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PAGE
Introduction.......................................................................................................................... 1
Welcome ................................................................................................................... 1
This Competency Unit.................................................................................................... 1
Before You Start ............................................................................................................. 2
Planning Your Learning Programme ............................................................................. 2
Self-Assessment Checklist ............................................................................................. 3
How To Use This Learners Guide ................................................................................ 4
Using the Computer and Other Resources..................................................................... 6
Method of Assessment.................................................................................................... 6
LG THHTRA0133A
COACH OTHERS IN JOB SKILLS
INTRODUCTION
Welcome
Welcome to the Learners Guide for Unit of Competency Coach Others in Job Skills.
This is just one of a number of Learners Guides produced for the Commercial Food
Preparation Skills stream of the Tourism and Hospitality Industry, and it is designed to
guide you, the learner, through a series of learning processes and activities that will
enable you to achieve the specified learning outcomes for the competency unit.
The content of this guide was developed from the Competency Standard
THHTRA0133A, which is one of the basic building blocks for the National Vocational
Qualification of Jamaica (NVQ-J) certification within the industry. Please refer to your
Learners Handbook for a thorough explanation of standards and competencies, and how
these relate to the NVQ-J certification.
You are also advised to consult the Competency Standard and Assessment Instrument for
a better understanding of what is required to master the competency.
Coach others in job skills addresses the knowledge and skills required for effectively
coaching others in job skills. The competency unit is comprised of the following
elements:
As you go through each element, you will find critical information relating to each one.
You are advised to study them carefully so that you will be able to develop the necessary
knowledge, skills and attitudes for coaching others in job skills.
a. Obtain a Learners Logbook that will be used to record evidence of your new
skills/competence. As you demonstrate your new skills, record your activities and
have your learning facilitator sign off on them. This will allow you provide evidence
of your competence when you are being assessed against the competency standard.
b. Ensure that you have access to the facilities and equipment necessary for learning.
d. Know and observe the occupational health and safety standards/practices for the
industry. For example, ensure that you are wearing suitable clothing, that tools and
equipment are safe, and that the correct safety equipment is used.
The following self-assessment checklist will assist you in planning your learning
programme as it will help you to think about the knowledge and skills needed to
demonstrate competency in this unit. As you go through the checklist will be able to find
out what elements you have already mastered which ones you will need to pay more
attention to as you go through the learning process.
To complete the checklists simply read the statements and tick the Yes or No box.
Self-Assessment Checklist
- Coach others in job skills
Yes No
Element 2 Coach colleagues on-the-job
Yes No
Element 3 Follow up coaching
If you ticked all or most of the Yes boxes then you might not need to go through the
entire guide. Ask your learning facilitator to assist you in determining the most
appropriate action you should take.
If you ticked a few of the Yes boxes or none at all then you should work through all of
the guide, even though some of the material may be familiar to you.
Plan your learning based on your answers. Be sure to involve your learning facilitator
in the planning process.
This Learners Guide is designed to assist you in working and learning at your own pace.
Check your progress at each checkpoint to ensure that you have understood the
material
Observe the icons and special graphics used throughout this guide to remind you of
what you have to do to enhance your learning. The icons and their meanings are as
follows:
Definition Box
Words/phrases are defined or explained in this box. The
words/phrases being explained are in bold print.
Checkpoint
This denotes a brain teaser and is used to check your
understanding of the materials presented. No answers are
provided for the questions asked.
Activity
This denotes something for you to do either alone or with
the assistance of your learning facilitator.
Reference
Points you to the reference materials and other support
documents or resources used in compiling the unit content.
Ask your learning facilitator for help if you have any problems with the interpretation
of the contents, the procedures, or the availability of resources
Stop and complete each activity as you come to it. If the activity requires you to
perform an actual task, be sure to tell your learning facilitator when you get to that
activity so that he/she can make any arrangements
Get your learning facilitator to sign and date the Learner Logbook when you have
completed an activity
Read the summary and complete the self-assessment checklist at the end of each
section or element.
When you have worked through all sections of the guide, complete the assessment
exercise at the end of the document. When you can tick every Yes box, you are ready
for assessment and should ask your learning facilitator to assist you in making the
arrangements to have your performance assessed.
Where your activities refer you to the library, computer and Internet resources, ask your
learning facilitator to assist you with locating these resources. If you are getting your
training in an institution, there may be a library and computer laboratory. If this is not
the case, visit the local library and find out what resources are available.
If you are new to the computer and the Internet, someone should be able to show you
how to use these resources.
Please note that in many of your activities you have been referred to information on the
Internet. This is because the Internet has a vast amount of information that can help you
in acquiring the particular competencies. We would like to advise you, however, that we
cannot guarantee that all the sites will be available when you need them. If this happens,
ask your learning facilitator to assist you with locating other sites that have the
information you require.
Method of Assessment
Competency will be assessed while you are actually performing the tasks related to this
competency, this may be in a real workplace or a simulated situation that accurately
relates to the work situation. You are advised to consult the associated competency
standard and assessment instrument for further details relating to the assessment
strategies.
You may now start your learning. Have fun while you work!
LEARNING OUTCOMES
As you go through this element you need to ensure that you acquire the necessary
knowledge, skills and attitude to prepare for on-the-job coaching. Your learning
facilitator is there to assist you through the various activities. Upon completion you
should be able to:
The need for coaching may be identified, based on a range of factors. These include:
Guest dissatisfaction
Disorganization and confusion
Low morale
Low sales
High waste, low productivity
Sanitation problems
Miscellaneous indicators
Refer to:
Forrest Lewis, (1996). Training for the Hospitality industry, Educational institute
of the American Hotel and Motel Association
Woods Robert, (1997). Managing Hospitality Human resources, Educational
institute of the American Hotel and Motel Association
(These references will give further insight on establishing a need for coaching)
CHECKPOINT
Explain the following factors used to decide when coaching is
necessary:
Low morale
Low productivity
Guest dissatisfaction
List two factors which may be termed miscellaneous indicators
Specific coaching needs are often identified through discussion with colleagues to be
coached:
Refer to:
Forrest Lewis, (1996), Training for the Hospitality industry, Educational institute
of the American Hotel and Motel Association
Woods Robert, (1997), Managing Hospitality Human resources, Educational
institute of the American Hotel and Motel Association
(These references will give further insight on establishing a need for coaching)
CHECKPOINT
List 5 possible benefits to be derived from having discussions with
colleagues to be coached before doing actual coaching
ACTIVITY:
The specific time and place for coaching should be arranged with colleagues to be
coached. Where appropriate coaching may be conducted in a formal or informal setting,
the following options may be considered:
Refer to:
Forrest Lewis, (1996), Training for the Hospitality industry, Educational institute
of the American Hotel and Motel Association
Gary Mitchell, (1993), The Trainers Handbook, AMACOM
CHECKPOINT
Explain the meaning of informal training and give an
example.
State the meaning of formal training, citing an example.
ACTIVITY:
Now that you have completed this element, check if you have fully grasped all the
components by doing the following Self-Assessment:
Checklist 1 Yes No
Yes No
Checklist 2
LEARNING OUTCOMES
As you go through this element you need to ensure that you acquire the necessary
knowledge, skills and attitude to coach colleagues on-the-job. Your learning facilitator is
there to assist you through the various activities. Upon completion you should be able to:
To maximize the coaching effort, the training plans, and the importance of maintaining
standards at approved levels should be communicated openly with the staff.
Refer to:
Forrest Lewis (1996), Training for the Hospitality industry, Educational institute
of the American Hotel and Motel Association
CHECKPOINT
In your own words explain why it is important to explain the overall
purpose of coaching with colleagues
Refer to:
Forrest Lewis, (1996), Training for the Hospitality industry, Educational institute
of the American Hotel and Motel Association
CHECKPOINT
Why is it necessary to explain and demonstrate specific skills to be
taught?
ACTIVITY:
UNDERPINNING KNOWLEDGE
Any underpinning knowledge required for the area to be taught should be clearly
communicated to the employee before coaching begins.
CHECKPOINT
If an employee is to be coached in the proper procedure for
setting the bar area for service, what are some of the
underpinning knowledge that may be required?
Why is it necessary to clearly communicate underpinning
knowledge requirements?
The coach/supervisor should allow the employee to practise the procedure alone to check
his understanding:
Refer to:
Forrest Lewis, (1996), Training for the Hospitality Industry, Educational institute
of the American Hotel and Motel Association
CHECKPOINT
How can a coach check to see if an employee has understood what
was explained/demonstrated?
Skills which are properly demonstrated and explained followed by immediate and
continuous practice are likely to lead to good work habits. The coach should help to
improve the colleagues skill levels by carefully observing the trainees performance and
helping colleagues with awkward motions.
Colleagues being coached should be given a chance to ask questions to clear up any mis-
understandings, and offer clarification as is necessary.
Refer to:
Forrest Lewis, (1996), Training for the Hospitality industry, Educational institute
of the American Hotel and Motel Association
Dessler Gary, (2000), Human Resources Management, Prentice Hall Inc.
PROVIDING FEEDBACK
There are four types of feedback that can be given after a coaching session. These are;
CHECKPOINT
What is likely to occur if negative feedback is given to
colleagues after coaching?
What is positive feedback and why is it important to
employees?
ACTIVITY:
Now that you have completed this element, check if you have fully grasped all the
components by doing the following Self-Assessment:
Checklist 1 Yes No
Checklist 2 Yes No
LEARNING OUTCOMES
As you go through this element you need to ensure that you acquire the necessary
knowledge, skills and attitude to follow -up coaching. Your learning facilitator is there to
assist you through the various activities. Upon completion you should be able to:
1. Monitor progress with new skills in the workplace and provide supportive
assistance as required
2. Report progress to the appropriate person as required
3. Identify performance problems or difficulties with the coaching and refer to the
appropriate person for follow-up.
MONITORING PROGRESS
It is important to monitor the progress of employees with their new skill and provide
supportive assistance to these employees as required. Four areas should be considered
when monitoring a coaching programme.
Reaction How does the employee feel about the coaching programme?
Learning To what extent has the employee learnt the new information or skill? How
have their attitudes changed?
Behaviour How has on the job behaviour changed because of the learning which
occurred?
Results How has the product or service quality been positively affected since the
coaching took place?
When this evaluation is done, if the employee is found lacking in any area relating to the
skill taught, positive assistance should be given.
Refer to:
Forrest Lewis, (1996), Training for the Hospitality industry, Educational institute
of the American Hotel and Motel Association
Dessler Gary, (2000), Human Resource Management, Prentice Hall Inc.
LG - THHWPO0223A Monitor Work Operations
CHECKPOINT
Explain the process of doing evaluations after coaching.
ACTIVITY:
REPORTING PROGRESS
CHEKPOINT
Why is it important to report progress to the appropriate person?
Some coaches assume some responsibility for the productivity of employees, especially
of employees who have not achieved mastery and competence. Therefore additional time
may be spent observing employees to ensure the job is done in the proper way. When the
employee strays from procedure, coach re-emphasizes procedures and performance
standards.
Often when performance problems or difficulties with coaching are identified, they are
referred to the appropriate person for follow up. This ensures the coaching process is
ongoing and fosters employees growth and development.
CHECKPOINT
Why is it important to follow up when performance problems or
difficulties with coaching are identified?
ACTIVITY:
Now that you have completed this element, check if you have fully grasped all the
components by doing the following Self-Assessment:
Checklist 1 Yes No
Checklist 2 Yes No