Coach Others in Job Skills (Training Guide)

Coach others in job skills
D1.HRD.CL9.01
D1.HHR.CL8.06
D2.TRD.CL8.02
Trainer Guide
D1.HRD.CL9.01
D1.HHR.CL8.06
D2.TRD.CL8.02
Trainer Guide
Project Base
William Angliss Institute of TAFE

555 La Trobe Street
Melbourne 3000 Victoria
Telephone: (03) 9606 2111
Facsimile: (03) 9670 1330
Acknowledgements
Project Director: Wayne Crosbie

Chief Writer: Alan Hickman
Subject Writer: Alan Hickman
Project Manager/Editor: Alan Maguire
DTP/Production Daniel Chee, Mai Vu, Jirayu Thangcharoensamut, Kaly Quach
The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member
States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia,
Myanmar, Philippines, Singapore, Thailand and Viet Nam.
The ASEAN Secretariat is based in Jakarta, Indonesia.
General Information on ASEAN appears online at the ASEAN Website: www.asean.org.
All text is produced by William Angliss Institute of TAFE for the ASEAN Project on “Toolbox
Development for Priority Tourism Labour Division”.
This publication is supported by the Australian Government’s aid program through the ASEAN-
Australia Development Cooperation Program Phase II (AADCP II).
Copyright: Association of Southeast Asian Nations (ASEAN) 2012.
All rights reserved.
Disclaimer
Every effort has been made to ensure that this publication is free from errors or omissions. However,
you should conduct your own enquiries and seek professional advice before relying on any fact,
statement or matter contained in this book. The ASEAN Secretariat and William Angliss Institute of
TAFE are not responsible for any injury, loss or damage as a result of material included or omitted
from this course. Information in this module is current at the time of publication. Time of publication is
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Table of Contents
Competency Based Training (CBT) and assessment an introduction for trainers .............. 1
Competency standard ..................................................................................................... 11
Notes and PowerPoint slides .......................................................................................... 19
Recommended training equipment ............................................................................... 155
Instructions for Trainers for using PowerPoint – Presenter View ................................... 157
Appendix – ASEAN acronyms ...................................................................................... 159
© ASEAN 2012
Trainer Guide
© ASEAN 2012
Trainer Guide
Competency Based Training (CBT) and assessment an introduction for trainers
Competency Based Training (CBT) and

assessment an introduction for trainers
Competency
Competency refers to the ability to perform particular tasks and duties to the standard of
performance expected in the workplace.
Competency requires the application of specified knowledge, skills and attitudes relevant
to effective participation, consistently over time and in the workplace environment.
The essential skills and knowledge are either identified separately or combined.
Knowledge identifies what a person needs to know to perform the work in an informed
and effective manner.
Skills describe the application of knowledge to situations where understanding is
converted into a workplace outcome.
Attitude describes the founding reasons behind the need for certain knowledge or why
skills are performed in a specified manner.
Competency covers all aspects of workplace performance and involves:
 Performing individual tasks
 Managing a range of different tasks
 Responding to contingencies or breakdowns
 Dealing with the responsibilities of the workplace
 Working with others.
Unit of Competency
Like with any training qualification or program, a range of subject topics are identified that
focus on the ability in a certain work area, responsibility or function.
Each manual focuses on a specific unit of competency that applies in the hospitality
workplace.
In this manual a unit of competency is identified as a ‘unit’.
Each unit of competency identifies a discrete workplace requirement and includes:
 Knowledge and skills that underpin competency
 Language, literacy and numeracy
 Occupational safety and health requirements.
Each unit of competency must be adhered to in training and assessment to ensure
consistency of outcomes.
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Trainer Guide 1
Element of Competency
An element of competency describes the essential outcomes within a unit of competency.
The elements of competency are the basic building blocks of the unit of competency.
They describe in terms of outcomes the significant functions and tasks that make up the
competency.
In this manual elements of competency are identified as an ‘element’.
Performance criteria
Performance criteria indicate the standard of performance that is required to demonstrate
achievement within an element of competency. The standards reflect identified industry
skill needs.
Performance criteria will be made up of certain specified skills, knowledge and attitudes.
Learning
For the purpose of this manual learning incorporates two key activities:
 Training
 Assessment.
Both of these activities will be discussed in detail in this introduction.
Today training and assessment can be delivered in a variety of ways. It may be provided
to participants:
 On-the-job – in the workplace
 Off-the-job – at an educational institution or dedicated training environment
 As a combination of these two options.
No longer is it necessary for learners to be absent from the workplace for long periods of
time in order to obtain recognised and accredited qualifications.
Learning Approaches
This manual will identify two avenues to facilitate learning:
Competency Based Training (CBT)
This is the strategy of developing a participant’s competency.
Educational institutions utilise a range of training strategies to ensure that participants are
able to gain the knowledge and skills required for successful:
 Completion of the training program or qualification
 Implementation in the workplace.
The strategies selected should be chosen based on suitability and the learning styles of
participants.
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Competency Based Assessment (CBA)

This is the strategy of assessing competency of a participant.
Educational institutions utilise a range of assessment strategies to ensure that
participants are assessed in a manner that demonstrates validity, fairness, reliability,
flexibility and fairness of assessment processes.
Flexibility in Learning
It is important to note that flexibility in training and assessment strategies is required to
meet the needs of participants who may have learning difficulties. The strategies used will
vary, taking into account the needs of individual participants with learning difficulties.
However they will be applied in a manner which does not discriminate against the
participant or the participant body as a whole.
Catering for Participant Diversity
Participants have diverse backgrounds, needs and interests. When planning training and
assessment activities to cater for individual differences, trainers and assessors should:
 Consider individuals’ experiences, learning styles and interests
 Develop questions and activities that are aimed at different levels of ability
 Modify the expectations for some participants
 Provide opportunities for a variety of forms of participation, such as individual, pair and
small group activities
 Assess participants based on individual progress and outcomes.
The diversity among participants also provides a good reason for building up a learning
community in which participants support each other’s learning.
Participant Centred Learning
This involves taking into account structuring training and assessment that:
 Builds on strengths – Training environments need to demonstrate the many positive
features of local participants (such as the attribution of academic success to effort,
and the social nature of achievement motivation) and of their trainers (such as a
strong emphasis on subject disciplines and moral responsibility). These strengths and
uniqueness of local participants and trainers should be acknowledged and treasured
 Acknowledges prior knowledge and experience – The learning activities should be
planned with participants’ prior knowledge and experience in mind
 Understands learning objectives – Each learning activity should have clear learning
objectives and participants should be informed of them at the outset. Trainers should
also be clear about the purpose of assignments and explain their significance to
participants
 Teaches for understanding – The pedagogies chosen should aim at enabling
participants to act and think flexibly with what they know
 Teaches for independent learning – Generic skills and reflection should be nurtured
through learning activities in appropriate contexts of the curriculum. Participants
should be encouraged to take responsibility for their own learning
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Trainer Guide 3
 Enhances motivation – Learning is most effective when participants are motivated.

Various strategies should be used to arouse the interest of participants
 Makes effective use of resources – A variety of teaching resources can be employed
as tools for learning
 Maximises engagement – In conducting learning activities, it is important for the minds
of participants to be actively engaged
 Aligns assessment with learning and teaching – Feedback and assessment should be
an integral part of learning and teaching
 Caters for learner diversity – Trainers should be aware that participants have different
characteristics and strengths and try to nurture these rather than impose a standard
set of expectations.
Active Learning
The goal of nurturing independent learning in participants does not imply that they always
have to work in isolation or solely in a classroom. On the contrary, the construction of
knowledge in tourism and hospitality studies can often best be carried out in collaboration
with others in the field. Sharing experiences, insights and views on issues of common
concern, and working together to collect information through conducting investigative
studies in the field (active learning) can contribute a lot to their eventual success.
Active learning has an important part to play in fostering a sense of community in the
class. First, to operate successfully, a learning community requires an ethos of
acceptance and a sense of trust among participants, and between them and their trainers.
Trainers can help to foster acceptance and trust through encouragement and personal
example, and by allowing participants to take risks as they explore and articulate their
views, however immature these may appear to be. Participants also come to realise that
their classmates (and their trainers) are partners in learning and solving.
Trainers can also encourage cooperative learning by designing appropriate group
learning tasks, which include, for example, collecting background information, conducting
small-scale surveys, or producing media presentations on certain issues and themes.
Participants need to be reminded that, while they should work towards successful
completion of the field tasks, developing positive peer relationships in the process is an
important objective of all group work.
Competency Based Training (CBT)

Principle of Competency Based Training
Competency based training is aimed at developing the knowledge, skills and attitudes of
participants, through a variety of training tools.
Training Strategies
The aims of this curriculum are to enable participants to:
 Undertake a variety of subject courses that are relevant to industry in the current
environment
 Learn current industry skills, information and trends relevant to industry
 Learn through a range of practical and theoretical approaches
 Be able to identify, explore and solve issues in a productive manner
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 Be able to become confident, equipped and flexible managers of the future

 Be ‘job ready’ and a valuable employee in the industry upon graduation of any
qualification level.
To ensure participants are able to gain the knowledge and skills required to meet
competency in each unit of competency in the qualification, a range of training delivery
modes are used.
Types of Training
In choosing learning and teaching strategies, trainers should take into account the
practical, complex and multi-disciplinary nature of the subject area, as well as their
participant’s prior knowledge, learning styles and abilities.
Training outcomes can be attained by utilising one or more delivery methods:
Lecture/Tutorial
This is a common method of training involving transfer of information from the trainer to
the participants. It is an effective approach to introduce new concepts or information to the
learners and also to build upon the existing knowledge. The listener is expected to reflect
on the subject and seek clarifications on the doubts.
Demonstration
Demonstration is a very effective training method that involves a trainer showing a
participant how to perform a task or activity. Through a visual demonstration, trainers may
also explain reasoning behind certain actions or provide supplementary information to
help facilitate understanding.
Group Discussions
Brainstorming in which all the members in a group express their ideas, views and
opinions on a given topic, is a free flow and exchange of knowledge among the
participants and the trainer. The discussion is carried out by the group on the basis of
their own experience, perceptions and values. This will facilitate acquiring new
knowledge. When everybody is expected to participate in the group discussion, even the
introverted persons will also get stimulated and try to articulate their feelings.
The ideas that emerge in the discussions should be noted down and presentations are to
be made by the groups. Sometimes consensus needs to be arrived at on a given topic.
Group discussions are to be held under the moderation of a leader guided by the trainer.
Group discussion technique triggers thinking process, encourages interactions and
enhances communication skills.
Role Play
This is a common and very effective method of bringing into the classroom real life
situations, which may not otherwise be possible. Participants are made to enact a
particular role so as to give a real feel of the roles they may be called upon to play. This
enables participants to understand the behaviour of others as well as their own emotions
and feelings. The instructor must brief the role players on what is expected of them. The
role player may either be given a ready-made script, which they can memorise and enact,
or they may be required to develop their own scripts around a given situation. This
technique is extremely useful in understanding creative selling techniques and human
relations. It can be entertaining and energising and it helps the reserved and less literate
to express their feelings.
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Simulation Games
When trainees need to become aware of something that they have not been conscious of,
simulations can be a useful mechanism. Simulation games are a method based on "here
and now" experience shared by all the participants. The games focus on the participation
of the trainees and their willingness to share their ideas with others. A "near real life"
situation is created providing an opportunity to which they apply themselves by adopting
certain behaviour. They then experience the impact of their behaviour on the situation. It
is carried out to generate responses and reactions based on the real feelings of the
participants, which are subsequently analysed by the trainer.
While use of simulation games can result in very effective learning, it needs considerable
trainer competence to analyse the situations.
Individual /Group Exercises
Exercises are often introduced to find out how much the participant has assimilated. This
method involves imparting instructions to participants on a particular subject through use
of written exercises. In the group exercises, the entire class is divided into small groups,
and members are asked to collaborate to arrive at a consensus or solution to a problem.
Case Study
This is a training method that enables the trainer and the participant to experience a real
life situation. It may be on account of events in the past or situations in the present, in
which there may be one or more problems to be solved and decisions to be taken. The
basic objective of a case study is to help participants diagnose, analyse and/or solve a
particular problem and to make them internalise the critical inputs delivered in the training.
Questions are generally given at the end of the case study to direct the participants and to
stimulate their thinking towards possible solutions. Studies may be presented in written or
verbal form.
Field Visit
This involves a carefully planned visit or tour to a place of learning or interest. The idea is
to give first-hand knowledge by personal observation of field situations, and to relate
theory with practice. The emphasis is on observing, exploring, asking questions and
understanding. The trainer should remember to brief the participants about what they
should observe and about the customs and norms that need to be respected.
Group Presentation
The participants are asked to work in groups and produce the results and findings of their
group work to the members of another sub-group. By this method participants get a good
picture of each other's views and perceptions on the topic and they are able to compare
them with their own point of view. The pooling and sharing of findings enriches the
discussion and learning process.
Practice Sessions
This method is of paramount importance for skills training. Participants are provided with
an opportunity to practice in a controlled situation what they have learnt. It could be real
life or through a make-believe situation.
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Games
This is a group process and includes those methods that involve usually fun-based
activity, aimed at conveying feelings and experiences, which are everyday in nature, and
applying them within the game being played. A game has set rules and regulations, and
may or may not include a competitive element. After the game is played, it is essential
that the participants be debriefed and their lessons and experiences consolidated by the
trainer.
Research
Trainers may require learners to undertake research activities, including online research,
to gather information or further understanding about a specific subject area.
Competency Based Assessment (CBA)

Principle of Competency Based Assessment
Competency based assessment is aimed at compiling a list of evidence that shows that a
person is competent in a particular unit of competency.
Competencies are gained through a multitude of ways including:
 Training and development programs
 Formal education
 Life experience
 Apprenticeships
 On-the-job experience
 Self-help programs.
All of these together contribute to job competence in a person. Ultimately, assessors and
participants work together, through the ‘collection of evidence’ in determining overall
competence.
This evidence can be collected:
 Using different formats
 Using different people
 Collected over a period of time.
The assessor, who is ideally someone with considerable experience in the area being
assessed, reviews the evidence and verifies the person as being competent or not.
Flexibility in Assessment
Whilst allocated assessment tools have been identified for this subject, all attempts are
made to determine competency and suitable alternate assessment tools may be used,
according to the requirements of the participant.
The assessment needs to be equitable for all participants, taking into account their
cultural and linguistic needs.
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Competency must be proven regardless of:

 Language
 Delivery Method
 Assessment Method.
Assessment Objectives
The assessment tools used for subjects are designed to determine competency against
the ‘elements of competency’ and their associated ‘performance criteria’.
The assessment tools are used to identify sufficient:
a) Knowledge, including underpinning knowledge
b) Skills
c) Attitudes
Assessment tools are activities that trainees are required to undertake to prove participant
competency in this subject.
All assessments must be completed satisfactorily for participants to obtain competence in
this subject. There are no exceptions to this requirement, however, it is possible that in
some cases several assessment items may be combined and assessed together.
Types of Assessment
Allocated Assessment Tools
There are a number of assessment tools that are used to determine competency in this
subject:
 Work projects
 Written questions
 Oral questions
 Third Party Report
 Observation Checklist.
Instructions on how assessors should conduct these assessment methods are explained
in the Assessment Manuals.
Alternative Assessment Tools
Whilst this subject has identified assessment tools, as indicated above, this does not
restrict the assessor from using different assessment methods to measure the
competency of a participant.
Evidence is simply proof that the assessor gathers to show participants can actually do what
they are required to do.
Whilst there is a distinct requirement for participants to demonstrate competency, there are
many and diverse sources of evidence available to the assessor.
Ongoing performance at work, as verified by a supervisor or physical evidence, can count
towards assessment. Additionally, the assessor can talk to customers or work colleagues to
gather evidence about performance.
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A range of assessment methods to assess competency include:

 Practical demonstrations
 Practical demonstrations in simulated work conditions
 Problem solving
 Portfolios of evidence
 Critical incident reports
 Journals
 Oral presentations
 Interviews
 Videos
 Visuals: slides, audio tapes
 Case studies
 Log books
 Projects
 Role plays
 Group projects
 Group discussions
 Examinations.
Recognition of Prior Learning
Recognition of Prior Learning is the process that gives current industry professionals who
do not have a formal qualification, the opportunity to benchmark their extensive skills and
experience against the standards set out in each unit of competency/subject.
Also known as a Skills Recognition Audit (SRA), this process is a learning and
assessment pathway which encompasses:
 Recognition of Current Competencies (RCC)
 Skills auditing
 Gap analysis and training
 Credit transfer.
Assessing competency
As mentioned, assessment is the process of identifying a participant’s current knowledge,
skills and attitudes sets against all elements of competency within a unit of competency.
Traditionally in education, grades or marks were given to participants, dependent on how
many questions the participant successfully answered in an assessment tool.
Competency based assessment does not award grades, but simply identifies if the
participant has the knowledge, skills and attitudes to undertake the required task to the
specified standard.
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Therefore, when assessing competency, an assessor has two possible results that can be
awarded:
 Pass Competent (PC)
 Not Yet Competent (NYC).
Pass Competent (PC)
If the participant is able to successfully answer or demonstrate what is required, to the
expected standards of the performance criteria, they will be deemed as ‘Pass Competent’
(PC).
The assessor will award a ‘Pass Competent’ (PC) if they feel the participant has the
necessary knowledge, skills and attitudes in all assessment tasks for a unit.
Not Yet Competent’ (NYC)
If the participant is unable to answer or demonstrate competency to the desired standard,
they will be deemed to be ‘Not Yet Competent’ (NYC).
This does not mean the participant will need to complete all the assessment tasks again.
The focus will be on the specific assessment tasks that were not performed to the
expected standards.
The participant may be required to:
a) Undertake further training or instruction
b) Undertake the assessment task again until they are deemed to be ‘Pass Competent’.
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Competency standard
Competency standard
UNIT TITLE: COACH OTHERS IN JOB SKILLS NOMINAL HOURS: 25 hours
UNIT NUMBER: D1.HRD.CL9.01 D1.HHR.CL8.06 D2.TRD.CL8.02
UNIT DESCRIPTOR: This unit deals with the skills and knowledge required to coach others in job skills in a range of settings within the hotel
industries workplace context.
ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE
Element 1: Prepare for on job coaching Unit Variables

1.1 Identify the need for coaching based on a The Unit Variables provide advice to interpret the scope and context of this unit of
range of factors competence, allowing for differences between enterprises and workplaces. It relates to the
unit as a whole and facilitates holistic assessment.
1.2 Identify skill deficiencies that could be
addressed by coaching needs through This unit applies to all industry sectors that seek to coach others in job skills within the labour
discussion with the colleague to be coached divisions of the hotel and travel industries and may include:
1. Front Office
1.3 Organise with colleague a suitable time and
place to conduct coaching in accordance 2. Housekeeping
with enterprise policy, where appropriate 3. Food and Beverage Service
Element 2: Coach colleagues on the job 4. Food Production
2.1 Explain to the colleague the overall purpose 5. Travel Agencies
of coaching 6. Tour Operation
2.2 Explain and demonstrate the specific skills Coaching may relate to:
to be coached  Explanation
2.3 Communicate clearly any underpinning  Demonstration
knowledge required  Review
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Competency standard
2.4 Check the colleague's understanding  Trainee explanation

2.5 Provide the colleague the opportunity to  Trainee demonstration
practice the skill and ask questions
 Feedback.
2.6 Provide feedback in a constructive and
supportive manner Factors may include:
 Requesting coaching from colleague
Element 3: Follow up coaching
 Own observation and workplace experience
3.1 Monitor progress with new skills in the
workplace and provide supportive  Direction from other colleagues.
assistance as required Skill deficiencies that could be addressed by coaching should relate to:
3.2 Report progress to the appropriate person as  Those which do not require formal or extended training sessions but which are short,
required commonly-used tasks such as:
3.3 Identify performance problems or difficulties  Customer service skills
with the coaching and rectify them or refer  Technical or practical skills such as operating equipment, making something or
them to the appropriate person for follow-up completing documentation
 Selling or promoting products and servicing.
Suitable time and place may include:

 On-the-job during work hours
 Before or after work
 In a simulated location away from the actual workplace.
Purpose of coaching may include:

 Skills development
 Address performance problems
 Request of supervisor or other person.
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Competency standard
Specific skills may relate to:

 Skills required to support introduction of new equipment
 Skills required to support introduction of new processes
 Skills required to support introduction of new procedures
 Skills required to complete a job or task effectively and efficiently.
Underpinning knowledge may relate to:
 Knowledge of processes and procedures
 Knowledge of principles and practices
 Knowledge of the theory that underpins technical skills
 Communication skills that contribute to productive and harmonious relations between
employees and customers
 Team work skills that contribute to productive working relationships and outcomes
 Problem solving skills that contribute to productive outcomes
 Planning and organising skills that contribute to long-term and short-term strategic
planning
 Self-management skills that contribute to employee satisfaction and growth
 Learning skills that contribute to ongoing improvement and expansion in employee and
company operations and outcomes
 Technology skills that contribute to effective execution of tasks.
Feedback refers to:
 Guiding the person being coached
 Being a core part of coaching sessions
 Being constructive so that the person being coached feels encouraged and motivated to
improve their practice
 Being timely so that the person being coached can use the feedback to guide practice
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Competency standard
 Being linked to a clear statement of orderly progression of learning so that the person
being coached has a clear indication of how to improve his or her performance
 Being focused on achievement, not effort; the work should be assessed, not the person
being coached
 Being specific to the learning outcomes of the coaching session so that assessment is
clearly linked to learning
 Guiding people to become independent learners and their own critics
 Providing a developmental approach for achievement of a certain skills set.
Monitor progress should relate to:

 Identifying the progress of the person being coached
 Identifying if changes to content of coaching sessions/s need to be made
 Identifying changes to coaching processes that need to be made.
Performance problems or difficulties may relate to:

 Feedback from customers, i.e. Customer satisfaction
 Feedback from supervisors
 Observation of work performance
 Performance reviews.
Assessment Guide
The following skills and knowledge must be assessed as part of this unit:
 Demonstrated ability in the skill being coached
 Knowledge of the basic principles of coaching demonstrated ability in communication
skills, specifically the use of questioning techniques and clarity in oral communication.
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Competency standard
Linkages To Other Units

 Analyse competency requirements
 Design and establish a training system
 Review training outcomes.
Critical Aspects of Assessment

Evidence of the following is essential:
 Demonstrated ability to provide supportive on job coaching with constructive and
supportive feedback
 Demonstrated ability to clearly communicate with people from a diverse range of
backgrounds
 Demonstrated ability to apply knowledge of basic training principles
 Demonstrated ability to monitor progress of colleagues being coached and evaluate
effectiveness of the coaching.
Context of Assessment
This unit may be assessed on or off the job:
 Assessment should include practical demonstration of coaching others in job skills either
in the workplace or through a simulation activity, supported by a range of methods to
assess underpinning knowledge
 Assessment must relate to the individual’s work area, job role and area of responsibility
 Assessment must include project or work activities that allow the candidate to coach
others.
Resource Implications
Training and assessment to include access to a real or simulated workplace; and access to
workplace standards, procedures, policies, guidelines, tools and equipment.
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Competency standard
Assessment Methods
The following methods may be used to assess competency for this unit:
 Case studies
 Observation of practical candidate performance
 Oral and written questions
 Portfolio evidence
 Problem solving
 Role plays
 Third party reports completed by a supervisor
 Project and assignment work.
Key Competencies in this Unit

Level 1 = competence to undertake tasks effectively
Level 2 = competence to manage tasks
Level 3 = competence to use concepts for evaluating
Key Competencies Level Examples
Identify skill requirements and organise

Collecting, organising and analysing
1 information and materials required to
information
conduct an effective coaching session
Give instructions to others being coached;

Communicating ideas and seek and provide feedback on training
3
information session; question colleague about aspects
of skills covered in coaching session/s
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Competency standard
Plan content of coaching session/s and

Planning and organising activities 2 organise coaching session, including venue,
equipment, time, etc
Coach colleagues in a manner that builds

Working with others and in teams 3
effective working relationships
Using mathematical ideas and

0
techniques
Deal with communication breakdowns;

identify and address barriers to effective
Solving problems 3
participation in coaching session, including
those that relate to diversity
Using technology 0
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Competency standard
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Notes and PowerPoint slides

Slide
Slide No Trainer Notes
1. Trainer welcomes trainees to class.
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Trainer Guide 19
Slide
2. Trainer advises trainees this Unit comprises three Elements, as listed on the slide
explaining:
 Each Element comprises a number of Performance Criteria which will be identified
throughout the class and explained in detail
 Trainees can obtain more detail from their Trainee Manual
 At times the course presents advice and information about various protocols but
where their workplace requirements differ to what is presented, the workplace
practices and standards, as well as policies and procedures must be observed.
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Slide
3. Trainer advises trainees that assessment for this Unit may take several forms, all of
which are aimed at verifying they have achieved competency for the Unit as required.
Trainer indicates to trainees the methods of assessment that will be applied to them for
this Unit.
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Slide
4. Trainer identifies for trainees the Performance Criteria for this Element, as listed on the
slide.
Class Activity – General Discussion
Trainer leads a general class discussion on coaching by asking questions such as:
 What on the job coaching have you delivered?
 Where was it delivered?
 When was it delivered?
 To whom was it delivered?
 What preparation did you do prior to coaching delivery?
 How did you determine what things the staff needed to be coached in?
© ASEAN 2012
22 Trainer Guide
Slide
5. Trainer explains to trainees that coaching plays an important role in any enterprise and
being asked to coach a workmate is recognition of their current skill and their 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.
Trainer advises coaching will ensure all staff are confident in working the systems and
equipment present in the workplace and in complying with workplace procedures.
Coaching may 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 colleague work and work practice.
© ASEAN 2012
Trainer Guide 23
Slide
6. Trainer introduces concept of Competency Based Training to trainees stating:

 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 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 the coach knows the standard they are expected to coach someone
to before they start delivering any coaching.
Class Activity – Handouts
Trainer obtains several examples of competency standards relevant to the group of
trainees, and:
 Distributes same to trainees
 Discusses them and indicates how they are used in industry
 Explains how they relate to coaching.
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Slide
7. Trainer explains to trainees they can identify the standards applicable to their workplace
by:
 Talking to on-site trainers
 Reading internal standards, work procedures and service criteria
 Conferring with more experienced staff
 Talking with management and/or business owners
 Using their common sense coupled with industry and venue knowledge to
determine what is applicable.
© ASEAN 2012
Trainer Guide 25
Slide
8. Trainer indicates to trainees that colleagues in their workplaces 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).
Trainer indicates that the need for such coaching can come from a number of sources:
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. Given that 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 losing their job
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26 Trainer Guide
 This means there is a need to 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
 Once again, be sympathetic to the staff concerned and ensure support for them,
rather than further increase their anxiety at being identified as being ‘deficient’ by
management. It is to be expected 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 to 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.
© ASEAN 2012
Trainer Guide 27
Slide
9. Trainer continues to advise trainees how the need for coaching a workplace colleague
may be identified:
As a result of personal observation of staff performance
 Frequently, coaches are supervisors or middle level managers and their
job/position can present opportunities to observe staff in the workplace. Their
observations in this regard may indicate a need for coaching and, arguably, this is
something management expects supervisors to do
 When such circumstances arise, it is critical 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 we 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 there is a need to differentiate between genuine and

frivolous complaints in order that coaching is only offered when a real and genuine
need exists
 In reality this usually means a coach should not automatically respond with a
coaching response to each and every complaint received.
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28 Trainer Guide
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/superseded equipment or they are
new items introduced to enable a new product or service to be provided
 Coaches 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
 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 train/coach new
staff.
© ASEAN 2012
Trainer Guide 29
Slide
10. Trainer continues to advise trainees how the need for coaching a workplace colleague
may be identified:
As a result of changes in procedures
 Changes in procedures may be caused by:
 A change in management – new management can have new/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 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/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.
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30 Trainer Guide
Class Activity – Guest Speaker

Trainer arranges for a workplace coach from an industry reflecting profile of trainees to
attend and talk to trainees about:
 Their role as coach
 How they became a coach
 The positive and negative aspects of being a workplace coach
 The time they spend in coaching-related activities
 How they become aware colleagues require coaching
 The planning and preparation they do prior to coaching
 Advice they have for trainees who are to become workplace coaches.
© ASEAN 2012
Trainer Guide 31
Slide
11. Trainer provides trainees with some basics regarding workplace coaching advising:
 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.
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32 Trainer Guide
Slide
12. Trainer differentiates between ‘training’ and ‘coaching’ stating:

 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 (or takes the place of) 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.
Class Activity – Internet Research
Trainer provides internet access to trainees and asks them to visit, read and take notes
from the following (and linked or other relevant) websites:
 http://www.trainingzone.co.uk/item/94693
 http://internetmarketingtipsweb.blogspot.com/2007/08/what-is-difference-between-
training.html
© ASEAN 2012
Trainer Guide 33
 http://www.wishfulthinking.co.uk/2007/03/14/coaching-is-not-training-mentoring-or-
counselling/.
Trainer facilitates research and conducts a discussion at the end of the research and
note taking.
© ASEAN 2012
34 Trainer Guide
Slide
13. Trainer indicates to trainees that there is no limit to the skills coaching can effectively
address but 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 – greeting and welcoming customers; building rapport;
interpersonal skills; dealing with conflict; negotiating; handling complaints
 Technical or practical skills such as operating equipment, making something or

completing documentation
 Selling skills and skills relating to promoting products and services.
© ASEAN 2012
Trainer Guide 35
Slide
14. Trainer tells trainees 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.
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36 Trainer Guide
Slide
15. Trainer informs trainees the following is a representative list of factors they will need to
take into account when developing a coaching plan for a staff member, stressing they
must factor in these considerations because it is important because they do not want to
deliver coaching seen as unnecessary.
They need to make sure they 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
 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/learn the first time they receive
coaching – allowing you to build success upon success with your coaching.
© ASEAN 2012
Trainer Guide 37
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 they need to go. This helps avoid coaching them in
skills they already have competency in, and allows the coach to describe to them
the path individuals will take in their future coaching/training. This level of starting
information/skill 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 the person who is the coach will already know these or they
would not have been chosen as a coach
 If the required workplace standards, criteria, practices and protocols are not fully
known, take action to learn them.
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38 Trainer Guide
Slide
16. Trainer continues to inform trainees the following is a representative list of factors they
will need to take into account when developing a coaching plan for a staff member:
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
beginning with something the person being coached already knows, and building on
it
 For example, if coaching a staff member on new legislated requirements in relation
to dealing with intoxicated customers, the experience the staff member had last
weekend when they refused service to an intoxicated person might be used as the
starting point for the session
 Alternatively, a session on grinding coffee beans may be based on their previous
training in using the espresso machine to make lattes.
The colleague’s strengths
 Knowing a staff member’s strengths provides 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 they are not coached in things they already
know and have competency in.
© ASEAN 2012
Trainer Guide 39
The colleague’s weaknesses

 It is important whatever weakness has been identified as being the cause or 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 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 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 completed incorrectly
 Ask them to perform a nominated task. This is often useful and can quickly
gain their agreement there is a need for the assistance coaching will provide
when they show they cannot perform to the standard required.
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40 Trainer Guide
Slide
17. Trainer continues to inform trainees the following is a representative list of factors they
will need to take into account when developing a coaching plan for a staff member:
The required standard/level at which the learner is required to work
 There is only a need to coach staff to the level the establishment requires them to
work to, so before coaching starts the coach 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. 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/department if the need to do so
arises.
© ASEAN 2012
Trainer Guide 41
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/relaxation 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 coach 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.
© ASEAN 2012
42 Trainer Guide
Slide
18. Trainer tells trainees 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 advising their involvement in the planning phase will:
 Demonstrate 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
 Enable getting 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.
© ASEAN 2012
Trainer Guide 43
Slide
19. Trainer suggests to trainees their discussion with the learner should also:
 Explain why the coaching is needed
 Highlight the benefits of receiving coaching – to the learner, to 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.
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44 Trainer Guide
Slide
20. Trainer introduces need for coaches to develop a plan for their coaching sessions
stating:
 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 the actual coaching session goes, will depend 99% on the way it
was planned to go. The critical importance of planning any coaching/training
sessions cannot be overstated
 Planning every coaching session is vital
 As they say, ‘If you fail to plan, you plan to fail’.
© ASEAN 2012
Trainer Guide 45
Slide
21. Trainer continues to provide background information to trainees about coaching plans:
 There are many different ‘plans’ that can be used to help coaches deliver their
coaching sessions. Choose one best suited to individual need (theory and/or
practical) and individual style when coaching
 All of these plans are essentially variations on a theme and trainees 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 type/style is used.

Trainer presents a range of coaching plans to trainees and:
 Explains each section
 Indicates how they are used
 Describes the content of each.
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Slide
22. Trainer explains to trainees the role of the coaching plan:

 Is to help sequence the material to be delivered to the learner
 Is to help remember all the content needing to be delivered
 Is for personal use only – no-one else needs to see it, read it or use it.
© ASEAN 2012
Trainer Guide 47
Slide
23. Trainer continues presenting role of a coaching plan identifying they provide an
opportunity to work out in advance:
 How session will start
 The key points to be made
 How the session will conclude
 Materials needed to conduct an effective session
 How to determine, if applicable, whether the learner has successfully learned what
was intended
 Timing requirements – how long the session and individual parts of it will take.
Class Activity – Handout

Trainer distributes a sample ‘Task Breakdown Sheet’ and:
 Discusses same with trainees
 Uses sample to indicate purpose of the Task Breakdown Sheet.
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Slide
24. Trainer advises trainees when coaching a skill it is advisable to prepare a Task
Breakdown Sheet which will necessitate them having a great understanding of the task:
 All the knowledge, skills and actions required to complete the task
 Standards and criteria applying to the task in the context of the workplace it is to be
used
 Need to break down major steps of the task into sub-steps and features
 Ensure correct sequencing of all activities
 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).
Trainer advises trainees:
 The quantitative aspects of standards/criteria) 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
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/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.
© ASEAN 2012
Trainer Guide 49
Class Activity – Individual work

Trainer:
 Distributes a blank Task Breakdown Sheet to each trainee
 Asks trainees to identify a simple workplace-based skill/task they may need to

coach in
 Prepare a task breakdown for the skill
 Complete the Task Breakdown Sheet as it should apply to their workplace.
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Slide
25. Trainer introduces one sample Coaching Plan model and identifies the basic
components of each which are explained on following slides.
Trainer distributes blank copy of Session Plan (see Trainer Manual) to trainees and
explains use of this form of coaching plan with reference to the slides.
© ASEAN 2012
Trainer Guide 51
Slide
26. Trainer explains this part of the plan:

 Sets 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
 Details such as date the coaching is to be delivered, specific title of the session if
applicable.
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Slide
27. Trainer explains the heading ‘Preparation required’ saying:

 This section lists all the equipment, items, tools, facilities, manuals, notes, and
audio-visual equipment needed throughout the session. This list grows as the plan
takes shape
 This becomes a checklist to refer to prior to delivering the coaching session to

check everything needed is available and ready.
© ASEAN 2012
Trainer Guide 53
Slide
28. Trainer tells trainees the next section on this version of a lesson plan is an ‘Introduction’
heading:
 This explains how the session will be introduced to attract 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.
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Slide
29. Trainer states to trainees the plan then contains three columns, the first of which is
headed ‘Contents’ advising:
 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 about what to ask, key points may
also be written down to prompt about what to say – even the answers to planned
questions can be written in
 The Content should be laid out as straightforwardly as possible, making things as

easy to do as possible so trainees can succeed and build on their success
 Trainers must know where to draw the line about what to include in the training and
what to leave out – the focus needs to be on ‘must know’ information.
© ASEAN 2012
Trainer Guide 55
Slide
30. Trainer explains to trainees other points to consider in any type of session plan are:
 Must build on existing knowledge and proceed from the known to the unknown:
teach the basics first
 Stick to the main topic – do not waste time on peripheral or unimportant issues
 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 it
can be referred to easily during the training session.
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Slide
31. Trainer explains to trainees the column headed ‘Method’:

 Lists the training technique to be used to deliver each part of the Content:
 Demonstration
 Video/DVD
 Chalk and talk – lecture including use of a black or whiteboard
 Case Study
 Drill/practice
 Reading a manual or other internal documents (policies, Standard Operating
Procedures, checklists, intranet).
© ASEAN 2012
Trainer Guide 57
Slide
32. Trainer tells trainees the third column headed ‘Time’ advising it:
 Identifies the minutes required for each section of the proposed coaching session
 May include a start and finish time – such as 02:15 – 02:18
 Is used to help determine if the required Content will fit into the time available and
hence assists when splitting up a session by giving an idea of where to make
breaks between sessions
 Helps guide pacing the delivery of the session to ensure it finishes on time.
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58 Trainer Guide
Slide
33. Trainer explains the final section/heading of this style of session/coaching plan is
‘Conclusion’:
 Identifies what is going to be said 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.
© ASEAN 2012
Trainer Guide 59
Slide
34. Trainer explains to trainees that this sample coaching plan is a different approach
highlighting it is an alternative way of achieving the same thing and, as such, is an
option they might consider when working out which approach best suits their individual
style.
Trainer indicates:
 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’).

Trainer distributes sample blank copy of second sample coaching plan (refer Trainee
Manual), explaining as indicated on slides.
Trainer reminds trainees they need to prepare a Coaching Plan as part of Work project
1.1 (which forms the basis of Work Project 2.1 and 3.1).
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60 Trainer Guide
Slide
35. Trainer shows trainees in this model the ‘Introduction’ could follow the GLOSS or the
INTRO mnemonic:
GLOSS:
This stands for:
 G – Get attention, create interest and involvement
 L – Link to previous training/experience
 O – Outcomes of the session (the Objectives)
 S – Structure of the session – identifying timing, activities, coaching methods to be

used, locations
 S – Stimulate motivation - how training will help work, be enthusiastic.
© ASEAN 2012
Trainer Guide 61
Slide
36. Trainer explains to trainees the INTRO way of starting this coaching plan:
INTO
This stands for:
 I – Interest; what will be done to generate interest in the session
 N – Need for training: explaining why the coaching session is required
 T – Topic: identifying the focus for the session
 R – Range: identifying the range of workplace tasks this coaching may apply to
 O – Outcomes: explaining what the learners will be able to do when they have
successfully completed the session.
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Slide
37. Trainer explains some techniques for trainees to use in a practical-based session where
demonstration will be used:
 Tell trainees about what is going to happen
 Do it at normal speed without 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 did they measure up to workplace requirements?
© ASEAN 2012
Trainer Guide 63
Slide
38. Trainer explains points to note when presenting theory-based sessions linking same to
implementation of session plan:
 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
 Summarise content regularly, asking learners to also do the summary
 Indicate the workplace application of the theory at all stages.

Trainer distributes completed sample coaching plan for a theory session – see Trainee
Manual ‘Making a pizza’ and:
 Discusses and explains contents
 Describes implementation
 Solicits feedback from trainees.
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64 Trainer Guide
Slide
39. Trainer continues providing trainees with tips regarding delivery of theory-based
sessions:
 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 to deliver in taking into account need to move from:
 Most to least important
 Simple to complex
 Specific to general
 Always cover safety concerns
 Always refer to present workplace procedures.
Class Activity – Individual Exercise
Trainer provides trainees with time to:
 Identify the possible focus for their Work Project 1.1
 Begin thinking about the type of session plan they might use
 Prepare some draft thoughts/planning regarding same
 Start developing a possible session plan based on their initial thoughts.
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Slide
40. Trainer explains to trainees that there is often a belief coaching sessions ’just happen’.
The reality is effective coaching must be planned, organised and arranged, and
emphasising coaching sessions not properly planned tend to confuse the learner and
embarrass the coach.
Trainer identifies workplace policies about coaching can address:
 The sequence in which coaching is delivered on various topics. The employer may
have a set order in which some certain topics must be addressed. For example,
safety is always a primary concern, followed by compliance with legislation,
customer relations and sales
 Who is eligible to receive coaching. Generally, all staff are eligible
 Where the coaching can occur. Most times it is in the workplace/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
 Whether or not staff who provide coaching are entitled to payment for
delivering out-of-hours coaching
 When staff who receive coaching are eligible for payment. For example, if they
are coached out-of-hours (before or after work) and the rates which apply to
such payment
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 Who can deliver the coaching. There may be a requirement 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 actual workplace context.
Trainer arranges another workplace coach to attend and talk to trainees about:
 Their thoughts on being a workplace coach
 How they prepare for coaching sessions
 Coaching sessions and individuals they have coached
 Difficulties encountered in delivering workplace coaching
 Workplace policies relating to delivery of coaching in the workplace for coaches

and for staff
 When and where they coach
 Arrangements they need to make prior to delivering a session
 Tips on how to be an effective workplace coach.
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Trainer Guide 67
Slide
41. Trainer explains to trainees that coaching sessions are usually conducted in a range of
workplace contexts including:
On-the-job coaching during work hours
 This is 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 there is a 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?
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68 Trainer Guide
 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
 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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Trainer Guide 69
Slide
42. Trainer presents to trainees factors to be taken into account when organising a
coaching session with a staff member:
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, it has to be planned. The time and
place should be agreed to by you and the learner
 Some establishments have a separate training room where coaching can take
place, but actual workplace coaching is preferred by many
 It is a fact that 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 a 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 so
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/in part depend on the following
factors too.
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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, and so 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.
Staff availability and personal 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
 There may often be times when the coach is 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, there may be a need to negotiate with the relevant supervisor to
have staff released from duties to attend coaching.
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Trainer Guide 71
Slide
43. Trainer continues identifying factors to be considered when organising a coaching

session:
Room availability – location of the coaching
 The ‘training room’ may be unavailable, or the preferred location 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 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/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 a choice needs to be made between coaching and serving customers, serving
customers must always take priority unless there is a very real safety issue
involved.
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Slide
44. Trainer concludes this section by advising trainees:

 They should not only simply tell the learner when and where their coaching session
will be
 They have to involve staff to be coached in the decisions and negotiate a time and
date with them
 Trainees should also:

 Advise person to be coached 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 – notes, material, utensils
 Let them know if they are expected 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 with the person to be coached
 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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Trainer Guide 73
Slide
45. Trainer provides a recap of the Element asking questions to check trainee
understanding and responding to questions from trainees, as required.
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74 Trainer Guide
Slide
© ASEAN 2012
Trainer Guide 75
Slide
© ASEAN 2012
76 Trainer Guide
Slide
© ASEAN 2012
Trainer Guide 77
Slide
slide.
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78 Trainer Guide
Slide
slide.
Class Activity – Discussion
Trainer asks trainees questions regarding coaching delivery by asking questions such
as:
 Why is it important for workers to understand the reason behind the need for
workplace coaching?
 What types of skills might be delivered using on the job coaching?
 What is meant by the term ‘underpinning knowledge?
 How might you determine the level of skills and knowledge for a worker who is
going to be coached?
 Why is practice an important element of delivering effective on the job coaching?
 What is the role of feedback in on the job coaching?
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Trainer Guide 79
Slide
51. Trainer reminds trainees coaching must never simply be imposed on staff but there
must be an understanding the coaching is needed and will result in some tangible
benefit.
Trainer identifies coaching may be conducted to achieve one or more of the following:
 To increase product knowledge which helps increase sales, enhances the
customer experience
 To address a legally-imposed compliance requirement so laws and legal

obligations are met
 To increase workplace safety so the possibility of worker injury or injury to a

member of the public is decreased.
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Slide
52. Trainer continues identifying reasons and benefits that can be used to explain to
colleagues why coaching is required:
 To reduce wastage and improve bottom line profit; save resources
 To increase productivity and improve profitability; help to secure jobs; help to

remain more competitive in the marketplace
 To raise service delivery standards so customers will benefit and return
 To change an existing skill to one required or preferred by the employer
 To prepare the learner for extra duties including promotion or additional

responsibilities/personal growth.
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Trainer Guide 81
Slide
53. Trainer reminds trainees 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.
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Slide
54. Trainer provides trainees with 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. The coach must ensure staff feel they will be
supported and helped. 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, 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.
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Trainer Guide 83
Slide
55. Trainer continues providing trainees with suggestions to remember when preparing staff
for coaching:
 The coaching session is being conducted for the benefit of the learner. The focus
must not be on the coach. 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. 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 or 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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Slide
56. Trainer highlights to trainees:

 In order 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
 This may mean the coach has to practice the skill before coaching someone
 It may mean using someone else who is proficient, to deliver the practical section of
the coaching session
 Coach must ensure all safety aspects of all tasks are addressed.
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Trainer Guide 85
Slide
57. Trainer reminds trainees 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.
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Slide
58. Trainer advises trainees in relation to tasks coached:

 Should be explained and demonstrated in a clear, short and simple manner
 Skills 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.
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Trainer Guide 87
Slide
59. Trainer provides advice to trainees regarding the use of ‘explanation’ in coaching:
 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 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 shortcuts 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 and study.
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Slide
60. Trainer explains 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 the coach with feedback on how the learner is progressing so
this information can be used to modify what is being done, if the need to do so
exists
 Asking questions does not come naturally to most people so practice in asking them
can be required
 Asking questions must become a standard part of coaching delivery
 If the learner knows lots of questions will be asked, this can also serve as a
motivator for them to pay attention.
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Trainer Guide 89
Slide
61. Trainer provides examples of questions that can be used during a coaching session:
 “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?”

Class Activity – Discussion on Slide
Trainer leads a discussion on the questions listed on the slide asking:
 Are the open or closed questions?
 Why would they be asked? What is the point of asking each question?
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90 Trainer Guide
Slide
62. Trainer provides trainees with guidelines to apply when using ‘demonstration’:
 Coach must be capable/competent or they must obtain training for themselves, or
use another person to do the demonstration
 There is an absolute need to get the task right the first time. Any mistakes will have
an enormous negative impact on the coaching and harm personal credibility in the
eyes of the person being coached
 Provide explanation as necessary to, for example, explain ‘why’; name items,
ingredients and pieces of equipment; address safety; mention standards and criteria
 Ensure all coaching reflects the requirements stated in the establishment’s SOPs
and policies
 Make sure all learners (regardless of age, gender, race and other factors) receive
the full benefit of personal knowledge, experience and expertise. Do not withhold
information and tips from certain people
 Adhere to 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 the start is a good
idea, and also indicating to the learner where the ‘operating instructions’ are kept is
useful. Photocopying relevant parts of the operating instructions to give to the
learner for them to take away with them after the coaching session is even better
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Trainer Guide 91
 Ensure safety. Check what is to be used for the demonstration beforehand to make
sure:
 It is safe
 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.
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92 Trainer Guide
Slide
63. Trainer presents standard, basic and key information to trainees regarding use of
‘demonstration’ as a means of coaching stating there is a little rhyme used by coaches
and trainers to describe how they might go about doing a demonstration with a learner:
“I do it normal,
I do it slow,
You do it with me,
Then off you go.”
Trainer advises trainees each of these steps will be explained on following slides.
© ASEAN 2012
Trainer Guide 93
Slide
64. Trainer explains to trainees the line 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 perspective.
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94 Trainer Guide
Slide
65. Trainer explains to trainees the line I do it slow:

 The coach then repeats the demonstration but this time breaks the demonstration
down into sub-steps/stages 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?”
 During this stage also:
 Incorporate underpinning knowledge – see later slides
 Name the parts, ingredients and other items being used
 Highlight any safety issues relating to the task
 Explain how this task fits in with other tasks the learner (or other staff) might
have to undertake.
© ASEAN 2012
Trainer Guide 95
Slide
66. Trainer explains to trainees the line You do it with me:

 Coach and learner do the task at the same time on the same item/piece of
equipment or on separate items
 Lots of questions are used by the coach such as “What do you think might be the
next step?”
 Be alert to make sure the safety of the learner is never at risk. Stop the session if
the learner is in danger/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 over-do 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. This can be verbal advice,
providing another demonstration or a mix of the two.
© ASEAN 2012
96 Trainer Guide
Slide
67. Trainer explains to trainees the line Then off you go:
 This is the last stage of the coaching where the coach provides 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 onto their next coaching task.
Class Activity – Demonstration
Trainer develops a short demonstration to be conducted in class using one of the
trainees as a workplace learner to show how “I do it normal, I do it slow, You do it with
me, Then off you do” operates.
Trainer:
 Explains the demonstration to be conducted
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Trainer Guide 97
 Explain why it is being conducted

 Positions class as appropriate to benefit from watching the demonstration
 Conducts the demonstration
 Debriefs the demonstration with the class.
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98 Trainer Guide
Slide
68. Trainer presents use of handouts in coaching as a beneficial things to do explaining:

 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.
Class Activity – Discussion/Questions
Trainer asks trainees to identify additional examples of handouts that could be used in a
coaching session and describe how and why they could be used.
Possible extra examples of handouts:
 Recipe sheets
 Work instructions/Standard Operating Procedures
 Checklists
 Price lists
 Brochures
 Advertising material that the company uses to attract business.
© ASEAN 2012
Trainer Guide 99
Slide
69. Trainer explains to trainees 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 a comfortable surrounding. This may mean

adjusting lighting and/or air conditioning and taking action to eliminate extraneous
distractions. Sometimes a comfortable surrounding may mean having music playing
in the background and sometimes it may not.
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100 Trainer Guide
Slide
70. Trainer continues to explain to trainees when observing a colleague attempting or

practicing their newly acquired skills, the following apply as guidelines:
 Praise the learner when and where appropriate. Be lavish 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 something to remedy the
situation in-line with still achieving the coaching objective
 Pay attention. Focus attention on what the learner is doing and do 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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Trainer Guide 101
Slide
71. Trainer stresses to trainees all tasks to be coached must be broken down into its sub-
steps, and then coached in sequential order according to the ‘Task Breakdown Sheet’
highlighting:
 This ensures:
 The correct sequence for steps/actions is communicated to the learner as
opposed to teaching work in a random sequence
 Nothing is overlooked or forgotten in the coaching process. It is easy for a very
experienced coach to omit a step simply because they are so familiar with it,
they think everyone is familiar with it
 The sub-steps, standards and criteria must reflect actual workplace need.

Trainer provides sample Task Breakdown Sheet for a task. See Trainee manual for
template, and steps for ‘Making a cappuccino’.
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Slide
72. Trainer explains to trainees the generic meaning of underpinning knowledge stating:
 It 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.
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Trainer Guide 103
Slide
73. Trainer states to trainees 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
 Team work skills contributing to productive working relationships and outcomes
 Planning and organising skills that contribute to long-term and short-term strategic
planning.
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Slide
74. Trainer continues to present examples of underpinning knowledge which may be

appropriate to various skills:
 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/drink, including information on how those ingredients need to

be stored, where they are stored, indicators of quality for each ingredient
 Components of a piece of equipment, including indicators something is wearing out

or needs replacing, and how to undertake basic maintenance.
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Trainer Guide 105
Slide
75. Trainer continues to present examples of underpinning knowledge which may be

appropriate to various skills:
 Product knowledge and/or knowledge relating to the services the venue offers such
as trading hours, discount rates available, which credit cards are accepted, whether
or not there are home deliveries. This list is virtually endless
 The range of principles underscoring skills such as selling, or marketing, or security
or similar 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
or 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.
Class Activity – Individual Exercise
Trainer asks trainees to identify a skill they may be required to coach in the workplace
and:
 Identify all the underpinning knowledge for the activity
 Describe why a knowledge of each topic is important for the learner.
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Slide
76. Trainer advises trainees it is a standard requirement throughout all coaching sessions
that they focus effort on checking and determining the level of understanding the learner
has in relation to the task being coached highlighting:
 This applies whether the topic is a knowledge-based one, attitudinal or skill-based
 It may address safety issues. An ongoing requirement for all topics, for example:
 “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?”
 It may relate to product knowledge, 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/file do you record deposits paid?”
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Trainer Guide 107
 It may involve checking with others such as co-workers, supervisors and customers
 It may require learner to provide/bring along evidence they have previously

completed a course or received some other experience via training or life
experience.
Class Activity – Class Questions’
Trainer asks trainees to contribute examples of questions which would check learner
understanding, as appropriate to their industry/workplace, of:
 Workplace safety as it may apply to a particular task
 Product knowledge which may be used to enhance service or selling.
© ASEAN 2012
108 Trainer Guide
Slide
77. Trainer identifies communication is a vital element in checking colleague’s

understanding explaining:
 Communication is two-way thing: there is a sender and a receiver, and 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 more lengthy 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?
Class Activity – Discussion/Questions
Trainer asks each trainee to:
 Ask an ‘open’ question
 Identify when and how it may be used to check learner understanding.
© ASEAN 2012
Trainer Guide 109
Slide
78. Trainer says to trainees that all coaching sessions should provide an opportunity for the
learner to practice their newly found skills explaining 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
supervision; the supervision of another staff member or under the supervision of a
supervisor. Remember, practice without supervision is not really practice.
Class Activity – Excursion

Trainer arranges with a workplace trainer for trainees to attend their workplace and:
 View training/coaching facilities
 View coaching-related documentation
 Observe a coaching session – actual or simulated
 Talk to coach about coaching
 Talk to staff being coached about their orientation to, and thoughts about,
workplace coaching.
© ASEAN 2012
110 Trainer Guide
Slide
79. Trainer explains to trainees 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 stressing while
learner practices trainees 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 and praise/congratulate
 Ask questions to assess their level of understanding/underpinning knowledge
 Provide feedback but 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.
© ASEAN 2012
Trainer Guide 111
Slide
80. Trainer notes to trainees some learners are reluctant to ask questions explaining 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.
© ASEAN 2012
112 Trainer Guide
Slide
81. Trainer states to trainees there are ways to overcome this reluctance by learners to ask
questions:
 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/point without giving them an opportunity to actually ask
a question
 Ask lots of questions. This legitimises the use of questions in the coaching context
and, if the learner is not asking many, it gives 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. For example “Good question. It shows you’re thinking about
XYZ. That’s good”.
© ASEAN 2012
Trainer Guide 113
Slide
82. Trainer continues to advise trainees on how to encourage learners to ask questions:
 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 the
coach has to supply the answer
 Part of the learning process can be for the learner to think the question through
alone and come up with an answer you will either confirm or modify. For example,
when asked a question a coach 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 the only response (or the
default response) when learners ask questions.
Class Activity – Dealing with Questions
Trainer plays the role of a trainee being coached and asks trainees (playing role of
coach) a question and:
 Asks them to respond positively but not by providing the answer but in some other
alternative way.
© ASEAN 2012
114 Trainer Guide
Slide
83. Trainer advises trainees that, not only must all coaching be conducted positively and in
an encouraging fashion, but supportive and constructive feedback must also be given
highlighting such an approach:
 Encourages the learner to try harder
 Assists in creating an environment conducive to learning
 Inspires more determination to achieve the final goal
 Demonstrates involvement of the coach in the process.
© ASEAN 2012
Trainer Guide 115
Slide
84. Trainer tells trainees learners are commonly 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.
© ASEAN 2012
116 Trainer Guide
Slide
85. Trainer suggests to trainees 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 to help them build success on success
 Being a core part of coaching sessions – not an after-thought. Every coaching

session for every person should feature feedback
 Being constructive so the person being coached feels encouraged and motivated
to improve their practice.
© ASEAN 2012
Trainer Guide 117
Slide
86. Trainer continues providing suggestions regarding feedback during coaching, stating
feedback refers to:
 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 –
providing a developmental approach for achievement of a certain skills set
 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
 Verbal and non-verbal elements. Feedback may be verbal and/or non-verbal in

nature (see following slides).
© ASEAN 2012
118 Trainer Guide
Slide
87. Trainer presents some practical advice for trainees when giving verbal feedback:
 Keep it brief – if it is ‘too long’ it sounds false
 Keep it relevant – it must relate to the task or the effort being made
 Keep it genuine – be sincere in what is said
 Make sure it is warranted – make sure feedback is appropriate
 Be honest – avoid saying “This is child’s play” just in case the learner has difficulty
learning it
 Use a ‘positive-negative-positive’ sandwich when delivering negative feedback:

 Begin the 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 which is positive
 This approach still gets the negative message across but is sensitive because
it allows the learner to know their other good work or effort has been noticed.
Class Activity – Positive-Negative-Positive Feedback Sandwich
Trainer gives trainees two examples of using the ‘positive-negative-positive’ sandwich
technique to provide negative feedback to a learner.
© ASEAN 2012
Trainer Guide 119
Trainer then asks trainees to:

 Identify and describe a coaching situation where there is need to give the learner
negative feedback
 Generate a ‘positive-negative-positive’ sandwich suitable for use in this situation
 Share their work with the class.

Trainer provides feedback as appropriate.
© ASEAN 2012
120 Trainer Guide
Slide
88. Trainer presents some practical advice for trainees when giving non-verbal feedback:
 Match non-verbal signals to spoken words. Ensure there is no mismatch between
verbal and body language
 Monitor personal body language to avoid sending unintended negative signals

(such as frowning, shaking the head, drumming fingers or looking at the clock).
© ASEAN 2012
Trainer Guide 121
Slide
© ASEAN 2012
122 Trainer Guide
Slide
© ASEAN 2012
Trainer Guide 123
Slide
© ASEAN 2012
124 Trainer Guide
Slide
© ASEAN 2012
Trainer Guide 125
Slide
slide.
Class Activity – Discussion
Trainer asks trainees questions regarding coaching follow up by asking questions such
as:
 What follow up have you engaged in following the delivery of workplace coaching?
 Why might there be a need for follow up after coaching?
 What monitoring activities may be part of follow up after coaching?
 Who may be involved with post-coaching follow up?
 Who might need to be advised regarding the progress of workers who have been
provided with coaching? Why?
 What experience have you had with addressing post-coaching, on-the-job

workplace performance? How did you identify the problem/need for support? What
support did you provide?
© ASEAN 2012
126 Trainer Guide
Slide
94. Trainer highlights to trainees:

 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.
© ASEAN 2012
Trainer Guide 127
Slide
95. Trainer states to trainees:

 Coaching does not always finish at the end of the coaching session and 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
and most practice occurs in the workplace
 Practice needs to be supervised, or monitored, in order to:

 Provide extra coaching/advice
 Correct incorrect practices
 Encourage and praise the staff member.
© ASEAN 2012
128 Trainer Guide
Slide
96. Trainer instructs trainees 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.

Trainer obtains (or develops) a series of documents to distribute and explain to trainees:
 Coaching checklist appropriate to the industry of the trainees
 Written question assessment
© ASEAN 2012
Trainer Guide 129
 Case study
 Practical exercises
 Role play
 Assignments.
© ASEAN 2012
130 Trainer Guide
Slide
97. Trainer explains to trainees monitoring is also undertaken to identify:

 The progress of the person being coached. This may be important if promotion to a
different job/pay scale is involved, or competency will enable the person to move to
a new job
 If changes to content of coaching sessions/s need to be made – on the basis of

outcomes demonstrated by the learner
 Changes to coaching processes or materials (resources) that need to be made –

as identified by feedback from the learner. Learners are often more forthcoming
about what they liked and did not like after the coaching has finished as they are
less worried about offending the coach.
© ASEAN 2012
Trainer Guide 131
Slide
98. Trainer advises trainees the monitoring of the learner must be friendly and genuine
extending the supportive environment created during the initial coaching phase. Trainer
indicates when monitoring trainees must 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 and cannot do
 Understanding:
 It is important 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.
© ASEAN 2012
132 Trainer Guide
Slide
99. Trainer continues to identify what coaches should strive to be when monitoring learner’s
progress:
 Unbiased:
 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, the coach is obliged to say so. Similarly, if
they are not suitable the coach has an obligation to say so too but making sure
they use specific examples to illustrate their opinion
 Management will not appreciate a coach recommending an unsatisfactory or
unsuitable person for promotion, and it certainly will not reflect well on their
ability to select ‘good’ staff
 Consistent:
 Monitoring of learners should be regular in nature
 Sometimes monitoring activities can be organised but frequently they are not
© ASEAN 2012
Trainer Guide 133
 Central to this is the issue of fairness. The coach must ensure the number of
times they monitor one learner is not significantly different to the number of
times they monitor another learner or they 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 the coach
is checking up on them. Stick only to the topic of the coaching as the basis for
the monitoring. This may mean monitoring of a learner has to occur at a certain
time during their shift when they are performing a nominated task.
© ASEAN 2012
134 Trainer Guide
Slide
100. Trainer advises trainees they should be sensitive to the preferences learners may have
for learning and apply different approaches as appropriate to individuals. 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
 Some prefer lots of attention, while others prefer to learn on their own.
© ASEAN 2012
Trainer Guide 135
Slide
101. Trainer states to trainees the keys to providing supportive assistance to learners are
that 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.
© ASEAN 2012
136 Trainer Guide
Slide
102. Trainer tells trainees progress on coaching:

 May be reported in a formal or informal manner
 The precise method of reporting used in each instance will depend on the particular
establishment’s policies and procedures
 Reporting is either verbal, written or a combination of the two.

Trainer obtains sample coaching reports from industry/establishments reflecting
industry profile of trainees and:
 Distributes and discusses the reports
 Highlights who the reports are sent to
 Draws attention to the details covered and the terminology/phrases used.
© ASEAN 2012
Trainer Guide 137
Slide
103. Trainer advises coaching results may have to be reported to a number of people:
 The staff member who is being coached should be supplied with an honest and
comprehensive report of their coaching and/or assessment
 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.
© ASEAN 2012
138 Trainer Guide
Slide
104. Trainer suggests to trainees 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.
© ASEAN 2012
Trainer Guide 139
Slide
105. Trainer informs trainees 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.
© ASEAN 2012
140 Trainer Guide
Slide
106. Trainer continues to advise trainees how coaching reports might be used by
management:
 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 skills sets their
employee records should be updated to reflect their increased value to the
organisation.
 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.
© ASEAN 2012
Trainer Guide 141
Slide
107. Trainer indicates to trainees that 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.
Trainer arranges for an experienced workplace coach from a relevant industry/venue to
attend and:
 Talk to trainees about their role as workplace coach
 Discuss their planning and preparation activities for a coaching session
 Provide tips and techniques for being an effective workplace coach
 Describe the in-house reports and reporting required regarding provision of and
progress of workplace coaching
 Describe the activities they undertake as part of the review process following
coaching
 Give examples of the benefits they have identified as flowing from their reviews of
their coaching.
© ASEAN 2012
142 Trainer Guide
Slide
108. Trainer advises trainees an important part of the review process is to identify
performance problems or difficulties a learner may be having stating these may be
identified as a result of:
 Feedback from customers regarding their levels of satisfaction/dissatisfaction with
products and services
 Feedback from supervisors about the performance of individual staff
 Observation of work performance by the coach as part of monitoring activities
 Performance appraisals – the structured and standard reviews of individual staff

conducted by many employers.
© ASEAN 2012
Trainer Guide 143
Slide
109. Trainer instructs trainees in relation to reviewing coaching:

 Many coaches make notes and document how the coaching could have been
improved at the completion of each/some coaching sessions. These are used as
the basis for later reflection and analysis
 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.
© ASEAN 2012
144 Trainer Guide
Slide
110. Trainer highlights identifying performance problems:

 Must use feedback (from learners, customers and supervisors) as a central source
of data
 Should look for potential indicators of problems such as:

 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 preference 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
© ASEAN 2012
Trainer Guide 145
 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; other staff present, or
situations where it is too hot, too cold, too noisy, and too sunny.
© ASEAN 2012
146 Trainer Guide
Slide
111. Trainer advises trainees performance problems with learners 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.
© ASEAN 2012
Trainer Guide 147
Slide
112. Trainer continues to advise trainees of common reasons for poor learner performance
after they have been coached:
 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
 Broken, dangerous or faulty equipment. Never use dangerous or unsafe equipment
 Unmotivated learners. It is the coach’s responsibility to motivate learners
 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.
© ASEAN 2012
148 Trainer Guide
Slide
113. Trainer stresses to trainees, coaches must realise reviews or evaluations are only
useful if acted upon and once a problem/difficulty has been identified, it must be
addressed. Options include:
 More preparation and planning to produce a better plan, better resources, more
information, up-skill demonstrations
 New, different or better resources to enhance learning, to make learning more

relevant or to better accommodate learner preferences
 Updating content to make it current; to reflect actual workplace practice
 Changing times and/or locations of sessions to better meet learner needs and
preferences
 Altering delivery methods to meet preferred learning styles of learners
 Changing personal delivery styles to accommodate preferences of learners.
© ASEAN 2012
Trainer Guide 149
Slide
114. Trainer tells trainees where they are unable to resolve a learning issue or problem then
there is need to refer this situation to one of the following for them to deal with:
 Duty manager
 Office manager
 Branch manager
 Owner
 Department manager
 Section manager
 Someone at head office who has authority for spending money or obtaining
resources for training/coaching.
Class Activity – Question/s
Trainer asks trainees what action ‘management’ might take when a learning
situation/problem is referred to them that the coach cannot resolve.
Possible answers – will depend on the nature of the problem but can include:
 Talk to the learner involved and offer more support/training
 Talk to learner and advise them failure to become competent may result in reduced
hours or dismissal
© ASEAN 2012
150 Trainer Guide
 Allocate more time to coaching
 Allocate more funds to coaching
 Instruct uncooperative supervisors to release staff for coaching as required
 Verbally support the concept of coaching
 Demonstrate support for coaching by promoting those who have been coached.
© ASEAN 2012
Trainer Guide 151
Slide
© ASEAN 2012
152 Trainer Guide
Slide
© ASEAN 2012
Trainer Guide 153
Slide
Trainer thanks trainees for their attention and encourages them to apply course content
as required in their workplace activities.
© ASEAN 2012
154 Trainer Guide
Recommended training equipment

Full range of training equipment which may include lap top, data projector, overhead
projector, photocopier, white boards and blackboards, DVD player, TV screen, video
player.
Consumables – such as whiteboard pens and eraser, whiteboard cleaner, overhead pens,
transparencies, paper, butcher’s paper, and industry materials relevant to
training/coaching topics.
Sample session/coaching plans including blank pro-formas and completed examples of
coaching plans for both theory-based and practical coaching sessions.
Sample coaching materials such as handouts, case studies, exercises, workplace
manuals, workplace policies and procedures, DVDs, videos, recipes, schedules, price
lists, menus, brochures.
© ASEAN 2012
Trainer Guide 155
© ASEAN 2012
156 Trainer Guide
Instructions for Trainers for using PowerPoint – Presenter View
Instructions for Trainers for using

PowerPoint – Presenter View
Connect your laptop or computer to your projector equipment as per manufacturers’
instructions.
In PowerPoint, on the Slide Show menu, click Set up Show.
Under Multiple monitors, select the Show Presenter View check box.
In the Display slide show on list, click the monitor you want the slide show presentation
to appear on.
Source: http://office.microsoft.com
Note:
In Presenter View:
You see your notes and have full control of the presentation
Your trainees only see the slide projected on to the screen
More Information
You can obtain more information on how to use PowerPoint from the Microsoft Online
Help Centre, available at:
http://office.microsoft.com/training/training.aspx?AssetID=RC011298761033
Note Regarding Currency of URLs
Please note that where references have been made to URLs in these training resources
trainers will need to verify that the resource or document referred to is still current on the
internet. Trainers should endeavour, where possible, to source similar alternative
examples of material where it is found that either the website or the document in question
is no longer available online.
© ASEAN 2012
Trainer Guide 157
Instructions for Trainers for using PowerPoint – Presenter View
© ASEAN 2012
158 Trainer Guide
Appendix – ASEAN acronyms

AADCP ASEAN – Australia Development Cooperation Program.
ACCSTP ASEAN Common Competency Standards for Tourism Professionals.
AEC ASEAN Economic Community.
AMS ASEAN Member States.
ASEAN Association of Southeast Asian Nations.
ASEC ASEAN Secretariat.
ATM ASEAN Tourism Ministers.
ATPMC ASEAN Tourism Professionals Monitoring Committee.
ATPRS ASEAN Tourism Professional Registration System.
ATFTMD ASEAN Task Force on Tourism Manpower Development.
CATC Common ASEAN Tourism Curriculum.
MRA Mutual Recognition Arrangement.
MTCO Mekong Tourism Coordinating office.
NTO National Tourism Organisation.
NTPB National Tourism Professional Board.
RQFSRS Regional Qualifications Framework and Skills Recognition System.
TPCB Tourism Professional Certification Board.
© ASEAN 2012
Trainer Guide 159
© ASEAN 2012
160 Trainer Guide

Coach Others in Job Skills (Training Guide)

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Coach Others in Job Skills (Training Guide)

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Coach others in job skills

William Angliss Institute of TAFE

Project Director: Wayne Crosbie

File name: TG_Coach_others_in_job_skills_refined

Competency standard ..................................................................................................... 11

Notes and PowerPoint slides .......................................................................................... 19

Recommended training equipment ............................................................................... 155

Appendix – ASEAN acronyms ...................................................................................... 159

Competency Based Training (CBT) and

Competency Based Assessment (CBA)

 Enhances motivation – Learning is most effective when participants are motivated.

Competency Based Training (CBT)

 Be able to become confident, equipped and flexible managers of the future

Competency Based Assessment (CBA)

Competency must be proven regardless of:

A range of assessment methods to assess competency include:

UNIT NUMBER: D1.HRD.CL9.01 D1.HHR.CL8.06 D2.TRD.CL8.02

ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE

Element 1: Prepare for on job coaching Unit Variables

2.4 Check the colleague's understanding  Trainee explanation

Suitable time and place may include:

Purpose of coaching may include:

Specific skills may relate to:

Monitor progress should relate to:

Performance problems or difficulties may relate to:

Linkages To Other Units

Critical Aspects of Assessment

Key Competencies in this Unit

Key Competencies Level Examples

Identify skill requirements and organise

Give instructions to others being coached;

Plan content of coaching session/s and

Coach colleagues in a manner that builds

Using mathematical ideas and

Deal with communication breakdowns;

Notes and PowerPoint slides

Slide No Trainer Notes

1. Trainer welcomes trainees to class.

Slide No Trainer Notes

 Trainees can obtain more detail from their Trainee Manual

Slide No Trainer Notes

Slide No Trainer Notes

 Where was it delivered?

 When was it delivered?

 To whom was it delivered?

 What preparation did you do prior to coaching delivery?

Slide No Trainer Notes

 Demonstrating practical skills

 Observing a colleague complete a task

 Providing follow up advice, support and feedback

 Reviewing colleague work and work practice.

Slide No Trainer Notes

6. Trainer introduces concept of Competency Based Training to trainees stating:

 A competency standard is a benchmark level deemed as being the necessary level

 Discusses them and indicates how they are used in industry

 Explains how they relate to coaching.

Slide No Trainer Notes

 Reading internal standards, work procedures and service criteria

 Conferring with more experienced staff

 Talking with management and/or business owners