Coach Others in Job Skills

LEARNERS GUIDE
COACH OTHERS IN JOB SKILLS
Published by
HEART TRUST/NATIONAL TRAINING AGENCY
Produced by
Learning Management Services Department

Gordon Town Road
Kingston 7
Jamaica W.I.
This material is protected by copyright. Copying this material or any part of it by any means,
including digital or in any form is prohiibited unless prior written permission is obtained from
the HEART Trust/NTA
*** 2003***
Version 1 LRDU MAY. 03

TABLE OF CONTENTS
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
Element 1: Prepare for on the job coaching ...................................................................... 7
Self-Assessment Checklist ........................................................................................... 11
Element 2: Coach colleagues on-the-job............................................................................. 12
Element 3: Follow up coaching ............................................................................................ 18
Version 1 LRDU MAY. 03

LG THHTRA0133A COACH OTHERS IN JOB SKILLS
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.
This Competency Unit
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:
Element 1: Prepare for on job coaching
Element 2: Coaching colleagues on-the-job
Element 3: Follow up coaching
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.
Version 1 - LRDU MAY. 03 1

Before you start
Before you start this Learners Guide, you need to:
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.
c. Ensure that your learning resources are available.
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.
e. Plan your learning programme (see below)
f. Understand how to use this Learners Guide (see below)
Planning your learning programme
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
Element 1 Prepare for on job coaching Yes No
1. I can identify the need for coaching based on a range of ( ) ( )

factors which could include:
- request for coaching from colleague to be ( ) ( )
coached
- own observation and workplace experience ( ) ( )
- direction from other colleagues ( ) ( )
2. I can identify specific coaching needs through discussion

with colleague to be coached ( ) ( )
3. I can organize where appropriate, a specific time and place

for coaching with colleague in accordance with enterprise
policy ( ) ( )
Yes No
Element 2 Coach colleagues on-the-job
1. I can explain overall purpose of coaching to colleague ( ) ( )
2. I can explain and demonstrate specific skills to be coached ( ) ( )
3. I can clearly communicate any underpinning knowledge

required ( ) ( )
4. I can check colleagues understanding

( ) ( )
5. I can give colleague the opportunity to practise the skill and

ask questions ( ) ( )
6. I can provide feedback in a constructive and supportive

manner ( ) ( )

Yes No
Element 3 Follow up coaching
1. I can monitor progress with new skills in the workplace and

supportive assistance is provided as required ( ) ( )
2. I can report progress to the appropriate person as required ( ) ( )
3. I can identify performance problems or difficulties with

coaching and referred to the appropriate person for follow up ( ) ( )
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.
How to use this Learners Guide
This Learners Guide is designed to assist you in working and learning at your own pace.
We suggest that you:
Go through the sections/elements as they are presented (starting at Section 1)
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:

Complete Assessment Exercise

This exercise requires you to think about the knowledge
and skills that you have or will develop in this
competency unit.
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.
Using the Computer and Other Resources
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!

ELEMENT 1: PREPARE FOR-ON-THE - JOB COACHING
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:
1. Identify the need for coaching based on a range of factors

2. Identify specific coaching needs through discussion with colleagues to be coached
3. Organize a specific time and place for coaching with colleagues in accordance
with enterprise policy
ESTABLISHING COACHING NEEDS
Coaching This is a constant reinforcement In a training system, an employee

of learning that is acquired through training. learns how and why to perform in a
Training usually focuses on the actual job specified manner. Through coaching,
application of what was learnt during the the same employee is challenged,
training session. encouraged, corrected, motivated
and positively strengthened to apply
what was learnt.
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
IDENTIFYING SPECIFIC COACHING NEEDS
Specific coaching needs are often identified through discussion with colleagues to be
coached:
Surveys consisting of written questionnaires or personal interviews might be

formulated. Most employees will be objectively critical of the performance of
their work.
Interviews in coaching should focus upon problems that an employee encounters
while doing his job, or on problems arising from ineffective job performance.
By probing, the person coordinating the interview can try to determine specific
areas where the employee feels more coaching is needed, and also why the
employee is not performing to standards.
Refer to:
Forrest Lewis, (1996), Training for the Hospitality industry, Educational institute
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:
You will be required to do a sample guide for interviewing an

employee working in the food and beverage service department of a
hotel. List interview questions that can be asked. This exercise will
be assessed your learning facilitator.
TIME AND PLACE FOR COACHING
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:
On the job during working hours

Before or after work
In a simulated location away from the actual workplace
Informal coaching occurs as part of normal day-to-day supervision. Formal coaching is

usually scheduled for a private place such as an office or conference room. The formal
coaching session usually has a planned agenda and a complete record is usually kept.
Refer to:
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:
Working in groups of twos, one person acting as the coach, do a

simulation of a workplace situation for which formal or informal
coaching may be required. Remember to inform colleagues of the
training if the training is to take place in a formal setting. Your
learning facilitator will supervise this exercise.

ARE YOU READY TO TEST YOUR COMPETENCY?
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
1. I can identify the need for coaching based on a range of

factors ( ) ( )
2. I can identify specific needs based on thorough

discussion with colleagues to be coached ( ) ( )
3. I understand how to arrange specific time and place

for coaching in accordance with enterprise policy ( ) ( )
Yes No
Checklist 2
1. The need for coaching is identified based on a range of

factors ( ) ( )
2. Specific coaching needs are identified through

discussion with colleagues to be coached ( ) ( )
3. Where appropriate, a specific time and place for

coaching is arranged with colleagues in accordance
with enterprise policy ( ) ( )

ELEMENT 2: COACH COLLEAGUES ON-THE- JOB
LEARNING OUTCOMES
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:
1. Explain the overall purpose of coaching to colleagues

2. Explain and demonstrate specific skills to be coached
3. Clearly communicate any underpinning knowledge required
4. Check colleagues understanding
5. Give colleagues the opportunity to practise the skill and ask questions
6. Provide feedback in a constructive and supportive manner
EXPLAIN THE PURPOSE OF TRAINING TO COLLEAGUES
To maximize the coaching effort, the training plans, and the importance of maintaining
standards at approved levels should be communicated openly with the staff.
Employees should be given a basic understanding of what is expected and what

the job involves.
The manager should promote the coaching effort by focusing on the benefits and
features of the coaching effort to the individual employee and the team.
It is important to be completely open, telling colleagues what is going to happen
from the onset. This removes most of the anxiety which interferes with the
learning process, and makes the overall purpose of coaching clear.
Refer to:
Forrest Lewis (1996), Training for the Hospitality industry, Educational institute

CHECKPOINT
In your own words explain why it is important to explain the overall
purpose of coaching with colleagues
EXPLAINING AND DEMONSTRATING SPECIFIC SKILLS
Specific skills to be taught need to be explained and demonstrated to colleagues:
The coach should explain what is expected from his colleagues

To help colleagues form this important mental picture of correct performance, a
demonstration of the desired standards is necessary
Ensure the employees are aware of the objective of the coaching
It might be a good idea to give employees a copy of the learning objective, and
where appropriate a copy of job list, job breakdown and job performance
standards.
It is important when doing coaching to:
Tell colleagues what you are going to teach them

Demonstrate and explain every detail carefully
Remind them of the learning objectives
Refer to:
CHECKPOINT
Why is it necessary to explain and demonstrate specific skills to be
taught?

ACTIVITY:
Working in groups of twos in a simulated setting with one person

acting as the coach and the other, the employee being taught; show
how you would explain and demonstrate a specific skill to be
coached. This should be repeated using a different skill and the coach
acting as the employee and vice versa. This activity will be assessed
by your learning facilitator.
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?
CHECK COLLEAGUES UNDERSTANDING
The coach/supervisor should allow the employee to practise the procedure alone to check
his understanding:
The supervisor should require the trainer to practise.

As a coach, the supervisor should compliment the trainee immediately and
following the correct performance, assist the employee as soon as problems in
understanding or performance are observed.
The coach should ensure the colleague understands the why of each step.

Refer to:
Forrest Lewis, (1996), Training for the Hospitality Industry, Educational institute
CHECKPOINT
How can a coach check to see if an employee has understood what
was explained/demonstrated?
COLLEAGUES ARE GIVEN THE OPPORTUNITY TO PRACTISE AND ASK

QUESTIONS
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.
Note - Unanswered questions and confusing explanations are barriers to learning.
Refer to:
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;
Feedback This is the process by

which employees are informed as
to how they have performed.

Positive feedback recognizing a job well done

Re-directive feedback identifies incorrect performance and reviews the expected
behaviour to discover what went wrong and how performance can be improved
Negative feedback- identifies incorrect behaviour that serves to demotivate an employee.
As a result, negative feedback will not improve performance
Zero feedback No feedback is provided
After coaching, it is important that feedback be constructive and supportive.
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:
Working in groups of fours or sixes act out a simulated situation in

which positive, re-directive, negative or no feedback on the
employees performance is highlighted. Ask your learning facilitator
for assistance as is necessary. Your learning facilitator will also
assess your performance.

Checklist 1 Yes No
1. I can explain overall purpose of coaching to colleagues ( ) ( )
2. I can explain and demonstrate specific skills to be taught ( ) ( )
3. I can clearly communicate any underpinning knowledge ( ) ( )
4. I can check colleagues understanding ( ) ( )
5. I understand the importance of giving colleagues the

opportunity to practice the skill and ask questions ( ) ( )
6. I understand how to provide feedback in a constructive and

supportive manner ( ) ( )
Checklist 2 Yes No
1. Overall purpose of coaching is explained to colleagues ( ) ( )
2. Specific skills to be taught are explained and demonstrated ( ) ( )
3. Any underpinning knowledge required is clearly

communicated ( ) ( )
4. Colleagues understanding is checked ( ) ( )
5. Colleagues are given the opportunity to practice the skill

and ask questions ( ) ( )
6. Feedback is provided in a constructive and supportive

manner ( ) ( )

ELEMENT 3: FOLLOW - UP COACHING
LEARNING OUTCOMES
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:
Dessler Gary, (2000), Human Resource Management, Prentice Hall Inc.
LG - THHWPO0223A Monitor Work Operations

CHECKPOINT
Explain the process of doing evaluations after coaching.
ACTIVITY:
Visit a business offering hospitality services and ask manager to

explain to you how his business coaches employees, and how
evaluations are made.
Based on what you have learnt make recommendations as to how

coaching can be improved.
This exercise may be done in groups of twos and will be assessed by

your learning facilitator.
REPORTING PROGRESS
Depending on the organization, progress of training may be reported to the appropriate

person so as to enable the decision maker to make informed decisions as to how to
proceed.
CHEKPOINT
Why is it important to report progress to the appropriate person?

PERFORMANCE PROBLEMS AND DIFFICULTIES
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:
You have been given the responsibility of coaching a colleague in the

proper way of providing food service. You however realize that the
employees performance is still below the expected performance
level even after coaching. What would you do in such a situation?
Would you refer this individual to the appropriate person?

Give reasons for your response.

Checklist 1 Yes No
1. I understand the importance of monitoring progress

with new skills and providing supportive assistance as
necessary ( ) ( )
2. I understand the importance of reporting progress to

the appropriate person ( ) ( )
3. I can identify performance problems and difficulties

with coaching and refer to the appropriate person for
follow - up ( ) ( )
Checklist 2 Yes No
1. Progress with new skills is monitored in the workplace

and supportive assistance is provided ( ) ( )
2. Progress is reported to the appropriate person as

required ( ) ( )
3. Performance problems and difficulties with coaching

are identified and referred to the appropriate person for
follow-up ( ) ( )

Coach Others in Job Skills

Diunggah oleh

Informasi Dokumen

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Coach Others in Job Skills

Diunggah oleh

Hak Cipta:

Format Tersedia

LEARNERS GUIDE

COACH OTHERS IN JOB SKILLS

HEART TRUST/NATIONAL TRAINING AGENCY

Learning Management Services Department

Version 1 LRDU MAY. 03

Element 1: Prepare for on the job coaching ...................................................................... 7

Self-Assessment Checklist ........................................................................................... 11

Element 2: Coach colleagues on-the-job............................................................................. 12

Self-Assessment Checklist ........................................................................................... 17

Element 3: Follow up coaching ............................................................................................ 18

Self-Assessment Checklist ........................................................................................... 21

Version 1 LRDU MAY. 03

This Competency Unit

Element 1: Prepare for on job coaching

Element 2: Coaching colleagues on-the-job

Element 3: Follow up coaching

Version 1 - LRDU MAY. 03 1

Before you start

Before you start this Learners Guide, you need to:

c. Ensure that your learning resources are available.

e. Plan your learning programme (see below)

f. Understand how to use this Learners Guide (see below)

Planning your learning programme

Version 1 - LRDU MAY. 03 2

Element 1 Prepare for on job coaching Yes No

1. I can identify the need for coaching based on a range of ( ) ( )

2. I can identify specific coaching needs through discussion

3. I can organize where appropriate, a specific time and place

1. I can explain overall purpose of coaching to colleague ( ) ( )

2. I can explain and demonstrate specific skills to be coached ( ) ( )

3. I can clearly communicate any underpinning knowledge

4. I can check colleagues understanding

5. I can give colleague the opportunity to practise the skill and

6. I can provide feedback in a constructive and supportive

Version 1 - LRDU MAY. 03 3

1. I can monitor progress with new skills in the workplace and

2. I can report progress to the appropriate person as required ( ) ( )

3. I can identify performance problems or difficulties with

How to use this Learners Guide

We suggest that you:

Go through the sections/elements as they are presented (starting at Section 1)

Version 1 - LRDU MAY. 03 4

Complete Assessment Exercise

Version 1 - LRDU MAY. 03 5

Using the Computer and Other Resources

Version 1 - LRDU MAY. 03 6

ELEMENT 1: PREPARE FOR-ON-THE - JOB COACHING

1. Identify the need for coaching based on a range of factors

ESTABLISHING COACHING NEEDS

Coaching This is a constant reinforcement In a training system, an employee

Version 1 - LRDU MAY. 03 7

IDENTIFYING SPECIFIC COACHING NEEDS

Surveys consisting of written questionnaires or personal interviews might be

Version 1 - LRDU MAY. 03 8

You will be required to do a sample guide for interviewing an

TIME AND PLACE FOR COACHING

On the job during working hours

Informal coaching occurs as part of normal day-to-day supervision. Formal coaching is

Version 1 - LRDU MAY. 03 9

Working in groups of twos, one person acting as the coach, do a

Version 1 - LRDU MAY. 03 10

ARE YOU READY TO TEST YOUR COMPETENCY?

1. I can identify the need for coaching based on a range of

2. I can identify specific needs based on thorough