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 TLII2019A, 'Provide taxicab customer service'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide taxicab customer service' 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 |
1Establish contact with customers | 1.1 A welcoming customer environment is created and maintained 1.2 Customers are acknowledged and greeted courteously and politely according to workplace policies and procedures 1.3 Communication with customers is clear, concise and courteous 1.4 Appropriate communication channels are used 1.5 An effective service environment is created through verbal and non-verbal presentation according to workplace policies and procedures 1.6 Cultural diversity and discrimination issues are recognised and applied 1.7 Acceptable and respectful behaviour towards customers is applied |
2Present a positive organisational/ professional image | 2.1 Dress code and personal grooming are maintained to a professional standard in accordance with regulator and workplace requirements 2.2 Vehicle cleanliness and tidiness is monitored and maintained 2.3 All actions taken are in keeping with established requirements and workplace procedures and legislation |
3Identify the needs and expectations of different customers | 3.1 Individual customer preferences, needs and expectations are clarified 3.2 Customers with limited mobility are identified, and appropriate attention is given to ensure that their requirements are satisfied 3.3 Communication suited to the situation is used 3.4 Limitations to service provision are identified, communicated to customers, and checked for understanding |
4Meet the identified customer needs and expectations | 4.1 Reasonable requests of customers are met in a courteous and timely manner 4.2 Customer dissatisfaction is promptly recognised and appropriate steps are taken to restore satisfaction 4.3 Anticipated problems are correctly identified and monitored and action is taken to minimise their effects on customer satisfaction 4.4 Opportunities to enhance the quality of service are taken whenever possible 4.5 Information regarding both anticipated and unanticipated problems and delays is promptly communicated to customers |
5Deal with difficult customer situations | 5.1 Potentially difficult customer situations are identified 5.2 Conflict situations are dealt with using effective communication skills according to industry and regulatory policies and procedures and customer service protocols 5.3 Incidents are reported to the appropriate personnel according to workplace policies and procedures |
6Apply ethical behaviour | 6.1 Ethical behaviour that avoids any form of sexual harassment, or physical or mental abuse, or intimidation towards passengers and other road users is applied |