CRICOS Code: 03595K | RTO Provider ID: 70252

Table of Contents

Table of Contents 1
Instructions to Learner 3
Assessment instructions 3
Assessment requirements 6
Candidate Details 7
Assessment – BSBCUS501: Manage quality customer service 7
Observation/Demonstration 8
Third Party Guide 9
Third party details (required information from the learner) 9
Activities 10
Activity 1A 10
Activity 1A checklist – for assessor 11
Activity 1B 12
Activity 1B checklist – for assessor 13
Activity 2A 14
Activity 2A checklist – for assessor 15
Activity 2B 16
Activity 2B checklist – for assessor 17
Activity 2C 18
Activity 2C checklist – for assessor 19
Activity 3A 20
Activity 3A checklist – for assessor 21
Activity 3B 22
Activity 3B checklist – for assessor 23
Activity 3C 24
Activity 3C checklist – for assessor 25
Activity 3D 26
Activity 3D checklist – for assessor 27
Activity 3E 28
Activity 3E checklist – for assessor 29
Summative Assessments 30
Section A: Skills Activity 31
Summative Assessments: Section A checklist 33
Section B: Knowledge Activity (Q & A) 34
Summative Assessments: Section B checklist 36
Section C: Performance Activity 37
Summative Assessments: Section C checklist 39
Workplace Documentation – for learner 40
Workplace documents checklist 40
Supplementary Oral Questions (optional) – for assessor 41
Competency record to be completed by assessor 44

Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
? Address each question including any sub-points
? Demonstrate that you have researched the topic thoroughly
? Cover the topic in a logical, structured manner
? Your assessment tasks are well presented, well referenced and word processed
? Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
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 learner’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 learner 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 learner
? 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, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Assessment requirements
Assessment can either be:
? Direct observation
? Product-based methods e.g. reports, role plays, work samples
? Portfolios – annotated and validated
? Questioning
? Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party.
Third parties can be:
? Supervisors
? Trainers
? Team members
? Clients
? Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.
Candidate Details
Assessment – BSBCUS501: Manage quality customer service
Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBCUS501: Manage quality customer service.
Name: _____________________________________________________________
Address: _____________________________________________________________
_____________________________________________________________
Email: _____________________________________________________________
Employer: _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.
Signed: ____________________________________________________________
Date: ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.
Learner 1: ____________________________________________________________
Signed: ____________________________________________________________
Learner 2: ____________________________________________________________
Signed: ____________________________________________________________
Learner 3: ____________________________________________________________
Signed: ____________________________________________________________

Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
? Performing a work based skill or task
? Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
? Performing a skill or task that is asked of you
? Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.

Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves. The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves.
The reasons to use a third party may include:
? Assessment is required in the workplace
? Where there are health and safety issues related to observation
? Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training. Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves.
Documents relevant to collection of third party evidence are included in the Third Party section in the Observations/Demonstrations document.
Third party details (required information from the learner)
A third party may be required for observations or demonstrations; please provide details below of your nominated third party and obtain their signature to confirm their agreement to participate. This information will be required by your trainer/assessor in advance of arranging any future observations or demonstrations.
Third party name: ______________________________________________________________
Position of third party: ______________________________________________________________
Telephone number: ______________________________________________________________
Email address: ______________________________________________________________
Declaration for nominated third party
I declare my intention to act as third party for (learner’s name here) __________________________
Third party signature: _____________________________________ Date: ___________________
Activities
Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).
Where applicable, a signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion.
Activity 1A
Estimated Time 30 Minutes
Objective To provide you with an opportunity to investigate, identify, assess, and include the needs of customers in planning processes
1. List 5 appropriate research methods for investigating customer needs.
2. Provide an overview of the RATER model of assessment.
3. Provide an overview of SWOT analysis.
Activity 1A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 1B
Estimated Time 40 Minutes
Objective To provide you with an opportunity to ensure plans achieve the quality, time and cost specifications agreed with customers
1. A customer paid $300 dollars for a pair of bedside cabinets. When she received them, they were not the colour she expected them to be and one had a dent in the side. After phoning the store she bought them from, she was told that if she wanted the colour that was on display in the store it would be an extra $20 dollars and she would need to pay shipping and handling fees to return the cabinets she had received back to the manufacturer. Furthermore, the damage could not be rectified because ‘it must have been the courier's fault’. Do you think this situation demonstrates quality of product and service? Justify your answer.
2. Visit the Australian Competition and Consumer Commission website https://www.accc.gov.au/business/pricing-surcharging/displaying-prices. Write an overview of no more than 200 words regarding the stipulations for two-price comparison advertising.

Activity 1B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 2A
Estimated Time 20 Minutes
Objective To provide you with an opportunity to deliver products and services to customer specifications within organisation’s business plan
1. What 4 steps should be undertaken in order to create a successful product and service delivery?
2. Provide an overview of the SMART method for setting goals and targets for product and service delivery.
Activity 2A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 2B
Estimated Time 45 Minutes
Objective To provide you with an opportunity to monitor team performance to consistently meet the organisation’s quality and delivery standards
1. Within your workplace or organisation, spend 20 minutes observing a staff member in a customer service setting. Make notes about what you witness, identifying employee strengths and areas which you feel could be benefited from additional support/learning.
2. Create a self-assessment form that employees could complete in order to evaluate their own customer service performance.
Activity 2B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 2C
Estimated Time 35 Minutes
Objective To provide you with an opportunity to help colleagues overcome difficulties in meeting customer service standards
1. In no more than 250 words summarise how problem-solving can be used to help overcome difficulties in reaching expected customer service standards. Make sure you include an overview of the problem-solving process.
2. A colleague is struggling to meet the organisational requirement of handling a customer call in no more than 10 minutes without feeling like she is rushing the conversation. How may you be able to help her meet the organisational standards whilst still providing excellent customer service?
Activity 2C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 3A
Estimated Time 45 Minutes
Objective To provide you with an opportunity to develop and use strategies to monitor progress in achieving product and/or service targets and standards
1. Create a list of at least 4 methods that can be used for monitoring progress in achieving product and/or service standards.
2. Provide an overview of no more than 200 words on customer relationship management.
3. Explain a time from previous working experience or within your current role where you have monitored feedback and used it to influence change in order to meet product and/or service standards.
Activity 3A checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 3B
Estimated Time 25 Minutes
Objective To provide you with an opportunity to develop and use strategies to obtain customer feedback to improve the provision of products and services
1. List 4 ways that customer feedback may be gathered.
2. In which ways may organisations receive customer complaints? List 3 ways.
3. List 5 strategies that can be used to deal with customer complaints.
4. List 4 things that you should pay particular attention to when analysing feedback.
Activity 3B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 3C
Estimated Time 20 Minutes
Objective To provide you with an opportunity to develop, procure and use resources effectively to provide quality products and services to customers
1. Explain an instance where you have effectively used human resources to provide quality services and products to customers.
2. Create a list of at least 10 physical resources that are used within your organisation or place of work that contribute to providing quality customer service.
3. Explain an instance where you have used time effectively to provide high-quality products and services to customers.
Activity 3C checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 3D
Estimated Time 15 Minutes
Objective To provide you with an opportunity to make decisions to overcome problems and to adapt customer services, products and service delivery in consultation with appropriate individuals and groups
1. Outline an effective decision-making process.
2. List 3 appropriate individuals or groups that you may involve in the decision-making process.
Activity 3D checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 3E
Estimated Time 30 Minutes
Objective To provide you with an opportunity to manage records, reports and recommendations within the organisation’s systems and processes
1. List 3 typical pieces of information that you may need to include in a service delivery report.
2. What do the Australian Privacy Principles which are found under schedule 1 of The Australian Privacy Act 1988 cover?
3. Summarise your organisation’s policies and procedure for the management and storage of records and reports.
Activity 3E checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.
Skills, knowledge and performance may be termed as:
? Skills – skill requirements, required skills, essential skills, foundation skills
? Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
? Performance – evidence requirements, critical aspects of assessment, performance evidence.
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any evidence of competency to this workbook.

Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion.
This activity will enable you to demonstrate the following skills:
Reading:
? Interprets and analyses textual information from a variety of sources and applies the knowledge that has been gained to evaluate standards for organisation’s products and services.
Writing:
? Produces a range of text types to convey information, requirements or recommendations matching style of writing to purpose and audience.
Oral Communication:
? Clearly articulates systems and standards in a team environment using language suitable to diverse audiences
? Uses listening and questioning techniques to obtain feedback and confirm understanding.
Numeracy:
? Interprets and comprehends mathematical information in organisation’s business and customer service plans.
Navigate the world of work:
? Recognises and applies organisational protocols and meets expectations associated with own work.
Interact with others:
? Identifies and uses appropriate conventions and protocols when communicating with colleagues and customers
? Collaborates with others, taking into account their strengths and experience, to achieve desired outcomes
? Provides support in field of expertise to team.
Get the work done:
? Develops and implements plans using logical processes and monitors and evaluates progress against stated goals
? Accepts responsibility for addressing complex or non-routine difficulties, applying problem solving processes in determining a solution
? Uses digital technology to access, organise and present information in a format that meets requirements.
Answer the activity in as much detail as possible, considering your organisational requirements.
1. On two separate occasions, gather customer feedback in order to assess service needs and expectations. Interpret and evaluate the information gathered. The information must contain some qualitative and some quantitative data. Compare this data to current information about implemented strategies. Create a presentation about whether you feel current strategies for customer services are effective based on customer feedback. The presentation should contain explanations and visual representations of numerical data. Deliver this presentation to a group of staff members.
2. Explain how you meet the expectations of your role in a current strategy that is implemented within your organisation and how it adheres to organisational policies and procedures.
3. Explain in no more than 200 words each, an occasion where you have done the following:
? Identified and used appropriate conventions and protocols when communicating with colleagues and customers
? Collaborated with others, taking into account their strengths and experience, to achieve desired outcomes
? Provided support in your field of expertise to the team.
4. Explain in no more than 200 words each, an occasion where you have done the following:
? Developed and implemented plans using logical processes and monitors and evaluates progress against stated goals
? Accepted responsibility for addressing complex or non-routine difficulties and applied problem-solving processes in determining a solution
? Used digital technology to access, organise and present information in a format that met requirements.

Summative Assessments: Section A checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
? Outline the legislative and regulatory context of the organisation relevant to customer service
? Describe organisational policy and procedures for customer service including handling customer complaints
? Identify service standards and best practice models
? Summarise public relations and product promotion
? Outline techniques for dealing with customers including customers with specific needs
? Explain techniques for solving complaints including the principles and techniques involved in the management and organisation of:
o customer behaviour
o customer needs research
o customer relations
o ongoing product and/or service quality
o problem identification and resolution
o quality customer service delivery
o record keeping and management methods
o strategies for monitoring, managing and introducing ways to improve customer service relationships
o strategies to obtain customer feedback.
Answer each question in as much detail as possible, considering your organisational requirements for each one.
All answers will vary depending on the learner and the organisation they work for but the learner should be able to answer each question competently.
1. Outline the legislative and regulatory context of your organisation relevant to customer service.
2. Describe organisational policy and procedures for customer service including handling customer complaints.
3. Using research, identify recognised service standards and best practice models. Summarise your findings.
4. In no more than 100 words each, explain what is meant by ‘public relations’ and ‘product promotion’.
5. Outline techniques for dealing with customers including customers with specific needs. Answers can be based on prior work experience, information from the Learner Guide or further research.
6. Explain techniques for solving complaints including the principles and techniques involved in the management and organisation of:
? Customer behaviour
? Customer needs research
? Customer relations
? Ongoing product and/or service quality
? Problem identification and resolution
? Quality customer service delivery
? Record keeping and management methods
? Strategies for monitoring, managing and introducing ways to improve customer service relationships
? Strategies to obtain customer feedback.

Summative Assessments: Section B checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Section C: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.
A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion.
This activity will enable you to demonstrate the following performance evidence:
? Develop and manage organisational systems for quality customer service
? Develop and review plans, policies and procedures for delivering and monitoring quality customer service
? Implement policies and procedures to ensure quality customer service
? Solve complex customer complaints and system problems that lead to poor customer service
? Monitor and assist teams to meet customer service requirements
? Develop, procure and use human and physical resources to support quality customer service delivery.
Answer the activity in as much detail as possible, considering your organisational requirements.
All activity answers will vary depending on the learner and the organisation they work for but the learner should be able to demonstrate their competency in the unit requirements.
1. Develop a plan which identifies three strategies for providing quality customer service.
You should use the following table to complete your plan:
Strategy One Strategy Two Strategy Three
Brief explanation of the strategy
Resources needed by person delivering customer service
Purpose of the strategy
Additional information (if applicable)
2. Identify and explain to your assessor one way in which you can manage the plan created in the previous question, ensuring that each strategy is implemented.
3. Refer to Case Study A, demonstrate one way in which you could implement the organisational guidelines.
4. Your assessor will provide you with a complex customer complaint. You should then document how you would solve this complaint.
Once you have completed your response, you should provide a verbal explanation to your assessor.
5. Refer to Case Study A.
a. Monitor the performance of the staff members and verbally identify two things which they have missed from the customer service guidelines provided.
b. Refer to Case Study A. Create a four-step action plan for one staff member (the receptionist or the hairdresser) which will help to guide them towards improved customer service. Within your plan, identify at least one physical resource which may aid customer service.
Use the following template for your answer:
Step One Step Two Step Three Step Four
Brief explanation of step

Summative Assessments: Section C checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Workplace Documentation – for learner
Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to the assessor or third party. Indicate in the table below the documents that have been provided. Please refer to your trainer/assessor if clarification is required or if you have any further questions on what you are able to provide or use.
Document name/description Document attached
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
Yes No (Please circle)
For RTO use only
Have originals or digital copies been supplied for the workplace documents? Yes No (Please circle)
If not originals, have the originals been validated or checked? Yes No (Please circle)
Learner’s signature
Assessor’s signature
Supplementary Oral Questions (optional) – for assessor
The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory

Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory

Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Learner’s signature
Assessor’s name
Assessor’s signature

Competency record to be completed by assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the overall unit. Indicate in the table below if the learner is deemed competent or not yet competent for the unit or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the learner completed all required assessments to a satisfactory standard? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner to prove their competency across the entire unit? Yes No
(Please circle)
The learner has been assessed as competent in the elements and performance criteria and the evidence has been presented as:
Authentic Yes No
(Please circle)
Valid Yes No
(Please circle)
Reliable Yes No
(Please circle)
Current Yes No
(Please circle)
Sufficient Yes No
(Please circle)

Learner is deemed: Not yet competent Competent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:
Learner’s signature
Assessor’s signature