2 Work in A Team Environment

Sector : TOURISM
Basic Competency: BASIC COMPETENCY
Unit of Competency: WORK IN A TEAM ENVIRONMENT
Module Title: WORKING IN A TEAM ENVIRONMENT
Hospitality Institute of America – Philippines Inc.

2F 1985 Claro M. Recto Avenue, Sampaloc, Manila
HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL
The unit of competency, “WORK IN A TEAM ENVIRONMENT”, is one

of the competencies of BASIC COMPETENCY, a course which comprises the
knowledge, skills, and attitudes required for a TVET trainee to possess.
The module, Working in a team environment contains training
materials and activities related to the skills and knowledge required to
provide a range of BASIC COMPETENCY.
In this module, you are required to go through a series of learning
activities in order to complete each learning outcome. In each learning
outcome are Information Sheets, Self-checks, Operation Sheets, Task Sheets,
and Job Sheets. Follow and perform the activities on your own. If you have
questions, do not hesitate to ask for assistance from your facilitator.
Remember to:
 Read information sheet and complete the self-checks.
 Perform the Task Sheets, Operation Sheets, and Job Sheets until you
are confident that your outputs conform to the Performance Criteria
Checklists that follow the said work sheets.
 Submit outputs of the Task Sheets, Operation Sheets, and Job Sheets
to your facilitator for evaluation and recording in the Achievement
Chart. Outputs shall serve as your portfolio during the Institutional
Competency Evaluation. When you feel confident that you have had
sufficient practice, ask your trainer to evaluate you. The results of
your assessment will be recorded in your Achievement Chart and
Progress Chart.
You must pass the Institutional Competency Evaluation for this
competency before moving to another competency. A Certificate of
Achievement will be awarded to you after passing the evaluation.
You need to complete this module before you can perform the module on
PRACTICE CAREER PROFESSIONALISM.
BASIC COMPETENCY
Date Prepared: Document No.
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WORK IN A TEAM Prepared by: Page 2
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COMPETENCY BASED LEARNING MATERIALS
LIST OF COMPETENCIES
No. Unit of Competency Module Title Code

PARTICIPATE IN 500311105
Participating in workplace
1 WORKPLACE
communication
COMMUNICATION
WORK IN TEAM Working in team

2 500311106
ENVIRONMENT Environment
PRACTICE CAREER Practicing career

3 500311107
PROFESSIONALISM professionalism
PRACTICE
OCCUPATIONAL HEALTH Practicing occupational
4 500311108
AND SAFETY health and safety procedure
PROCEDURE
MODULE CONTENT

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UNIT OF COMPETENCY: Work in a team environment
MODULE TITLE: Working in a team environment
MODULE DESCRIPTOR:
This unit covers the skills, knowledge and attitudes to identify role and
responsibility as a member of a team.
Upon completion of this module, you should be able to:
Learning Outcome 1: Describe team role and scope
Learning Outcome 2: Identify own role and responsibility within team
Learning Outcome 3 Work as a team member
Learning Outcome 4: Work effectively with colleagues
Learning Outcome 5: Work in socially diverse environment
COMPETENCY SUMMARY

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Qualification Title : BASIC
Unit of Competency : Work in team environment
Module Title : Working in team environment
Introduction
This unit covers the skills, knowledge and attitudes to identify role and
responsibility as a member of a team.
Learning Outcome
Upon completion of this module, you MUST be able to:

1. Describe team role and scope
2. Identify own role and responsibility within team
3. Work as a team member
4. Work effectively with colleagues
5. Work in socially diverse environment
Assessment Criteria
1. Observation of the individual member in relation to the work activities
of the group
2. Observation of simulation and or role play involving the participation
of individual member to the attainment of organizational goal
3. Case studies and scenarios as a basis for discussion of issues and
strategies in teamwork
LEARNING OUTCOME #1 DESCRIBE TEAM ROLE AND SCOPE

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CONTENTS:
1. Communication process
2. Team structure
3. Team roles
4. Group planning and decision making
5. Specific diversity issues
ASSESSMENT CRITERIA
1. The role and objectives of the team is identified from available sources
of information
2. Team parameters, reporting relationships and responsibilities are
identified from team discussions and appropriate external sources
CONDITION
Student/ trainee must be provided with the following:
Role and objective of
Sources of information Workplace content
team
 Standard operating  Work procedures

and or other and practices
 Work activities in  Conditions of work
workplace
a team environments
procedures
environment with  Legislation and
 Job procedures
enterprise or industrial
 Machines/equipmen
specific sector agreements
t manufacturers
 Limited  Standard work
specifications and
discretion, practice including
instructions
initiative and the storage, safe
 Organizational or
judgement maybe handling and
external personnel
demonstrated on disposal of
 Clients/supplier
the job, either chemicals
instructions quality
individually or in  Safety,
standards
a team environmental,
 OHS and
environment housekeeping and
environmental
quality guidelines
standards
ASSESSMENT METHOD:
 Demonstration
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 Observation
 Interviews/ Questioning
Learning Experiences

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Learning Outcome 1
DESCRIBE AND IDENTIFY TEAM ROLE AND RESPONSIBILITY IN A
TEAM
Learning Activities Special Instructions

Read Information Sheet 2.1-1: This Learning Outcome deals with the
on PREARE FOR ON-THE-
development of the Institutional
JOB COACHING
2.1.1 Identify the need for Competency Evaluation Tool which
coaching based on a
trainers use in evaluating their trainees
range of factors
2.1.2 Identify skill deficiencies after finishing a competency of the
that could be addressed
qualification.
by coaching needs
through discussion with Go through the learning activities
the colleagues to be
outlined for you on the left column to
coached
2.1.3 Organize with colleagues gain the necessary information or
a suitable time and place
knowledge before doing the tasks to
to conduct coaching in
accordance with practice on performing the requirements
enterprise policy
of the evaluation tool.
The output of this LO is a complete
Work project 2.1-1
Institutional Competency Evaluation
Answer guide 2.1-1
Package for one Competency of BASIC
COMPETENCY. Your output shall serve
as one of your portfolio for your
Institutional Competency Evaluation for
WORK IN TEAM ENVIRONMENT Feel
free to show your outputs to your trainer
as you accomplish them for guidance
and evaluation.
INFORMATION SHEET 2.1-1

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2.1-1PREPARE FOR ON-THE-JOB COACHING
2.1.1 IDENTIFY THE NEED FOR COACHING BASED ON A RANGE

OF FACTORS
Introduction
Coaching plays an important role in any enterprise and being asked to
coach a workmate is recognition of your current skill and your potential to
pass on that expertise to others.
Up to date skills and information must
be regularly passed on to both new and
old employees. Coaching will ensure that
all staff are confident in working the
systems and equipment present in the
workplace and in complying with
workplace procedures.
What does coaching relate to?

Coaching a colleague will generally relate to:
 Presenting and explaining verbal and/or written information
 Demonstrating practical skills
 Observing a colleague complete a task
 Providing follow up advice, support and feedback
 Reviewing a colleague’s work and work practice.
Competency standards
Since the introduction of Competency Based Learning Materials (CBLM),
coaching may be conducted in line with a ‘competency standard’.
A competency standard is a benchmark level deemed as being the necessary
level a person needs in order to proficiently perform a specific task.
These standards may be set in-house by the establishment, or they may be
derived from a government or industry-accredited course or source.
It is essential you know the standard you are expected to coach someone to
before you start delivering any coaching.
You may be able to identify these standards by:
 Talking to onsite trainers
 Reading internal standards, work procedures and service criteria
 Conferring with more experienced staff
 Talking with management
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 Using your common sense coupled with industry and venue knowledge to
determine what is applicable.
Identifying the need for coaching

Colleagues may require coaching on existing systems and equipment,
coaching on new systems and equipment, or they may require remedial
coaching (such as refreshing a person’s skills with the aim of improving
their current observable performance).
There are several factors that can indicate a need for coaching:
Staff induction
Staff who are inducted may need initial skills coaching in certain areas
(because they have no experience at all with a specific task), or they may
require remedial coaching (because their existing experience is not at the
standard required by the new venue, or the equipment and procedures are
different).
Where this is not provided, new staff can easily feel ignored and frustrated,
leading to high levels of staff turnover. Since recruiting staff is time
consuming and expensive, it makes sense to ensure the appropriate levels of
coaching are delivered at this early stage of a person’s time with a new
employer.
A request from a colleague for coaching
Many staff identify their own need for coaching.
If this occurs recognise staff may feel anxious about disclosing this need,
feeling they are ‘admitting’ their performance is below the required level and
fearing they might lose their job.
This means you must be sensitive to the feelings of learners when delivering
coaching in these circumstances, and develop a good rapport so they do not
feel threatened, compromised or incompetent by virtue of having asked for
help.
It is vital they realise their jobs are not at risk simply because they have
asked for help.
A direction from management to help a staff member

Management may observe certain staff and determine they require coaching.

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Once again, you must be sympathetic to the staff concerned and ensure you
support them, rather than further increase their anxiety at being identified
as being ‘deficient’ by management.
It is to be expected that any staff who are told by management they need
training are going to be somewhat anxious about their future and job
security.
Where appropriate, it is vital you begin such coaching by informing staff
their jobs are not under threat. A coaching session set within a framework of
mutual co-operation and benefit is much more likely to result in success
than one set within a context of coercion and worry.
As a result of personal observation of staff performance
Frequently, coaches are supervisors or middle level managers and their job
can present opportunities to observe staff in the workplace.
Your observations in this regard may indicate a need for coaching and,
arguably, this is something management expects you to do.
When such circumstances arise, it is critical that specific instances are
communicated to staff to provide (or prove) the basis for the coaching
needed.
Where coaches can identify specific needs (that is, actual examples of under-
performance/sub-standard performance) staff are more ready to
understand, and accept, why they require coaching.
Following a customer complaint
Given you work in an industry where there
is a high degree of interaction with
customers, it is almost inevitable
complaints will occur.
As a workplace coach you need to
differentiate between genuine and frivolous
complaints so coaching is only offered
when a real and genuine need exists.
In reality this usually means you do not automatically respond with a
coaching response to each and every complaint received.
As a result of changes in workplace equipment
There will always be examples of new equipment being introduced into the
workplace whether items are replacing worn out or superseded equipment
or they are new items introduced to enable a new product or service to be
provided.
As coaches you must realise, for example, that just because staff could
competently operate the previous cash register, it does not mean they will be
able to use the new one.
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It is common for suppliers to provide some form of initial training, but it
may well be up to the coach to complete or complement this training, as well
to coach new staff.
As a result of changes in procedures
Changes in procedures may be caused by:
 A change in management – new management can have new or different
ways of doing things
 A change in establishment focus such as a change in the customer
profile the establishment is trying to attract
 Changes in equipment used requiring coaches to teach staff how to use
the new items.
Changes in legal requirements
Existing legislation often varies over time, and new legislation can be
introduced.
Common legislation requiring your ongoing attention as a workplace relates
to safety and health, liquor licensing, gaming and food handling and any
other compliance-related issues.
Coaching as a result of these changes often involves making staff aware of
the new or revised legislation, but there are occasions where demonstrations
to illustrate the new laws and requirements are required.
Case studies and role plays may be used to further illustrate mandatory
legislated requirements
2.1.2 IDENTIFY SKILL DEFICIENCIES THAT COULD BE

ADDRESSED BY COACHING NEEDS THROUGH DISCUSSION
WITH THE COLLEAGUES TO BE COACHED

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Introduction
Any coaching session must be undertaken with a definite end in mind.
Coaching without an aim is a waste of time, money and effort and likely to
be ineffective.
The person being coached must be able to see they have a definite need for
the coaching.
No coaching should ever be done just for the sake of it.
To help achieve effective coaching, a coaching plan should be developed and
used.
Training and coaching

Formal training tends to be a situation where
all staff are required to undertake a set course
of instruction. It is somewhat ‘lock-step’ and
everyone is usually expected to complete all of
the requirements for the unit, session or topic.
By comparison, coaching is less formal and
focuses more on individual staff need as it is
identified at the time.
In some ways, coaching can be seen as informal
training delivered on the job that supplements
other training he business engages in. It is
usually of a short duration and addresses
common workplace tasks.
For example, a worker may be doing a course at a
local training college yet still receive coaching at
work to help with their study.
Alternatively, the staff member may not be undertaking any kind of course
but still receive coaching to bring their existing skills and knowledge up to
the required level.
Websites
Useful websites discussing and further explaining differences between
training and coaching include:
 http://www.trainingzone.co.uk/item/94693
 http://internetmarketingtipsweb.blogspot.com/2007/08/what-is-
difference-between-training.html
 http://www.wishfulthinking.co.uk/2007/03/14/coaching-is-not-
training-mentoring-or-counselling/ .

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Skill deficiencies that could be addressed by coaching
There is no limit to the skills coaching can effectively address.
In practice skill deficiencies often addressed by coaching tend to be those
which do not require formal or extended training sessions but which are
short, commonly-used tasks such as:
 Customer service skills
 Technical or practical skills such as operating
equipment, making something or completing
documentation
 Selling or promoting products and services.
Identifying specific coaching needs

Specific coaching needs for each individual
colleague will be determined as a result of
considering a combination of three main
elements:
 General need for coaching
 The factors relating to the individual colleague
 Discussion with each individual staff member.
What factors will individualise the coaching needed for each staff
member?
The following is a representative list of factors you will need to take into
account when developing a coaching plan for a staff member.
Remember, factoring in these considerations is important because you do
not want to deliver coaching seen as unnecessary.
You need to make sure you address genuine, identified need.
Urgency of the coaching
This can be influenced by:
 The number of staff needing to be coached. If all staff have to be coached,
the need can be urgent
 The nature of the coaching topic, such as whether or not it is a legal
requirement, a safety issue, or strongly related to revenue and/or service
standards.
The colleague’s previous work, life experience and training

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It is useful to know whether or not staff have had positive or negative
experiences with earlier coaching/training.
Colleagues with negative experiences relating to coaching/training can
warrant:
 Extra attention
 More support
 Added time to ensure they understand the first time they receive
coaching. This allows you to build success upon success with your
coaching.
The colleague’s current skill level
When delivering coaching it is vital to know where the individual staff
members are starting from, and where it is you want them to go.
This helps avoid coaching them in skills they already have competency in,
and allows you to describe to them the path individuals will take in their
future coaching/training.
This level of starting information and skills is referred to as their ‘entry’ level
to training/coaching.
In the workplace this means having a very clear idea about the standards
involved in the task being coached, and the establishment practices and
protocols that apply. It is to be expected you will already know these or you
would not have been chosen as a coach.
If you do not know the required workplace standards, criteria, practices and
protocols you must take action to learn them.
The colleague’s prior knowledge
When coaching staff, it is standard practice for the coach to move from the
known to the unknown in terms of any knowledge or skill being delivered.
This means when you coach someone you should begin with something the
person being coached already knows, and build on it.
For example, if you were coaching a staff member on new legislated
requirements in relation to dealing with intoxicated customers, you might
use as the starting point for your coaching session the experience the staff
member had last weekend when they refused service to an intoxicated
person.
Alternatively, you might base a session of grinding coffee beans on their
previous training in using the espresso machine to make lattes.

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The colleague’s weaknesses
It is important whatever weakness has been identified as being the basis for
the coaching can be agreed to by the staff member as being a legitimate
need for coaching.
Standard coaching procedure is to gain agreement from staff that it is a
good idea for the coaching to take place to address an identified training
need.
As mentioned earlier, coaching for coaching’s sake is
a total waste of everyone’s time so it is best to obtain
agreement at the beginning that there is a need for
the coaching.
This may require you to:
 Provide evidence you have of their below standard
performance. This may be your own observations,
letters from unhappy customers, samples of sub-
standard product, copies of internal documents
they have competed incorrectly
Ask them to perform a nominated task. This is often
useful and can quickly gain their agreement that
there is a need for the assistance coaching will
provide when they show they cannot perform to the standard required.
The colleague’s strengths
Knowing a staff member’s strengths provides you as the coach with an
opportunity to use the staff member themselves as a coach.
There is absolutely nothing wrong with using other staff to coach other staff,
providing appropriate levels of competencies (perhaps combined with
appropriate experience too) exist.
Knowing these strengths also ensures you do not coach those staff in things
they already know and have competency in.
The required standard/level at which the learner is required to work
You are only required to coach staff to the level the establishment requires
them to work to, so before you start coaching you must know this level
(sometimes referred to as the ‘standard’) they are required to work to.
Within the one venue there can be different standards/levels of service or
product. For instance, the level of bar service in a cocktail bar will be
different from what is required in another bar.
When coaching, there is only a need to
coach to the level/standard required in
the particular area where the staff
member works.
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This means someone who works in a cut-price establishment does not need
to be trained to the level required of the same position in a 5-star venue.
Coaching people to a standard they do not need to have is a waste of time,
effort and money and may confuse the staff member who is being trained,
especially when they never get to use the extra skills or knowledge they are
coached in.
There are, however, certain times when staff are intentionally coached in
additional skills and knowledge. This is known as ‘multi-skilling’ where
workers gain skills and knowledge to allow them to work in another area or
department if the need to do so arises.
The colleague’s time restrictions and personal affairs
Coaches must strive to match the delivery of their coaching with the ability
of staff to attend.
This means factoring in the work demands of staff together with their out of
work obligations such as their family, sporting commitments, community
service obligations and socialising requirements.
It is often frustrating to have to arrange coaching around such restrictions,
but it is part of coaching and training life. Arranging a suitable time for
coaching seems to be a continual juggling act trying to get times when both
you and the person being coached are available and willing to participate.
Sometimes coaching may occur during working hours and sometimes it may
need to occur before or after work.
Discussing things with the learner

It is important for the person being coached to be
involved in the development of their coaching plan.
This helps them to understand coaching is being
created to suit their needs and to help bring their
workplace performance in line with expectations.
Their involvement in the planning phase will:
 Demonstrate your intention to assist them as an
individual. This discussion shows the investment
the business is prepared to make in them
 Prove they are a valuable asset to the organisation
even though they may not be 100% competent. This
should help allay any fears they may have about
losing their job just because they cannot do things, or they do not know
things
 Allow them to share any additional coaching needs they have. Many staff
have ’hidden’ coaching needs they are reluctant to share, fearing job loss,
reduced hours or less chance of promotion
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 Enable you to get to know them better as an individual. This includes
finding out about their previous training experiences, identifying
restrictions they have on their participation in coaching, talking about
their previous work history/experience and their out of work interests.
Your discussion with the learner should also:
 Explain why the coaching is needed
 Highlight the benefits of receiving coaching to the learner, the business
and to the customers
 Obtain agreement coaching is a legitimate activity in the particular
context and can be seen as a way of achieving mutually acceptable
results
 Agree to outcomes/goals for the coaching.
Prior to creating a formal coaching plan

Before you start to generate your coaching plans you should have some idea
of the overview of the type and extent of the coaching required for each
person. Remember, every learner will need to have their own unique
coaching plan. They may all be variations on a theme but they must reflect
the individual needs of each staff member and take into account their
individual level of skills, availability and outside commitments.
The following are some basic examples of what you should know or
consider, at a minimum, before any really useful coaching plans can be
prepared.
Scenario One
 Your observation of colleague – Mary makes cappuccinos that look like
flat whites
 Coaching need(s) – since Mary is already proficient in using and cleaning
the espresso machine, she only needs to be coached in how to froth milk
How the coaching may be tailor-made – Mary is a full-time employee and
can be coached during a quiet daytime shift.
Scenario Two
 Your observation of colleague – John makes cappuccinos that look like
flat whites
 Coaching need(s) – John has little experience in using an espresso coffee
machine, so he will have to be trained on how to clean and operate the
espresso machine, as well as how to make various coffees, including
steaming and frothing the milk

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 How the coaching may be tailor-made – John will have to be trained
during the evening as he has a full-time job elsewhere.
Scenario Three
 Your observation of colleague – Sid is a new employee in the
establishment, but he has been waiting on tables for many years. After a
week or so it is obvious he lacks the polish of his peers in this new job.
He makes occasional mistakes with orders and gets the accounts wrong
on a fairly regular basis
 Coaching need(s) – Sid needs to be trained in all systems/procedures,
menus, some equipment, house policies, and safety and health
requirements
 How the coaching may be tailor-made – Sid can only be trained on the
weekend as he has other personal and work commitments during the
week.
Scenario Four
 Your observation of colleague – Karen is a new food waiter. She has only
ever worked in a bar environment in the venue but is keen to learn new
skills in the restaurant. She has excellent customer contact skills.
 Coaching needs – Karen needs to be trained in all system procedures,
menus, familiarised with all equipment, and safety and health
requirements. She also needs training in plate carrying skills, docket
writing, table settings, the sequence of service, taking reservations,
making a table plan, and preparing the waiter’s station.
 How the coaching may be tailor-made – Karen has indicated she is eager
to learn new technical and operational skills and is happy to either come
in an hour early when rostered for or to stay an hour after her rostered
finishing time.

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Making a plan
The more time spent preparing a coaching plan, the
better the actual coaching will be.
A lack of adequate planning is the single most common
reason for poor coaching.
In practice, how your coaching session goes, will depend
99% on the way you planned it to go. The critical
importance of planning any coaching/training sessions
cannot be over-stated.
Planning every coaching session is vital.
As they say, ‘If you fail to plan, you plan to fail’.
The coaching plan

There are many different ‘plans’ that can be used to help coaches deliver
their coaching sessions.
All of these plans are essentially variations on a theme and you should feel
free to experiment with different coaching plans (or ‘session plans’, or ‘lesson
plans’) available.
There is no legally required type or style of coaching plan. It is a matter of
personal preference as to what style you elect to use.
The role of the coaching plan:
 Is to help you sequence the material you want to deliver to the learner
 Is to help you remember all the content you need
to deliver
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 Is for your use only – no-one else needs to see it, read it or use it
 Provides you with an opportunity to work out in advance:
 How you will start the session
 The key points you want to make
 How you will conclude the session
 What materials you will need in order to conduct an effective session
 How you will determine, if applicable, whether the learner has
successfully learned what was necessary or intended
 Timing requirements – how long the session and individual parts of it
will take.
Your first plans will commonly be pretty lengthy but they will be vital to the
success of your session (you might do a first draft, a second and even a
third draft before you get to the finished product) but stick to it.
If you decide to do a session without a plan you will soon understand why
you need one.
Preparing a Task Breakdown
When delivering coaching for a practical skill it is usual for the coach to
prepare a Task Breakdown sheet to guide the session.
In some organisations these sheets will exist as part of the standard
operating procedure. In other places, you as the coach will have to develop
them from scratch.
The intention of this stage is to produce a written analysis for each job that
can eventually be converted into a checklist. This is a printed form setting
out the major steps to be performed, and the features in each of the steps.
Task breakdown sheets can only properly be prepared when you are fully
aware of all the aspects of the task under consideration:
 You must know all the knowledge, skills and attitudes required to
complete the task
 You must break down major steps of the task into sub-steps and features
 You must ensure correct sequencing of all activities
 You must be aware of any special factors applying to any aspect of any
step or sub-step (the so-called ‘tricks of the trade’, or certain safety
issues).
Not only must the physical task itself be analysed, but associated standards
related to quality and quantity – for your workplace – must be determined.
The quantitative aspects can frequently be measured in terms of speed,
wastage, weight, specific size and percentages and these are relatively easy
to measure, however qualitative factors (such as use of communication and
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interpersonal skills) are more difficult to measure but are nonetheless
critical, especially in the service industries.
Where a Task Breakdown sheet is not used, there is always a risk the coach
only passes on the bits he or she knows (which may include dangerous
practice, wasteful methods, incorrect professional techniques), as well as the
chance the job/task can be delivered in a disjointed and ad hoc fashion or
important key information is missed.
A Sample Task Breakdown

"To serve a glass of draught beer"
Step Description Checks Essential knowledge
1 Select correct Check clean  Correct glass

size and shape and not  Fingers at bottom of
of glass chipped glass
2 Select beer as Confirm  Beer product knowledge

ordered by selection
customer
3 Fill glass with Check beer is  Put ‘head’ on bottom of

beer cold glass
Do not knock  Flick tap on and off
glass against  Hold glass around
tap bottom
 Raise glass as it fills
Compensate for drawing
conditions
 Do not overfill
4 Present glass to Beer looks  Place serviette under

customer presentable glass
 Ensure glass badge
faces customer

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One approach to a coaching plan
Any plan must begin by setting out what it is that is to be achieved. There
should be a clearly stated ‘Objective’ or ‘Aim’ or ‘Learning outcome(s)’ for the
session.
Essentially this is where the aims of the session are clearly and concisely
stated at the outset.
You can add individual details if you want, such as date the coaching is to
be delivered and specific title of the session, if applicable.
Next may come a section headed ‘Preparation’ listing all the equipment,
items, tools, facilities, manuals, notes, and audio-visual equipment you will
need throughout the session. This list grows as your plan takes shape.
It becomes a checklist you can refer to prior to delivering the coaching
session to check everything needed is available and ready.
Next an ‘Introduction’ heading may be written up.
This explains how you intend to introduce the topic/session to focus learner
interest in what is about to be delivered, to help verify prior knowledge, or to
revise any previous coaching.
The Introduction might be a challenging question, a startling set of facts, a
humorous anecdote, or an attention-grabbing demonstration.
Next comes analysis of ‘Content’ (that is, what is going to be taught) and
‘Method’ (that is, how it is going to be taught) along with a ‘Time’ frame
(allocating each section of the coaching session a pre-determined number of
minutes to guide the pacing of the session to ensure it finishes on time and
everything will fit in to the time available).
The Content section should set out the key points to be covered in the
session, laying them out in the order identified as being the most
appropriate sequential arrangement.
Key questions may be written down to prompt you about what to ask. Key
points may also be written down to prompt about what to say. Even the
answers to the questions you plan asking can be written in so you do not
forget, or get caught out.
The Content should be laid out as clearly as possible, making things as easy
to do as possible so trainees can succeed and build on their success.
In addition, trainers must know where to draw the line about what to
include in the training and what to leave out.
The content must build on existing knowledge and proceed from the known
to the unknown.
Other points to consider in any type of
session plan are:

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 Stick to the main topic – do not waste time on peripheral or unimportant
issues
 Teach the basics first
 Move from the important points to the less important ones
 Put the task in context by illustrating how the content in question fits
into the overall scheme of things
 Get learners to observe and then to reason about what they have seen.
When writing the plan, ensure the writing is sufficiently large, clear and
legible so you can refer to it easily during the training session.
Under ‘Method’ is listed the training technique (‘Demonstration’, Video’,
‘Chalk and talk’) you will use to deliver each part of the Content.
Next comes a heading ‘Conclusion’ where you set down what is going to be
said and/or done at the end of the session to finalise the session.
The Conclusion may include some verbal summary of what has been done,
and/or a few questions to check the extent of the learning and
understanding.
The conclusion should always include some constructive feedback to the
learner on how they went in the session.

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Another approach
The following is a different approach. It is an alternative way of achieving the
same thing.
It is an option you might consider to work out which approach best suits
your individual style.
It is simply another pro forma for a session/training plan – this
model/approach sees any training session as comprising 3 parts similar to
an aircraft trip:
 An Introduction (the ‘Take-Off’)
 A Body (the ‘Flight’)
 A Conclusion (the ‘Landing’).
Introduction
INTRO:
This stands for:
 I – Interest
 N – Need for training
 T – Topic
 R – Range
 O – Outcomes
Conclusion
In this model the Conclusion follows ‘OFF’, as in ‘Sign off’:
 O – Outcomes: re-cap what you covered in the session
 F – Feedback: re-assure and support learners, and also get feedback
about your coaching performance
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 F – Future: tell the learner what will be coming up in their next session.
The Body
This is where the main Content (practical or theory) is delivered
Using demonstration
Where you have decided to use Demonstration as your Method:
 Tell trainees about what you will be doing
 Do it at normal speed without talking/explaining
 Then do it slowly, explaining it step-by-step
 Ask questions to check trainees have understood:
 “What’s the next step?”
 “Why did I use a 38mm spanner?”
 “What document would I complete now I have finished this?”
 Give staff an opportunity to practice – watch and question them, helping
where necessary
 Check on standards – have they measured up to your workplace
requirements?
Using theory
Where you have decided to use Theory as your Method:
 Make sure the Introduction is motivating because attention will wane
more readily with theory sessions
 Put in appropriate practical action as soon as possible after the theory
has been delivered where learners perform some sort of activity that
applies the theory.
For example:
Knowledge/theory
Application activity
presented
Reading material/notes Discuss notes

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Develop a personal
Reading a manual
checklist
Watch a
Complete XYZ form
demonstration/DVD
 Summarise content regularly, asking learners to also do the summary
 Indicate the workplace application of the theory at all stages.
Other tips include:
 Break theory into “bite-sized, digestible chunks’ – do not drown learners
with information
 Do the ‘Must Know’ first – then the ‘Should Know’ and ‘Could Know’ if
there is time
 Determine the sequence you will deliver in taking into account you
should move from:
 Most to least important
 Simple to complex
 Specific to general
 Always cover safety concerns
 Always refer to present workplace procedures.
The following pages show how the above concept can be used for a theory
session where the learner will be coached on making a pizza.
Theory session planning sheet
Session title
Making a pizza
Venue
Training room
Time
5 minutes
Learning resources
Whiteboard, handouts
Content (task list, overview)

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Explanation and demonstration; learner handouts
Aim
To introduce learners to easy pizza making with minimum implements at home
Underpinning knowledge
Very basic cooking ability including awareness of domestic oven operation
Learning outcome/Objective
Basic knowledge of pizza dough making
Assessment criteria
List steps in activating yeast for baking
Explain basic pizza mixing and raising technique
Explain pizza oven temperature and technique
Assessment methods and procedures

Multiple choice questionnaire
Skills session planning sheet

Session title
Venue
Time
Learning resources

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Content (task list, overview)
Aim
Underpinning knowledge
Learning outcome/Objective
Assessment criteria
Assessment methods and procedures

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Time Key points Methods and learning resources
I
N
T
G
R
L
O
O
D
S
U
S
C
T
I
O
N
Give an overview of the whole skill
Demonstrate at normal speed

B
Demonstrate again, but slowly, and describe each step O
Check understanding D
Y
Observe learner perform the skill
Check that the skill was done to the appropriate standards
O C
F O
F N
C
L
U
S
I

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O
N
Comment:
Theory session planning sheet
Time Key points

1. Introduction
1 min G Pizza for kids and tired parents is a favorite – not too greasy and informal
– but bought pizzas cost anything up to $15 delivered – and you often have
to warm them up. This session aims to show you how five minutes of work
and a dollar or two at most can make a good pizza
L Everyone here knows how their oven works and can mix ingredients.
That’s about all you have to know
O By the end of the session you’ll be able to save yourself between three
and seven bucks a time each time you make pizza
S We’ll go through five simple steps, learn in a minute about yeast in
baking, and with the handouts, be able to go home tonight and bake
S We’re talking here of win-win. Not only can you easily make a home
pizza and save money, but as a triple whammy you can put better quality
ingredients on your home pizza than many commercial outlets provide!
2. Body
30 secs Definition of pizza – ‘easy bread’ – simple to put together, dead simple with
a Kenwood or similar – actual preparation time is minimal – two periods of
waiting and oven heating but otherwise low-work
1 min Preparation of yeast – do not be afraid, instant yeast always works if one
rule (lukewarm or tepid water) is followed. In 10 – 20 minutes in a warm
place (near heater, warm window, even sink of warm water) foam
something like beer or stout foam or head will well up – this means that the
yeast is started and it’s ready
30 secs Next step is simple – put flour, olive oil, salt and the yeast mixture into the
bowl, and mix until it forms a fairly sticky dough mass after scraping the
bowl. Put a good pinch or two of flour in the same bowl, and drop the
dough in. Cover with a damp tea towel and leave in a warm place, as before,
on or near the oven. Wait 30 minutes to 1 hour, or until doubled in size
approx. Turn on oven to 200 - 235°C (Mark 6)
1 min Dust a board or flat surface with flour, and knead/roll the pizza out from a
rounded lump, using more flour if necessary. (Explain very briefly about
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toppings and give handouts). Place on a baking sheet or round with
greaseproof parchment underneath. Bake on the top or next top shelf of the
oven (explain briefly about oven heat/types).
1 min O With the handouts and this theory session, you should be able to make a
basic pizza, as long as you’ve got topping, and remember the yeast rule –
after that it’s all plain sailing. You can save money and eat better, with a
little practice
F Any questions relating to the basic procedure? I’m happy to give
advanced tips or discuss pizza later – but first any problems with the basic
procedures? (Hand out assessment questionnaire)
F With basic yeast skills used in pizza, you can go to any other sub-branch
of yeast cookery – like bread, rolls, yeast cakes and things like babas – they
all rely on the same, easy principles, and the yeast rule
Pizza making – Multiple choice assessment

Which of the answers to each question is most correct?
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1. The dried yeast used in pizza making should be sprinkled into:
Warm water from the tap

Olive oil
Lukewarm or tepid water
Pure mineral water
2. Activated yeast and water looks like:
Rising bread
Thick beer foam
Milk
Cloudy water
3. The best oven temperature for pizza is:
As hot as possible
200 – 235ºC
Warm oven
4. The rising pizza dough should be covered with:
Plastic wrap
A damp tea towel
Flour
5. The pizza topping ingredients should be put on the dough:
Just before baking

Well before baking to allow them to marinate
While they are in the oven
6. Pizza is ready from the oven:
After an hour
After 10 – 15 minutes but it should be watched
After 15 minutes
2.1.3 ORGANIZE WITH COLLEAGUE A SUITABLE TIME AND
PLACE TO CONDUCT COACHING IN ACCORDANCE WITH
ENTERPRISE POLICY

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Introduction
There is often the belief coaching
sessions ’just happen’.
The reality is effective coaching must
be planned, organised and arranged.
Coaching sessions not properly
planned tend to confuse the learner
and embarrass the coach.
Organization policy
Different establishments will have different policies relating to the delivery of
training sessions.
A central issue relates to paying staff to attend training.
Some employers are happy to pay staff to attend training, and others prefer
not to do so.
A variation to this is where the employer may be prepared to pay, say, for 2
hours of coaching but the staff member is expected to contribute the rest of
the time needed ‘free of charge’ (at their own expense and in their own time
without being paid).
Check to see what applies where you work. It can obviously be much more
difficult to arrange training sessions for staff who are not being paid to
attend.
Another factor is the approach taken by the organisation toward certain
competency topics. For example, an establishment may say it is a condition
of continuing employment that all staff successfully complete the in-house
course in ‘cash register operation’.
The fact that this unit is ‘compulsory’ generally makes it a lot easier to
arrange the coaching as staff are more willing and eager to attend.
Organisation policy may also relate to:
 The sequence in which coaching is delivered on various topics
 Who is eligible to receive coaching. Generally, all staff are eligible
 Where the coaching can occur. Most times it is on the job but there may
be times when:
 A training room is to be used
 Off-site training may be required
 Payment for coaching – identifying whether or not staff who provide
coaching are entitled to payment for delivering out of hours coaching

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 Who can deliver the coaching. There may be a requirement that only
nominated people with specified experience and/or qualifications are
allowed to provide on the job coaching
 The relationship between coaching and other formal training. Coaching is
usually regarded as a fundamental addition to formal training, enabling
workplace practice and allowing the training to take on an actual
workplace context.
Coaching contexts
Coaching sessions are usually conducted in a range of workplace contexts
including:
 On the job coaching during work hours where the coaching is regarded
as part of the time worked by the employee.
This coaching initially takes place during quieter periods in order to
minimise disruption to trade and reduce interruption to service.
Often this type of coaching will build up to coaching in busier situations
where actual workplace pressure can be added to in order to create a
more realistic situation
 Before or after work. These times are useful because the equipment
needed for coaching is usually available and free for coaching purposes
rather than being needed for servicing customers.
When using these options you will need to take into account:
 Out of hours commitments the learner has – are they able to arrive at
work early or do they have to drop children off at school? Can they
stay back after their shift has finished or do they have a team sport
they have to go and participate in?
 The fact the learner may be tired after their working day so coaching
them ‘after work’ may not be a good idea. If they are tired they are
likely to be resentful at having to stay back and be coached, and the
chances are they will not learn as efficiently either
 In a simulated location away from the actual workplace. This can occur
where the organisation has a dedicated training room, or it may involve
moving off-site and using, for example, the facilities provided at head
office, a supplier’s premises, a recognised training provider (College or
Institute) or some other business with whom partnering arrangements
have been established.


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Organizing coaching
Time and date

A specific time and place for coaching must be organised with the colleague.
As we have said, good coaching does not just happen, and it has to be
planned.
The time and place should be agreed to by you and the learner.
Note some establishments have a separate training room where coaching
can take place, but actual workplace coaching is preferred by many.
It is a fact coaching will tend to be ineffective if it takes place in an
inappropriate location and at an inappropriate time. For example, it would
be very unproductive to coach your colleague in a bar during trading hours
where there is a shortage of staff and has customers standing four-deep
waiting for service.
Coaching should be conducted wherever
possible in a comfortable environment and at
a time when the learner will be able to focus
solely on the information being transferred.
This means the coaching location should be
as free as possible from distractions and
interruptions.
There should also be a lack of external
pressure from customers and other staff.
Therefore, there should preferably not be
other people standing around watching, or listening to what is going on.
Time, date and location of coaching will further depend on factors such as:
Reason for the coaching
Where the coaching is urgently needed, staff seem more prepared to
participate almost ‘anywhere, anytime’.
Because they realise the urgency involved, they will accommodate nearly
any time, date and location for coaching.
Also, the reason for the training will often determine what equipment and
other resources are needed to conduct the coaching. For example, you
cannot coach someone in cellar operations in the housekeeping department!
(See ‘Room availability – location of the coaching’ below).
Staff availability and your availability
In many instances, staff may not be able to be coached when they are
rostered ‘on’ to work. The reality is arranging a time for coaching is nearly
always a problem.
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There may often be times when you, as the coach, are available and the staff
member is not, or vice versa.
In many situations coaching may need to be done before or after work. In
other circumstances, you may need to negotiate with the relevant supervisor
to have staff released from duties to attend coaching.
Room availability – location of the coaching
The ‘training room’ may be unavailable, or the room/workplace location in
which you intended to do the coaching may be in use. This can often be a
problem in role specific rooms such as the cellar, the bottle shop, the dining
room, accommodation rooms and front office.
While there may be a room available, it may not be suitable for the
particular coaching need, especially where specific items of equipment are
required.
Likewise, certain coaching will require access to relevant stock – food,
beverages, linen.
Agreement about a time and date for the training therefore needs to factor in
the availability of a suitable location for the training and the availability of
supporting resources to enable the coaching to occur.
Operational staffing levels
Service to guests and customers must take precedence over coaching.
This means it is vital to maintain suitable staffing levels at all times and not
to compromise service levels because of coaching demands.
If you have to choose between coaching and serving customers, serving
customers must always take priority unless there is a very real safety issue
involved.
To conclude
You should not only simply tell the learner when and where their coaching
session will be.
You have to involve them in the decisions and negotiate a time and date with
them.
You should also:
 Advise of the finishing time so they can arrange other aspects of their
private, social or work life
 Tell them if they have to bring anything with them

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 Let them know if you expect them to have done something before they
arrive such as read a workplace policy, watched another staff member
undertake a certain task
 Confirm the location for the coaching session.
When a mutually agreed time, date and location for the coaching has been
established, this should be noted on the coaching plan.

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WORK PROJECTS
It is a requirement of this Unit you complete Work Projects as advised by
your Trainer. You must submit documentation, suitable evidence or other
relevant proof of completion of the project to your Trainer by the agreed
date.
Note: this Work Project forms the basis of the following two Work
Projects.
1.1 To meet the requirements of the Work Project you are required to
provide written, video, photographic or other evidence you have:
 Identified a workplace colleague who has a need for coaching

 Described the factors indicating a need for that coaching
 Identified the skills or knowledge required by the colleague
 Obtained agreement from the colleague there is a need for the
identified coaching
 Developed a coaching plan for the coaching to be provided
 Organised a mutually acceptable time and place to provide the
coaching.

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ANSWER KEY
When preparing for on the job coaching:
 Realise staff need to be coached to workplace competency standards
 Be aware the need for coaching can be identified at staff induction,
following a request for coaching from a colleague, as a result of a
management direction to provide it, or as a result of personal observation
 Realise a change to workplace practices, procedures or equipment and
introduction of new legislation can trigger a need for coaching
 Ensure there is always a need for any coaching to be delivered. Never
impose coaching: obtain agreement from the learner there is a need for it
 Factor in the experience, skills and knowledge of the learner. Never coach
them in what they already know
 Talk to the learner to gain agreement that coaching is a legitimate means
to address their accepted and identified need
 Prepare a coaching plan for coaching sessions
 Organise a mutually agreeable time for coaching
 Select a suitable place for coaching
 Arrange and obtain the necessary materials/resources to support
coaching in accordance with the coaching plan.

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2.2 COACH COLLEAGUES ON-THE-JOB
2.2.1 EXPLAIN TO THE COLLEAGUES THE OVERALL PURPOSE

OF COACHING
Introduction
Skills to be coached are generally those which do not require formal or
extended training sessions.
This means coaching is commonly applied to
common, practical tasks which are of a short
duration such as:
 Customer service skills
 Technical or operational skills such as
operating equipment, making something or
completing documentation
 Selling or promoting products and services.
Before a coaching session commences, the overall purpose of the coaching
should be explained to the learner even though it was agreed to at the
planning stage.
This explanation helps to set the scene for the coaching and serves to focus
attention on what is about to take place.
Coaching must never simply be imposed.
Even though your coaching is underpinned by a legitimate rationale, adults
do not respond well to anything imposed on them.
What might be the purpose of the coaching?

The overall purpose of coaching may be one or more of the following:
 To increase product knowledge
 To address a legally-imposed compliance requirement
 To increase workplace safety
 To reduce wastage
 To increase productivity
 To raise service delivery standards
 To change an existing skill to one required or preferred by the employer
 To prepare the learner for extra duties, promotion or additional
responsibilities.

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Before each coaching session
Remember, before each coaching session, the following three things should
occur:
 The purpose of the session should be explained to the learner
 Agreement should be gained that there is a need for the coaching
 Agreement should be obtained that a coaching session (or series of
sessions) is a legitimate and effective way to achieve the intended goal.
Tips to use when explaining the purpose of the coaching
Suggestions to remember when preparing staff for

coaching are:
 They should be informed of the need for the coaching
and how it will benefit them in their daily tasks. This
will help provide fundamental motivation for the
coaching and demonstrate there is a genuine need for
the coaching
 Where applicable, the learner should also be informed
about how the coaching will benefit co-workers, customers and the
business
 The learner should be encouraged. As the coach you must ensure staff
feel you are there to support and help them.
Extremely high levels of interpersonal skills are critical for successful
coaches.
Learners must feel confident and comfortable enough to ask the coach
questions. Any learner who feels uncomfortable with their coach, or feels
intimidated by them, will never learn to their optimum capacity.
To be clear about this, it is 100% the responsibility of the coach to
create and maintain this supportive and encouraging environment
 Staff should be encouraged to be involved in the coaching session. This
means all coaching sessions must be participatory in nature.
Adults learn better and quicker if they learn by doing rather than simply by
watching or listening
 The coaching session is being conducted for the benefit of the learner.
Ensure you do not shift the focus of the coaching to yourself.
It is a common trap for coaches to begin to feel the coaching sessions are
being undertaken so they can show the learner how smart or competent
they are!

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Remember: the coaching session is there to assist the learner, not to indulge
the coach.
 Create a positive environment conducive to learning. The coach must use
excellent interpersonal skills welcoming the learner into a supportive and
caring place where the focus is on fostering and cultivating.
This means the coach will need to adjust the pace and flow of their coaching
to meet the needs of the learner. Not all learners will learn at the same
speed so the effective coach must modify their delivery to take this into
account.

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2.2.2 EXPLAIN AND DEMONSTRATE THE SPECIFIC SKILLS TO
BE COACHED
Introduction
To explain and demonstrate a skill, the coach
must be well versed in the theory and practical
components of the task – it is inadvisable for a
coach who is not fully competent in a skill to
try to coach in it.
As obvious as this sounds, there may well be
occasions where you are required to coach in a
task you are less than totally proficient in.
While this is a less than satisfactory situation,
it is a fact of training life.
In addition, you must have the necessary knowledge and skills to perform
the task while adhering to all safety and health requirements as well as
establishment practices.
Specific skills needing to be explained and demonstrated may relate to:
 New equipment introduced to the workplace
 New processes and procedures introduced by management
 Skills required to compete a job or task effectively and efficiently.
Coaching practice
Every task coached should be explained and demonstrated in a clear, short

and simple manner.
Remember, skills to be coached are generally those which do not require
formal or extended training sessions.
This means coaching is commonly applied to common, practical tasks which
are of a short duration.
The two basic techniques commonly used in coaching sessions are:
 Explanation
 Demonstration.
Explanation
When explanation is required the following are useful guidelines:

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 Use industry and establishment jargon as appropriate, but ensure full
explanations are provided where necessary. Communication should
inform the learner, not exclude or confuse them
 Speak slowly, clearly and accurately. Do not rush your words and never
assume knowledge on behalf of the learner.
 Ask questions to confirm comprehension. Questions are a vital part of
coaching.
A good coach will ask many more questions than the learner (see below).
 Refer to safety and health requirements where and when necessary. All
coaching must be set against a framework of required OHS practices.
It is never acceptable to coach people in unsafe practice, or in short-cuts
that introduce the potential for accidents
 Make references to the manufacturer’s instruction manual where
appropriate. Coaching must conform to protocols as listed by the
manufacturer’s instructions for equipment being used.
A copy of the manufacturer’s instructions should be available for the learner
to read, and where possible take away with them for future reading or
study.
Questions
There should be lots and lots of questions in any
coaching session. The learner will hopefully ask some
but the coach should ask loads of them.
Questions should be both ‘open’ and ‘closed’
questions, and they should be designed to provide
you as the coach with feedback on how the learner is
progressing so you can use this information to
modify what it is you are doing, if the need to do so
exists.
Questions may be along the lines of:
 “Have you got any questions?”
 “What do you think the next step might be?”
 “Do you think this product is now ready to serve to a customer?”
 “Why do you think this product is not fit to serve to a customer?”
 “What are the legal considerations at this stage?”
 “What safety issues are likely to be involved in this task?”
 “What would happen if I now pressed the red button?”

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Asking questions does not come naturally to most people so you have to
practice asking them.
You should get to the stage where asking questions is a standard part of
your coaching delivery.
If the learner knows you ask lots of questions, this can also serve as a
motivator for them to pay attention.

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Conducting a demonstration
Demonstration is a very common and popular coaching technique. Where a
skill is being taught, it is impossible to coach someone without using
demonstration.
Remember earlier advice – you must be
proficient in the skill being demonstrated
or the session will degenerate into an
embarrassing farce.
If you cannot do the demonstration
yourself, try to get another staff member to
do the session with you there to add
whatever comments (underpinning
knowledge – see next Section – company policies, legal requirements) are
necessary.
When demonstration is required, the following are effective guidelines:
Go through the tasks slowly and accurately
It is important you get the task right the first time.
Any mistakes on your part as the coach will have an enormous negative
impact on the coaching and harm your personal credibility in the eyes of the
persons being coached.
This highlights the need for the coach to be competent, and also underlines
the need for the coach to practice before delivering coaching.
You have a duty to your learner to be able to competently perform any task
you are coaching them in. This is a non-negotiable requirement.
Bear in mind as a coach your role may also be one of ‘facilitator’.
That is, your job may be to facilitate the learning process.
This means you yourself do not have to do all the coaching but you may
elect to get someone else (more qualified, more experienced) to do certain
coaching tasks. This is not an admission of your own incompetence, but
more an indication you recognise your own shortcomings yet remain
committed to ensuring the learner gets the best coaching help available.
People you might use to deliver some of the coaching sessions might be:
 Other staff from your department (or from elsewhere in the
establishment) who have special skills
 Management personnel or owners
 Manufacturers and/or suppliers.
The real key here, regardless of who does the coaching, is they must be
competent in the task, too.
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Provide verbal explanation when and where necessary
Coaches must be able to explain simply and accurately what they are doing,
and why.
This includes being able to correctly name pieces of equipment and
procedures being used.
Industry terminology should be used as appropriate, but there is a need to
try not to dazzle the learner with your own brilliance on the subject –
coaching is not intended to show the learner how smart you are!
Ensure all procedures used in coaching sessions adhere to the
establishment’s policies and procedures
Internal policies, practices and procedures must be incorporated into the
coaching so they become part of the operation, and are not seen as an
optional extra.
It is acceptable to coach the learner by showing them legitimate, safe and
effective short-cuts that are part and parcel of being a trade professional but
it is never acceptable to coach someone in the use of illegal practices or
unsafe techniques.
Also be aware that research has shown there is often a gender issue when
coaching staff in this regard. Especially, research has shown males will
coach females in the correct techniques for a job but not pass on any of the
‘inside tips/trade secrets’ – they reserve these only for other males.
Try to make sure you share all your knowledge with all your learners
regardless of who they are.
Ensure all demonstration of equipment complies with the
manufacturer’s instructions
The way learners are coached must conform to prescribed instructions,
especially where things such as safety, operation and cleaning are
concerned.
Explaining these requirements before
you start is a good idea, and also
indicating to the learner where the
‘operating instructions’ are kept is
useful.
If you can photocopy relevant parts of the
operating instructions to give to the
learner for them to take away with them
after the coaching session this is even better.
You must also check what you are going to use for the demonstration
beforehand to make sure:
 It is safe
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 It is fully functional
 All parts are in place – including ancillary items such as printer ribbons
in cash registers/terminals
 It has been adjusted where necessary to suit the needs of the learner.
I do it normal …
There is a little rhyme used by coaches and trainers to describe how they
might go about doing a demonstration with a learner.
It goes:
“I do it normal,
I do it slow,
You do it with me,
Then off you go.”
I do it normal
This describes the first part of the demonstration.
The task is explained to the learner and then the coach demonstrates the
task at normal speed with no pauses, and no explanations.
This gives the learner the opportunity to see how ‘it’ is done and helps to put
the whole coaching session into context/perspective.
I do it slow
The coach then repeats the demonstration but this time breaks the
demonstration down into sub-steps/stages (see ‘Coaching sub-steps in
sequence’ in this section) and explains each phase as the demonstration
progresses.
The learner is encouraged to ask questions and the coach uses questions
too.
The coach might ask:
 “Can you remember what I did next?”
 “Why do you think it is important to do this
before we do that?”
 “Why was it important I did what I just did?”
It is during this stage you would also:
 Incorporate underpinning knowledge – see next
Section
 Name the parts, ingredients and other items
being used
 Highlight any safety issues relating to the task
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 Explain how this task fits in with other tasks the learner (or other staff)
might have to undertake.
You do it with me
This is where the learner and the coach do the demonstration together.
This may occur with the coach and the learner each using their own piece of
equipment (that is, the coach and the learner each have a piece of
equipment, and they work ‘in tandem’) or it can be a joint effort with the
coach and the learner combining to work on the one item, piece of
equipment or set of items.
The learner is free to ask questions as they go and the coach provides
whatever assistance is necessary.
The role of questioning plays a vital role during this phase too.
For example, if the learner had a question about ‘what to do next’, the coach
could simply provide the answer to the question or they could elect to ask a
question to get the learner to think through the situation and work out the
answer for themselves. The coach might say:
 “What do you think might be the next step?”
Or
 “If I said, think about the safety aspects of this job and try to recall what
we said about the possibility of you losing a couple of fingers … would
that help?”
Throughout this phase the coach must:
 Be alert to make sure the safety of the learner is never at risk
 Ensure the learner follows all the required steps. At this stage of their
education, the learner is not allowed to take short cuts or make up their
own mind about standards or the sequence of steps in the task
 Offer support and encouragement. Where the learner has done a correct
step it is appropriate to offer some form of sincere praise (but not to
overdo it). A simple “Good”, “Yes”, “Well done” or just an approving nod of
the head should be enough
 Offer extra advice/coaching when the learner gets lost or stuck. This can
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Then off you go
This is the last stage of the coaching where the coach provides the
opportunity for the learner to practice their newly learned skill.
The opportunity for practice may be in the training room or on the floor in
an actual workplace situation.
Usually, practice is also arranged with the learner’s supervisor so they too
can monitor what is being done and provide on the spot assistance when
and if it is required.
The coach should check back with the learner (and/or the supervisor)
periodically to see how things are going and determine whether:
 The learner needs more coaching
 The learner is ready to move on to their next coaching task.
Using handouts
Many coaching sessions can benefit from the use of ‘handouts’.
Handouts are any printed or handwritten material given to the learner.
Handouts may be generated by you as the coach, or they can be photocopies
of other relevant material. Examples of handouts can include:
 Company policies and procedures
 Manufacturer’s instructions
 Recipe sheets
 Work instructions/Standard Operating
Procedures
 Checklists
 Price lists
 Brochures
 Advertising material that the company uses to
attract business.

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Observing the learner practicing
When observing a colleague attempting or practicing their newly acquired
skills, the following apply as guidelines:
 Effectively correct the learner whenever they take an incorrect step –
corrective action needs to be immediate so incorrect practices are not
allowed to become habits
 Ask questions to confirm the learner’s knowledge. Effective coaching will
ensure staff not only know what to do, but why they are doing it.
For example, if the learner correctly performed a sequence of tasks it is still
appropriate for the coach to say something
like “Well done. Can you tell me why we turn
the X valve off before we release the
pressure?”
 Ensure the learner is always in comfortable
surroundings. This may mean adjusting
lighting and/or air conditioning and taking
action to eliminate extraneous distractions.
Sometimes comfortable surroundings may
mean having music playing in the
background and sometimes it may not
 Praise the learner when and where
appropriate. Be lavish in your praise, but
ensure it is genuine praise and is deserved.
Too much unwarranted quickly becomes false and annoying
 Encourage the learner as much as possible. Learners may be anxious
about the coaching so create an environment of success.
If they get something right, it is appropriate to say a quick “Good”, or “You’re
doing well”.
A smile or a nod of the head can do the same job in some circumstances
 Listen to the learner’s feedback and act on it. If the learner is unhappy or
uncomfortable with some aspect of the coaching, do whatever you can to
remedy the situation in line with still achieving the coaching objective
 Pay attention. You must focus your attention on what the learner is doing
and not get distracted (by phone calls, people walking past, calling in for
a chat), or by doing other things such as completing paperwork, taking a
delivery.

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Coaching sub-steps in sequence
Any task to be coached must be broken down into its sub-steps, and then
coached in sequential order.
This is one of the tasks the coach must prepare as part of their planning
and preparation for the coaching session.
It requires you to write each sub-step down and into your coaching plan to
ensure:
 No step is omitted
 Tasks are presented in the correct sequence.
It is not acceptable for a coach to believe they can remember all the sub-
steps for a job or activity. They must be written down for reference if needed
during the coaching session and/or to give to the learner for their future
reference.
For example, to coach someone in making a cappuccino, the following
sequence may have been identified:
 Select appropriate cup
 Select saucer
 Select teaspoon
 Position crockery and cutlery correctly on
saucer
 Fill up a single cup espresso holder
 Tamp coffee granules
 Fit holder into espresso machine
 Depress single cup 1/3 cup button
 Wait for cup to fill with concentrated coffee to
1/3 mark
 Steam milk
 Fill cup with 1/3 steamed milk
 Scoop froth onto coffee for remaining 1/3
 Sprinkle froth with chocolate powder.
Note that the above information will not apply to all establishments
producing cappuccinos – and nor should it. The intention is to write down
only the way a cappuccino is made in this establishment and to use the
names/terminology and practices this establishment uses.

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Other premises might talk about group handles, ‘texturing’ the milk (instead
of ‘frothing’) or filling the cup to different levels but at this establishment,
the above information is what happens.
Remember, if the accepted or standard operating procedure in the workplace
is different from what the ‘textbooks’ say, then the coaching must follow the
workplace practice (providing safety is ensured). Coaching should never
train people in what should be done only for them to find out that in
practice something else happens in the real world of their workplace.

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2.1.1 COMMUNICATE CLEARLY ANY UNDERPINNING
KNOWLEDGE REQUIRED
Introduction
Underpinning knowledge refers to the
essential knowledge required to carry
out tasks or perform skills effectively,
legally and as required by the
establishment.
All tasks where there is a need for
coaching will have some level of
underpinning knowledge associated
with it.
As a coach, not only must you be competent in the task you are
demonstrating, but you must also be knowledgeable about the underpinning
knowledge required for that task.
Communicate clearly any underpinning knowledge required

Depending on the task being coached, underpinning knowledge can include:
 Knowledge of processes and procedures, principles and practices –
including theory underpinning technical skills
 Communication skills that contribute to production and harmonious
relations between employees and customers
 Teamwork skills, contributing to productive working relationships and
outcomes
 Planning and organising skills that contribute to long-term and short-
term strategic planning
 Self-management skills, contributing to employee satisfaction and growth
 Learning skills helping to contribute to ongoing improvement and
expansion in employee and company operations and outcomes
 Technology skills that contribute to effective execution of tasks
 Ingredients in a dish or drink, including information on how those
ingredients need to be stored, where they are stored and indicators of
quality for each ingredient
 Components of a piece of equipment, including indicators something is
wearing out and needs replacing, and how to undertake basic
maintenance
 Product knowledge and/or knowledge relating to the services the venue
offers such as trading hours, discount rates available, which credit cards

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are accepted, whether or not there are home deliveries. This list is
virtually endless.
 The range of principles underscoring skills such as selling, so practice
may be based on sound theory, and so certain acknowledged and
accepted strategies can be applied at appropriate times.
 Reasons for undertaking tasks so staff understand not only what they
are doing, but also why they are doing it.
 This makes it more likely staff can modify behaviour and practice as
circumstances alter and as situations dictate, rather than blindly
continue to deliver the same service to all customers when the situation
obviously requires a variation to standard practice
 Legislative requirements, so staff function responsibly and within the
letter and spirit of the various laws applying to the industry. Major
concerns in this regard (depending on the venue) include OHS, liquor
licensing, food safety and gaming as well as the common law ‘duty of
care’ provisions.

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2.2.3 CHECK THE COLLEAGUES UNDERSTANDING
Introduction
It is a standard requirement throughout all coaching
sessions that you focus effort on checking and
determining the level of understanding the learner has
in relation to the task being coached.
This applies whether the topic is a knowledge-based
one, attitudinal or skill-based.
Another look at the role of questions in coaching

During a coaching session, it may be necessary for the coach to ask the
learner questions to confirm their knowledge of a specific task. Indeed, as
earlier stated, the effective coach will ask many, many questions.
The type of questions that can be asked will vary according to the type of
coaching session being conducted.
It is advisable to prepare these questions as part of the planning phase of
the coaching, rather than rely on your ability to think of and remember to
ask appropriate questions during the coaching session.
Examples of such questions may include safety and health issues like:
 Why is it important not to touch the steam wand of the cappuccino
machine?
 Why is it important to check glassware before it is used?
 When and why should you refer to the manufacturer’s instruction
manual about how to operate a piece of equipment?
 Why must we always refer to the current schedule before making a
quote?
Questions could also relate to seeking underpinning knowledge about
products, such as:
 Who makes XYZ liqueur?
 What brand of coffee do we serve?
 What is the price of a trip to ABC?
 What procedure do you follow when changing a cash drawer?
 In which book or file do you record deposits paid?
Sometimes, when attempting to determine the existing level of underpinning
skills and/or knowledge a staff member has, the coach may approach a
supervisor and ask their opinion.

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Alternatively, or in addition, the coach may ask the staff member to bring
along evidence they have previously completed a course or received some
other experience via training or life experience .
Checking colleague’s understanding

At various stages throughout a coaching session you should ask the learner
questions confirming or determining their understanding of a particular
task.
The reason for this is to seek verbal and/or visual confirmation of
understanding. Checking for understanding is important because the
learner may not have fully understood what you showed them.
The learner may have been anxious and unable to concentrate properly,
they may have just had a momentary lapse of concentration, they may have
been distracted by something, they may have been trying to assimilate an
earlier item and missed the next one, or there could have been a noise that
prevented them hearing what you said.
It is therefore essential to seek confirmation at regular intervals throughout
the coaching session to make sure all information provided by you has been
accurately received by the staff member, and received in the right context
and to ensure it is appropriate to move on to the next step/stage of the
coaching.
The two-way nature of communication
Always remember communication is two-way thing: there is a sender and a
receiver. For communication to be effective, the receiver must accurately
interpret the sender’s message and provide
feedback to it.
To check if information has been received
accurately, coaches commonly use more
'open' questions than ‘closed’ questions to
obtain feedback.
Open questions require lengthier answers
than 'closed' questions, which require a
simple ‘Yes’ or ‘No’ response, or a very short
reply.
Open questions start with:
 Who? - Who do you report equipment failures to?
 What? - What is the purpose of our guarantee?
 When? - When should you switch off in-room air conditioning?
 Where? - Where do you store the travel vouchers?
 How? - How do you greet a customer?
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2.2.4 PROVIDE THE COLLEAGUE THE OPPORTUNITY TO
PRACTICE THE SKILL AND ASK QUESTIONS
Introduction
All coaching sessions should provide an opportunity for the learner to
practice their newly found skills.
This opportunity should include:
 Opportunity within the coaching session as part of the coaching provided
 Opportunity after the coaching session has finished in the workplace
under your supervision, the supervision of another staff member or
under the supervision of a supervisor.
Providing the opportunity to practice

Any new skills shown to the learner may be quickly lost if there is no
opportunity for the learner to put those skills into practice.
Do not believe once you have shown the learner what to do, the job of
coaching is finished – far from it!
While the colleague practices, you must:
 Watch to ensure they are doing the task correctly.
This means they are working safely, doing sub-
tasks in the correct sequence, not wasting effort,
time or product
 Provide further information. This information is
sometimes known as the ‘nice to know’
information, or the ‘could know’ information. The
vital information is called the ‘must know’
information and should be presented as part of the
demonstration you did initially)
 Be ready to demonstrate again a step where and when necessary
 Encourage, praise and congratulate.
While watching the learner practice it is also appropriate to ask them
questions to assess their level of understanding or underpinning knowledge.
Remember some employees become embarrassed easily, so all feedback
(especially feedback with a negative element) should be done in an
appropriate location away from other staff members and members of the
public.

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Encouraging the learner to ask questions
Some learners are reluctant to ask questions.
There can be several reasons for this:
 They may feel it indicates their ignorance
 They may not want to ask what they feel is a stupid
question
 They may not want to waste your time.
Ways to overcome this possibility are to:
 Regularly ask the learner if they have any questions and then pause long
enough for them to ask a question.
There’s no point asking if they have a question and then rushing on to the
next topic or point without giving them an opportunity to actually ask a
question
 Ask lots of questions yourself. This legitimises the use of questions in the
coaching context and, if the learner is not asking any or many, it gives
you the opportunity of trying to determine their actual level of
understanding and/or knowledge
 Congratulate the learner on their question. This must be done
appropriately to avoid it seeming false.
You might simply say “Good question. It shows you’re thinking about XYZ.
That’s good”
 Generate an answer to the question – note we have not said ‘answer’ the
question.
If the learner asks a question it is vital it gets answered but this does not
mean you have to supply the answer.
Part of the learning process can be for the learner to think the question
through themselves and come up with an answer you will either confirm
or modify.
For example, when asked a question you could:
 Re-word the question and ask the question back to the learner
 Give them a hint and then ask them what they think the answer
might be
 Tell them the answer – this option should not be your only response
when learners ask questions.

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2.2.4 PROVIDE FEEDBACK IN A CONSTRUCTIVE AND
SUPPORTIVE MANNER
Introduction
Not only must all coaching be conducted positively and in an encouraging
fashion but supportive and constructive
feedback must also be given.
Such an approach encourages the learner to
try harder and assists in creating an
environment conducive to learning.
This will inspire more determination to achieve
the final goal.
The anxiety of learners

Commonly learners are anxious about their progress and they are usually
seeking answers to questions such as:
 "How am I going?"
 "Am I on the right track?"
 "Is what I am doing OK?"
Many learners will not actually talk about these concerns but it is usual
they are thinking them.
The effective coach will set their mind at ease by supplying appropriate
answers to the unstated questions on a regular basis.
Basics of feedback
It is useful to bear the following in mind when considering the use of
feedback in coaching. Feedback refers to:
 Guiding the person being coached
 Being a core part of coaching sessions
 Being constructive so the person being coached feels encouraged and
motivated to improve their practice
 Being timely so the person being coached can use the feedback to guide
practice
 Being linked to a clear statement of orderly progression of learning so the
person being coached has a clear indication of how to improve their
performance. This provides a developmental approach for achievement of
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 Being specific to the learning outcomes of the coaching session so
assessment is clearly linked to learning
 Guiding people to become independent learners and their own critics.
Providing feedback
The support and feedback can be communicated either by verbal or non-
verbal communication.
Verbal communication
This is communication spoken to the learner, for example: “You’re doing a
great job, Tony. Now would you like to try including some workplace
statistics?”
Keys in giving verbal feedback are:
 Keep it brief
 Keep it relevant
 Keep it genuine
 Make sure it is warranted.
Beware!
While speaking with a learner during a coaching session remember to avoid
phrases which, on the surface, sound encouraging but which can be
counter-productive.
For example, you may wish to indicate a certain task is relatively easy so
you say “You’ll learn this quickly – it’s child’s play, really!”
Your genuine intention is to set the learner’s mind at ease, and to facilitate
their learning by attempting to remove the thought that the task is difficult:
this is very commendable.
However, if the learner was then unable to learn the task quickly, what have
you just said?
In effect, you have told them they are more incompetent than a child.
The above example highlights the need for coaches to be extremely alert to
giving unintentional negative feedback, and the very real need for them to
think before talking.
Delivering negative feedback
It is a fact of life when coaching that there will be times when you need to
provide negative feedback to a learner.
In reality you have an obligation to do this where it is called for. You would
not be doing your job if you failed to give legitimate negative feedback.

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However, there is a need for you to pass on such comments in a sensitive
and supportive fashion.
This can be done by using a ‘positive-negative-positive’ sandwich.
This means you begin your feedback by mentioning something the learner is
doing well, follow it with the negative feedback, and then finish the
communication on a positive note by making reference to something else
you are pleased with.
This approach still gets the negative message across but is sensitive because
it allows the learner to know you are happy with other aspects of what they
are doing.
An example of the use of a ‘positive-negative-positive’ sandwich is:
“Jim, I think you are going really well with the new cocktails. I was especially
impressed with that new cocktail you created the other day. I think it’ll be a
winner.
I just need you to focus a bit more though on the wastage angle. I think we’re
wasting just a bit too much product when we mix the drinks and that will
really bite into the bottom line.
But overall you’re doing great – your presentation and garnishing are
outstanding.”
The above illustrates how the coach can let Jim know he needs to stop
wasting product but does it in such a way Jim is left positive about the
negative feedback because the coach has acknowledged some of the other
good work he has done.
Note the use of the ‘we’ in the feedback also helps to de-personalise the
feedback.
Non-verbal communication
This is communication via body
language.
Coaches have to pay special attention to
their body language to avoid sending
unintentional negative messages to their
learners.
For example, when observing a learner
you might find yourself frowning,
shaking your head, drumming your
fingers or giving off ‘negative’ signals in
some other way.
These negative signals will interfere with
the learning process and are to be
avoided.
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In addition, because most people believe body language above verbal
language, you must be careful about what messages your body language is
sending.
There is no point verbally telling a learner you are happy with their progress
when your non-verbal signals indicate frustration, anger, disapproval or
dissatisfaction.
WORK PROJECTS
It is a requirement of this Unit you complete Work Projects as advised by
your Trainer. You must submit documentation, suitable evidence or other
relevant proof of completion of the project to your Trainer by the agreed
date.
provide written, video, photographic or other evidence you have coached
a colleague on the job and:
 Explained the need and purpose of the coaching to them

 Prepared for the coaching by arranging the location and necessary
resources/materials
 Explained and demonstrated the required skills

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 Communicated necessary underpinning knowledge as part of the
coaching process
 Checked understanding of the person being coached throughout the
coaching process
 Provided opportunity for colleague to practice
 Provided feedback to the learner throughout the session.
ANSWER KEY
When coaching colleagues on the job:
 Explain the need and/or reason for coaching to the learner at the outset
 Gain agreement coaching is a legitimate way to address identified need
 Develop a relationship with the learner
 Demonstrate skills using the ‘I do it normal, I do it slow, You do it with
me, Then off you go’ approach
 Provide explanation and underpinning knowledge as required
 Use questions to assist learning and check for understanding
 Support demonstrations with handouts
 Provide opportunity for learner to practice skills learned

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 Ensure all coaching sessions align with company policies, safety
requirements and actual workplace practice
 Observe the learner and provide encouragement, support and feedback
 Provide opportunity for application of skills and knowledge learned
 Provide constructive and supportive feedback.
LEARNING OUTCOME #3 WORK OWN ROLE AND

RESPONSIBILITY WITHIN TEAM
CONTENTS:
1. Communication process
2. Team structure
3. Team roles
4. Group planning and decision making
5. Specific diversity issues
ASSESSMENT CRITERIA

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1. Effective and appropriate forms of communications used and
interactions undertaken with team members who contribute to known
tem activities and objectives
2. Effective and appropriate contributions made to complement team
activities and objectives, based on individual skills and competencies
and workplace content
3. Observed protocols in reporting using standard operating procedures
4. Contribute to the development of team work plans based on an
understanding of team’s role and objectives and individual
competencies of the members
CONDITION
Student/ trainee must be provided with the following:
Appropriate
Role and objective of
Sources of information communication
team
techniques
 Standard operating
and or other
 Work activities in
workplace
a team  Use of active
procedures
environment with listening
 Job procedures
enterprise or  Use of both open
 Machines/equipment
specific sector and closed
manufacturers
 Limited questions
specifications and
discretion, speaking clearly
instructions
initiative and and concisely
 Organizational or
judgement maybe  Using appropriate
external personnel
demonstrated on language and tone
 Clients/supplier
the job, either of voice
instructions quality
individually or in  Being attentive
standards
a team
 OHS and
environment
environmental
standards
ASSESSMENT METHOD:
 Demonstration
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 Observation
 Interviews/ Questioning
Learning Outcome 3
WORK AS A TEAM MEMBER
Learning Activities Special Instructions

Read Information Sheet 2.3-1: This Learning Outcome deals with the
on PREARE FOR ON-THE-
development of the Institutional
JOB COACHING
2.3.1 Monitor progress with Competency Evaluation Tool which
new skills in the
trainers use in evaluating their trainees
workplace and provide
supportive assistance as after finishing a competency of the
required
qualification.
2.3.2 Report progress to the
appropriate person as Go through the learning activities
required
outlined for you on the left column to
2.3.3 Identify performance
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problems or difficulties gain the necessary information or
with the coaching and
knowledge before doing the tasks to
rectify them or refer
them to the appropriate practice on performing the requirements
person to follow-up
of the evaluation tool.
The output of this LO is a complete
Work project 2.3-1
Institutional Competency Evaluation
Answer guide 2.3-1
Package for one Competency of BASIC
COMPETENCY. Your output shall serve
as one of your portfolio for your
Institutional Competency Evaluation for
WORK IN TEAM ENVIRONMENT Feel
free to show your outputs to your trainer
as you accomplish them for guidance
and evaluation.
INFORMATION SHEET 2.3
2.3 FOLLOW UP COACHING
2.3.1 MONITOR PROGRESS WITH NEW SKILLS IN THE WORKPLACE

AND PROVIDE SUPPORTIVE ASSISTANCE AS REQUIRED
Introduction
People learn at different rates and it is usual
for coaches to have to follow up on their
coaching by monitoring the progress of those
they have coached.
Where monitoring indicates the learner
requires more help, the coach is responsible for
providing this, or for arranging it to be
provided.

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Monitoring progress
Coaching does not always finish at the end of the coaching session.
Most coaching continues until the point where the learner has achieved, and
can confidently display the required level of competency for the task being
taught.
Frequently, achieving competency cannot always be reached in the time
allocated to a coaching session because there is generally a need for the
learner to practice.
Practice should always be monitored to ensure the learner is performing as
required, and not learning bad habits.
Practice without supervision, or monitoring, is really not practice.
You must monitor the practice and be ready to correct where required, add
further information or detail if asked for, and praise where appropriate.
Monitoring may entail:
 Completing coaching checklists to ensure all learning
outcomes/competency standards have been achieved. Using standard
checklists ensures all learners are coached to the same standard and
coaching is uniform
 Questioning the learner to verify underpinning skills and knowledge and
to evaluate the level of understanding of certain aspects
 Visual observation. Watching the learner perform a task to verify their
competence
 Checking, for example, improvement in sales figures or improvement in
service speed – using a measurable indicator to assess the workplace
impact of the coaching to demonstrate the coaching has achieved its
intended outcome
 Utilising a number of assessment tools. This may involve (in addition to
demonstrations and verbal questions) the application of written
questions, the use of case studies, practical exercises, role plays, or
assignments to judge whether or not the learner has achieved the
competency level required.
Why is monitoring the progress of learners important?
Monitoring is undertaken to identify:
 The progress of the person being coached
 If changes to content of coaching sessions need to be made
 Changes to coaching processes that need to be made.
Further points to note when monitoring learner progress
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Your monitoring of the learner must be friendly and genuine.
You must strive to continue the supportive environment created during the
initial coaching phase.
When monitoring, you must also strive to be:
 Fair – all learners should be treated the same.
Never play favourites. Do not be harder on some than
you are on others. Do not favour males over
females or vice versa.
Never be harder on older people than younger ones.
Do not favour people from a certain race or religion
 Accurate – watch for and record workplace
performance of learners accurately.
What you record must genuinely reflect what the learner can do
 Understanding. It is important your monitoring takes into account the
limitations individual learners are experiencing.
For example, one learner may have lots of out of work activities or lots of
extra work-related responsibilities limiting the amount of practice they
can do and hence this will affect the rate at which they might achieve
competency.
Coaches should also appreciate some people just have problems with some
learning tasks. They might be brilliant at everything else except this one
task so extra patience and understanding is called for
 Unbiased. It is said workplace coaches occupy a powerful position
because they are able to influence a person’s progress within the
organisation.
Management will often speak to coaches about the potential a learner is
displaying and their readiness for extra duties/responsibilities or
promotion.
The feedback provided by the coach must therefore be fact-based and not
founded on prejudices, favouritism or lies.
This means if a person is good, you are obliged to say so.
Similarly, if they are not suitable you have an obligation to say so too but
making sure you use specific examples to illustrate your opinion.
Management will not appreciate you recommending an unsatisfactory or
unsuitable person for promotion, and it certainly will not reflect well on
your ability to select ‘good’ staff.
 Consistent – monitoring of learners should be regular in nature.
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Sometimes monitoring activities can be organised but frequently they are
not.
Central to this is the issue of fairness. You must ensure the number of times
you monitor one learner is not significantly different to the number of
times you monitor another learner or you run the risk of one person
feeling they are being picked on
 Relevant. The monitoring should be relevant to the skills which were the
basis of the coaching sessions.
Monitoring other aspects of a learner’s work may give the impression you
are checking up on them. Stick only to the topic of the coaching as the
basis for the monitoring. This may mean your monitoring of a learner has
to occur at a certain time during their shift when they are performing a
nominated task.
Providing supportive assistance

A coach must remember individual staff members come to coaching with
widely different experiences and expectations. No two people are the same,
and no two people learn in exactly the same
way.
As a result, one learner may grasp a concept or
pick up a skill quite quickly, where another may
struggle or take longer.
This necessitates the coach being patient,
tolerant and understanding, while in addition
they must be flexible in their delivery and
encouraging in their support.
Flexibility in delivery is essential as it enables
the coach to cater for individual differences
among staff.
This means coaches must get to know their
learners/staff and use the best coaching
method as appropriate for each individual staff member.
For example:
 Some staff will learn better by watching
 Some will learn better by doing
 Some learners prefer learning by reading
 Some prefer to listen
 Others will learn better if they learn on their own, while others will learn
better if they are in a group

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 Some prefer lots of attention, while others prefer to learn on their own.
An effective coach will match their delivery technique to the learning style of
the learner. This again indicates why a coaching plan is useful because it
‘forces’ the coach to plan their coaching delivery to suit the needs of every
individual learner they have to deal with.
This approach avoids the highly ineffective ‘one size fits all’ approach to
coaching.
Keys in providing supportive assistance
The coach should:
 Be accessible to the learner. Coaches should be prepared to be available
when the learner needs to talk, needs help, needs support, needs more
information
 Be non-judgemental. The coach should be a source of encouragement
and support, not a person who makes judgement calls to the learner
about their competency, potential or capacity
 Maintain confidentiality. What is said between the learner and the coach
should stay private
 Avoid giving the learner the impression they are intruding or
interrupting. The coach should welcome the learner’s approaches and
avoid giving the impression they are rushing their dealings with the
learner.

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2.3.2 REPORT PROGRESS TO THE APPROPRIATE PERSON AS
REQUIRED
Introduction
Progress on coaching may be reported in a formal or informal manner.
The precise method used in each instance will depend on the particular
establishment’s policies and procedures, but reporting is either verbal,
written or a combination of the two.
Who might receive a report?

Coaching results may have to be reported to
a number of people.
Naturally the staff member who is being
coached should be supplied with an honest
and comprehensive report of their coaching
and/or assessment.
In addition, you may be required to report to:
 Management and/or the owners of the
business
 The HR Department – because the
learner’s remuneration may be linked to their capacity to demonstrate
competency
 Head Office – for their records which may be used to identify staff who
are eligible for promotion, further training, extra responsibilities, higher
duties
 The supervisor in the area where the learner works – so they can get
feedback about their skill levels, potential, commitment.

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How often might the report be needed?
There is a wide variation of possibilities in reporting frequency.
Most establishments encourage ‘regular’ verbal reports on learner progress
so this may be an almost daily chat with someone,
just for a minute or two, about how they are
progressing.
Written reports are usually required less
frequently and may be needed:
 Weekly or monthly
 On completion of the coaching – that is, when
you are confident the learner has achieved the
required competencies
 For nominated staff or management meetings – where there can be a
need for coaches to present a report on who they are coaching, and how
those learners are progressing.
Why are these reports required?
These in-house progress reports can be very useful management tools in a
variety of ways, some of which include:
 Checking overall skill levels of staff. This entails keeping a current
inventory of all in-house staff skills.
This can be referred to when there is a need to move staff around internally
to respond to extra demand, staff absenteeism or unpredictable issues
 Recording extra coaching/training required. Reports are really records
and these can be used to help coaches (and other staff within the
organisation) identify, and remember for future use, the top-up
coaching/training required by individual staff members
 Identifying those who appear appropriate for future skill development.
Records can serve to identify future training/coaching needs for
individuals, individual departments, and the enterprise as a whole.
A prime role of these records is to flag for attention certain staff who appear
to have an aptitude for certain work, and/or to identify those who seem
to have management potential
 Providing a reference for promoting employees. Success with learning can
be beneficial for an employee’s promotional prospects
 Amending employee’s staffing record. As staff increase their skill sets
their employee records should be updated to reflect their increased value
to the organisation.

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This increased skill level may be linked to increases in remuneration but is
commonly taken into consideration when the business is looking to
promote someone within the organisation to the next level of
responsibility
 Compiling statistical records. Many establishments like to record details
about the number of staff coached in a given period, how much time was
spent on coaching and how much money was allocated to it.
2.3.3 IDENTIFY PERFORMANCE PROBLEMS OR DIFFICULTIES WITH

THE COACHING AND RECTIFY THEM OR REFER THEM TO THE
APPROPRIATE PERSON FOR FOLLOW-UP
Introduction
At the end of every coaching session, the coach should review the session.
This review should aim to determine how effective the session had been with
a view to improving future sessions.
Even coaches can learn if they take the time to look for the signs, and the
feedback.
Identifying performance problems or difficulties

Performance problems or difficulties may be identified as a result of:
 Feedback from customers regarding
their levels of satisfaction or
dissatisfaction with products and
services
 Feedback from supervisors about the
performance of individual staff
 Observation of work performance
 Performance appraisals conducted in
the workplace.

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Rec R. Rocha
The role of evaluation
Many coaches make notes and document how the coaching could have been
improved at the completion of each coaching session.
Effective coaches take this evaluation phase very seriously, recognising its
potential for improving future coaching sessions.
In fact, until a review has been done, the coaching session cannot be truly
seen to be complete.
This illustrates there are really three stages to any coaching session:
 Planning of the session
 Delivery of the session
 Evaluation of the session.
What’s involved?
Not only should the coach monitor the coaching session, looking for things
that created or caused problems or impeded learning but also looking for
techniques which appeared to work well or be particularly effective with a
learner.
The coach should also ask for the learner’s feedback on the coaching
session and this feedback should be taken seriously and constructively.
Remember, everyone learns at a coaching session, the coach included.
Just because you are the coach does not mean you cannot learn too –
especially about the way you
deliver your coaching and about
the person you are coaching.
Where problems with coaching
are identified, every effort must
be made to remove them from the
next coaching session.
A coach who knows there is a
potential problem and fails to
take action to eliminate or reduce
the impact of that problem is
simply lazy and unprofessional.
He/she will quickly gain a reputation in the workplace for being just that.
How can I tell there’s a problem? What should I look for?
As a coach you must be alert to signs that coaching has not been effective.
Performance problems or difficulties may be due to:

July 2019
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 Shyness or lack of confidence – where the learner is worried or anxious
about their ability to cope with the coaching sessions and/or to be able to
achieve the required competency or standards
 A breakdown in communication – where the coach may be sending mixed
messages (such as a non-alignment between verbal and non-verbal
communication).
Problems may also be caused by:
 The coach using trade terminology not properly explained
 The coach allowing other issues to take priority over the delivery of
coaching
 The learner misinterpreting a message sent by the trainer which
causes a barrier to future learning
 Language or cultural barriers – where there is a spoken language
difficulty or the coach has unintentionally given unintended cultural
offence by something they have said or done
 Insufficient opportunity to practice – where the coach has failed to
arrange for the practice sessions or where the opportunity (and the tools,
the time, the pressure) to practice has not matched the real needs of the
learner
 An inappropriate environment for coaching. This can include situations
where there are members of the public present causing anxiety, too many
other staff present, or situations where it is too hot, too cold, too noisy or
too sunny.
Possible causes of problems
The above problems can nearly always be traced back to one or more of the
following reasons:
 Poor, insufficient or rushed preparation. Good, solid preparation is the
key to effective coaching
 Time restraints. Rushed coaching will rarely be effective
 Communication barriers. Anything that gets in the way of the messages
being sent in the coaching session is likely to cause problems (including
interruptions from outside sources)
 Uncomfortable surroundings making the learner feel uncomfortable and
unable to properly concentrate
 Inappropriate learning tools. For example, if you are coaching someone
on how to use a cash register/POS terminal it really needs to be the same
type of register/terminal they are using in their day to day work

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 Broken, dangerous or faulty equipment. Never use dangerous or unsafe
equipment
 Unmotivated learners. You must remember:
 Not all learners are as motivated as you in relation to what it is they
need to know or be able to do
 It is without exception your responsibility to motivate your learners.
This can be difficult to do in some cases but it needs to be clearly stated
that it is your job to get the learners to a stage where they are, if not
eager to learn, they are at least willing to learn.
Again, how you intend to achieve this is often recorded on the coaching
plan.
Motivation may be encouraged by:
– Telling a short story or anecdote illustrating the need for the
coaching which is about to occur
– Doing a brief demonstration of what can happen when things go
wrong
– Reading out a media article relating to the topic
– Mentioning relevant statistics demonstrating the need for the
coaching (such as injury statistics, wastage figures, money spent
by the venue on raw materials).
 Insufficient stock, items or products to complete coaching session. It is
the coach’s job to make sure there is enough of everything to allow the
coaching session to be completed as intended
 Poor levels of attendance. Where learners have a tendency not to attend
for arranged coaching sessions this is usually an indication they are
unhappy with some aspect of what you are doing.
They may be unhappy with your coaching style or the way you deliver the
coaching but a common cause of problems in this area relates to
interpersonal skills.
Learners may find you are being too ‘forceful’, they may not find it funny
when you make jokes or they may have taken offence at a comment you
made which you thought was funny.
The final thing to consider when levels of attendance are poor is whether or
not the learner has other commitments at that time.
The need to act on the basis of reviews

Coaches must realise reviews or evaluations are only useful if acted upon.
Once a problem or difficulty has been identified, it must be addressed.

July 2019
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Rec R. Rocha
There is little point in taking the time and trouble to obtain feedback if it is
ignored.
If the review identifies lack of
equipment is an issue, then more
equipment must be obtained.
If the review shows your delivery
style is annoying, ineffective or
disliked then it has to be
changed.
In some cases, the coach alone is
able to take action to rectify the
problem, while in other cases,
there will be a need to involve
others who may control rosters, resources or knowledge.
If you are unsure about what action to take in relation to a person you are
coaching, the best approach might be to discuss the situation with them to
try to work out a mutually acceptable and agreeable solution.
Referring to other people for follow-up
Where you are genuinely unable to fix a coaching-related problem (and this
can include a problem relating to the delivery of coaching, assessment of the
competency of a learner, materials needed to undertake the coaching, time
release for staff to attend coaching sessions) there is a need to refer this
situation to the ‘appropriate’ person.
Exactly who is the appropriate person will depend on the nature of the
problem – obviously you need to refer the issue to someone who has the
authority to act on your behalf.
For example, coaches often have problems with supervisors refusing to
release staff from normal duties to undertake training so this problem may
need to be referred to the manager (after having, of course, tried to resolve
the issue with the supervisor one on one).
The ‘appropriate person’ may be:
 Duty manager
 Office manager
 Branch manager
 Owner
 Department manager
 Section manager

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Rec R. Rocha
 Someone at head office who has authority for spending money or
obtaining resources for training/coaching.
WORK PROJECTS
It is a requirement of this Unit that you complete Work Projects as advised

by your Trainer. You must submit documentation, suitable evidence or
other relevant proof of completion of the project to your Trainer by the
agreed date.
Note: this Work Project follows from and builds on Work Project 1.1 and
2.1.
provide written, video, photographic or other evidence you have followed
up after a coaching session for a colleague on the job and:
 Monitored their on the job progress in relation to the skill that was
coached
 Provided additional help as required to supplement the coaching
 Liaised with others to monitor and support the learner’s on the job
practice
 Reported progress to others in the workplace as required or
necessary
 Reviewed or evaluated the coaching provided to the colleague to learn
lessons for future reference
 Determined if the learner was experiencing problems and/or
difficulties with the skill in which they were coached
 Addressed identified learner problems and/or difficulties effectively
and in a timely manner.

July 2019
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Rec R. Rocha
ANSWER KEY
When following up coaching:

 Monitor progress of learner in the workplace
 Involve other staff, supervisors and customers in the monitoring process
 Use a variety of ways to monitor learner progress
 Be supportive, fair, accurate, unbiased, understanding, consistent and
relevant
 Maintain confidentiality
 Report learner progress as required to those who need to know
 Be alert to the possibility the learner may have problems or difficulties
and take action to identify them
 Respond promptly and appropriately to identified learner problems or
difficulties – never ignore them
Accept coaching has not finished until an evaluation or review has been
undertaken.

July 2019
ENVIRONMENT
Rec R. Rocha
REC R. ROCHA
2F A 249 Vicente Cruz, Sampaloc, Manila
+63 905 608 7523 / +63 919 617 9856
[email protected]
Career Objectives
Seeking a challenging career opportunity that will use my diverse training to
achieve satisfactory level of professionalism and performance, share and apply my
knowledge and skills in the kitchen management and operations.
Skills Summary
Experienced Chef with a demonstrated history of working in food and
beverage industry. Skilled in Costumer Services, Management, Microsoft Office,
Strategic Planning, and Leadership.
Education
2012 Bachelor of Science in Hospitality Management
Specialized in Culinary Arts
San Sebastian College – Recoletos Manila
Trainings and Seminars Attended
2018 Bread and Pastry Production

United Maritime Training and Assessment Center
2018 Trainers Methodology I

Philippine Academy for Technical and Vocational Skills Inc.
2013 Basic Safety Training

July 2019
ENVIRONMENT
Rec R. Rocha
Philippine Seafarers Training Center
2013 Proficiency in Crisis Management and Human Behavior

2013 Crowd Management

2010 Asian Cuisine

Magsaysay Institute of Hospitality and Culinary Arts
National Certificate
Cookery NC II Cert. No. 181311020214888

Issued on: March 17, 2018
Valid Until: March 16, 2023
Bread and Pastry Production NC II

Cert. No. 18131102021990
Issued on: April 23, 2018
Valid until: April 22, 2023
Trainers Methodology I
Cert. No. TMC - 18131101000348
Issued on: July 8, 2018
Valid until: July 7, 2023
Commercial Cooking NC III

Cert. No. 18130603098341
Issued on: July 22, 2018
Valid until: July 21, 2023
Food and Beverage Services NC II

Cert. No. 18131102046488
Issued on: August 25, 2018
Valid until: August 24, 2023
Housekeeping NC II
Cert. No. 18131102064521
Issued on: November 22, 2018
Valid until: November 21, 2023

July 2019
ENVIRONMENT
Rec R. Rocha
National TVET Trainer Certificate I for Bread and Pastry Production NC II
Cert. No. 191813031200245
Issued on: February 21, 2019
Valid Until: April 22, 2023
Experience

Chef
2F University Center Bldg. 1985 CM Recto Ave. Sampaloc Manila, Philippines
January 18, 2017 – Present
Responsibilities:
 Oversee the entire kitchen operations
 Prepare, cook and present dishes with specialty
 Managing and training kitchen staff
 Develop dishes and menus
 Ensuring high standards of food hygiene and comply health and
safety rules
 Monitoring portion and waste control
 Daily inventory
Wolfgang’s Restaurant and Wine Bistro

Line Cook
474 Main Street, Highlands, North Carolina USA 28741
March 2012 – January 2013
Responsibilities:
 Setting up and stocking stations
 Food preparation
 Cooking menu items
 Answer, report and follow executive chef’s instruction
 Clean up stations
 Stock inventory appropriately
 Ensure food comes out simultaneously in high quality and timely
fashion
 Comply with nutrition and sanitation regulations and safety
standards
July 2019
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Rec R. Rocha
 Maintain a positive and professional approach with coworkers and
customers
Personal Information
Nickname: Ric-Ric, Nonoy, Toto
Birthdate: July 29, 1991
Civil Status: Single
Father: Flaviano R. Rocha Jr.
Businessman
Mother: Enestita R. Recto
Housekeeper / Family Business
Language: Romblomanon, Tagalog and English
Skills: Hardworking
Willing to work under pressure
Computer literate
Able to follow verbal and written instruction
Knife skills
HACCP oriented
Regional and international cuisine
Fundamentals of pastry and Bread production
Character References
Dr. Jovid Maricar D. Maranan

Human Resource and Program Manager
2F University Center Bldg. 1985 C.M. Recto Ave. Sampaloc, Manila
(0917) 898 8213 (02) 559 8213
[email protected]
Chef Joachim Green

Executive Chef / Owner
Wolfgang’s Restaurant and Wine Bistro
474 Main Street, Highlands, North Carolina USA
28741 (828) 421-2211 (828) 526-8396

July 2019
ENVIRONMENT
Rec R. Rocha
[email protected]
I hereby certify that the above informations are true to the best of my knowledge.
Rec Recto Rocha

July 2019
ENVIRONMENT
Rec R. Rocha

2 Work in A Team Environment

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2 Work in A Team Environment

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Sector : TOURISM

Basic Competency: BASIC COMPETENCY

Unit of Competency: WORK IN A TEAM ENVIRONMENT

Module Title: WORKING IN A TEAM ENVIRONMENT

Hospitality Institute of America – Philippines Inc.

The unit of competency, “WORK IN A TEAM ENVIRONMENT”, is one

No. Unit of Competency Module Title Code

WORK IN TEAM Working in team

PRACTICE CAREER Practicing career

Date Prepared: Document No.

MODULE TITLE: Working in a team environment

Upon completion of this module, you should be able to:

Learning Outcome 1: Describe team role and scope

Learning Outcome 2: Identify own role and responsibility within team

Learning Outcome 3 Work as a team member

Learning Outcome 4: Work effectively with colleagues

Learning Outcome 5: Work in socially diverse environment

Date Prepared: Document No.

Upon completion of this module, you MUST be able to:

2. Identify own role and responsibility within team

3. Work as a team member

4. Work effectively with colleagues

5. Work in socially diverse environment

LEARNING OUTCOME #1 DESCRIBE TEAM ROLE AND SCOPE

Date Prepared: Document No.

 Standard operating  Work procedures

Date Prepared: Document No.

Learning Activities Special Instructions

INFORMATION SHEET 2.1-1

Date Prepared: Document No.

2.1.1 IDENTIFY THE NEED FOR COACHING BASED ON A RANGE

What does coaching relate to?

Identifying the need for coaching

A direction from management to help a staff member

Date Prepared: Document No.

2.1.2 IDENTIFY SKILL DEFICIENCIES THAT COULD BE

Date Prepared: Document No.

Training and coaching

Date Prepared: Document No.

Identifying specific coaching needs

The colleague’s previous work, life experience and training

Date Prepared: Document No.

Discussing things with the learner

Prior to creating a formal coaching plan

Date Prepared: Document No.

Date Prepared: Document No.

The coaching plan

A Sample Task Breakdown

Step Description Checks Essential knowledge

1 Select correct Check clean  Correct glass

2 Select beer as Confirm  Beer product knowledge

3 Fill glass with Check beer is  Put ‘head’ on bottom of

4 Present glass to Beer looks  Place serviette under

Date Prepared: Document No.

Date Prepared: Document No.

Date Prepared: Document No.

Date Prepared: Document No.

Content (task list, overview)

Assessment methods and procedures

Skills session planning sheet

Date Prepared: Document No.

Assessment methods and procedures