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Evidence Guide: CULINS401A - Assist customers to access information

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

 

CULINS401A - Assist customers to access information

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

Clarify customer information requirements

  1. Use communication techniques appropriate to the form of customer contact to identify exact nature of information request
  2. Confirm purpose of information request and any special requirements
  3. Compile basic search terms, including list of keywords and phrases appropriate to topics
Use communication techniques appropriate to the form of customer contact to identify exact nature of information request

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm purpose of information request and any special requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Compile basic search terms, including list of keywords and phrases appropriate to topics

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow search strategies

  1. Construct and follow appropriate search strategies to locate information using industry-current information sources and equipment
  2. Assist customers to develop own information-seeking skills and to become independent learners
  3. Demonstrate the use of industry-current information sources and equipment in a language and at a level and pace appropriate to customers
  4. Advise customers on other access arrangements, including interlibrary loans and document delivery and supply services
  5. Inform customers of constraints regarding access to information or use of reference tools and equipment
Construct and follow appropriate search strategies to locate information using industry-current information sources and equipment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist customers to develop own information-seeking skills and to become independent learners

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate the use of industry-current information sources and equipment in a language and at a level and pace appropriate to customers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Advise customers on other access arrangements, including interlibrary loans and document delivery and supply services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inform customers of constraints regarding access to information or use of reference tools and equipment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Source and provide information

  1. Source information from readily accessed sources in response to customer requests
  2. Provide information in appropriate format and confirm with customers that their information need has been met
  3. Take appropriate action to resolve remaining issues or refer customers to other personnel as required
Source information from readily accessed sources in response to customer requests

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information in appropriate format and confirm with customers that their information need has been met

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take appropriate action to resolve remaining issues or refer customers to other personnel as required

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:

communicate effectively and efficiently with customers

apply well-developed information literacy skills

use a range of print and electronic information sources

respond to a range of different information requests within established collections.

Context of and specific resources for assessment

Assessment must ensure access to:

a range of library and information services and resources

industry-current information technologies

relevant policies and procedures.

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 onthejob performance

direct observation or verified evidence of the candidate working with customers and responding to different information requests

case studies and problemsolving exercises to assess ability to respond to different information needs

verbal or written questioning to assess knowledge of range of available industry-current information resources and technologies.

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:

CUECOR03B Provide quality service to customers.

Required Skills and Knowledge

Required skills

communication skills to:

respond to customer needs in a supportive and helpful manner

provide information literacy support and basic coaching to customers

apply active listening and questioning techniques when communicating with customers

initiative and enterprise skills to source information to meet customer needs in a timely fashion

literacy skills to:

interrogate references

interpret and write a broad range of information

problem-solving skills to identify the best search strategies to locate information for customers

self-management skills to:

prioritise work tasks and meet deadlines

project a professional image when dealing with customers

teamwork skills to work collaboratively with colleagues

technology skills to access information using automated systems.

Required knowledge

organisational policies in relation to customer assistance

typical customer requests and information sources for responding

use of bibliographic tools and industry-current technology

techniques for using print and electronic reference resources and tools, including formulating search strategies

range of information resources, formats and delivery options, including:

document delivery and supply processes

electronic and print

interlibrary loan

copyright, moral rights and intellectual property legislation and issues relevant to information services providers

cultural considerations when working with customers and potentially sensitive material

scope of information sources available either from within the organisation or from external sources.

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.

Customer contact may be:

by fax

by phone

in person

in writing

via email

via live chat

via SMS

via website.

Exact naturemay relate to:

definition of the subject or topic

keywords

phrases

terms.

Purposemay include:

for general interest

for presentation

for school or university assignment

for self or others

for work

in response to an information need

personal or family reasons.

Special requirements may relate to:

level of detail

photocopies

printing from internet

timelines

specific formats, such as:

audio or video recordings

books

images

large print books

newspaper and journal articles

posters

to be collected later

to be delivered via email.

Information sources and equipment may include:

electronic databases

federated search engines

internet websites

library websites

online catalogues

other library catalogues

print or electronic reference tools, such as:

dictionaries

encyclopaedias

indexing services

statistical sources.

Constraintsmay include:

bookings for computer workstations

cost

ethical considerations

information resources not available for loan

limits on number of concurrent users of databases

organisational policy

restrictions on access to required information

terms and conditions of licensing agreements.

Readily accessed sources may include:

catalogues

online and other databases

organisation’s collection or remote sources of information that are routinely accessed.

Customer requests may relate to:

basic research topics

community information

current or topical information for customer groups, such as:

general interest topics

school assignments

frequently requested information

simple ready reference queries, such as for:

basic subject searches

specific authors

titles.

Appropriate format may depend on factors, such as:

age

cultural and language background

educational background

language, literacy and numeracy levels

level of general knowledge

physical and intellectual disabilities

preference, such as print or electronic

readership level.