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Evidence Guide: CULEVP202A - Provide visitors with venue information and assistance

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

 

CULEVP202A - Provide visitors with venue information and assistance

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

Access and update information

  1. Source and access information on facilities and services available within the organisation
  2. Share information with colleagues
  3. Identify and use opportunities to update and maintain facility and service knowledge
Source and access information on facilities and services available within the organisation

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Share information with colleagues

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify and use opportunities to update and maintain facility and service knowledge

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide customer service

  1. Incorporate information into day-to-day contact with visitors, including visitors with specific needs
  2. Provide information and assistance in a courteous, culturally appropriate and timely manner
  3. Demonstrate and instruct visitors in the use of equipment and facilities or refer to appropriate colleagues
  4. Refer complex enquiries to colleagues, other areas of the organisation, or to external organisations
Incorporate information into day-to-day contact with visitors, including visitors with specific needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide information and assistance in a courteous, culturally appropriate and timely manner

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Demonstrate and instruct visitors in the use of equipment and facilities or refer to appropriate colleagues

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Refer complex enquiries to colleagues, other areas of the organisation, or to external organisations

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Collect feedback on services

  1. Seek feedback on services from visitors
  2. Observe visitor behaviour to inform organisational evaluation processes
  3. Use formal evaluation mechanisms according to organisational procedures
  4. Provide information on visitor feedback to appropriate colleagues
Seek feedback on services from visitors

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Observe visitor behaviour to inform organisational evaluation processes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use formal evaluation mechanisms according to organisational procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide information on visitor feedback to appropriate colleagues

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 ability to:

source information on services and facilities

communicate information and assist visitors in a friendly, timely and culturally appropriate manner

respond effectively to multiple requests in a range of visitor situations.

Context of and specific resources for assessment

Assessment must ensure:

interaction with others to reflect the customer service and communication skills in this unit

access to typical information storage systems.

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

direct observation of the candidate providing information and assistance to visitors, including those with special needs

evaluation of responses prepared by the candidate to meet a range of different information needs

verbal or written questioning to assess knowledge of facilities and services.

Assessment methods should closely reflect workplace demands and the needs of particular client groups (consider the requirements of different age groups, clients with English as a second language, clients with disabilities, remote library users, etc.).

Guidance information for assessment

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

BSBCUS201A Deliver a service to customers.

Required Skills and Knowledge

Required skills

communication skills to:

collect feedback from visitors

demonstrate and instruct visitors on use of equipment

promote internal products and services

provide information to meet visitor needs

share information with colleagues

initiative and enterprise skills to multi-task and respond effectively to a range of different situations and enquiries

interpersonal skills to:

interact in a courteous and friendly manner with visitors

sensitively assist visitors with specific needs

literacy skills to read and interpret venue information and promotional material

research skills to source information

self-management skills to:

act in a professional manner

follow organisational procedures

technical skills to use business technology.

Required knowledge

commonly used information systems within organisations

facilities, services and procedures for those with specific needs

organisation’s general services, as well as ancillary and temporary services, such as:

parking

programs

retail outlets

temporary exhibitions

organisational procedures and practices relating to the provision of services and information

safety and emergency procedures for visitors, colleagues and self

sources of information on an organisation’s services and facilities

visitor service standards within the organisation.

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.

Information on facilities and services may relate to:

access

audio tours

car parking

cloaking

directions

guided tours

internal products and services

location of facilities

opening hours

organisation service standards

pricing

retail, food and beverage services

special activities

special instructions relating to use of facilities, such as wearing covered shoes

ticket sales

venue hire and functions.

Opportunities to update and maintain facility and service knowledge may relate to:

discussions with colleagues

internal newsletters

launches

leaflets and brochures

staff noticeboards

team meetings

workshops.

Information may be provided:

by mail

by phone

electronically

face-to-face.

Visitorsmay include:

affiliated and special interest groups

domestic and international tourists

individuals or groups

special needs groups

sponsors and donors

the general community

users of the organisation’s services.

Visitors with specific needs may include:

aged people

first-time visitors

parents with young children

people with disabilities

people with special cultural needs

school groups

unaccompanied children.

Feedbackmay be obtained through:

informal contact and discussion with visitors

interviews

observation of visitor behaviour

surveys.