Numeracy and learning skills encompass the core skills reading

attached to this cover sheet before placing on the students file.

Please attach the following student evidence to this form
		S \| NS \| NA
Assessment 2
		C / NYC

Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback Name:

Database❑

SUBMITTING ASSESSMENTS ............................................................................................................................................ 5 PRIOR TO ASSESSMENT ...................................................................................................... ERROR!BOOKMARK NOT DEFINED. ASSESSMENT OUTCOMES ................................................................................................... ERROR!BOOKMARK NOT DEFINED.RE-ASSESSMENT ............................................................................................................... ERROR!BOOKMARK NOT DEFINED. ASSESSMENT APPROACH .................................................................................................... ERROR!BOOKMARK NOT DEFINED. PLAGIARISM AND REFERENCING ........................................................................................... ERROR!BOOKMARK NOT DEFINED. GROUP OR TEAM WORK ...................................................................................................... ERROR!BOOKMARK NOT DEFINED.

REASONABLE ADJUSTMENT ................................................................................................. ERROR!BOOKMARK NOT DEFINED. COMPETENCY ASSESSMENT ................................................................................................. ERROR!BOOKMARK NOT DEFINED.

ASSESSMENT 1:CASE STUDY BASED PROJECT WITH ROLE PLAY ..................................................... ERROR!BOOKMARK NOT DEFINED. PART 1. ......................................................................................................................................................................12 PART 2. TASK : ROLE PLAY ...................................................................................... ERROR! BOOKMARK NOT DEFINED. BRIEF DESCRIPTION OF ORGANISATION STRUCTURE .................................................................................................20 KEY ORGANISATIONAL GOALS ...................................................................................................................................21 STRATEGIC BUSINESS OBJECTIVES .............................................................................................................................21 ORGANISATIONAL VALUES STATEMENTS ..................................................................................................................21 PLANS FOR IMMEDIATE FUTURE ...............................................................................................................................21 MAIN POINTS DISCUSSED ....................................................................................... ERROR! BOOKMARK NOT DEFINED. DECISIONS TAKEN ................................................................................................... ERROR! BOOKMARK NOT DEFINED. DOCUMENTS PROVIDED / CIRCULATED .................................................................. ERROR! BOOKMARK NOT DEFINED. NEXT MEETING ....................................................................................................... ERROR! BOOKMARK NOT DEFINED. RESPONSIBILITIES ................................................................................................... ERROR! BOOKMARK NOT DEFINED.

	PERFORMANCE CRITERIA
Elements describe the essential outcomes.

2. Coach colleagues	2.4.Advise organisational procedures for completing workplace tasks. 2.5.Provide colleague with opportunity to practise skill and ask questions. 2.6.Provide feedback in constructive and supportive manner.
3. Follow-up coaching.

To achieve competency in this unit a student must demonstrate their ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

PERFORMANCE EVIDENCE

▪	evaluate colleagues performance and provide constructive feedback as part of above coaching

completion of training within commercial time constraints ▪application of the key principles of training.

KNOWLEDGE EVIDENCE

▪ ▪ ▪ ▪

▪	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.

SKILLS
Students at this level will have a broad range of cognitive, technical and communication skills to select and apply methods and technologies to:

• analyse information to complete a range of activities

The term ‘Foundation Skills’ is currently used to include the core skills defined in the Australian Core Skills Framework (ACSF) as well as the employability skills identified by employers as critical for effective performance in the workplace. The core skills of the ACSF include reading, writing, oral communication, numeracy and learning.

Foundation skills encompass the core skills of reading, writing, oral communication, numeracy and learning as described by the Australian Core Skills Framework (ACSF), and the Employability Skills/Core Skills for Work. They exist on a continuum from very basic skills to highly-developed and specialist skills. The foundation skills have been addressed in the assessment as part of the performance criteria for this unit.

The student will have access to the following:

You are required to demonstrate the knowledge you have gained from undertaking SITXHRM001

Coach others in job skills unit of competency.

• •	Student may handwrite/use computers to answer the questions.

Submission details

•	The Assessment Task is due on the date specified by your trainer. Any variations to this

•

number at the top of the page.

- As a result of changes in procedures

- Changes in legal requirements

Q.3	Name four outcomes that should be achieved as a consequence of discussing coaching needs

with a colleague?

Provide staff with a written hygiene policy. Inform them of your intentions and

expectations of a clean workplace. This helps communicate to staff that you also take

 Provide clean wipes, sanitiser and tissues

Provide items such as these to help your staff maintain a clean and hygienic workspace.

Q.5

The success of a coaching plan is ultimately decided by the employee’s improvement.

When a company is seeking to develop its employees in specific competencies or skills. When a company has a number of talented employees who are not meeting expectations. When a company is introducing a new system or programme.

When a leader needs assistance in acquiring a new skill as an additional responsibility.

	What are the two basic techniques commonly used in coaching sessions?

Training Needs Analysis TNA

Be ready to demonstrate again a step where and when necessary Encourage and praise/congratulate

Provide constructive feedback all through the session

The progress of the person being coached

If changes to content of coaching sessions/s need to be made Changes to coaching processes that need to be made

Q.14 Give three reasons why coaches may be required to report progress of learners to others.

Recording extra coaching/training required

UNIT SKILLS ASSESSMENT (USA)

•

please speak to your trainer.

submission).

•

Any Role Play or Presentation needs to be completed in the class with your Trainer / Assessor on the date

specified by your trainer.


▪

and Objectives oStrategic Business Objectives o

Organisational Values oOperational Plan ▪All

Background Information

The objective of this assignment is to identify the needs for on-the-job coaching, prepare a training

Complete the following tasks by acting as the Human Resources Manager (HRM) for International

Hotel Group, conducting the role play scenarios and completing the associated documentation.

ROLE PLAY : Identify need for coaching

Instructions for the role play:

•	Once one or two needs have been identified the students will switch roles, and another

student will take turns acting as the HRM and will facilitate discussion

b)	Use the information collected to write a training plan (use the training plan template provided)

which will be used in the coaching session in Task 2.

background, customer satisfaction, communication for staff members, sexual harassment in workplace

Template - TRAINING PLAN



Purpose: Why was the training session required?
There is a new hired staffs who don’t acquire a telephone manner properly.

Session evaluation
They are focused on training properly
They can demonstrate very well
They ask a question a little bit

Progress Monitoring Process (Checks)
All each trainee has a demonstration
Taking a checklist for the demonstration
observation

Instructions for the role play:

Your coaching session needs to include the following elements:

Step 5 – Allow the trainee to practice the IHG SOP – Telephone Etiquette

Step 6 – Encourage the trainee to ask any questions that they may have

Your assessor will use the observation checklist to assess your skills demonstrated prior and during the coaching sessions. You may ask your assessor for support prior to the coaching session.

Part 1: Task 2: Your assessor will be looking for:
•
•	clear communication and demonstration of the organisational tasks required of the colleague
•
•

Telephone calling is most regular job for make a impression.

When you take a phone call you always say company name and your name for the customers comfort. And then you should say how can I help you, it will raise customer’s raport.

That’s all the explanation and you guys need to practice

And I will encourage them very warmful.

Purpose of the session oEvaluation of session