NTISthis.com

Evidence Guide: CPPDSM5006A - Coordinate customer service activities in the property industry

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

 

CPPDSM5006A - Coordinate customer service activities in the property industry

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

Contribute to quality customer standards.

  1. Customer service standards are accessed, interpreted, applied and monitored in the workplace according to organisational requirements.
  2. Contributions are made to the development, refinement and improvement of service policies, standards and processes.
Customer service standards are accessed, interpreted, applied and monitored in the workplace according to organisational requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contributions are made to the development, refinement and improvement of service policies, standards and processes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement customer service systems.

  1. Personnel are encouraged to consistently implement customer service systems.
  2. Customer feedback is reviewed in consultation with appropriate personnel and is analysed when improving work practices.
  3. Customer service problems are identified and adjustments made to ensure continued service quality.
  4. Adjustments are communicated to all those involved in service delivery within appropriate timeframes.
  5. Delivery of services and products is coordinated and managed to ensure they effectively and efficiently meet agreed quality standards.
Personnel are encouraged to consistently implement customer service systems.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Customer feedback is reviewed in consultation with appropriate personnel and is analysed when improving work practices.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Customer service problems are identified and adjustments made to ensure continued service quality.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adjustments are communicated to all those involved in service delivery within appropriate timeframes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Delivery of services and products is coordinated and managed to ensure they effectively and efficiently meet agreed quality standards.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Lead customer service team.

  1. Coaching and mentoring are used to assist colleagues to deal with customer service issues and achieve ultimate service potential.
  2. Team is motivated to achieve high standard of service to customer.
  3. Team is informed of changes in policies and procedures that affect their relations with customers.
  4. Team is provided with regular feedback in regard to achievement or non-achievement of standards of customer service.
  5. Team members are encouraged to contribute feedback in regard to achievement of customer service.
  6. Training is undertaken as required to meet changing needs.
Coaching and mentoring are used to assist colleagues to deal with customer service issues and achieve ultimate service potential.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Team is motivated to achieve high standard of service to customer.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Team is informed of changes in policies and procedures that affect their relations with customers.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Team is provided with regular feedback in regard to achievement or non-achievement of standards of customer service.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Team members are encouraged to contribute feedback in regard to achievement of customer service.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Training is undertaken as required to meet changing needs.

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, the range statement and the Assessment Guidelines for this Training Package.

Overview of assessment

This unit of competency could be assessed through practical demonstration of understanding and implementing customer service policies and procedures. Targeted written (including alternative formats where necessary) or verbal questioning to assess the candidate's underpinning knowledge would provide additional supporting evidence of competence. The demonstration and questioning would include collecting evidence of the candidate's knowledge and application of ethical standards and relevant federal, and state or territory legislation and regulations. This assessment may be carried out in a simulated or workplace environment.

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

A person who demonstrates competency in this unit must be able to provide evidence of:

developing and implementing improved customer service procedures

ensuring staff are adequately trained to deliver customer service to agreed organisational standards

identifying customer service requirements and ensuring they are delivered to a professional standard in an appropriate timeframe

knowledge of organisation's practices, ethical standards and legislative requirements associated with implementing customer service policies and procedures

obtaining and giving constructive feedback on customer service strategies.

Context of and specific resources for assessment

Resource implications for assessment include:

access to suitable simulated or real opportunities and resources to demonstrate competence

assessment instruments that may include personal planner and assessment record book

access to a registered provider of assessment services.

Where applicable, physical resources should include equipment modified for people with disabilities.

Access must be provided to appropriate learning and/or assessment support when required.

Assessment processes and techniques must be culturally appropriate, and appropriate to the language and literacy capacity of the candidate and the work being performed.

Validity and sufficiency of evidence require that:

competency will need to be demonstrated over a period of time reflecting the scope of the role and the practical requirements of the workplace

where the assessment is part of a structured learning experience the evidence collected must relate to a number of performances assessed at different points in time and separated by further learning and practice with a decision of competence only taken at the point when the assessor has complete confidence in the person's competence

all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence

where assessment is for the purpose of recognition (RCC/RPL), the evidence provided will need to be current and show that it represents competency demonstrated over a period of time

assessment can be through simulated project-based activity and must include evidence relating to each of the elements in this unit.

In all cases where practical assessment is used it will be combined with targeted questioning to assess the underpinning knowledge. Questioning will be undertaken in such a manner as is appropriate to the language and literacy levels of the candidate and any cultural issues that may affect responses to the questions, and will reflect the requirements of the competency and the work being performed.

Required Skills and Knowledge

This section describes the essential skills and knowledge and their level, required for this unit.

Required skills:

coaching and mentoring skills to provide support to colleagues and feedback to customer service teams

computing skills to access the internet and web pages, prepare and complete online forms, lodge electronic documents and search online databases

interpersonal skills to relate to people from a range of social, cultural and ethnic backgrounds and varying physical and mental abilities

literacy skills to access and use workplace information and report on customer service strategies

planning and organising skills to meet work priorities

problem solving skills to deal with complex and non-routine difficulties

team work skills to work effectively with other people

technology skills to select and use computers to analyse customer feedback.

Required knowledge and understanding:

organisational policies and procedures for dealing with customers

organisational quality standards

principles and techniques of customer behaviour, including:

customer relations

maintaining product and service quality

problem identification and resolution

researching customer needs

range of analysis techniques to interpret data

relevant federal and state or territory legislation and local government regulations related to:

anti-discrimination

consumer protection

environmental issues

equal employment opportunity (EEO)

financial probity

franchise and business structures

industrial relations

OHS

privacy

property sales, leasing and management.

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 in the performance criteria is detailed below. Add any 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.

Customers may be either internal or external, and may include:

those with routine or special requests

people from a range of social, cultural or ethnic backgrounds

people with varying physical and mental abilities

regular and new customers.

Organisational requirements may be outlined and reflected in:

access and equity principles and practice guidelines

business and performance plans

complaint and dispute resolution procedures

goals, objectives, plans, systems and processes

legal and ethical requirements and codes of practice

mission statements and strategic plans

OHS policies, procedures and programs

policies and procedures in relation to client service

quality and continuous improvement processes and standards

quality assurance and procedure manuals.

Customer feedback may be obtained from:

analysis of quality assurance data

documentation and reports

questionnaires

telephone or face-to-face surveys.

Coaching and mentoring assistance may include:

fair and ethical practice

non-discriminatory processes and activities

presenting and promoting a positive image of the collective group

problem solving

providing encouragement

providing feedback to another team member

respecting the contribution of all participants and giving credit for achievements.

Feedback sources may include:

clients and their legal representatives

supervisors and colleagues

formal and informal performance appraisals

regular meetings

workplace assessment.

Training may include:

allocation of resources for training, including purchase of training services and development of staff training skills

group discussions and other consciousness-raising techniques

handouts, including information sheets

induction training

ongoing assessment of training needs

specific courses.