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 TLII3020, 'Provide assistance to customers '.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide assistance to customers ' 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 describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. | ||
1 | Establish contact with customers | 1.1 | Customers are acknowledged and greeted in a professional, courteous and concise manner in accordance with organisational requirements |
1.2 | Personal dress and presentation is maintained in accordance with organisational requirements | ||
1.3 | Communication involving appropriate interpersonal skills to facilitate accurate and relevant exchange of information is used | ||
1.4 | Sensitivity to customer specific needs, and cultural and individual differences is maintained | ||
1.5 | Genuine interest in customer needs is displayed | ||
2 | Identify customer needs | 2.1 | Appropriate questioning and active listening are used to determine customer needs |
2.2 | Urgency of customer needs is assessed to identify priorities for service delivery | ||
2.3 | Appropriate customer service for specific customer need is identified | ||
3 | Deliver service to customers | 3.1 | Identified service that meets identified customer need is promptly provided in accordance with organisational requirements |
3.2 | Customer communications are conducted in a clear, concise and courteous manner | ||
3.3 | Customer inquiries are dealt with courteously and efficiently | ||
3.4 | Questions are used to clarify customer needs or concerns | ||
3.5 | Knowledge of services and/or operations is used to answer customer queries or to respond to customer needs | ||
3.6 | Customer is directed to or assistance from other staff is sought, when a customer inquiry cannot be fully answered | ||
3.7 | Opportunities to enhance quality of service and products are identified and action is taken to improve service whenever possible | ||
3.8 | Information about problems and delays is provided and follow up is made within appropriate timeframes as required | ||
3.9 | Customer inquiries and associated action/s are recorded and/or reported as required in accordance with workplace procedures | ||
4 | Prepare for passengers with specific needs | 4.1 | Vigilance is maintained for passengers with specific needs/disabilities on arrival |
4.2 | Hazards are identified, risks are assessed and risk control measures are implemented | ||
4.3 | Actions to assist customers with specific needs/disabilities are identified in accordance with workplace procedures and/or requirements | ||
5 | Provide assistance to customers with specific needs | 5.1 | Ancillary equipment is accessed for passengers with wheelchairs/prams as required |
5.2 | Customers with assistance dogs are observed and assisted as required | ||
5.3 | Customers with other specific needs are observed and assisted as required | ||
5.4 | Customers are assisted in a courteous manner, sensitive to their needs | ||
5.5 | Ongoing support and/or vigilance is provided to customers with specific needs to maximise their travelling safety and comfort | ||
5.6 | Ancillary equipment is utilised safely in accordance with workplace procedures and safety regulations | ||
6 | Communicate regarding customers with specific needs | 6.1 | Other personnel are informed when assisting customers with specific needs may cause delays to services |
6.2 | Other personnel are informed about the presence of customers with specific needs as required | ||