- BSBCUS402A - Address customer needs
Address customer needs
Issue Date: September 2020
This unit applies to workers required to be familiar with a product and/or service that varies widely and is capable of significant customisation. The customer relationship would typically involve direct interaction a number of times over an extended period.
This unit is appropriate to workers who are expected to have detailed product knowledge in order to recommend customised solutions. They would be expected to apply organisational procedures and be aware of, and apply as appropriate, broader factors involving ethics, industry practice and relevant government policies and regulations.
This unit describes the performance outcomes, skills and knowledge required to manage the ongoing relationship with a customer, which includes assisting the customer to articulate their needs, meeting customer needs and managing networks to ensure customer needs are addressed.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
This unit contains employability skills.
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
assisting customers to articulate their needs
documenting processes used and customer satisfaction with the products/services offered
assisting customers to address their needs.
Context of and specific resources for assessment
Assessment must ensure:
access to an actual workplace or simulated environment
access to office equipment and resources
examples of products/services and promotional strategies.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate
review of documentation prioritising preferred actions
analysis of responses to case studies and scenarios
demonstration of techniques
observation of presentations
assessment of written reports
evaluation of communicationestablished with customers
review of customer interaction records.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
general administration units.
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
literacy skills to read a variety of texts, to prepare general information and papers, and to write formal and informal letters according to target audience
numeracy skills to analyse data, and to compare time lines and promotional costs against budgets
problem-solving skills to develop solutions unique to a customer
culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities.
key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as:
codes of practice
occupational health and safety
organisational procedures and standards for customer service relationships
detailed product knowledge which may be of significant breadth (so as to propose alternative products and services), or of significant depth (so as to propose variations within a limited product and service range).
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Customers may include:
customers with routine or specific requests
in person, computer-based and telephone customers
internal and external customers
people from a range of social, cultural or ethnic backgrounds
people who may be unwell, drug affected or emotionally distressed
people with varying physical and mental abilities
regular and new customers
Rights and responsibilities of customers may include:
fulfilment of external obligations
Effective regular communication may include:
giving customers full attention
handling sensitive and confidential issues
maintaining eye-contact (for face-to-face interactions), except where eye-contact may be culturally inappropriate
speaking clearly and concisely
using active listening techniques
using appropriate language and tone of voice
using clearly written information/communication
using non-verbal communication e.g. body language, personal presentation (for face-to-face interactions)
using open and/or closed questions
Organisational procedures may include:
quality systems, standards and guidelines
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
|Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice||Yes||No||Comments/feedback|
|Ensure customer needs are fully explored, understood and agreed|
|Explain and match available services and products to customer needs|
|Identify and communicate rights and responsibilities of customers to the customer as appropriate|
|Explain possibilities for meeting customer needs|
|Assist customers to evaluate service and/or product options to satisfy their needs|
|Determine and prioritise preferred actions|
|Identify potential areas of difficulty in customer service delivery and take appropriate actions in a positive manner|
|Establish effective regular communication with customers|
|Establish, maintain and expand relevant networks to ensure appropriate referral of customers to products and services from within and outside the organisation|
|Ensure procedures are in place to ensure that decisions about targeting of customer services are based on up-to-date information about the customer, and the products and services available|
|Ensure procedures are put in place to ensure that referrals are based on the matching of the assessment of customer needs and availability of products and services|
|Maintain records of customer interaction in accordance with organisational procedures|
Assessment Cover Sheet
BSBCUS402A - Address customer needs
Assessment task 1: [title]
I declare that the assessment tasks submitted for this unit are my own work.
Result: Competent Not yet competent
Feedback to student
Assessment Record Sheet
BSBCUS402A - Address customer needs
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent