Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver FDFCD2005A, 'Sell cellar door products and services'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Sell cellar door products and services' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Develop product and service knowledge | 1.1 Knowledge of the use, purpose and application of products and services is developed and maintained 1.2 Knowledge of products and services is conveyed to other team members as required 1.3 Comparisons between available products and services are researched and applied, including brand options, features and price 1.4 Knowledge is developed of competitors’ product and service range and pricing structure 1.5 Experienced sales staff are consulted or product information researched to increase product and service knowledge |
2. Approach customer | 2.1 Timing of customer approach is determined and applied 2.2 Effective sales approach is identified and applied 2.3 Positive impression is conveyed to arouse customer interest 2.4 Knowledge of customer buying behaviour is demonstrated |
3. Gather information | 3.1 Questioning techniques are applied to determine customer buying motives 3.2 Listening skills are used to determine customer requirements 3.3 Non-verbal communication cues are interpreted and clarified 3.4 Customers are guided to a product range that matches their identified buying motives and requirements 3.5 Customers are identified by name where possible |
4. Sell benefits | 4.1 Customer needs are matched to appropriate products and services 4.2 Knowledge of product or service features and benefits are communicated clearly to customers 4.3 Specific requirements relating to products or services are described to customers 4.5 Routine customer questions about products are answered accurately and honestly 4.6 Customers are referred to more experienced, senior sales staff or to appropriate product specialists as required |
5. Overcome objections | 5.1 Customer objections are identified and accepted 5.2 Objections are categorised into price, time and product or service characteristics 5.3 Solutions or alternatives are offered to customers according to workplace policy 5.4 Problem solving is applied to overcome customer objections |
6. Close sale | 6.1 tomer buying signals are monitored, identified and responded to appropriately 6.2 tomers are encouraged to make purchase decisions 6.3 opriate method of closing sale is selected and applied |
7. Maximise sales opportunities | 7.1 ortunities for making additional sales are recognised and applied 7.2 tomers are advised of complementary products or services according to identified customer needs 7.3 sonal sales outcomes are reviewed to maximise future sales |