Cover sheet for SITXHRM001

Coach others in job skills

In this document, you will find the foundation of what is required to become competent in this unit. For
further information on each element, you can refer to the Assessment Matrix. Included in this document
are the elements for the unit, foundation skills, assessment requirements and a documents guide. Each
learner must also complete all workbook activities, observations and/or demonstrations, where stated,
to become competent within this unit.

NOTE – Re-assessment:

Learners will have a maximum of two (2) reassessment attempts if competency is not achieved in the
first instance.

The final grade of ‘C’ for Competent or ‘NC’ for Not Competent is only given at the completion of the
unit of competency when all components or parts of the assessment are graded as ‘S’ for Satisfactory.
Unsatisfactory results are marked as NS.

Elements for Competency Demonstration

Elements for Competency Assessment:
1. Prepare for on-the-job coaching

2. Coach colleagues on-the-job

3. Follow-up coaching

Performance Evidence:
Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in
the context of the job role, and:

 Provide effective on-the job coaching to four 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
 Demonstrate 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 Application of the key principles of training.
Foundation Skills:
This section describes language, literacy, numeracy and employment skills incorporated in the
performance criteria that are required for competent performance.

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are
listed here, along with a brief context statement.

Skill Description
Reading  Review workplace documentation completed by colleague.

Oral  Use active listening and open questioning techniques to

Communication confirm understanding.

Numeracy  Calculate adequate time required for coaching and for the
colleague to complete required tasks.

Planning and  Complete own work tasks within designated timeframes

organising skills and simultaneously coach others in their job skills.

Knowledge Evidence:
To complete the unit requirements safely and effectively, the individual must:

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria
of this unit:

 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.
Assessment Conditions:
Skills must be demonstrated in an operational environment with colleagues requiring coaching. This can
be:

 An industry workplace
 A simulated industry environment.

Assessment must ensure access to:

 Work tasks in which to coach others

 Colleagues in need of training; these can be:
o Colleagues in an industry workplace who are assisted by the individual during the assessment
process; or
o Individuals who participate in role plays or simulated activities, set up for the purpose of
assessment, in a simulated industry environment operated within a training organisation.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links:
Companion Volume Implementation Guide: - http://www.serviceskills.com.au/resources
Any observations and practical assessments must be recorded in the appropriate part of the Learner
Workbook. All practical tasks should be demonstrated during the length of the course. As the
trainer/assessor, you must maintain a record demonstrating the date of the practical activities and any
comments relevant to the performance of each student. Where a student is not able to demonstrate
competence in a practical observation activity, further questioning should be put in its place.

As the trainer/assessor, you could be assessing the learner’s literacy, numeracy and language skills, as
well as the content and context of his/her answers.

In some cases, you will have to adjust and amend the assessment tools, using different and varied
methods (such as oral assessment), to allow learners to be assessed according to their needs and
abilities.
Documents guide
Assessment Matrix
This is the mapping document that shows which parts of the named documents apply to the individual
performance criteria.

The areas that are mapped are: Learner Workbook Activities, Observations (including Demonstrations
and Simulated Tasks), Summative Assessments and any Additional Evidences that may be supplied by
the learner (subject to validation by the assessor).

Assessor Workbook
This document is designed for sole use by the assessor – it is a guide for the assessor and provides them
with all the necessary information to complete their assessment of learners. It gives them instructions
on tasks to complete prior to their assessment, on the use of the third party, how to assess students,
deciding on competency and steps to take after the assessment is complete.

It also provides details on how to conduct observations, answer guides for the learner workbook
activities and summative assessments.

Note: an observation should be completed for each of the learners by the trainer/assessor. If the tasks
aren’t everyday actions, a simulated environment is acceptable or a demonstration can be set up.

Learner Evidence
This is not a necessity for completion of the unit but can be used by the learner as an aid to monitoring
their own progress as they work through the unit. This document lists all of the elements and
performance criteria; it provides space for learners to make notes and document their performance
evidence.

Learner Guide
This is to be used as an information source by the trainer/assessor delivering the course, and should also
be given to all learners as a learning tool to use for their training sessions.

The Learner Guide links with the Learner Workbook as it provides the information given during sessions
and is designed to help learners to further their knowledge and to complete the activities in the Learner
Workbook. The PowerPoint reflects the content of the Learner Guide and should be used in conjunction
with this by the trainer/assessor in the sessions.
Learner Workbook
Each learner should be given a Learner Workbook which will hold a number of activities, both formative
and summative; all activities need to be completed in conjunction with the Learner Guide in the
appropriate sessions.

The formative activities are assigned to specific sections of the Learner Guide, and should be completed
in order. The summative assessments (activity) will need to be completed once the Learner Guide has
been finished. The Learner Guide and trainer/assessor should provide further information and support
to help learners with the activities. The trainer/assessor should also refer to the Assessor Workbook to
obtain information on assessment, third party observations/demonstrations and activity answers.

The Learner Workbook includes a workplace documentation section, which may be used by the learner,
to record any workplace documents that have been submitted as evidence or to support activity
answers. It also contains an additional supplementary oral questions section, which may be used by the
trainer/assessor in the event that further oral questions are required to determine overall competency
of the learner.

Observation and Demonstration

This document provides a list of the observation/demonstration tasks that are required for the unit. The
first section of the document is for the third party to use and the second section is for the
trainer/assessor to use, depending on who is chosen to conduct the observations/demonstrations with
the learner.

Observations/demonstrations should be appropriate to the learner and the environment, so that the
learner is given full opportunity to demonstrate the skills and performance evidence that is required.

PowerPoint Slides
These slides are designed to be used by the trainer, in conjunction with the Learning Guide content, to
help deliver the required knowledge to learners. It is not designed as a standalone learning resource. It
will help you highlight the key areas of the learning content, and present areas for discussion in the
classroom.

Session Plan
This is to be used by the trainer to help plan their delivery of the learning content and assessments to
the learners. It outlines the location, date, time and details of the sessions, as well as any special
requirements that need to be considered prior to delivery of the content.