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 WRWSL201A, 'Sell products and services to business customers'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Sell products and services to business 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 and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Apply product knowledge | 1.1 | Knowledge of the use and application of relevant products and services demonstrated. |
1.2 | Experienced sales staff or product information guide consulted to increase product knowledge. | ||
2 | Identify specific customer types and behaviour | 2.1 | Customers identified by type. |
2.2 | Factors influencing specific customer purchase decisions determined. | ||
2.3 | Factors influencing an individual's buying behaviour isolated and examined. | ||
2.4 | Buying behaviours of different types of customers determined. | ||
2.5 | Sales approaches and techniques required for different customer types determined. | ||
2.6 | Sales techniques required for customers evidencing specific buying behaviour determined. | ||
3 | Sell products to customers | 3.1 | Effective sales approaches and techniques employed whether the customer or the service provider initiates contact. |
3.2 | Effective sales approach identified and applied given mode of communication used to interact with customer. | ||
3.3 | Empathy created between service provider and customer. | ||
3.4 | Buying behaviour customer determined. | ||
3.5 | Customer need for specific merchandise confirmed and promoted. | ||
4 | Gather information | 4.1 | Questioning techniques applied to determine customer buying motives. |
4.2 | Listening skills used to determine customer requirements. | ||
4.3 | Non-verbal communication cues interpreted and clarified. | ||
4.4 | Customers identified by name where possible. | ||
5 | Sell benefits | 5.1 | Customer needs matched to appropriate products and services. |
5.2 | Knowledge of products' features and benefits communicated clearly to customers. | ||
5.3 | Product use and safety requirements described or where possible demonstrated to customers. | ||
5.4 | Customers referred to appropriate product specialist as required. | ||
5.5 | Routine customer questions about merchandise, eg. price, price reductions, quality, usage, are answered accurately and honestly or referred to more experienced senior sales staff. | ||
6 | Overcome objections | 6.1 | Customer objections identified and accepted. |
6.2 | Objections categorised into price, time and merchandise characteristics. | ||
6.3 | Solutions offered according to business policy and sales techniques. | ||
6.4 | Problem solving applied to overcome customer objections. | ||
7 | Close sale | 7.1 | Customer buying signals monitored, identified and responded to appropriately. |
7.2 | Customer encouraged to make purchase decisions. | ||
7.3 | Appropriate method of closing sale selected and applied. | ||
8 | Maximise sales opportunities | 8.1 | Opportunities for making additional sales recognised and applied. |
8.2 | Customer advised of complementary products or services according to customer's identified need. | ||
8.3 | Personal sales outcomes reviewed to maximise future sales. | ||