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 FNSICCUS301B, 'Respond to customer enquiries'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Respond to customer enquiries' 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
Elements and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Obtain details of customer and nature of enquiry | 1.1 | The nature of the enquiry is clarified and all details obtained |
1.2 | A decision on whether the enquiry is within the scope of responsibility or authority area is confirmed | ||
1.3 | A decision on whether the enquiry can be satisfied immediately or whether further investigation is needed is made and customer is informed | ||
1.4 | If the enquiry can be answered directly, a response in accordance with organisational procedures is provided | ||
1.5 | If further investigation is required, the reason is explained to the customer and a timeframe is agreed upon for follow-up | ||
1.6 | Customer details are obtained | ||
2 | Research the information relevant to the enquiry | 2.1 | Sources of information are identified so that an appropriate response can be provided within authority levels |
2.2 | Information is obtained, organised and analysed to provide an accurate and satisfactory response | ||
3 | Determine a suitable response to the enquiry | 3.1 | Response is prepared in line with organisational procedures, guidelines and authorities and within accepted timeframe |
3.2 | Response is comprehensive, clear and delivered in the most appropriate form (oral, written) and within the agreed upon timeframe | ||
4 | Communicate information to the customer | 4.1 | Written or oral responses are given in clear, simple, and easy to understand language |
4.2 | Customer is treated courteously and an ongoing relationship is encouraged | ||
4.3 | Any further queries from the customer are attended to promptly | ||
4.4 | Checks and/or follow-up are undertaken to ensure that the response satisfies the customer's needs | ||
5 | Update relevant records | 5.1 | Information on the nature and frequency of enquiries is collected for evaluation |
5.2 | Details of the enquiry are recorded as required by organisational procedures | ||