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Evidence Guide: BSBCUS402A - Address customer needs

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

BSBCUS402A - Address customer needs

What evidence can you provide to prove your understanding of each of the following citeria?

Assist customer to articulate needs

  1. Ensure customer needs are fully explored, understood and agreed
  2. Explain and match available services and products to customer needs
  3. Identify and communicate rights and responsibilities of customers to the customer as appropriate
Ensure customer needs are fully explored, understood and agreed

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Explain and match available services and products to customer needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify and communicate rights and responsibilities of customers to the customer as appropriate

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Satisfy complex customer needs

  1. Explain possibilities for meeting customer needs
  2. Assist customers to evaluate service and/or product options to satisfy their needs
  3. Determine and prioritise preferred actions
  4. Identify potential areas of difficulty in customer service delivery and take appropriate actions in a positive manner
Explain possibilities for meeting customer needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assist customers to evaluate service and/or product options to satisfy their needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Determine and prioritise preferred actions

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify potential areas of difficulty in customer service delivery and take appropriate actions in a positive manner

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Manage networks to ensure customer needs are addressed

  1. Establish effective regular communication with customers
  2. Establish, maintain and expand relevant networks to ensure appropriate referral of customers to products and services from within and outside the organisation
  3. Ensure procedures are in place to ensure that decisions about targeting of customer services are based on up-to-date information about the customer, and the products and services available
  4. Ensure procedures are put in place to ensure that referrals are based on the matching of the assessment of customer needs and availability of products and services
  5. Maintain records of customer interaction in accordance with organisational procedures
Establish effective regular communication with customers

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Establish, maintain and expand relevant networks to ensure appropriate referral of customers to products and services from within and outside the organisation

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure procedures are in place to ensure that decisions about targeting of customer services are based on up-to-date information about the customer, and the products and services available

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure procedures are put in place to ensure that referrals are based on the matching of the assessment of customer needs and availability of products and services

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Maintain records of customer interaction in accordance with organisational procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

assisting customers to articulate their needs

documenting processes used and customer satisfaction with the products/services offered

assisting customers to address their needs.

Context of and specific resources for assessment

Assessment must ensure:

access to an actual workplace or simulated environment

access to office equipment and resources

examples of products/services and promotional strategies.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate

review of documentation prioritising preferred actions

analysis of responses to case studies and scenarios

demonstration of techniques

observation of presentations

assessment of written reports

evaluation of communicationestablished with customers

review of customer interaction records.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

general administration units.

Required Skills and Knowledge

Required skills

literacy skills to read a variety of texts, to prepare general information and papers, and to write formal and informal letters according to target audience

numeracy skills to analyse data, and to compare time lines and promotional costs against budgets

problem-solving skills to develop solutions unique to a customer

culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities.

Required knowledge

key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as:

anti-discrimination legislation

ethical principles

codes of practice

privacy laws

environmental issues

occupational health and safety

organisational procedures and standards for customer service relationships

detailed product knowledge which may be of significant breadth (so as to propose alternative products and services), or of significant depth (so as to propose variations within a limited product and service range).

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Customers may include:

customers with routine or specific requests

in person, computer-based and telephone customers

internal and external customers

people from a range of social, cultural or ethnic backgrounds

people who may be unwell, drug affected or emotionally distressed

people with varying physical and mental abilities

regular and new customers

Rights and responsibilities of customers may include:

fulfilment of external obligations

informed consent

Effective regular communication may include:

giving customers full attention

handling sensitive and confidential issues

maintaining eye-contact (for face-to-face interactions), except where eye-contact may be culturally inappropriate

speaking clearly and concisely

using active listening techniques

using appropriate language and tone of voice

using clearly written information/communication

using non-verbal communication e.g. body language, personal presentation (for face-to-face interactions)

using open and/or closed questions

Organisational procedures may include:

procedural manuals

quality systems, standards and guidelines