ASSESSMENT TOOL

Qualification SIT40516 Certificate IV in Commercial Cookery

Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

ASSESSMENT INSTRUCTIONS FOR STUDENTS

Overview
Prior to commencing the assessments your assessor will explain each task and the terms and submission of your task.
Please consult your assessor if you are unsure of any questions. It is important that you understand adhere to the terms
and conditions and address each task. If any task I not fully address than your assessment task will not be marked. The
assessor will support you throughout this process.
Written work
Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good
writing skills.
Student must concise to the point and write answers according to the given word-limit to each question and do not
provide irrelevant information.
Student must not use non-discriminatory language. The language used should not devalue, demean, or exclude
individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or
age. Gender inclusive language should be used.
Assessor should not accept answers copied directly from texts without acknowledgement of the text.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all tasks
on time. If you do not participate you will be required to report to Student Services Coordinator.

Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own.
Plagiarism is a serious act and may result in a student’s exclusion from a course. When you have any doubts about
including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines
some of the activities for which a student can be accused of plagiarism:

Presenting any work by another individual as one's own unintentionally

Handing in assessments markedly similar to or copied from another student
Presenting the work of another individual or group as their own work
Handing in assessments without the adequate acknowledgement of sources used, including
assessments taken totally or in part from the Internet
If it is identified that you have plagiarised within your assessment task, then we will organise a meeting to discuss this
with you.
Copyright
Copyright is a right belonging to the owner or licensee of a literary, artistic or dramatic work, film or sound recording. You
must be abide by the Copyright Act 1968 and not reproduce, perform or otherwise deal with the work. The owner of the
material may take legal action against you if the owner's copyright has been infringed.

Competency Outcomes
Each activity in this assessment tasks will be marked as either Satisfactory or Not Satisfactory.

If any of your task is marked as Not Satisfactory after the first attempt, you will be provided with feedback from your
assessor and then given an opportunity to resubmit the task. Your assessor will provide you with a timeline in which you
will be required to submit your task. Resubmission timeline will be determined by the assessor and based on the extent
of the re-submission. When you have completed all tasks in this document you will be granted an overall competency
outcome, which will be either Competent or Not Yet Competent.
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 1
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 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

Assessment Appeals Process

If you are dissatisfied with the outcome of one of the assessment tasks or the final outcome of the
assessment task because you feel that the result is unfair or incorrect, you may request to have the task/s
or overall assessment task reviewed. If you are still dissatisfied with the outcome, you may lodge a formal
assessment appeal. Refer to SBTA’s Complaints/Appeals Policy and Procedure.
Reasonable adjustment
If you require any reasonable adjustment to complete your assessment, please contact the
trainer/assessor before completing any assessment task. Please note academic standards of the unit will
not be lowered to accommodate the needs of any student but there is a requirement to be flexible about
the way in which it is delivered and assessed. Each case will be looked at on its own merit.
Authenticity:
Students are required to acknowledge prior to submission, indicating that the work they have submitted for
assessment is their own. Students must enter their own user ID and password provided by SBTA to be
declare that the work they are uploading is theirs. The Assessor must be assured that the evidence
presented for assessment is the student’s own work.

Student Declaration
Please ensure that you also acknowledge the Student Declaration section on your student portal prior
to submitting. The student declaration section acknowledges that you declare that:
þ I am submitting work in this assignment that is my own, except where acknowledgement/s
of sources are made.
þ I have not copied in part, or in whole, or otherwise plagiarised the work of others.
þ I declare that the material does not infringe the intellectual property/copyright of a third party and I
understand that the evidence
may undergo electronic detection and used to make comparisons with other evidence submitted
by current or previous students.
þ The Units of Competence, Elements and Performance Criteria which I studied during the
course were explained and
I was provided with adequate resources which enable me to complete this assessment.
þ The assessment tasks, assessment criteria and assessment due date(s) for this course
were explained.

þ I was advised and I am aware of The Academy’s Policies including the Assessment Policy and
the Assessment Appeals Process.
þ I was given assistance from the trainer and/or other Academy staff during the study of this course
when it was requested.
þ I understand that my feedback will be used for reporting purposes and continuous improvement.
 þ I acknowledge that my personal and outcomes details shall remain confidential and will only
be used for official reporting purposes.

Application of Unit SITXHMR001 Coach Others in job skills

You will learn how to provide on the job coaching to colleagues by explaining and
demonstrating procedures and how to do things. You will also learn how to monitor the
progress of colleagues through the coaching sessions until they are able to work on their own.
Application of Unit SITXCOM005 Manage conflict
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 2
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 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

This unit describes the performance outcomes, skills and knowledge required to prepare and
cook a range of fish and shellfish dishes following standard recipes. It requires the ability to
select, prepare and portion seafood, and to use relevant equipment, cookery and food
storage methods.

The unit applies to cooks working in hospitality and catering organisations. This could include
restaurants, educational institutions, health establishments, defence forces, cafeterias,
kiosks, cafes, residential caterers, in flight and other transport caterers, and event and
function caterers.

Application of Unit BSBCMM201 Communicate in the workplace

This unit describes the skills and knowledge required to communicate in the workplace
including gathering, conveying and receiving information and completing routine written
correspondence.

ASSESSMENT TASK 1 - KNOWLEDGE QUESTIONS

Assessment type:
Written Questions
Assessment task description:
This is the first assessment task student has to successfully complete to be deemed
competent in this unit of competency. The Knowledge Test comprises of written
questions. Student must respond to all the question and submit them to the
Trainer/Assessor.

Student must not use non-discriminatory language. The language used should not
devalue, demean, or exclude individuals or groups on the basis of attributes such as
gender, disability, culture, race, religion, sexual preference or age. Gender inclusive
language should be used.

Assessor should not accept answers copied directly from texts without
acknowledgement of the text.

Student must answer all questions to the required level, e.g. provide the number of
points, to be deemed satisfactory in this task.
 Trainer/Assessor is required to provide the feedback within two weeks and notify
students when results are available.
Applicable conditions:
All knowledge tests are untimed and are conducted as open book assessment (this
means student can refer to textbooks or the internet to conduct research during the
assessment). However, the answers must be in the student’s own words to demonstrate
their own understanding of each individual question.
Student must read and respond to all questions.
Student must type the answer to the questions and must complete their work
independently.

No marks or grades are allocated for this assessment task. The outcome of the task will
be Satisfactory or Not Satisfactory.
The trainer/assessor may ask student relevant questions on this assessment task to
ensure that this is his/her own work.
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CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 4
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 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

2. Staff meetings
3. Using computers and email
4. Using hand phones
5. Using mobile apps

b) What would you consider to be the barriers to communication? SHORT

The different language barriers to communication:

1. Age
2. Religion
3. Race
4. Status
5. Culture
6. Miscommunication because of poor understanding in different language
c) If you were a chef in a restaurant, list what policies, plans and procedures should the
restaurant have in place in regard to good workplace communication practices.
SHORT
If I were a chef in a restaurant, this are the policies, plans and procedure to a good
workplace communication practice:
1. Policies about the kitchen and the company
2. Policies about the staff behavior and attitude
3. Different rules and regulations of the company
4. All the training programs, emergency procedures
5. How to handle the kitchen equipment.

d) As a chef working in a commercial kitchen environment, list what types of

organisational standards, policies and procedures would relate to your job role as a
chef and also to ensure that you are able to deal with any conflict situations. List
minimum of six (6).
Types of organisational standards, policies and procedures as a chef:
1. Workplace Law
2. Food and Safety Policy
 3. GMP
4. WHS
5. Fair Work Act
6. Antidiscrimination Act

1.2. Read the scenario below and complete the questions.

Scenario
Bubbly Restaurant has just hired a new kitchen hand who is completing their Certificate III in
Commercial Cookery. Although the kitchen hand is learning tasks at the college you find that
his
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 5
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 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

application of his skills in the kitchen has some gaps. For example, the kitchen hand seems not
to understand that they must use different boards for cutting different food items. This can lead
to contamination of food and make the customers feel sick.
a) When coaching a kitchenhand as a chef, explain the objectives of coaching. SHORT

As a chef, when coaching a kitchenhand, the overall objective of coaching is to

enable individuals and groups of individuals to broaden, develop and motivate each
other to achieve improvement in their performance. To provide opportunities for
individuals and teams to further develop and improve their skills.

b) Refer to the scenario about the scope of coaching and explain what would be the
scope of coaching. SHORT
In the kitchen, the chef is the leader and responsible to his staff’s safety. The
responsibility is way broader than the rest of the kitchen staffs. The chef does not
just cook the food, he also makes sure that the food will be healthy and safe to eat.
Chaos inside the kitchen is the chef’s problem.

c) Refer to the scenario and explain what would be the scope of coaching. SHORT

The scope of coaching referring to the scenario, the chef must make it clear that
the new kitchen staff understand the importance of contamination. It is the chef’s
responsibility to teach all the staff about every detail in the kitchen, big or small
details changes everything in the kitchen. The chef must ensure that there is
understanding between him and all the kitchen staffs.

1.3. There are certain factors which could impact on the need for coaching in a commercial
kitchen environment. Some of these are listed in the table below. Refer to each of these
and explain why these factors would impact the need for coaching. SHORT
Direction from colleagues All kitchen staff must be aware of each task. They
should know which tasks to do. And every one of
them must communicate well.
Own observation and workplace To make the work easier and better for everyone, the
 experience chef will apply all his knowledge from his previous
experience.
Request for coaching from To make more easier, staff should be asking the chef
colleagues to be coached for more information.

1.4. Refer to the scenario in question 1.2 and if you were to use the following key principles of
training, explain how you would use these in your coaching session. MEDIUM
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 6
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 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

1.5.Explanation Explain how to clean and how to avoid contamination if

not using the proper chopping board. Also explain the
importance of using the proper chopping board.
Demonstration Show the staff how to clean and sanitise the chopping
board. Show them the proper chopping board and how to
use it. Lead by example.
Review Do some practice test. Check and confirm that the task
was performed properly as required.
Listening to explanations Be open minded and listen to the explanation of the
performance of the kitchen staff.
Observing and evaluating observe the kitchen hand while they perform the tasks
trainee demonstrations and provide comments for improvements or corrections.
Providing feedback After doing some practice test, provide comments and
information to the kitchen hand to confirm if he did
the right thing and correct them if they did wrong.
Working in a commercial kitchen environment, it is important that you understand and adhere to
certain legislative work health and safety and hygiene requirements. In the table below list
minimum of 2 legislative work health and safety requirements and 2 hygiene requirements.
SHORT

Work health and safety 1.The main provisions of these regulations require
employers to provide: adequate lighting, heating,
ventilation and workspace; staff facilities, including
toilets, washing facilities and refreshment; and safe
passageways to prevent slipping and tripping hazards.
2. Ensuring employees' health, safety and welfare at
work; Protecting non-employees against the health and
safety risks arising from work activities.
Hygiene requirements Staff should always wash their hands before preparing food
because it can be contaminated. Foodborne illness can
be caused when food is not kept at the correct
temperature and
a germ in a food is allowed to multiply. Food can also
become unsafe if a chemical (such as a cleaning
product) is spilled into food.
 2. poor personal hygiene can jeopardise the safety of
everyone in the kitchen and also people outside.

1.6. When coaching in a commercial kitchen environment, as a coach you may face possible
performance problems and/or difficulties which may include the following examples listed
in the table below.

a) Refer to the table and explain how you could overcome these to ensure that coaching
is a success. MEDIUM
Communication breakdown Language barriers in one of the problems in
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 7
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 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks
 Inappropriate circumstances for coaching

Insufficient opportunity to practice

Language or cultural barriers

Shyness or lack of confidence

 communicating with other staff. Always use simple words to explain clearly any information.

There will be always a problem that will occur during coaching. Make sure that when your coaching, make a plan to make it successful.

Always organise the time according to the roster given

to let the kitchen hand practice the task.

Make sure to provide visual presentation like pictures,

videos, media to overcome the language barriers.

Try to build trust between you and the kitchen hand. Provide a comfortable studying and working environment.
 b) As a chef it is important that your team works well together. Outline your understanding
of team responsibilities and duties and its responsibilities to individual responsibilities
and duties. SHORT

As a chef, you should also know your duties and responsibilities. Make sure to properly
lead the kitchen so that everyone will do the same cos everyone had their own
responsibility inside the working place. Always treat each other with respect, work
together and support each other to achieve your goal.

1.7. In a commercial kitchen environment, as a chef you might encounter situations where
you might have to resolve conflict situations. Refer to the following and answer these
questions.

a) Explain three (3) types of conflict situations you may encounter in a commercial
kitchen environment.

1. Miscommunications.
2. Lack of supply
3. Under staff
4. Problems with the supplier
5. Fighting with other department staff
b) Refer to the following conflict theories and explain these. MEDIUM

Signs a) Shouting
b) Throwing things
c) Body language
d) Physical contact
e) Fighting
f) Slow service
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 8
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 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME
No. of weeks

Stages a) Awareness
b) Self-preparation
c) Conflict reduction
d) Negotiation

5 levels of conflict a) Discomfort

b) Incidents
c) Misunderstanding
d) Tension
e) Crisis

Factors involved in conflict a) Poor Management

b) Unfair treatment
c) Poor communication
d) Uncleared job roles
e) Bullying
f) Harassment

Results of conflict a) Lack of productivity

b) Team diversion
c) Decline of costumer’s satisfaction rate

c) List four (4) conflict resolution techniques and resources you can use to resolve
conflict as a chef. SHORT

Conflict resolution techniques Resources used to manage

conflict
Problem solving & Collaboration Human Resources Department
Compromising & Reconciling Tribunal
Withdrawing & Avoiding Fair work
Forcing & Competing Lawyer
Smoothing & Accommodating Police

ASSESSOR’S FEEDBACK OF THE TASK 1

CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 9
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 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

Task outcome: NotSatisfactory

CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 10
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

ASSESSMENT TASK 2 – PRACTICAL ASSESSMENT

Assessment type:
Practical task

Assessment task description:

This is a practical task where student will be observed by their assessor. Student must
attempt all tasks to be deemed satisfactory in this task. Student must complete the task
independently.

No marks or grades are allocated for this assessment task. The outcome of the task will
be Satisfactory or Not Satisfactory.
Trainer /Assessor must assess student’s practical skills, technique and knowledge as
he/she complete this assessment task.
The trainer/assessor may ask student relevant questions on this assessment task to
ensure that this is his/her own work.
Resubmissions and reattempts:
Where a student’s answers are deemed not satisfactory after the first attempt, a
resubmission attempt will be allowed.
Student may speak to their Trainer/Assessor if student have any difficulty in completing
this task and require reasonable adjustments
Location:
This assessment task will be completed in SBTA’s commercial kitchen at 81A Foveaux
Street, Surry Hills and at 401 Sussex Street, Sydney, NSW 2000.

Purpose of the assessment task:

This assessment task is designed to evaluate student’s following skills and abilities coach others
in the workplace using effective communication skills, identify and resolve conflicts and work
effectively with others in the workplace such as a commercial kitchen environment.

Benchmark for Assessment

You are expected to respond to all aspects of each question and case study. In some cases,
direction is provided on the expected length of your response. These assessments will require
a Short, Medium or Long response where indicated.
The following is a guide to the expected number of words for each of these categories
unless otherwise indicated.
Short 30+ words
Medium 100+ words
Long 200+ words

Instructions to the student

 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

In this Task, you will be required to prepare for on-the-job coaching. To conduct the coaching, you will
have to identify the need for coaching based on a range of factors for four (4) different individuals through
discussions and organise the coaching session. Read the scenario below and complete the activity.

Scenario
You are the Chef working for Robbins Restaurant. The Restaurant caters for breakfast, lunch and dinner
and has seating for 100 patrons. The Restaurant is well known for its quality food and customer service.
The Restaurant has recently undergone expansion and has expanded its seating to 150 patrons. The
means that the restaurant had to employ new staff members. In the last month, issues were identified for
following new staff members:

Huiqi Li – is a kitchen hand who is from mainland China. Huiqui Li has experience working in a restaurant
in China. She doesn’t speak much and does not know and mix with many others at work. She gets quite
flustered when she needs to use the new fast commercial dishwasher which has just been installed in the
kitchen. Huiqui was using the old dishwasher where she just had to throw in the scoop of powder and close
the lid. With the new commercial dishwasher, it requires different steps to load and unload the commercial
dishwasher. Huiqui Li seems nervous every time she has to use it due to her reading problems.
Colleagues have noticed that when the dishwasher finishes the glasses seems smashed and mixed with
other heavier dishes. Colleagues are unhappy and when they address it with Huiqui Li, she argues which
leads to a conflict situation quite regularly.

Greg Little – matured aged kitchen hand

Doesn’t know the KOUNTA software properly and makes mistakes with stock control. Lead to others not
having adequate supplies in stock for preparation of meals for customers causing dissatisfied customer
and arguments about responsibilities. Greg blames others and does not take responsibility for undertaking
stock control properly. Greg lacks confidence but talks about others behind their back leading to arguments
and disagreements.

Amanda Chase – 1st year kitchen hand

Amanda is the new kitchen hand who was observed lifting heavy objects from the shelves or from the floor
when moving stock around the kitchen. She was verbally explained about the danger she was putting
herself into. Amanda has never been formally trained in manual handling and this is a new skill to her.
Aman Cavendish – new chef apprentice (in his first month)
Initially received some direction for his colleague Greg, when he first began
Produces solid results but feels he has gaps in his processes, knowledge and methods
Has requested that he be given coaching, on using new equipment such as Sous-vide machine to keep up
with the new trends. Aman is unfamiliar with this equipment and needs to learn how to use this machine.
As you have been working for Robbins Restaurant for a number of years and have good understanding of
all the process and policies of the restaurant, the restaurant manager has asked you to take on the role as
the head coach for the colleagues at your workplace.

2.1. Practical activity

a) Refer to the above scenarios and document the following:

why you think there is a potential for a conflict situation.

explain why the personal safety of colleagues can be

threatened what resources you could use to manage the

conflict situations
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 12
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 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

SHORT

a. Li (kitchen hand) – has language barrier/ difficult to learn/ has temper

b. Greg – don’t know staff system/ blame others/ talk behind their back
c. Amanda (new) – wrong way of lifting heavy objects/ never been trained
systematically

d. Caven (new chef) – gaps on knowledge, processes, methods/ need to train him
w/ sous vide machine/ trained by Greg

There will be conflict situation because each individual have no proper training. They
can encounter conflict that will endanger not only themselves but also there colleagues.

Resources
Find information from food authority, food handling practice and work health
safety practice

b) Meeting - Once you have documented the above, discuss these with your assessor to ensure
that the ideas are your own then meet with your senior staff (your colleagues from your
classroom) to discuss your ideas and how you can resolve the conflicts. During the meeting you
must discuss the following points:

Identify and seek agreement on the nature of conflict and assess how it will impact others

Discuss management of each of the conflicts and how you can deal with the
conflict personally

Any assistance you might need to resolve the conflict

Discuss how these conflict may impact on the business and reputation and any
legal liabilities

Evaluate options to resolve conflict taking into account your organisations policies
and procedures
Discuss implementation process and give an overview using meeting minutes’
template below.
 MEDIUM

Chair:
Present:
Date of Meeting:
Topics covered
nature of conflict
 MINUTES OF MEETING
Students
Li, Greg, Amanda, Caven
24/03/2020
Comments discussed at the meeting
Li (kitchen hand) – has language barrier/ difficult to learn/ has temper

Greg – don’t know staff system/ blame others/ talk behind their back
Amanda (new) – wrong way of lifting heavy objects/ never
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 13
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 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks
management of each of the conflicts and options to resolve conflict

Assistance needed to resolve conflict

How conflict may impact business and reputation

Legal liabilities

implementation process
been trained systematically
Caven (new chef) – gaps on knowledge, processes, methods/
need to train him w/ sous vide machine/ trained by Greg Explain the importance and
consequences for Li
Provide software training for Greg; Always have third party when discussing with
someone mostly HR
Have precautions, staff code of conduct for Amanda
Provide a training plan for Caven Evaluate options to resolve
conflict
Provide training
Set up meeting
Staff my get hurt
High turnover leave
People will talk; might damage company’s image
Unfair treatment
Informal talk
Disciplinary action
Staff code of conduct
Help and support from management and staff
2.2. Refer to the scenarios above and complete the following activities.

a) Meet with your senior staff member (your assessor) and identify the need for coaching
for the following staff and how to approach the coaching sessions. LONG
New Factors identified
Employees
Huiqi Li English language could be an issue as
Huiqi Li does not speak much to
anyone. Because she doesn’t
understand reluctant to ask questions
and maybe doesn’t understand the
step by step procedures. Coaching is
also due to conflict resolution situation
due to her inability to understand work
place procedures.
Greg Little Doesn’t know the Kounta software
properly and makes mistakes with the
stock control. Lead to others not
having adequate supplies in stock for
preparation of meals for customers
causing dissatisfied customer and
arguments about responsibilities. Greg
blames others and does not take
How are you going to organise coaching session
Going to use pictures, flowcharts, lots of actions and demonstrations and pointing ti dangers –
highlight specific words in the procedures

Demonstrate how to use Kounta software step by step and print out proper stock take form
once completed of goods received and in stock
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 14
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

responsibility for undertaking stock

control properly. Locks confidence but
talks about others behind their back
leading to arguments and
disagreements.
Amanda Chase Amanda is new, she doesn’t have Explain what can happen if
manual handling skills and doesn’t manual handling is not done
understand how she can damage her properly. Show her where all the
body as she is young and wants to do safety and manual handling
things quickly. equipment is kept, location of
procedures for manual handling
and demonstrate manual
handling tasks first then step by
step explanations and ask her to
repeat and demonstrate herself.

Aman Cavendish Unable to use new equipment and Identify procedures how to use
understand new techniques to prepare sous-vide machine. Why is it
food and why it is being used. used, demonstrate first how to
Coaching has been requested by him use it? Explain the importance of
to learn the new machines and temperature settings for different
techniques meat types. Where to find
different meat and how it is
stored.

2.3. Role play

You are now required to meet individually with each of your colleagues identified to organise
the coaching sessions. Your assessor will ask your colleagues to role -play each colleague
which are Huiqui Li, Greg Little, Amanda Chase and Aman Cavendish. Your assessor will
ensure that each and every student in your class coaches the 4 different individuals. Your
assessor will select the 4 individual for you to work with.

a) You are required to sit with each new employee individually away from other colleagues,
discuss and identify each colleague’s specific coaching needs to clarify understanding
of gaps/issues from the employee’s point of view and plan your coaching session.
b) Complete the coaching plan in conjunction with the new employees. You must complete
a coaching plan for each individual which is attached as Appendix A. In your coaching
plan, you must calculate adequate time required for coaching and for your colleague to
complete required tasks.

INDIVIDUAL COACHING PLAN

CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 15
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

Learner name: Amanda Chase

Organisation: Robbin’s Restaurant
Manager: Viel
Trainer/coach name: Rances Bayaca 45820
Mode of delivery: Face to face coaching at workplace
Proposed date: 24/03/2020
Purpose of coaching: Ensure that Amanda is able to use manual handling skills in the
kitchen
Key learning Equipment such as trolley
resources provided Personal protective equipment such as gloves
for the learner: Manual handling procedures
Work Health and Ensure PPE is followed
safety requirements: Ensure all steps followed by correct instructions
Stop any potential risk that hurt Amanda
Any LLN Amanda has good reading and writing skills. She has recently
requirements? complete HSC with good result
Additional support Workplace External Help
required from: Support/teach manual handling May require attending work
Workplace task health safety training
External
Reporting colleague Manager
arrangements to: Need to be informed and Outcome of coaching session
monitored Amanda’s handling and any gaps that may require
skills after coaching session further coaching for record
keeping
Coaching timetable:
Coaching time & no of sessions: 15 minutes and 1 session
Coaching Coaching Activities Resources Coaching Commercial
Steps Required Location time
constraints
Step 1: 1. Explain to her why Checklist SBTA Kitchen 15 minutes
she need to carry the WHS Procedure before you start
object the work
Manual Handling
operation
2. Explain the Procedure
consequences that
may happen to her
 and to others
3. Demonstrate the
steps by steps
checklist on lifting
objects

Step 2: Ask Amanda to Checklist SBTA Kitchen Do follow up

practice and monitor check next
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 16
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks
 her

Step 3: Provide feedbacks

Additional caching required:

Student’s signature:

Coach’s signature:
WHS Procedure week (not on
Manual Handling the same week)
Procedure

Feedback Form SBTA Kitchen Provide the

Self-Review feedback during
Procedure and after the
training session
Yes No Any comments:
Amanda is competent in demonstrating the proper manual handling procedures
Amanda Chase Date 24/03/2020
:
Rances Bayaca Date 24/03/2020
:
Learner name:
Organisation:

Manager:
Trainer/coach name:
Mode of delivery:
Proposed date:
Purpose of coaching:

Key learning resources provided for the learner: Work Health and safety requirements:

Any LLN requirements?

Additional support required from:

Workplace External
Reporting arrangements to:
 INDIVIDUAL COACHING PLAN
Greg Little
Robbin’s Restaurant

Viel
Rances Bayaca 45820
Face to face coaching at workplace
24/03/2020
Ensure that Greg is able to learn about the Code of Conduct and
Discrimination Act. Explain to him how important is teamwork
Kounta Software System
Commercial Kitchen Environment

Make sure to provide work and safety kitchen environment

Greg is a matured person who grew up in the local area however due to his age gaps, we
need to use simple plain English to explain rather than professional jargon
Workplace External Help
Support in a training equipment Send Greg for further computer
like laptop/desktop training course

colleague Manager
Must advice Greg throughout Coaching session and any gaps
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 17
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks
 the coaching session to make
sure that he was able to
achieve the coaching outcome
Coaching timetable:
Coaching time & no of sessions:
Coaching Steps Coaching Resources
Activities Required
that may require further coaching for record keeping

Coaching Commercial
Location time constraints
Step 1: 1. Explain to Greg
why he need to
take the computer
training
2. Explain the
importance of
taking such training
3. Demonstrate the
steps by steps
checklist on using
the Kounta software
Code of Conduct
Discrimination
Act
Kounta Software
SBTA Kitchen 2 hours for
computer
training
Step 2: Ask Greg to
practice and
monitor him

Step 3: Provide feedbacks

Additional caching required:

Student’s signature:

Coach’s signature:
Code of Conduct SBTA Kitchen Do follow up
Discrimination check next
Act week (not on
Kounta Software the same week)
Feedback Form SBTA Kitchen Provide the
Self-Review feedback after
Procedure the training
session
Yes No Any comments:
Greg has demonstrated the ability to pass the coaching session
Greg Little Date 24/03/2020
:
Rances Bayaca 45820 Date 24/03/2020
:
 INDIVIDUAL COACHING PLAN
Learner name: Huiqi Li
Organisation: Robbin’s Restaurant
Manager: Viel
Trainer/coach name: Rances Bayaca 45820
Mode of delivery: Face to face coaching at workplace
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 18
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks
Proposed date:
Purpose of coaching:

Key learning resources provided for the learner: Work Health and safety requirements:
24/03/2020
Ensure that Li is able to use the dishwashing machine in the kitchen

Dishwashing Machine Manual

Personal Protective Equipment
Commercial Kitchen Environment
Ensure PPE is available
Ensure the instructions are followed to avoid any injury
 Basic equipment using knowledge need to be provided prior basic
training
Any LLN Li is overseas student who has language barriers
requirements? Use pictures, flowcharts, lots of actions and demonstrations
Point dangers and highlight specific words in the procedure
Additional support Workplace External Help
required from: Support and teach equipment Send Li for online training for
Workplace by using visual presentation using dish washing equipment.
External Also, we can invite the
manufacturer to come and train
Li
Reporting colleague Manager
arrangements to: Need to support and help Li Learning outcome need to be
Monitor Li’s outcome monitored and maybe provide
Teach Li different words every additional training if there is any
day to learn English easily gap.
Coaching timetable:
Coaching time & no of sessions: 2 hours and 1 session
Coaching Steps Coaching Resources Coaching Commercial
Activities Required Location time
constraints
Step 1: 1. Explain to Li why Code of Conduct SBTA Kitchen 15 minutes of
he needs to take Discrimination training
the training Act
2. Explain the
importance of
taking such training
3. Demonstrate the
steps by steps
checklist on using
the dishwasher
Step 2: Ask Li to practice Code of Conduct
and monitor him Discrimination
Act
SBTA Kitchen Do follow up
check next
week (not on
the same week)
Step 3: Provide feedbacks
Feedback Form SBTA Kitchen Provide the
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 19
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks
Additional caching required:

Student’s signature:

Coach’s signature:
Self-Review feedback after
Procedure the training
session
Yes No Any comments:
Li has demonstrated the ability to pass the coaching session
Huiqi Li Date 24/03/2020
:
Rances Bayaca 45820 Date 24/03/2020
:
Learner

Organisation:
name:
Manager:

Trainer/coach

name:

Mode of delivery:
Proposed date:
Purpose of
coaching:

Key learning
resources

provided for the

learner:

Work Health and

safety

requirements:

Any LLN
requirements?
 INDIVIDUAL COACHING PLAN
Aman Cavendish
Robbin’s Restaurant

Viel
Rances Bayaca 45820

Face to face coaching at workplace

24/03/2020
Ensure that Aman can use the sous vide machine and other
equipment

Equipment Manual
Personal Protective Equipment
Commercial Kitchen Environment

Ensure PPE is used

Ensure that instructions are followed to avoid injuries

He is a first-year chef and has no problem in LLN

Additional support required from:

Workplace External
Reporting arrangements to:
Workplace
Support and teach equipment

colleague
Need to support and help Aman Monitor Aman’s outcome
External Help
Send Aman for online training for using equipment. Also we can invite the manufacturer to
come and train Aman
Manager
Learning outcome need to be monitored and maybe
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 20
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

provide additional training if

there is any gap. And need to
keep all the records
Coaching timetable:
Coaching time & no of sessions: 2 hours and 1 session
Coaching Coaching Resources Coaching Commercial
Steps Activities Required Location time
constraints
Step 1: 1. Explain to Aman Code of Conduct SBTA 2 hours for
why he need to Discrimination Kitchen training
take the training
2. Explain the Act
importance of
taking such training
3. Demonstrate the
steps by steps
checklist on manual
handling machines

Step 2: Ask Aman to Code of Conduct SBTA Do follow up

practice and Discrimination Kitchen check next
monitor him Act week (not on
the same
week)
Step 3: Provide feedbacks Feedback Form SBTA Provide the
Self-Review Kitchen feedback
Procedure after the
training
session
Additional caching required: Yes No
Any comments:
Aman has demonstrated the ability to pass the
coaching session
Student’s signature: Aman Cavendish Dat 24/03/2020
e:
Coach’s signature: Rances Bayaca 45820 Dat 24/03/2020
e:
c) Once you have finalised the above, you must send an email using your SBTA email to
all the colleagues above advising them of their coaching time, date and what they will
be learning at the session. SHORT

Robbins
Restaurant
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 21
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

EMAIL
To: Amanda
From: Rances Bayaca
Date: 23/03/2020
Subject: Manual Handling

Dear Amanda,

As per our conversation yesterday. Here is the purpose why you needed to have
the training. To make sure you understand and know how to lift heavy items as per the
standards. I have identified that your weakness is not using the proper method in
carrying the heavy items.

Training details as below

Date: 24/03/2020
Time: Between 8:00 - 8:15
Location: SBTA Kitchen

Please make sure you wear proper uniform and other PPE prior to attend the training

On the day, I will demonstrate manual handling to you and you should be able to practice
and show me each step that you understand the requirement

During the training session, you were able to ask any question related to this training. I
will check your progress to ensure you understand and follow the correct manual
handling procedures.

Please let me know if you have any questions.

Kind regards,
Rances
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 22
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

2.4. Coaching role-plays

Based on the notes as per your discussion, you will now individually coach each of the
new employees in an initial session of no longer than 10 -15 minutes each, incorporating
the key principles of coaching. Whilst you are coaching your colleagues, you need to
ensure that you are completing your own work tasks in the kitchen within the designated
timeframes and are able to simultaneously coach others in their job skills. Refer to the
scenario below.
Scenario
It is between service periods when you are preparing for lunch and the kitchen is in its
quiet period. You as a chef are currently preparing all ingredients in readiness for
cooking. This makes it a perfect time to coach your staff as no one is stressed yet and
the restaurant is not busy. However, you must plan, organise and maintain your own
tasks of preparing ingredients for the restaurant to open on time which includes
reviewing recipes for the evening meals and ensuring that you have the ingredients
whilst coaching your colleagues. Your assessor will give you the recipes you have to
prepare for lunch and you will be required to use the recipes to ensure you have the
ingredients and utensils to prepare the dishes.

As a chef, you are required to demonstrate your ability to multi-task. Therefore, whilst
preparing for lunch, you must also provide coaching in between service periods to the new
employees identified. During the coaching sessions, you must:
a) Explain overall purpose of the coaching to the colleagues
b) Utilise appropriate communication techniques to explain the required knowledge and
skills to perform the task.
c) Demonstrate the specific skills relating to the tasks. Refer to the appendixes attached
for step-by-step instructions when demonstrating the tasks. Use the checklist below to
ensure that you follow the steps and also your colleagues must follow these steps too.
Refer to Appendix B attached.

How to use a commercial

dishwasher? KOUNTA
software
Manual handling task in
the kitchen How to use a
Sous-Vide machine?
INSTRUCTIONS FOR HUIQI LI

Step 1 Filling and Operating the dishwasher

Check if the power switch is on and the drain is closed

Press and hold the fill button until the machine is full of water when reaches about
two inches from the bottom of the pan.
Check the temperature of the wash tank to make sure it’s in the proper operating range.
For best washing results, the temperature of the water should be between 140 degrees
and 155 degrees.

Make sure to check your supply of correct detergent, rinse additive and sanitizer before
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 23
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

proceeding
Step 2 Washing and Loading
Now the dishwasher is filled with hot water, and the temperatures are correct, the
machine is ready for use.
Return dirty dishes to dishwashing
area Sort dishes by size
Put plates of each size on the table and sort dishes
appropriately Pre-rinse dishes with pre-rinse spray
The plate should be racked placing the larger plates to the back of the rack and the
smaller plates to the front. Be careful not over stack or crowd the dish racks
Place rack in the machine and close the
door Hold start button for 3 seconds
When cycle is complete, and the cycle light is off, open the door and remove the rack
Place the dishes in its appropriate areas.

INSTRUCTIONS FOR GREG LITTLE

Locate KOUNTA software and manual

Review software and see what it can do monitor
inventory Monitor cost of goods
Add supplier contacts if cheaper suppliers are available and set default suppliers
Send purchase orders
Update
stock levels
Stock
counts
Track wastage
Print copy of the completed stock take form
INSTRUCTIONS FOR AMANDA CHASE
 Twisting the back more than 20
degrees Any visible backward
bending
Bending the head forwards or sideways more than 20
degrees Any visible bending of the head backwards
Twisting the neck more than 20 degrees
Working with one or both hands above shoulder height
Reaching forwards or sideways more than 30 cm from the

body Reaching behind the body

CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 24
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

Squatting, kneeling, crawling, lying, semi-lying or

jumping Standing with most of the body’s weight
on one leg
Twisting, turning, grabbing, picking or wringing actions with the fingers, hands or
arms Working with the fingers close together or wide apart
Very fast movements Bending of the wrist beyond the angle indicated
INSTRUCTIONS FOR AMAN CAVENDISH

Season your protein, and season it well.

Give it a thorough rub down with plenty of salt, along with any dried spices or pastes
you like—freshly ground black pepper, Chile powder, curry, harissa paste, whatever you
want.
Once your meat is good and seasoned, slide it into either a food-grade vacuum sealing
bag (the gold standard, and what most restaurants use) or a sturdy resalable freezer
bag (the best grocery store-available option).
Seal the bag thoroughly and
securely Set temperature
according to meat type
Rest, dry and sear - Once your steak/chicken/salmon/whatever is cooked to the desired
temperature, take it out and let it rest, in the bag, for 15 to 20 minutes
Save IT - If you aren’t serving your sous vide creation right away, dunk it in a bowl of ice
water to cool it down as quickly as possible, and then transfer it (still in the bag) to the
fridge.

d) Test the colleague’s understanding by asking them three (3) open ended questions on
the task ensuring you receive a satisfactory response. Document the answer below.
SHORT

Why do think you need to use the sous vide machine?

When do you use manual handling task in the kitchen?
Why do you think proper handling technique should be use in the kitchen?
How do you stack the dishwasher, so glasses won’t break?

e) Advise the colleague of the organisational procedures to complete the task. (Refer to
SBTA’s workplace documentation and organisational procedures in the kitchen such as
safe operating procedures (SOPs) and safety data sheets) for operating equipment.
Your assessor will provide you with these which are available from SBTA’s commercial
kitchen.
f) Have each colleague demonstrate the skill/process they have just learnt and allow
them to ask questions to clarify any confusion, as they perform the demonstration.
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 25
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

g) Provide verbal feedback to the colleague in a constructive and supportive manner.

Document feedback given to each colleague below.

New employees Constructive and supportive feedback

provided by the coach (assessor)
Huiqi Li Demonstration is complete but needed to practice
test. Listening now to other staff. Need training
with soft approach. Provide visuals during training
because of language barrier
Greg Little Demonstrate proper way of using Kounta
software. Have an informal talk about his
behaviour
Amanda Chase Demonstrate the proper way of lifting heavy
objects. Give her proper training and explain code
of conduct. Inform her the consequences of not
having a proper training
Aman Cavendish Demonstrate the proper way of manual handling
machines. Provide him training and explain the
policies inside the workplace
h) Your assessor will observe you demonstrating the skills and complete “Assessor’s
Observations Checklist” attached as Appendix C. The assessor will complete this
checklist for each of the new employees (4 in total) and provide you with feedback.
i) Once you have received from your assessor, you must complete your own “Participant
Feedback” for each of the colleagues you coached (4 in total) form copy attached below
and return it to you so that you can evaluate the success of your coaching. You must
ensure that each colleague you coach completes this feedback form . SHORT

Participant Feedback
Name of the Rances Bayaca Topi Training for Li
Coach: c:
Please rank the coaching session from 1-5. 1=Excellent
5=Poor
Initial interview 2 Voice was good and clear 2
Introduction to each session 2 Eye contact was always there 2
Content – topic. Key points were covered 2 Body awareness - mannerisms 2
Examples were given 2 Positioning - Use of the room 2
Practice was included in the sessions 2 Projecting credibility and rapport 2
Provided support for learners 2 Vocabulary was appropriate 2
Use of questions was appropriate 2 Quality and usefulness of 2
Feedback to the learner was appropriate and 2 Review – wrap up 2
immediate
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 26
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

Did the trainer use: Yes/ No

Closed questions yes
Open questions Yes
Allow time for consideration Yes
Rephrase, if not understood yes
Avoid embarrassing people or putting them on the spot Yes
Remain neutral about the content of answers. Avoid correcting or commenting on every Yes
response.
Address each topic well Yes
Did not allow the participant to dominate Yes
Review and recap to clarify and redirect or make the discussion stay on the topic Yes
Summarise - at the end of each session and / or discussion Yes
Additional Comments:
.
Signature: Date: 23/03/2020

Hui Qi Li

Participant Feedback
Name of the Rances Bayaca Topi Training for Greg
Coach: c:
Please rank the coaching session from 1-5. 1=Excellent
5=Poor
Initial interview 2 Voice was good and clear 2
Introduction to each session 2 Eye contact was always there 2
Content – topic. Key points were covered 2 Body awareness - mannerisms 2
Examples were given 2 Positioning - Use of the room 2
Practice was included in the sessions 2 Projecting credibility and rapport 2
Provided support for learners 2 Vocabulary was appropriate 2
Use of questions was appropriate 2 Quality and usefulness of 2
Feedback to the learner was appropriate and 2 Review – wrap up 2
immediate
Did the trainer use: Yes/ No
Closed questions yes
Open questions Yes
Allow time for consideration Yes
Rephrase, if not understood yes
Avoid embarrassing people or putting them on the spot Yes
Remain neutral about the content of answers. Avoid correcting or commenting on every Yes
response.
Address each topic well Yes
Did not allow the participant to dominate Yes
Review and recap to clarify and redirect or make the discussion stay on the topic Yes
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 27
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

Summarise - at the end of each session and / or discussion Yes

Additional Comments:
.
Signature: Date: 23/03/2020
Greg Little

Participant Feedback
Name of the Rances Bayaca Topi Training for Amanda
Coach: c:
Please rank the coaching session from 1-5. 1=Excellent
5=Poor
Initial interview 2 Voice was good and clear 2
Introduction to each session 2 Eye contact was always there 2
Content – topic. Key points were covered 2 Body awareness - mannerisms 2
Examples were given 2 Positioning - Use of the room 2
Practice was included in the sessions 2 Projecting credibility and rapport 2
Provided support for learners 2 Vocabulary was appropriate 2
Use of questions was appropriate 2 Quality and usefulness of 2
Feedback to the learner was appropriate and 2 Review – wrap up 2
immediate
Did the trainer use: Yes/ No
Closed questions yes
Open questions Yes
Allow time for consideration Yes
Rephrase, if not understood yes
Avoid embarrassing people or putting them on the spot Yes
Remain neutral about the content of answers. Avoid correcting or commenting on every Yes
response.
Address each topic well Yes
Did not allow the participant to dominate Yes
Review and recap to clarify and redirect or make the discussion stay on the topic Yes
Summarise - at the end of each session and / or discussion Yes
Additional Comments:
. Date: 23/03/2020
Signature:
Amanda Chase

Participant Feedback
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 28
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

Name of the Rances Bayaca Topi Training for Caven

Coach: c:
Please rank the coaching session from 1-5. 1=Excellent
5=Poor
Initial interview 2 Voice was good and clear 2
Introduction to each session 2 Eye contact was always there 2
Content – topic. Key points were covered 2 Body awareness - mannerisms 2
Examples were given 2 Positioning - Use of the room 2
Practice was included in the sessions 2 Projecting credibility and rapport 2
Provided support for learners 2 Vocabulary was appropriate 2
Use of questions was appropriate 2 Quality and usefulness of 2
Feedback to the learner was appropriate and 2 Review – wrap up 2
immediate
Did the trainer use: Yes/ No
Closed questions yes
Open questions Yes
Allow time for consideration Yes
Rephrase, if not understood yes
Avoid embarrassing people or putting them on the spot Yes
Remain neutral about the content of answers. Avoid correcting or commenting on every Yes
response.
Address each topic well Yes
Did not allow the participant to dominate Yes
Review and recap to clarify and redirect or make the discussion stay on the topic Yes
Summarise - at the end of each session and / or discussion Yes
Additional Comments:
.
Signature: Date: 23/03/2020
Aman Cavendish
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 29
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

ASSESSMENT TASK 3 – FOLLOW UP COACHING,

COMMUNICATION, CONFLICT AND WORKING WITH
OTHERS

Assessment type:
Practical activities including case studies

Assessment task description:

Student is required to demonstrate the task observed by the trainer/assessor. Student
must be able to monitor progress of colleagues and must explain the topics
appropriately.
Tone, gestures, body language has to be according to the role students are portraying.
Students are required to correctly discuss all topics appropriately in easy- to-
understand, slang and abbreviation free language, friendly yet professional manner for
this assessment task.

Trainer /Assessor must assess student’s practical skills, technique and knowledge as
he/she complete this assessment task.
The trainer/assessor may ask student relevant questions on this assessment task to
ensure that this is his/her own work.
Where a student’s answers are deemed not satisfactory after the first attempt, a
resubmission attempt will be allowed
Applicable conditions:
Student must complete the task independently.
No marks or grades are allocated for this assessment task. The outcome of the task will
be Satisfactory or Not Satisfactory.
Location:
This assessment task will be completed in SBTA’s commercial kitchen at 81A Foveaux
Street, Surry Hills and 401 Sussex Street, Sydney, NSW 2000.
Purpose of the assessment task:
This assessment task is designed to evaluate student’s following skills and abilities:
Skills to check colleague’s understanding and to monitor progress of new workplace
skills and provide supportive assistance
 Report on colleague’s progress to appropriate person and identify any performance
issues or problems or difficulties and conflict situations
Provide additional coaching/support if required and demonstrate skills to communicate
required knowledge.
Skills to demonstrate ability to work effectively with others.

Instructions to the students: Follow-up coaching skills

In this task you are required to monitor the progress of four (4) of the new employees whom you
provided coaching to. You are required to monitor their progress of the new workplace skills and
provide assistance if required, report the progress to your manager and identify any
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 30
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

performance problems or difficulties with their skills and rectify it or refer it to an appropriate
person for follow-up.

Benchmark for Assessment

You are expected to respond to all aspects of each question and case study. In some cases,
direction is provided on the expected length of your response. These assessments will require
a Short, Medium or Long response where indicated.
The following is a guide to the expected number of words for each of these categories
unless otherwise indicated.
Short 30+ words
Medium 100+ words
Long 200+ words

Read the instructions below and complete these tasks.

3.1. You have continued to monitor the progress of your colleague since your coaching sessions
and noticed that Amanda and Aman seem to be performing their duties well and have taken
the coaching instructions positively however need some further coaching to ensure they are
performing it consistently. You have however, noticed that Huiqi and Greg are still having
problems and noticed the following problems and difficulties. Refer to the scenario below.

You are required to meet with your assessor and discuss with your assessor how you are
going to address each of the scenarios and document your approach for each of the
colleagues below. Your assessor will ensure that all students have met and their coaching
techniques approved prior to conducting this task to ensure that everyone is treated
equally and fairly.

Huiqi - You are currently observing Huiqi and notice she is having trouble operating the
dishwasher. Another colleague is trying to offer her assistance about loading the
dishwasher but Huiqi is getting frustrated and does not seem to understand due to her
own language limitations. You notice that Huiqi is struggling with the situation.
Greg Little – is slow with using the computer as he is a mature aged employee who
hasn’t used computers before. He seems afraid to use KOUNTA and other staff are
still arguing about incorrect entries.
Amanda Chase – you notice that she is still cutting corners and not quite following the
instructions. As the restaurant gets busy Amanda just hurries along and does not seem
to get sufficient time to practice proper manual handling procedures as she seems to
think that it might slow her down.

Aman Cavendish – some customers have complained that the meat was not what they
had ordered which was medium to rare. Customers are getting frustrated that they didn’t
get what they ordered. You have noticed that this is because Aman is not setting the
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 31
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

temperature and the time required correctly for the required meat type.

a) List ideas on how to provide additional coaching and support for each
individual colleague using the table below.

New employees Additional coaching or support recommended

Huiqui Li Have a soft temper towards her
Explain and provide visualization.
Shows the steps in using the dishwasher.
Do follow up tests.
Explain to her how to separate dishes.
Teach her English language everyday
From time to time, ask her something about the work and see if
she understands. Ask her simple questions every day.
Encourage her that she is doing a great job
Greg Little Have an informal talk about his behaviour and attitude
Provide him code of conduct
Inform him importance of doing purchases. Show him the
proper steps in using the Kounta software.
List also instructions, step by step procedure and give it to
Greg so he can put it in his desk and memorize it
Amanda Close Show pictures and demonstrate proper way of lifting objects
Provide code of conduct and training
Show the do’s and don’ts of lifting
Aman Cavendish Train him to use the sous vide machine.
Do follow up tests
Explain and provide visualization
Show him the training plan. Explain the process and methods
that is happening in the kitchen.
Discuss the different uses of machine and equipment
Assessor’s approval YesNo Date:

b) Write a report to your manager and report on the progress of the new
employees you coached. In your report you must:
 identify employee name, development area, coaching provided, success
measures, any performance problems or difficulties still arising and what
rectifications has been recommended.
Determine possible future causes of workplace conflict and provide solutions
and ideas for workplace enhancements and improvements in this area.

REPORT

To: Management
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 32
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

Date: XXXX
From: Yourself

Employee Development Coaching/Training Success Further

Name Area Activities Measures training
including session
numbers and
length
Huiqi li English Provide Teach English
Language visualization Do follow up everyday
Use of Show steps tests
dishwasher 1-2 hours; 1 day
Greg Little Show steps Do follow up Provide code of
Kounta software 1-2 hours; 1 day tests conduct
Amanda Close Demonstrate Provide code of
Unproper way of Do follow up
proper way of lifting conduct
lifting objects 1 hour; practice tests training
Aman Show steps Provide code of
how to manually Do follow up
Cavendish Provide training conduct
handle machines plan tests training
Determine possible future causes of workplace conflict

Might have conflict with other staff because of attitude

Can harm themselves and others for improper use of machines

Provide solutions and ideas for workplace enhancements and improvements in this area.

Provide proper training

Informal talk if needed
Demonstrate proper way of using machines

Date: 24/03/2020
3.2. Your manager has read the report and asked you to provide further coaching support to
the new employees mentioned above.

a) Refer to Huiqui and provide further supportive assistance. This can include
demonstrating the use of the dishwasher in pictures again and going through the step
 by step procedures, and have Huiqui repeat the steps again so you can confirm she
now understood the procedures.

b) Check Greg’s understanding of using computer and demonstrate some basic

functions again

c) Ask Amanda Chase to demonstrate manual handling techniques again so that you
can give her further feedback.
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 33
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

d) Take the procedures and discuss the temperature settings for different types of
meat. Give Aman instructions on how to double check the temperature settings
prior to switching the machine on.

3.3. Evaluate conflict resolution

Read the scenario below and complete the activity.

Scenario

Both Huiqui Li and Greg have been provided additional support and other staff have also
gone through a conflict resolution course to learn more about workplace diversity and
tolerance. Your manager after spending time and money would like you to evaluate the two
new employees, Huiqi li and Greg Little’s progress and how they feel about the conflict
resolution you provided to them. You have been asked to speak with these two new
employees and ask for their feedback. You must also speak with the other work colleagues
and reflect on the effectiveness of the coaching and further training to resolve the conflict
situation.

e) Meet with the new colleagues including the rest of your team and reflect on the
workplace conflicts which arose and discuss the effectiveness of the solution which
was provided to resolve conflict situations to the new employees and also the rest of
the team. (Your colleagues will act as the new employees and the team).
f) Document the discussion notes in the space below.
SHORT

Discussion notes:

Li and Greg are now starting to work as a team. Li easily understands English now and
know how to use the dishwasher. As per Greg, he improves his behaviour and attitude
towards other staff. He is not having any problems with the purchases because he
already know how to use the Kounta software. If they experience some conflict, they try to
talk to the person and resolve the problem.

3.4. Working with your team members

Read the scenario below and complete the activity.

Scenario

You have provided coaching and additional support to all your team. Your commercial
kitchen is a busy environment and the team are working well together. You as the Head
Chef have to organise a big corporate function for a client. Prior to the function you want
to get your staff together and ensure that the function goes smoothly. The function is an
Awards dinner for approximately 150 guests.
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 34
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

a) So now for the important part! You have all the information you need and now
you need to organise your staff. You need to calculate what resources you
would need for 150 guest in table format. You need to calculate the items with
the number of guests. SHORT

b) In the space below you need to provide a description of the tasks and roles for
each of the following before, during and after the event. If you feel you need
further staff add them to the table below. (Provide a minimum of 5 tasks/ roles
for each).

Staff Member Tasks/ Roles

YOU (Head Chef) Before
1 Meet customer/event organizer to discuss the menus
2 Estimate costs of supplies such as ingredients
3 Have a production schedule to make sure of the timely delivery of
services
4 Inspect the supplies, equipment and work areas to make sure that
there will be no damage equipment to delay the work
5 Instruct all staff like cooks for the preparation and presentation of
the menu
During
1 Supervise activities happening in the kitchen for cooks and the
preparation team
2 Organise people in each station for the quickness of service
3 Show the staff how to plate the dish for each station
4 Advice the staff to start plating up before the time of service so
the food will be warm on the plate
5 During the service, check the food presentation and make sure
that it all have the same and equal portion. Approve and polish the
dish before serving
After
1 Ensure all workstation is kept clean and hygienic
2 Manage stocks, ensure wastages is on proper bins
3 Monitor safety standards
4 Supervise kitchen hands to clean all dishes and equipment
5 Supervise the staff to clean and sanitize the kitchen
Chef
During
1 Clean preparation areas
2 Prepare and season the food according to the menu
requirements
3 Adjust food items for guest with allergies
4 Observe and check food to determine if they are cook
5 Try to help stations in plating, garnishing and portioning food to
be served.

After
1 Manage the kitchen stocks
2 Oversee the ordering and control of stock levels
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 35
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

3 Look after hygiene standards

4 Check the kitchen equipment to avoid any unwanted incidents
5 Monitor the cleanliness and sanitation of the kitchen
Kitchen Hands Before
1 Prepare food like washing, peeling, chopping and cutting stuffs.
Also, try to help in preparing salads and desserts
2 Ensure that the dishwasher machine is working
3 Use the kitchen equipment as followed in the instructions
4 Make sure to follow the instructions by the chef per menu
requirements
5 Assist the chef in food preparation
During
1 Prepare the hot plates
2 Make sure that all plates are clean
3 Help in plating the dishes
4 Help the chef in preparation so food does not run out
5 Make sure that the plates does not run out
After
1 Wash and clean all dishes and utensils
2 Sort and store food items
3 Make sure that utensils and dishes are stored appropriately
4 Clean floors, countertops and all areas. Make sure to sanitize all
areas
5 Sort and dispose rubbish
Supervisor Before
1 Prepare and organise the tables for dining functions
2 Organise settings of cutlery, drinks and napkins
3 Organise the servicing of the waiters
4 Arrange the schedule with the head chef
5 Discuss the menu with head chef
During
1 Be ready for the service
2 Inform the head chef about the schedule of the service
3 Organise the workflow so the service can run smoothly
4 Keep an eye to all the tables
5 Treat nicely those guest with special needs
After
1 Organise the staff in cleaning the function area
2 Set up the tables and chairs
3 Organise employees to collect the dirty dishes
4 Talk with the function coordinator
 5 Remind the staff about clock out and thank them for the hard work
Waiters Before
1 Prepare the tables for the function
2 Setup linens, cutlery and glasses
3 Prepare the seat, napkins and flowers
4 Set every table to be served by a fixed waiter
5 They should know the menu on the function
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 36
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

During
1 Stand by and be ready to serve welcome drinks
2 Assist the guest in finding their seats
3 Refill the glasses if its empty
4 Deliver the food in each table
5 Ask the guest if they need anything
After
1 Collect the dirty dishes
2 Collect bottles and put it in the recycling bin
3 Collect the dirty linens and put in the laundry bag
4 Arrange all tables and chairs
5 Make sure that the function area is clean
Bar Attendants Before
1 Prepare different coffee
2 Prepare bottles of beer
3 Prepare cocktails
4 Prepare fruits for garnish
5 Prepare non-alcoholic drinks
During
1 Serve alcoholic drinks
2 Draw beer from the tap
3 Make cocktails then garnish with fruit
4 Serve coffees
5 Refill all kind of coffee
After
1 Clean and sanitize the bar
2 Collect clean glasses form kitchen hand
3 Put all clean glasses in place
4 Separate the recycled bottles
5 Collect rubbish bags and put in garbage rooms

c) To make sure you get your staff right on the day you’ll need to communicate
the above duties to your team members mentioned above. When
communicating with others you need to be aware of legislation, policy and
procedure. Your team members are from culturally diverse background and
some staff have some difficulties with communication in English.

i. You have identified that one of your staff member has limited English language
and you need to use appropriate communication style and respond appropriately
when communicating with this staff member. Your assessor will allocate a
colleague from your class to act as this staff member.
 ii. Your assessor will observe your communication skills and complete the checklist
below.

3.5. Conflict resolution

Read the scenario below and complete this activity.

CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 37
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

Scenario continued from task 3.4

There was a provision for the corporate function that the guests might stay on and drink at
the bar after the function. Most of the guests have left, and you are supervising the clean-up
in the function room.

New regulations came into force across Sydney CBD Entertainment Precinct for lockouts
“The lock out laws” which means that the last patrons that can enter the establishment is
1.30am and the last drinks that can be sold are 3am.
Two of the corporate guests approach the bar just past 3 am and order a round of shots.
They are intoxicated and have been advised of the new regulations and that it is after
3am. They become loud and not very happy. They start yelling that they are part of the
function and are staying at the hotel.
The bar attendant keeps calm and calls you to give some help. You begin to explain to
them the reasons and they begin to verbally threaten and harass you. Another patron
approaches and touches one of the aggressors on the shoulder. The drunk aggressor spins
around and pushes him and he falls hurting himself.

a) Explain the appropriate actions you would take and the resources that would be at
your disposal for you to manage this situation appropriately. When answering you
must take into consideration your own personal safety and the safety of customers
and colleagues. Record the actions you would take in the space below. SHORT

Talk to them appropriately and explain to them about the rules and regulation
implemented. Calm the situation. But if they still try to keep loud, I will immediately call
for the management and security to help handle the situation.

b) Role play the above scenario with your colleague and try and pacify the customer.
Your assessor will allocate your colleagues to act as the drunk customer. Your
assessor will complete an observation checklist to ensure that you can manage the
conflict situation properly.
c) Your manager has heard about the conflict and has asked you to send him a
short report regarding the conflict. In your report you must include the following:
Reason for the conflict
 What did you do to resolve the conflict and was it
effective? Any tools for avoiding such conflict in the
future

REPORT
Reason for conflict
Two guests come to the Bar at 3 AM and order a round of shots, but they are intoxicated.
They have been advice under the new regulation that the last patrons that can enter the
establishment is 1.30 am and the last drinks is 3am. They already come late and is
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 38
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

intoxicated. They become loud and not very happy and started to yell and be aggressive.
To resolve the conflict, call the management or security to handle the intoxicated person.
Because the person is out of control with his attitude and is hurting someone. By calling
the security, it will be effective to protect all people.
In order to avoid those kinds of conflict in the future, stay alert for the customers. Try
checking their names, if the person looks like almost intoxicated, offer water or food
available or offer them a taxi to send them home.

ASSESSOR’S OBSERVATION CHECKLIST

Did the student demonstrate the following skills Yes No
Used effective communication skills such as listening, giving and
receiving feedback, asking questions
Used positive body language such as smiling, nodding,
paraphrasing to ensure team felt inclusive.
Explained duties to each colleague
Presented information and seek advice using language and features
appropriate to colleagues
Identified and interpreted information from case study to determine
task requirements of each colleague
Used communication style appropriate to audience from a diverse
cultural background
Did the student discuss and resolve conflict with the customers
using effective conflict resolutions skills
Feedback
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 39
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 40
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 41
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

Appendix A

Student to complete individual coaching plan for each employee mentioned in the scenario.

INDIVIDUAL COACHING PLAN

Learner name:
Organisation:

Manager:
Trainer/coach
name:
Mode of delivery:
Proposed date:
Purpose of
coaching:
Key learning
resources
provided for the
learner:
Work Health and
safety
requirements:
Any LLN
requirements?
Additional Workplace support required
from:
Workplace External
Reporting colleague
arrangements to:

Coaching timetable:
Coaching time & no of sessions:
Coaching Coaching
Steps Activities

Step 1:

Step 2:
Step 3:

Additional caching required:

 External Help

Manager

Resources Coaching Commercial

Required Location time constraints

Yes No
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 42
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

Any comments:

Student’s signature: Date

:
Coach’s signature: Date
:

Appendix B

See document attached

Appendix C

ASSESSOR’S OBSERVATION CHECKLIST – HUIQI LI

Did the student demonstrate the following: Satisfactor Not
y Satisfactor
y
Knowledge shown:
Consulted the assessor with individual coaching plans prior to
conducing the coaching sessions to ensure fairness and
authenticity of individual ideas and demonstrated knowledge of
how develop coaching plan.

Knowledge of each task prior to conducting coaching for Huiqui

by discussing it with the assessor first.
Skills demonstrated:
Explained the purpose of follow-up coaching

Motivated the Huiqui when demonstrating the

tasks

Demonstrated effective communication skills such as active

listening to Huiqui questions and providing appropriate answers
Demonstrated positive body language and made the Huiqui feel
at ease and not nervous
Asked open questions to allow explanations and feedback

Allowed time for consideration

Rephrased and paraphrased if not understood

Avoided embarrassing Huiqui or putting Huiqui on the spot

CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 43
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

Addressed each topic well

Did not allow the Huiqui to dominate

Follow work health and safety procedures

Reviewed and recapped to clarify and redirected or made
the discussion stay on the topic
Referred to workplace documents such as safety data
sheets, workplace safety procedures when coaching.
Summarised at the end of each session and / or

discussion Assessor’s feedback

Signature Date:
:

ASSESSOR’S OBSERVATION CHECKLIST – GREG LITTLE

Did the student demonstrate the following: Satisfactor Not
y Satisfactor
y
Knowledge shown:
Consulted the assessor with individual coaching plans prior to
conducing the coaching sessions to ensure fairness and
authenticity of individual ideas and demonstrated knowledge of
how develop coaching plan.

Knowledge of each task prior to conducting coaching for Greg

by discussing it with the assessor first.
Skills demonstrated:
Explained the purpose of follow-up coaching

Motivated the Greg when demonstrating the

tasks
 Demonstrated effective communication skills such as active
listening to Greg questions and providing appropriate answers
Demonstrated positive body language and made the Greg feel
at ease and not nervous
Asked open questions to allow explanations and

feedback Allowed time for consideration

CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 44
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

Rephrased and paraphrased if not understood

Avoided embarrassing Greg or putting Greg on the spot

.
Addressed each topic well

Did not allow the Greg to dominate

Follow work health and safety procedures

Reviewed and recapped to clarify and redirected or made

the discussion stay on the topic
Referred to workplace documents such as safety data
sheets, workplace safety procedures when coaching.
Summarised at the end of each session and / or

discussion Assessor’s feedback

Signature Date:
:

ASSESSOR’S OBSERVATION CHECKLIST – AMANDA CHASE

Did the student demonstrate the following: Satisfactor Not
y Satisfactor
y
Knowledge shown:
Consulted the assessor with individual coaching plans prior to
conducing the coaching sessions to ensure fairness and
authenticity of individual ideas and demonstrated knowledge of
how develop coaching plan.

Knowledge of each task prior to conducting coaching for Amanda

by discussing it with the assessor first.
Skills demonstrated:
Explained the purpose of follow-up coaching

Motivated the Amanda when demonstrating the

tasks

Demonstrated effective communication skills such as active

listening to Amanda questions and providing appropriate answers
Demonstrated positive body language and made the Amanda feel
at ease and not nervous

Asked open questions to allow explanations and feedback

CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 45
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

Allowed time for consideration

Rephrased and paraphrased if not understood

Avoided embarrassing Amanda or putting Amanda on the spot

.
Addressed each topic well

Did not allow the Amanda to dominate

Follow work health and safety procedures

Reviewed and recapped to clarify and redirected or made

the discussion stay on the topic
Referred to workplace documents such as safety data
sheets, workplace safety procedures when coaching.
Summarised at the end of each session and / or

discussion Assessor’s feedback

Signature Date:
:

ASSESSOR’S OBSERVATION CHECKLIST – AMAN CAVENDISH

Did the student demonstrate the following: Satisfactor Not
y Satisfactor
y
Knowledge shown:
Consulted the assessor with individual coaching plans prior to
conducing the coaching sessions to ensure fairness and
authenticity of individual ideas and demonstrated knowledge of
how develop coaching plan.

Knowledge of each task prior to conducting coaching for Aman

by discussing it with the assessor first.
Skills demonstrated:
Explained the purpose of follow-up coaching

Motivated the Aman when demonstrating the

tasks

Demonstrated effective communication skills such as active

listening to Aman questions and providing appropriate answers

Demonstrated positive body language and made the Aman feel at

CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 46
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

ease and not nervous

Asked open questions to allow explanations and feedback

Allowed time for consideration

Rephrased and paraphrased if not understood

Avoided embarrassing Aman or putting Aman on the spot

.
Addressed each topic well

Did not allow the Aman to dominate

Follow work health and safety procedures

Reviewed and recapped to clarify and redirected or made

the discussion stay on the topic
Referred to workplace documents such as safety data
sheets, workplace safety procedures when coaching.
Summarised at the end of each session and / or

discussion Assessor’s feedback

Signature Date:
:
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 47
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

ASSESSOR’S OBSERVATION CHECKLIST – GREG LITTLE

Did the student demonstrate the following: Satisfactor Not
y Satisfactor
y
Knowledge shown:
Consulted the assessor with their methodology for the follow
up coaching and understood the issues faced by Greg.
Skills demonstrated:
Explained the purpose of follow-up coaching
Demonstrated leadership skills by demonstrating the tasks to
Greg Motivated the Greg when demonstrating the tasks
Demonstrated effective communication skills such as active
listening to Greg questions and providing appropriate answers
Demonstrated positive body language and made the Greg feel
at ease and not nervous
Asked open questions to allow explanations and
feedback Allowed time for consideration
Rephrased and paraphrased if not understood
Avoided embarrassing Greg or putting Greg on the
spot Addressed each topic well
Did not allow the Greg to dominate
Reviewed and recapped to clarify and redirected or made
the discussion stay on the topic
Summarised at the end of each session and / or
discussion Assessor’s feedback

Signature Date:
:

ASSESSOR’S OBSERVATION CHECKLIST – AMANDA

Did the student demonstrate the following: Satisfactor Not
y Satisfactor
y
Knowledge shown:
Consulted the assessor with their methodology for the follow
up coaching and understood the issues faced by Amanda.
Skills demonstrated:
Explained the purpose of follow-up coaching
Demonstrated leadership skills by demonstrating the tasks to
Amanda
Motivated the Amanda when demonstrating the tasks
Demonstrated effective communication skills such as active listening
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 48
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

to Amanda questions and providing appropriate answers

Demonstrated positive body language and made the Amanda feel
at ease and not nervous
Asked open questions to allow explanations and
feedback Allowed time for consideration
Rephrased and paraphrased if not understood
Avoided embarrassing Amanda or putting Amanda on the
spot Addressed each topic well
Did not allow the Amanda to dominate
Reviewed and recapped to clarify and redirected or made
the discussion stay on the topic
Summarised at the end of each session and / or
discussion Assessor’s feedback

Signature Date:
:

ASSESSOR’S OBSERVATION CHECKLIST – AMAN CAVENDISH

Did the student demonstrate the following: Satisfactor Not
y Satisfactor
y
Knowledge shown:
Consulted the assessor with their methodology for the follow
up coaching and understood the issues faced by Aman.
Skills demonstrated:
Explained the purpose of follow-up coaching
Demonstrated leadership skills by demonstrating the tasks to
Aman Motivated the Aman when demonstrating the tasks
Demonstrated effective communication skills such as active
listening to Aman questions and providing appropriate answers
Demonstrated positive body language and made the Aman feel
at ease and not nervous
Asked open questions to allow explanations and
feedback Allowed time for consideration
Rephrased and paraphrased if not understood
Avoided embarrassing Aman or putting Aman on the
spot Addressed each topic well
Did not allow the Aman to dominate
Reviewed and recapped to clarify and redirected or made
the discussion stay on the topic
Summarised at the end of each session and / or
discussion Assessor’s feedback

Signature Date:
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 49
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

:
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 50
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

Appendix 1
COACHING SESSION TEMPLATE
Name of the candidate
Coach name
Coaching subject
Purpose of the coaching
Workplace goals
What organisational
procedures need to be
covered for the coaching
What monitoring
arrangements will be
planned for the coaching
session and after the
coaching session and who
will be contacted
Coaching timeline – how
many coaching sessions
will be required?
Coaching STEP TASK DESCRIPTION
session
plan
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 51
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

Appendix 2
ASSESSOR’S OBSERVATION CHECKLIST – GREG LITTLE
Did the student demonstrate the following: Satisfactor Not
y Satisfactor
y
Knowledge shown:
Consulted the assessor with their methodology for the
follow up coaching and understood the issues faced by
Greg.
Skills demonstrated:
Explained the purpose of follow-up coaching
Demonstrated leadership skills by demonstrating the tasks to
Greg Motivated the Greg when demonstrating the tasks
Demonstrated effective communication skills such as active
listening to Greg questions and providing appropriate answers
Demonstrated positive body language and made the Greg
feel at ease and not nervous
Asked open questions to allow explanations and
feedback Allowed time for consideration
Rephrased and paraphrased if not understood
Avoided embarrassing Greg or putting Greg on
the spot Addressed each topic well
Did not allow the Greg to dominate
Reviewed and recapped to clarify and redirected or
made the discussion stay on the topic
Summarised at the end of each session and / or
discussion Assessor’s feedback

Signature Date:
:

ASSESSOR’S OBSERVATION CHECKLIST – AMANDA

Did the student demonstrate the following: Satisfactor Not
y Satisfactor
y
Knowledge shown:
 Consulted the assessor with their methodology for the
follow up coaching and understood the issues faced by
Amanda.
Skills demonstrated:
Explained the purpose of follow-up coaching
Demonstrated leadership skills by demonstrating the
tasks to Amanda
Motivated the Amanda when demonstrating the tasks
Demonstrated effective communication skills such as active
listening to Amanda questions and providing appropriate answers
Demonstrated positive body language and made the Amanda
feel at
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 52
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks

ease and not nervous

Asked open questions to allow explanations and
feedback Allowed time for consideration
Rephrased and paraphrased if not understood
Avoided embarrassing Amanda or putting Amanda on the
spot Addressed each topic well
Did not allow the Amanda to dominate
Reviewed and recapped to clarify and redirected or made
the discussion stay on the topic
Summarised at the end of each session and / or
discussion Assessor’s feedback

Signature Date:
:

ASSESSOR’S OBSERVATION CHECKLIST – AMAN CAVENDISH

Did the student demonstrate the following: Satisfactor Not
y Satisfactor
y
Knowledge shown:
Consulted the assessor with their methodology for the follow
up coaching and understood the issues faced by Aman.
Skills demonstrated:
Explained the purpose of follow-up coaching
Demonstrated leadership skills by demonstrating the tasks to
Aman Motivated the Aman when demonstrating the tasks
Demonstrated effective communication skills such as active
listening to Aman questions and providing appropriate answers
Demonstrated positive body language and made the Aman feel
at ease and not nervous
Asked open questions to allow explanations and
feedback Allowed time for consideration
Rephrased and paraphrased if not understood
Avoided embarrassing Aman or putting Aman on the
spot Addressed each topic well
Did not allow the Aman to dominate
Reviewed and recapped to clarify and redirected or made
the discussion stay on the topic
Summarised at the end of each session and / or
discussion Assessor’s feedback

Signature Date:
:
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 53
of 54
 ASSESSMENT TOOL
Qualification SIT40516 Certificate IV in Commercial Cookery
Cluster number and CCC4_ 3.3 Coaching/Conflict/Communication/Working with others
Units of competency SITXHMR001 Coach others in job skills
SITXCOM005 Manage conflict
BSBCMM201 Communicate in the workplace
BSBWOR203 Work effectively with others
Student’s FULL NAME
Assessor’s FULL NAME

No. of weeks
CCC4_ 3.3 Coaching, Conflict, Communication/Working with Others Assessment Tool V.3 3/7/2019 Page 54
of 54