Identify components of a training design cycle

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Reference no: EM133122944

SITXHRM001 Coach Others in Job Skills - Knowledge questionnaire

Question 1 Mention 3 important factors why proper "On The Job coaching" is needed for staff prior to assigning them on relevant duties

Question 2 State 2 factors on how group discussions with colleagues would help to identify coaching needs and improve already established coaching sessions for better productivity

Question 3 Answer True or False.Briefly explain your answer.

If a person possesses previous experience as a staff member in another Company, he or she need not go through OJ coaching when joining a new company for the same job

Question 4 State 5 of the most important skills expected of a commercial kitchen staff member

Question 5 As an On The Job Coach how would you ensure a traineehas correctly understood your:
a) Verbal instructions
b) Demonstrations

Question 6 List 2 reasons why is it considered an essential factor for general staff and trainees, to be continually advised on the current existing company and workplace procedures

Question 7 State 5 important traits an On the job coach should possess in order for a trainee to be able to freely practise their skills and ask questions

Question 8 List and explain 3 things you should take into consideration when providing constructive feedback in a supportive manner

Question 9 State 4 reasons why it necessary to constantly monitor the progress of an On the Job trainee?

Question 10 Outline 3 reasons why is it necessary to submit progress reports to a Director/ Manager Training, Chief On The Job Coach or any other accredited person assigned by theCompany

Question 11 Identify 3 components of a training design cycle

Question 12 Identify 4 steps to organising a coaching session at work?

Question 13 Explain the overall purpose of workplace coaching

Question 14 Outline how you would explain and demonstrate the skills outlined below

Question 15 Identify 2 ways to check colleague understanding after communicating required knowledge

Question 16 All coaching sessions should provide an opportunity for the learner to practice their newly found skills. Identify 2 opportunities that practice may occur

Question 17 Identify 4 things you should do while the student practices

Question 18 Some learners are reluctant to ask questions. Explain 3 ways to overcome this and provide the colleague opportunity to ask questions

Question 19 What might performance problems or difficulties be identified as a result of? Provide 4 examples

Question 20 When referring to other people for follow-up, explain who the ‘appropriate person' may be and provide at least 2 examples of appropriate referral personal

SITXHRM001 Coach others in job skills

Project: The purpose of this task is to demonstrate your knowledge on how to provide on-the-job coaching to colleagues. It requires the ability to explain and demonstrate specific skills, knowledge and procedures and monitor the progress of colleagues until they are able to operate independently of the coach.

Your task

You are required to refer to the ‘How to Guide' (Appendix 1).

Demonstrate your knowledge by conducting research to outline the points provided.

Section 1: Communication techniques suitable to a workplace training context
1.1 Why is effective communication important in coaching colleagues?
1.2 Explain the 5 different techniques coaches use to communicate with their colleagues in a workplace training context
1.3 What does communication training refer to? Why is it vital to participate in communication training? Why do individuals undergo communication training?
1.4 What is the purpose of workplace communication training? Detail your response.
1.5 Why is it beneficial to undergo management communication training. How do you ensure training is effective?

Section 2: Objectives and scope of the coaching
2.1 What is the purpose of coaching?
2.2 List three things that are encouraged from the coaching approach
2.3 What is the overall objective of workplace coaching?
2.4 Outline the scope of coaching in the workplace
2.5 Describe the coaching approach and explain the overall objective of coaching.
2.6 Describe at least 3 situations when coaching will be most effectively employed
2.7 What is a coach in the workplace?
2.8 What is the GROW model for coaching?

Section 3: Factors which impact need for coaching
3.1 Outline the three factors below which impact the need for coaching colleagues in the workplace direction from colleagues own observation and workplace experience request for coaching from colleagues to be coached

Section 4: Key principles of training
4.1 Outline the 6 key principles of training

Section 5: Legislative work health and safety and hygiene requirements
5.1 What is work health and safety (WHS)?
5.2 What are the benefits of WHS in your business. Provide 4 examples
5.3 Each state has its own WHS laws and a regulator to enforce them. The WHS framework for each state includes the following: Act, regulations, codes of practice, regulating agency (regulator)
Provide a description for each.
5.4 What are the WHS requirements in your state or territory
5.5 What is food safety governed by?
5.6 There are five standards that are particularly important for food handlers and food safety supervisors - what are they?
5.7 What are the objectives and principles underpinning health and safety legislation?
5.8 What is hygiene requirements?
5.9 What are the 6 basic food hygiene rules?

Section 6: Possible causes of performance problems or difficulties
6.1 Explain the 5 possible causes of performance problems or difficulties in relation to coaching colleagues

SITXHRM001 Coach others in job skills

Task - Simulated Practical Observation

The Story - Your establishment (simulated commercial kitchen) has introduced coaching to improve effective goal-defining, feedback, and follow-through approaches to build others' confidence, commitment, skills and knowledge. You are working with 4 colleagues (kitchen staff (class mates) playing the following roles)

Colleague 1- a prep cook failing to clean produce to expectation and within establishment time constraints
Colleague 2 - a sous chef failing to provide the guidance to the line cooks as required, and demonstrating poor communication skills
Colleague 3 - junior sous chef whom is constantly not meeting the time constraints set by the establishment when cooking for large number of customers
Colleague 4- Chef de cuisine forgets to order food items required to complete dishes, does not complete dishes on time regularly

Before commencing this task, you must ensure your recording device in recording and in working condition. Before starting your recording "Identify your full name, unit code and title, Task 3, date of recording, commencement time and end time of task"

You must demonstrate skills for coaching others in job skills. You are required to complete the following using the above task time frame guide to compete the task.
Part 1 Prepare for coaching Complete the questionnaire
Part 2 Complete an Individual Development Plan
Part 3 Organise and plan a coaching session
Part 4 Coach 4 colleagues
Part 5 Follow up coaching

Part 1 - Prepare for coaching

To help create a positive environment you are to provide coaching sessions for 4 underperforming staff members (4 different classmates). To prepare for coaching sessions you must:

1.1 Firstly, using the Task time frame guide below, calculate adequate time frames required for coaching and for the colleague to complete required tasks.

Part 1 30 minutes per colleague to complete questionnaire (appendix 1) for four colleagues (students)

total time:

Part 2 30 minutes per colleague to complete Individual plan (appendix 2) for four colleagues (students)

total time:

Part 3
Organise and plan a coaching session (appendix 4) - 30 minutes per colleague for four colleagues (students)

total time:

Part 4
Coach 4 colleagues - assessor observation 30 minutes per colleague (students) observations (appendix 1) and Demonstration record sheet (appendix 5)

total time:

Part 5
Part 5 Follow up coaching (appendix 6) - Your assessor will play the role of the (head chef) discuss the follow up action - allow time to meet with your assessor (allow 30 minutes per colleague to discuss follow up action)

total time:

1.2 Firstly provide the 4 colleagues (your classmates) with the coaching questionnaire (appendix 1) and have them complete the workplace documentation

1.2.1 Then allocate 30 minutes to meet each of the 4 colleagues (whom will be played by 4 different class mates), whom are working in the simulated commercial kitchen.

1.2.2 The kitchen staff in question have been identified as having job role underperformance problems:
Colleague 1 - a prep cook failing to clean produce to expectation and within establishment time constraints
Colleague 2 - a sous chef failing to provide the guidance to the line cooks as required, and demonstrating poor communication skills
Colleague 3 - junior sous chef whom is constantly not meeting the time constraints set by the establishment when cooking for large number of customers
Colleague 4- Chef de cuisine forgets to order food items required to complete dishes, does not complete dishes on time regularly

1.2.3 You are required to demonstrate your ability to coach others in job skills. In doing so you should firstly prepare to work with each of the 4 staff members (4 different class mates - 30 minutes each colleague) taking into consideration the following seven steps:
Build a Relationship of Mutual Trust with your colleague
Open the Meeting
Get Agreement
Explore Alternatives
Get a Commitment to Act
Handle Excuses
Provide Feedback

1.2.4 Have each of your colleagues complete the coaching questionnaire (appendix 1). Then arrange to meet with each of the 4 colleagues (class mates) to discuss the completed questionnaires.

1.3 Review the workplace documentation completed by the colleagues (appendix 1) and identify the need for coaching based on a range of factors that may have impacted on the 4 colleagues (classmates) performance. You will need to identify the specific coaching needs, and build a relationship of mutual trust with each of the 4 colleagues (4 different classmates) through meeting and discussion. Spend the 30 minutes addressing the performance issues identified for each of the 4 colleagues (4 class mates).

Part 2 - Individual Development Plan - (spend 30 minutes with each colleague)
2.1 Using the information, you gathered in part 1 explore alternative coaching sessions with each of the 4 colleagues (4 class mates) and conduct an individual development plan meeting. When meeting with your colleagues (individually), you must use:
active listening skills to confirm understanding
Open questioning techniques to confirm understanding of each of the colleague's job tasks and
appropriate skills to assess the individual colleague (4 class) capabilities and how best to rectify performance issues as listed below.
Colleague 1 - a prep cook failing to clean produce to expectation and within establishment time constraints
Colleague 2 - a sous chef failing to provide the guidance to the line cooks as required, and demonstrating poor communication skills
Colleague 3 - junior sous chef whom is constantly not meeting the time constraints set by the establishment when cooking for large number of customers
Colleague 4- Chef de cuisine forgets to order food items required to complete dishes, does not complete dishes on time regularly

2.2 Complete an individual development plan(appendix 2) for each colleague (4 class mates) (appendix 2) and determine how best to address the underperformance issues:
Colleague 1 - a prep cook failing to clean produce to expectation and within establishment time constraints
Colleague 2 - a sous chef failing to provide the guidance to the line cooks as required, and demonstrating poor communication skills
Colleague 3 - junior sous chef whom is constantly not meeting the time constraints set by the establishment when cooking for large number of customers
Colleague 4- Chef de cuisine forgets to order food items required to complete dishes, does not complete dishes on time regularly

2.2.1 Ensure, when completing the individual development plan (appendix 2) for each of the 4 colleagues (classmates) you agree on at least 3 job role goals. Ensure:
At least one goal is a training goal to develop or provide new skills through on-the-job coaching
At least one goal is to enhance performance and correct deficiencies
One other goal must relate to the underperformance identified

Part 3 Organise and plan a coaching session - (spend 30 minutes with each colleague)

3.1 You must explain the overall purpose of the coaching required for each of the 4 colleagues (4 different classmates). Meet with each individual colleague and discuss the establishment expectations to each of the staff members in relation to their job roles within the simulated commercial kitchen.

Job role for colleague 1 - Prep Cook
Typical years' experience: 0-1 year
Normal hours: 6am-3pm
Responsibilities: There are usually several prep cooks with different major responsibilities, from making pasta to cleaning produce.
Best part of the job: Learning from the rest of the staff
Worst part of the job: The monotony of shucking whole cases of corn
Most used tool: Plastic wrap and Sharpie
You might hear them say... "Yes, chef."
Performance issue for colleague 1 - fails to clean produce to expectation of the establishment time constraints guided by the chef (your assessor)

Job role for colleague 2 - Sous Chef
Typical years' experience: 2-4 years, at least 2 as a sous chef or management
Normal hours: 7am-7pm
Responsibilities: Comes in first thing in the morning. Makes stocks and sauces. Oversees everyone. Basically, in charge of the day crew.
Best part of the job: Being in charge
Worst part of the job: Dealing with so many different personalities, making sure everyone's on task
Most used tool: His brain, or a chef's knife
You might hear them say... "Make it nice so you don't have to do it twice."
Performance issue for colleague 2 - failing to provide the guidance to the line cooks as required, poor communication skills

Job role for Colleague 3 - junior sous chef
Typical years' experience: 2-4 years as a cook. After a year, they'd be pulled off the line to become an official sou.
Normal hours: 12pm-12am (or closing)
Responsibilities: Helps prep the line during the day, oversees lunch a bit, becomes a cook at night, then makes sure everything is wrapped, labelled, and organized.
Best part of the job: Gaining responsibility and working towards chefdom, but still getting to sweat on the line
Worst part of the job: The hours
Most used tool: His brain, or a chef's knife
You might hear them say... "Yes, chef."
Colleague 3 - junior sous chef whom is constantly not meeting the time constraints set by the establishment when cooking for large number of customers

Job role for colleague 4- Chef de cuisine
Typical years' experience: 10 years
Normal hours: 10am-12am
Responsibilities: Corrals the staff, making sure they stay in formation and that all the cogs are spinning. Corrects small inconsistencies in dishes and tests new recipes. Orders the food, charts costs of all goods.
Best part of the job: The rare times the food comes out exactly how you want it
Worst part of the job: That it's really hard to ensure the food comes out exactly how you want it
Most used tool: Unfortunately, a cell phone
You might hear them say... "Don't do dumb s**t."
Performance issue for colleague 4 - Chef de cuisine forgets to order food items required to complete dishes on time and does not complete dishes on time regularly

Note: Before commencing the meeting check your recording device and introduce this part as follows: "your first name, surname, unit code title, Part 3 colleague 1 - 4)" (spend 30 minutes with each colleague)

Your task Part 3 Part 3 Organise and plan a coaching session - (spend 30 minutes with each colleague)

Record your discussion notes using appendix 3

For your reference "The establishment" expectations are outlined as follows:

3.2 When discussing the performance issues with each of the colleagues 94 classmates) you should take into consideration the performance issues for each colleague (classmates) identified and the establishment expectations of job role performance you must tailor a coaching plan for each individual. Your tailored plan must include the following:
Why the coaching is being conducted -the purpose of the coaching
What they will learn
What the intended outcomes are of the coaching
How it will help them in their job role and rectify the concerns

3.2.1 Ensure you complete the discussion notes (appendix 3), detailing the purpose of the coaching to be provided for each colleague (4 different class mates).

3.4 Then, plan your coaching session using appendix 4 (session plan).
To do this you should think about the best way to deliver the coaching for your colleagues (4 different class mates), based on the learning objectives and coaching method best suited to your colleagues (4 different classmates) and establishment (simulated commercial kitchen) to achieve the required outcomes

3.5 Organise a time and place for your coaching session. For the coaching session to be successful you must carefully select an appropriate location and time. Generally coaching is carried out during the rostered shift, but dependent on the shift it may be better carried out before or after work time. Ensure you confirm the coaching session with each individual colleague and finalise the session plan (appendix 4) before commencing the coaching session

Part 4 - Coach 4 colleagues (spend 30 minutes with each colleague)

4.1 Now that you have established the purpose of the coaching session with each of the 4 colleagues (4 different class mates) you must coach each of the 4 colleagues (4 different colleagues) in accordance with the agreed session plan (appendix 4).

4.2 Before the coaching sessions begin, you must explain the overall purpose of coaching to each of the 4 colleagues

4.3 In accordance with the establishment task time frame guide spend 30 minutes with each colleague to coach each individual. In each of the 4 coaching sessions with each of the 4 colleagues you must:
Communicate clearly with each colleague explaining the specific skill, and task requirements
Advise organisational procedures for completing workplace tasks (refer to simulated policy and procedure manual provided to advise of relevant procedures)
Demonstrate the establishments (simulated commercial kitchen) routine tasks requirements to the colleague (use your simulated environment policies and procedure as a guide)
Ensure completion of coaching is within commercial time constraints (allow 30 minutes per colleague (4 different class mates)
Provide each colleague with the opportunity to practise the skill and ask questions.
Apply the key principles of coaching for example but not limited to:
The Coaching Spirit.
Relationship and Trust.
Asking Questions to check for understanding.
Listening and Intuition.
Provide feedback in a constructive and supportive manner.
Suggestions and Simplification.
Goals and Action Plans.
Accountability and Accomplishments.

Remember! The performance issues with each of the 4 colleagues includes
Colleague 1 - a prep cook failing to clean produce to expectation and within establishment time constraints
Colleague 2 - a sous chef failing to provide the guidance to the line cooks as required, and demonstrating poor communication skills
Colleague 3 - junior sous chef whom is constantly not meeting the time constraints set by the establishment when cooking for large number of customers
Colleague 4- Chef de cuisine forgets to order food items required to complete dishes, and does not complete dishes on time regularly

4.4 Demonstrate your ability to conduct a coaching session following the 5 steps outlined below:
Step 1 Explain and demonstrate the specific skills you are coaching each individual
Step 2 - Coach each of the 4 colleagues, individually and at separate times. Explain and demonstrate the specific skills in line with the establishments procedures for completing workplace routine tasks, keeping in mind the underperformance issues listed above (use your simulated policy and procedure manual as a guide)
Step 3 - After demonstrating the skill to your 4 colleagues (4 different class mates), allow your colleagues (4 different class mates) to perform the task with you and then on their own. Ensure you provide the colleague (4 different class mates) with the opportunity to practice skill/s and ask questions
Step 4 After the colleague's (4 different class mates) demonstration of their ability to perform the skills on their own, provide the colleague (4 different class mates) with constructive feedback based on your observation. Ensure you provide the colleague (4 different class mates) with feedback that is delivered in a supportive manner
Step 5- After the coaching session and in between colleagues (4 different class mates) your assessor will be required to Record in the demonstration record sheet (appendix 5) the specific skills you explained and demonstrated to each colleague. The assessor will observe you conduct the coaching session

Part 5 - Follow up coaching
5.1 Now that the session has concluded your responsibility as a coach is not over. Post coaching responsibilities are required. You are required to monitor the progress of the 4 colleague's (4 different classmates) new workplace skills and continue to provide supportive assistance.

Note: Before commencing the monitoring of your colleagues check your recording device and introduce this part as follows: "your first name, surname, unit code title, Part 5 colleague 1 - 4 - performance monitoring)" (spend 25 minutes with each colleague and 20 minutes)

5.2 It is 3 months later since the coaching session (this is a simulated time frame only). You are meeting with the 4 colleagues for the first time after the coaching session:
You must observe each of your colleagues for at least 25 minutes per colleague performing their duties.
You must determine the success of your coaching abilities accordingly.
Identify if there are any performance problems or difficulties.
Also use this time to provide further coaching as needed
Then meet with the head chef (your assessor) for at least 20 minutes to discuss the colleague's performance after being coached. Discuss what went well and what went not so well
Report the progress of the 4 colleagues (4 different classmates you coached earlier) to the head chef (your assessor).

Attachment:- Coach Others in Job Skills Assignment.rar

Reference no: EM133122944

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