them in. You will need to demonstrate effective communication skills during this meeting, including using active listening and questioning techniques, so that you are clear on what your coaching needs to provide. 3. Organise coaching sessions. For this activity you need to look at the information you gathered during your meeting with each coachee and take notes about: • what they need to be coached in • what you need for this coaching (including any relevant procedures) • how long you think this coaching will take (make an estimation, assuming you will be doing the coaching during a workday while other activities are being performed around you, and consider how long you would expect each coachee to need to practise skills) • any information you can provide to support the coaching (including any workplace procedures or documentation). Save your notes file as Coaching Preparation . Include your notes for the two coaching sessions in this document. Once you have determined what you need, draft an email to each coachee to provide them with some basic information about your session, including: • when it will be held (time and location) and for how long it will run • anything they need to bring (if relevant) • a basic outline of the coaching session (what will happen, it’s purpose etc.). End the email with a farewell that shows you are looking forward to your session. You do not need to send the emails but do need to keep a copy of each, as you will submit them at the end of this assessment. 4. Coach colleagues. Meet with each colleague at the expected times, dates and locations. Make sure you have everything you need and that the area is free of hazards or other safety issues. Conduct the coaching session, making sure that you demonstrate the key principles of learning. Ensure that you pay careful attention and assist the coachee with any problems or performance issues they encounter. Demonstrate appropriate use of questioning and active listening during the session and maintain clear communication. Make sure your coachee is given opportunities to contribute by asking questions, talking about what they do when performing this task or activity, and being able to confirm understanding. Keep to the timeframes

Document: SITXHRM007 - Student Assessment Pack | Version: 1.1 | Page 14 of 19 Level 11, 190 Queen St, Melbourne, 3000 Tel: 03 9606 0032 | Web: www.ntca.edu.au RTO#6527 | CRICOS#03399C you were provided and the duration of the coaching session you estimated in the previous activity step. 5. Follow up coaching. You are to review the information provided in the Coachee Feedback document. This information has been provided by the coachee about your session. You will also need to review the information in the Workplace Feedback document, which includes feedback from others in the workplace about the coachee’s performance. Write an email that you would provide to your supervisor (your assessor) about each coachee’s progress since completing their coaching session. If there are any issues that need to be addressed, list at least one strategy that could be used to support the coachee. Identify how you will continue to provide supportive assistance to each coachee until their skills have markedly improved. Your email should be clear and concise and written professionally. 6. Submit documents to your assessor. Send or submit the following documents to your assessor: • Coaching preparation document (activity 3) • Emails to your coachee’s (activity 3) • Email to your supervisor (activity 5).

Document: SITXHRM007 - Student Assessment Pack | Version: 1.1 | Page 15 of 19 Level 11, 190 Queen St, Melbourne, 3000 Tel: 03 9606 0032 | Web: www.ntca.edu.au RTO#6527 | CRICOS#03399C Performance Checklist: Option 1 Your task must address the following performance criteria/ performance checklist. To be assessed as satisfactory (S) in this assessment task the student needs to demonstrate competency in the following critical aspects of evidence: S N/S Trainer/Assessor to complete (Comment and feedback to students) The student has satisfactorily identified the need for coaching. The student has satisfactorily discussed with the two colleagues their need for coaching. The student has satisfactorily organised coaching sessions for each of the two colleagues. The student has satisfactorily demonstrated the key principles of training during each of the two sessions including: • explanation • demonstration • review • listening to trainee explanation • observing and evaluating trainee demonstration • providing feedback. The student has satisfactorily demonstrated active listening and questioning techniques. The student has satisfactorily completed coaching within commercial time constraints. The student has satisfactorily monitored each coachee’s progress and provided assistance as necessary. The student has satisfactorily reported progress. The student has satisfactorily identified any performance problems of difficulties and identified strategies to address them.

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Document: SITXHRM007 - Student Assessment Pack | Version: 1.1 | Page 16 of 19 Level 11, 190 Queen St, Melbourne, 3000 Tel: 03 9606 0032 | Web: www.ntca.edu.au RTO#6527 | CRICOS#03399C Activities – Option 2 Complete the following activities. Carefully read the following information. Successful completion of this unit requires that you provide effective on-the-job coaching to two different colleagues. It is important that you provide evidence that you have coached each person. Below is a guide to the skills and knowledge you must demonstrate when you are completing this assessment. What do I need to demonstrate? During this assessment, you will be required to demonstrate a range of the skills and knowledge. These include: • identifying the need for coaching • discussing with the colleague their need for coaching • organising coaching sessions • demonstrating the key principles of training, including: o explanation o demonstration o review o listening to trainee explanation o observing and evaluating trainee demonstration o providing feedback • demonstrating active listening and questioning techniques • follow organisational procedures • complete coaching within commercial time constraints • monitoring the coachee’s progress and providing assistance • reporting progress • identifying any performance problems of difficulties and identifying strategies to address them. How will I provide evidence? Your assessor will observe at least one of your coaching discussions and coaching sessions and complete an assessment checklist to document your performance. Each time you coach a colleague you will need to complete a reflective journal (a reflective journal provides an opportunity for you to think about the coaching process – what went well, what you would do differently next time). It also helps you to provide evidence for the other coaching sessions. Your supervisor will need to sign off on each Reflective journal you complete. You will also need to get your coachee to provide some feedback on your performance and to sign off. You will find the sign off section at the end of the document. Make one copy of the Reflective journal for each coachee.

Document: SITXHRM007 - Student Assessment Pack | Version: 1.1 | Page 17 of 19 Level 11, 190 Queen St, Melbourne, 3000 Tel: 03 9606 0032 | Web: www.ntca.edu.au RTO#6527 | CRICOS#03399C 7. Identify the need for coaching. In this activity you will need to determine the need for coaching for the two colleagues. The way in which you identify these needs will vary and could include talking to your colleagues, looking at work documentation, observing their performance, talking to your/their supervisor and other colleagues, reviewing self- assessment information and so on. Fill out the relevant section in your reflective journal. 8. Meet with each coachee. Make a time to meet with each coachee. During this meeting you will need to talk to the coachee about their needs so you can determine exactly what you will coach them in. You will need to demonstrate effective communication skills during this meeting, including using active listening and questioning techniques, so that you are clear on what your coaching needs to provide. Your assessor will observe at least one of these meetings. They will work with you and your supervisor to arrange a time for observation, either in person or by using online meeting/video conferencing software. Fill out the relevant section in your reflective journal. 9. Organise coaching sessions. For this activity you need to look at the information you gathered during your meeting with each coachee and determine: • what they need to be coached in • what you need for this coaching • how long you think this coaching will take (make an estimation, as you will be doing the coaching during a workday while other activities are being performed around you, and you are completing your own work; also consider how long you would expect each coachee to need to practise skills) • any information you can provide to support the coaching (including any workplace procedures or documentation). Once you have determined what you need, send an email to each coachee to provide them with some basic information about your session, including: • when it will be held (time and location) and for how long it will run • anything they need to bring (if relevant) • a basic outline of the coaching session (what will happen, it’s purpose etc.). End the email with a farewell that shows you are looking forward to your session. Fill out the relevant section in your reflective journal and attach your emails to each coachee. 10. Coach colleagues.

Document: SITXHRM007 - Student Assessment Pack | Version: 1.1 | Page 18 of 19 Level 11, 190 Queen St, Melbourne, 3000 Tel: 03 9606 0032 | Web: www.ntca.edu.au RTO#6527 | CRICOS#03399C Meet with each colleague at the expected times, dates, and locations. Make sure you have everything you need (including any relevant procedures), and that the area is free of hazards or other safety issues. Conduct the coaching session, making sure that you demonstrate the key principles of learning. Ensure that you pay careful attention and assist the coachee with any problems or performance issues they encounter. Demonstrate appropriate use of questioning and active listening during the session and maintain clear communication. Make sure your coachee is given opportunities to contribute by asking questions, talking about what they do when performing this task or activity, and being able to confirm understanding. Keep to the timeframes you were provided and the duration of the coaching session you calculated in the previous activity. Your assessor will observe at least one of these sessions. They will work with you and your supervisor to arrange a time for observation, either in person or by using online meeting/video conferencing software. Fill out the relevant section in your Reflective journal . Ask the coachee to provide feedback. 11. Follow up coaching. Monitor the progress of each coachee until they are demonstrating competency in the area/s in which you provided coaching. Provide evidence that you have, for each coachee: • supported and assisted them • taken action to address any issues or difficulties with their progress and/or performance • reported on their progress to relevant personnel. Fill out the relevant section in your reflective journal. 12. Submit documents to your assessor. Send or submit the following documents to your assessor: • Emails to your coachee’s (activity 3) • Reflective Journal for each coachee , with required evidence attached. Make sure your coachee’s have provided feedback and signed off on your journal. Your supervisor must also have signed off each journal.

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Document: SITXHRM007 - Student Assessment Pack | Version: 1.1 | Page 19 of 19 Level 11, 190 Queen St, Melbourne, 3000 Tel: 03 9606 0032 | Web: www.ntca.edu.au RTO#6527 | CRICOS#03399C Performance Checklist: Option 2 Your task must address the following performance criteria/ performance checklist. To be assessed as satisfactory (S) in this assessment task the student needs to demonstrate competency in the following critical aspects of evidence: S N/S Trainer/Assessor to complete (Comment and feedback to students) The student has satisfactorily identified the need for coaching. The student has satisfactorily discussed with the two colleagues their need for coaching. The student has satisfactorily organised coaching sessions for each of the two colleagues. The student has satisfactorily demonstrated the key principles of training during each of the two sessions including: • explanation • demonstration • review • listening to trainee explanation • observing and evaluating trainee demonstration • providing feedback. The student has satisfactorily demonstrated active listening and questioning techniques. The student has satisfactorily completed coaching within commercial time constraints. The student has satisfactorily monitored each coachee’s progress and provided assistance as necessary. The student has satisfactorily reported progress. The student has satisfactorily identified any performance problems of difficulties and identified strategies to address them.

SITXHRM007 - Student Assessment Pack

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