Diploma of Hospitality Management

Assessment Cover Sheet

Student name:		Student ID:
Student email:	Phone:
Course name: Diploma of Hospitality Management	Course code: SIT50416
Unit of competency code: SITXCCS008	Unit of competency Name: Develop and manage quality customer service practices
Task Number:	Trainer name:

 I declare that the work contained in this Assessment Task is my own, except where acknowledgement of sources is made. I keep copy of these assignment submitted for my record.

 I have read the BIT’s Plagiarism Policy and Procedures.

 I understand the consequences of engaging in plagiarism and collusion.

Student signature:

Date:

Please note: You are advised to keep a copy of all your work submitted to the institute.

For office use only:

Date received from student:

Name and signature of Trainer/Assessor:

✂ ——————————————————————————————————– Student Receipt (to be completed by BIT staff only)

Unit(s) of competency (code and name):

SITXCCS008 Develop and manage quality customer service practices

Student name:

Student ID:

Staff member signature:

Date:

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ASSESSMENT COVER SHEET

This form is to be completed by the assessor and used a final record of student competency.

All student submissions including any associated checklists (outlined below) are to be attached to this cover sheet before placing on the students file.

Student results are not to be entered onto the Student Management Database unless all relevant paperwork is completed and attached to this form.

Student Name:
Student ID No:
Final Completion Date:

Unit Code:	SITXCCS008
Unit Title:	Develop and manage quality customer service practices

Please attach the following documentation to this form		Result S = Satisfactory NS = Not Satisfactory NA = Not Assessed	Reassessment S = Satisfactory NS = Not Satisfactory NA = Not Assessed
Assessment 1	 Evaluations and checklists attached  Checklist attached	S \| NS \| NA	S \| NS \| NA
Assessment 2	 Policies and Procedures attached  Checklist attached	S \| NS \| NA	S \| NS \| NA
Assessment 3	 Session observed  Checklist attached	S \| NS \| NA	S \| NS \| NA
Assessment 4	 4 service periods observed  Checklist attached	S \| NS \| NA	S \| NS \| NA
Assessment 5	 Written Assessment / Project attached	S \| NS \| NA	S \| NS \| NA
Final Assessment Result for this unit		C / NYC

Assessor Notes: (inclusive of reassessment, reasonable adjustment, further opportunities for gap training etc.): ______________

_______________________________________________________________________________________

Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I also am aware of my appeal rights.

Name: ____________________________

Signature: ____________________________

Date: ____/_____/_____

Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. I further declare that this assessment has been checked and is free from plagiarism

Name: ____________________________

Signature: ____________________________

Date: ____/_____/_____

Administrative use only

Entered onto Student Management Database

 ________________

Date

Initials

Assessment Resource Summary
Unit details	SITXCCS008 Develop and manage quality customer service practices
Assessment Type	This is a summative assessment, which requires each student to have adequate practice prior to undertaking this assessment
Assessment Methods	Project	Assessment 1 (hospitality customer service evaluation) Assessment 2 (Develop policies, procedures and implementation plans)
	Observation	Assessment 3 (Training session) Assessment 4 (4 service periods managing customer service)
	Written Assessment	Assessment 5 (Written Assessment / Project)

Unit Summary

This unit describes the performance outcomes, skills and knowledge required to develop, monitor and adjust customer service practices. It requires the ability to consult with colleagues and customers, develop policies and procedures for quality service provision, and manage the delivery of customer service.

The unit applies to senior managers who operate independently, have responsibility for others and are responsible for making a range of operational and strategic decisions.

This includes individuals working in a range of tourism, travel, hospitality and event contexts and to any small, medium or large organisation.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Prerequisite Units

There are no recommended pre-requisite units for this competency.

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Summative Assessment – Assessor Instructions

It is important that in conducting assessment, the assessor undertakes the following:

Prior to conducting the assessment

Read the assessment tasks as detailed throughout this document

Contextualise the task (and checklist) to ensure it reflects the students working environment. (Be sure to check with the mapping document to ensure any contextualisation still covers the unit requirements)

Read the assessor instructions and checklist prior to commencing the assessment

Ensure the assessment environment is suitable for the parameters of the task, to ensure the students will have an appropriate opportunity to demonstrates their skills

Make suitable modifications to the assessment environment (if required), to allow all tasks to be observed

Ensure the student is allocated the appropriate time and resources for the task

Advise the student prior to conducting the assessment of:

what will occur throughout the assessment process

when the assessment will occur

the level of competency expected (review the checklist or the criteria for the task to ensure the student understands the assessment process and the expectations)

the RTO reasonable adjustment process and offer adjustment for any students needing assistance

the RTO re-assessment and appeals process

You should not tell the student how to undertake the task, as it would lead the student and render the assessment process invalid. The student should have been taught “How” to perform each task during the training stage, and is expected to know this prior to commencing the assessment.

Do not give the student a copy of the Assessor Checklist or Sample Answers prior to the assessment. The student instructions provide appropriate detail for the student on the expected level of competency for each task.

Conducting the assessment

Establish and oversee the evidence gathering process to ensure it remains valid, reliable, fair and flexible

Advise the student when to commence the assessment

Observe the student undertake the tasks as outlined

Record your observations in the assessor checklist

Where a checklist point is not observed due to an inappropriate environment, or for a reason outside the students control, modify the scenario to allow the student an opportunity to perform the associated task

Where a checklist point is not appropriate, write “N/A” in the space provided

Incorporate allowable adjustments to the assessment procedure without compromising the integrity of the assessment. Be sure to make appropriate notations on the assessment checklist to explain any variances to the assessment process (such as probing questions, alterations to assessment environment, etc) to ensure the assessment process is transparent (and the assessment remains Valid)

Gather supporting documentation where available and appropriate (as evidence)

Do not interfere with the assessment unless the student’s actions impose a risk to themselves or anyone else. In the event that the actions of the student impact on the safety of any person – you are to immediately cease the assessment and take actions to reduce the identified risk.

If a student performs an action incorrectly, mark it as such. Record what you see, not what you want to see.

Once the assessment is complete, advise the student that the assessment has ceased, and record your comments in the sections provided.

Making and recording the decision

The student needs to be deemed satisfactory in all assessments to gain competency.

You are to provide feedback* to the student on their performance and/or the outcome from their assessment (whether satisfactory or not yet satisfactory)

If a student has been assessed as “Not Yet Satisfactory” on their performance in an assessment they should be offered information about the appeal process and/or a reassessment opportunity.

Re-assessments:

Re-assessments are to be undertaken on a different date. This is to allow an opportunity for the student to undergo further training as required, and to ensure the student is assessed on their ability to demonstrate their actual skills and knowledge – not just their ability to answer questions / perform actions based on immediate advice of the assessor.

When undertaking observation based re-assessments, students must perform the full task that relates to the observation. This means if a student undertakes an observation and is marked not satisfactory on one or more points within the observation, they must perform the task again in full.

If a student has been marked as satisfactory on any full observation task, they are not required to be re-assessed on that task again.

Written assessments (if applicable). Students are only required to be re-assessed on the questions relating to the topic they answered incorrectly in the initial assessment. For example, if the student answered Q1, 2, 3 correctly, but answered Q4+5 incorrectly; then they must be re-assessed on Q4+5 on a later date

Using the evidence gathered and the rules of evidence (validity, reliability, sufficiency, currency and authenticity) determine the final outcome for the student. If you are in doubt, gather further evidence to help guide your decision.

Assess the students on what you observe during the assessment period, not on their actions before or after the assessment.

If you are marking the student NYC, ensure you outline why you have made this decision, and provide advice on how the student can improve their skills / knowledge prior to reassessment; or if the re-assessment opportunities have lapsed, provide advice on appeals and or re-enrolment.

Record the assessment results onto the Assessment Summary / Cover Sheet, ensuring each section is complete

Attach all evidence (projects / checklists / tests, etc) to this form.

Submit the completed Assessment Summary/ Cover sheet and associated evidence for processing as per your RTO procedures

Providing feedback

Provide constructive feedback to the student on their performance during the assessment period. Do not make any comments on actions undertaken prior or after the assessment period.

Provide the student with:

Their assessment result

Clear and constructive feedback based on the assessment decision

The reasons underpinning your assessment decision

Information on ways of overcoming any identified gaps in competency revealed by the assessment the opportunity to discuss the assessment process and outcome information on reassessment and the appeals processes.

An opportunity for reassessment if appropriate or requested by the candidate

Information on appeal process as applicable to your organisation

ASSESSMENT 1 – STUDENT INFORMATION

This information is to be handed to each student to outline the assessment requirements

Customer service is imperative for the success of any hospitality service related business. For this task, you are to evaluate the customer service of a hospitality organisation of your choice. If you are currently working, you should consider referring to your workplace for this task

In performing this task, you must develop a checklist to ensure a valid and reliable evaluation process. You may want to consider:

First impressions

Positive customer service factors

Negative customer service factors

Products offered vs. customer needs

Environment

Professionalism of staff and presentation

Response times

Service guarantees

Pricing guarantees

Product quality

Document presentation standards

Your research may include:

Talking to customers

Qualitative or quantitative research

Seeking feedback from service delivery colleagues

Analysis of competitive environment

Analysis of industry and market trends

You are to then develop and submit a written report that outlines your findings, and makes suggestions for improvement. These suggestions should discuss the rationale behind your opinions, along with details on how each suggestion could be implemented.

It is important to note that your assessor will be looking to ensure you were thorough in your review. Don’t even think of saying the service is perfect – everything can be improved!

You must also submit your completed checklists with your report

This project is due for submission on: _____________________________________________

ASSESSMENT 1 – STUDENT SELF ASSESSMENT CHECKLIST

This information is to be handed to each student to outline the assessment criteria

This checklist is similar to the one being used by your assessor during this assessment. This checklist should be reviewed by you to evaluate your readiness for assessment, and to confirm your understanding of the criteria by which this assessment task will be judged.

Once you feel you have the required skills and knowledge to demonstrate each of the following assessment criteria, you are ready to be assessed. Please speak with your assessor if you feel you are not ready to be assessed before the assessment has commenced.

You may refer to this checklist at any stage PRIOR to the commencement of your assessment. You may not refer to this checklist whilst you are being assessed.

Student Assessment Criteria	I feel I can demonstrate this
Communication \| Are you able to:
Communicate clearly with others Clarity the task requirements Ask for help when needed Follow instructions Give and receive feedback as appropriate Answer questions and clarify concerns that arise Explain rational on decisions effectively	 Yes  No
Safety \| Are you able to:
Work safely at all times	 Yes  No
Ensure your actions do not put the safety of yourself or others at risk	 Yes  No
Task requirements \| Are you able:
Choose suitable hospitality organisations for this task	 Yes  No
Develop a review checklist that allows for comment on Store layout First impressions Cleanliness Products including suitability quality price Customer service including promptness helpfulness speed professionalism of staff attitude	 Yes  No
Identify any customer service programs including product or service guarantees	 Yes  No
Allow opportunity for staff input (where appropriate)	 Yes  No
Conduct the review ensuring they visit the store and make own observations talk with other customers Consider customer reviews (where appropriate)	 Yes  No
Consider the information received, ensuring they Test the reliability Identify and extract bias comments Consider experiences not assumptions	 Yes  No
Develop a written review that Outlines research conducted Considers all data collected Draws appropriate conclusions Provides suggestions on improvement processes Provides an appropriate rationale on improvement reasons is clear, concise and accurate	 Yes  No
Submit your report on time	 Yes  No

ASSESSMENT 1 – ASSESSOR INSTRUCTIONS

These instructions must be followed when assessing the student in this unit. The checklist on the following page is to be completed for each student. Please refer to separate mapping document for specific details relating to alignment of this task to the unit requirements.

Each student has been given the following brief:

“Customer service is imperative for the success of any hospitality service related business. For this task, you are to evaluate the customer service of a hospitality organisation of your choice. If you are currently working, you should consider referring to your workplace for this task

In performing this task, you must develop a checklist to ensure a valid and reliable evaluation process. You may want to consider:

First impressions

Positive customer service factors

Negative customer service factors

Products offered vs. customer needs

Environment

Professionalism of staff and presentation

Response times

Service guarantees

Pricing guarantees

Product quality

Document presentation standards

Your research may include:

Talking to customers

Qualitative or quantitative research

Seeking feedback from service delivery colleagues

Analysis of competitive environment

Analysis of industry and market trends

You are to then develop a written report that outlines your findings, and makes suggestions for improvement. These suggestions should discuss the rationale behind your opinions, along with details on how each suggestion could be implemented.

It is important to note that your assessor will be looking to ensure you were thorough in your review. Don’t even think of saying the service is perfect – everything can be improved!”

SPECIFIC ASSESSOR NOTES

Where a student is working in a hospitality environment, the customer service review should relate to their current workplace

Where a student is not working, the customer service review should relate to a hospitality environment that has a mixture of front and back of house staff

The customer service review should not impact on the operation of the business in any way. Any customer contact should be external to the establishment’s premises, and the student should not provide any comment on their opinion of the service.

In setting up this assessment, please:

Set a date for this assessment and advise students of the topic.

Hand out and explain the Student Information Form and allow opportunities for the student ask questions

Assess the candidates’ submissions / observations using the following checklist

This assessment may be undertaken in the following formats:

Classroom / Simulated environment. These assessments must

Simulation is a form of evidence gathering that involves the candidate in completing or dealing with a task, activity or problem in an off-the-job situation that replicates the workplace context. Documented definitions state “Simulations vary from recreating realistic workplace situations such as in the use of flight simulators, through the creation of role plays based on workplace scenarios to the reconstruction of a business situation on a spreadsheet. In developing simulations, the emphasis is not so much on reproducing the external circumstance but on creating situations in which candidates are able to demonstrate:

technical skills

underpinning knowledge

generic skills such as decision making and problem solving

workplace practices such as effective communication “

In conducting training and assessment in a simulated workplace environment, trainers and assessors must make sure that the simulated environment gives the learner the opportunity to meet the following critical criteria:

Quality – The work is of the standard required for entry into the industry.

Productivity – The work is performed within a timeframe appropriate for entry to the industry.

Safety – The work is performed in a manner that meets industry safety standards.

Each assessment has taken the following aspects into consideration, to ensure any simulations provide for integrated assessment of competence. This includes:

performing the task (task skills)

managing a number of tasks (task management skills)

dealing with workplace irregularities such as unexpected problems, breakdowns and changes in routine (contingency management skills)

fulfilling the responsibilities and expectations of the job and workplace, including working with others (job/role environment skills)

transferring competencies to new contexts

Assessment activities must be realistic and reasonable in terms of scale. Assessment conducted under simulated conditions should reflect those typically found in the workplace. Where appropriate to the UOC, simulated environment should allow the learner to:

deal with typical customers, including difficult customers and diverse types of customers

use facilities, equipment and materials that meet current industry standards

plan and prioritise multiple tasks to meet deadlines

experience the typical workflow for the industry

require adherence to service standards, workplace procedures, health and safety requirements

work with others as part of a team

consider constraints and pressures met in the workplace, e.g. budget, time, availability of resources

If a simulated workplace is used, it must allow for distractions such as background noises, ringing telephones, interruptions, etc. As this is a Hospitality unit, a simulated environment must include a fully operational kitchen for food preparation, with real food, and equipment. Each student must dress appropriately and professionally in line with workplace standards.

For each assessment, you are not to interfere. In the event that the assessment is activities will impact on the safety of a student or bystander, the assessment must be stopped immediately

ASSESSMENT 1 – ASSESSOR CHECKLIST

This checklist is to be used when assessing the students in the associated task. This checklist is to be completed for each student. Please refer to separate mapping document for specific details relating to alignment of this task to the unit requirements.

Please complete below

Student Name:
Student ID No:

Assessor Instructions:

Please refer to the detailed assessment requirements as outlined on the Student Instruction Page (previous)

In undertaking this assessment, did the student	Satisfactory	Comments
Choose suitable hospitality organisations for this task	 Yes  No
Develop a review checklist that allows for comment on
Store layout	 Yes  No
First impressions	 Yes  No
Cleanliness	 Yes  No
Products including	 Yes  No
suitability	 Yes  No
quality	 Yes  No
price	 Yes  No
Customer service including	 Yes  No
promptness	 Yes  No
helpfulness	 Yes  No
speed	 Yes  No
professionalism of staff	 Yes  No
attitude	 Yes  No
Identifies any customer service programs including product or service guarantees	 Yes  No
Allow opportunity for staff input (where appropriate)	 Yes  No
Conduct the review ensuring they
visit the store and make own observations	 Yes  No
talk with other customers	 Yes  No
Consider customer reviews (where appropriate)	 Yes  No
Consider the information received, ensuring they
Test the reliability	 Yes  No
Identify and extract bias comments	 Yes  No
Consider experiences not assumptions	 Yes  No
Develop a written review that
Outlines research conducted	 Yes  No
Considers all data collected	 Yes  No
Draws appropriate conclusions	 Yes  No
Provides suggestions on improvement processes	 Yes  No
Provides an appropriate rationale on improvement reasons	 Yes  No
is clear, concise and accurate	 Yes  No
Report attached	 Yes  No

Result: Satisfactory | Not Satisfactory | Not Assessed

Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I also am aware of my appeal rights.

Name: ________________________

Signature: ________________________

Date: ____/_____/_____

Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback

Name: ________________________

Signature: ________________________

Date: ____/_____/_____

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ASSESSMENT 2 – STUDENT INFORMATION

This information is to be handed to each student to outline the assessment requirements

Following from Assessment 1, you are to imagine that you have been employed as a manager within this organisation. Your main priority is to improve the customer service provided by the organisation as a whole. Your employers have provided you with full authority to implement any changes you think are necessary.

You are to make the following assumptions for this task

You are to keep the current staffing budget (that is, you cannot increase the staffing levels at the company)

Your role is customer service focused, not product development or refurbishment

Your task is to develop a detailed customer service system that includes

Policies and procedures for implementing your customer service standards

A well thought-out customer service standards and expectations

Policies and procedures for monitoring the customer service satisfaction within your own organisation.

You must ensure your customer service policies and procedures cover at least 3 different areas of the business.

You need to consider:

Opportunities for customers and colleagues to provide feedback on products and services

Opportunities for colleagues to participate in your customer service process

How you would review changes in internal and external environments, and how you would integrate your findings into planning for quality service

Who your customer service reviews would be communicated to and in what time frame

What access to information on service standards and delivery would be provided to your colleagues

How you would encourage your colleagues to take responsibility for service outcomes

A thorough implementation process that includes procedure dissemination and appropriate training / coaching processes

By the completion of this project, you should have developed a thorough customer service process that can be implemented into a hospitality related business.

You should stay in communication with your trainer during this assessment to ensure you are on the right path. If you get stuck – ask your trainer for guidance!

This project is due on: _____________________________________________

ASSESSMENT 2 – STUDENT SELF ASSESSMENT CHECKLIST

This information is to be handed to each student to outline the assessment criteria

You may refer to this checklist at any stage PRIOR to the commencement of your assessment. You may not refer to this checklist whilst you are being assessed.

Student Assessment Criteria	I feel I can demonstrate this
Communication \| Are you able to:
Communicate clearly with others Clarity the task requirements Ask for help when needed Follow instructions Give and receive feedback as appropriate Answer questions and clarify concerns that arise Explain rational on decisions effectively	 Yes  No
Safety \| Are you able to:
Work safely at all times	 Yes  No
Ensure your actions do not put the safety of yourself or others at risk	 Yes  No
Task requirements \| Are you able:
Develop Policy and Procedures that include Introductions and summaries Definitions where required A customer service charter / statement Benchmarks of standards to be met (KPI’s) including expected response times service guarantees product quality standards organisational presentation standards personal presentation standards dealing with difficult customers confidentiality and privacy Opportunities for customer feedback Details of resources required Step-by-step processes to follow Sample forms / texts (where appropriate) Allocation of responsibilities to positions, not people Contingency plans in the event of customer service issues Identification of high risk areas for possible breaches through a risk management document or process	 Yes  No
Ensure your Policy and Procedures allow for Regular monitoring and reviews Set internal audits to ensure compliance is maintained Staff training / mentoring / coaching, including details of content, timeframes, expected outcomes Dissemination to new and existing staff and customers Options to ensure currency and relevance Options to ensure changes are disseminated as required	 Yes  No
Ensure your implementation plans include Set tasks Allocation to positions Defined list of actions Main steps to be followed for each action Expected completion date Monitoring and review parameters	 Yes  No
Ensure your Policy and Procedures are Accurate and appropriate Current Clear Concise Easy to comprehend Logical and sequential Professionally presented (typed, free from spelling and grammar errors, etc)	 Yes  No
Submit your policies and procedures on time	 Yes  No

ASSESSMENT 2 – ASSESSOR INSTRUCTIONS

This checklist is to be used when assessing the students in this task. This checklist is to be completed for each student. Please refer to separate mapping document for specific details relating to alignment of this task to the unit requirements.

Students have been given the following brief

“Following from Assessment 1, you are to imagine that you have been employed as a manager within this organisation. Your main priority is to improve the customer service provided by the organisation as a whole. Your employers have provided you with full authority to implement any changes you think are necessary.

You are to make the following assumptions for this task

You are to keep the current staffing budget (that is, you cannot increase the staffing levels at the company)

Your role is customer service focused, not product development or refurbishment

Your task is to develop a detailed customer service system that includes

Policies and procedures for implementing your customer service standards

A well thought-out customer service standards and expectations

Policies and procedures for monitoring the customer service satisfaction within your own organisation.

You must ensure your customer service policies and procedures cover at least 3 different areas of the business.

You need to consider:

Opportunities for customers and colleagues to provide feedback on products and services

Opportunities for colleagues to participate in your customer service process

How you would review changes in internal and external environments, and how you would integrate your findings into planning for quality service

Who your customer service reviews would be communicated to and in what time frame

What access to information on service standards and delivery would be provided to your colleagues

How you would encourage your colleagues to take responsibility for service outcomes

A thorough implementation process that includes procedure dissemination and appropriate training / coaching processes

By the completion of this project, you should have developed a thorough customer service process that can be implemented into a hospitality related business.

You should stay in communication with your trainer during this assessment to ensure you are on the right path. If you get stuck – ask your trainer for guidance!“

SPECIFIC ASSESSOR NOTES

This assessment should follow assessment 1, and relate specifically to the students chosen hospitality environment

The policy and procedures must cover at least 3 different business areas, such as:

Front of house

Telephone communication

Complaint handling

Email / written correspondence

Etc.

Whilst this is a project, the students can approach you for guidance if required. However, you should not lead the student during this process, to ensure that the final result is a reflection of their work.

In setting up this assessment, please:

Set a date for this assessment and advise students of the topic.

Hand out and explain the Student Information Form and allow opportunities for the student ask questions

Assess the candidates’ submissions / observations using the following checklist

This assessment may be undertaken in the following formats:

On the job. These assessments must:

using a registered and operating workplace

ensure access to customers relevant to the work role and unit requirements

ensure access to staff members / colleagues

ensure candidate is working in a suitable role to the unit (i.e. – candidates undertaking units requiring customer service, must have customers to serve and authority to do so)

ensure access to relevant, working and current tools and equipment as appropriate to the unit requirement including an operational restaurant or dining area with real products and customers; please refer to the comments below on what must be included in an operational restaurant or dining area

Classroom / Simulated environment. These assessments must

technical skills

underpinning knowledge

generic skills such as decision making and problem solving

workplace practices such as effective communication “

Quality – The work is of the standard required for entry into the industry.

Productivity – The work is performed within a timeframe appropriate for entry to the industry.

Safety – The work is performed in a manner that meets industry safety standards.

Each assessment has taken the following aspects into consideration, to ensure any simulations provide for integrated assessment of competence. This includes:

performing the task (task skills)

managing a number of tasks (task management skills)

dealing with workplace irregularities such as unexpected problems, breakdowns and changes in routine (contingency management skills)

fulfilling the responsibilities and expectations of the job and workplace, including working with others (job/role environment skills)

transferring competencies to new contexts

deal with typical customers, including difficult customers and diverse types of customers

use facilities, equipment and materials that meet current industry standards

plan and prioritise multiple tasks to meet deadlines

experience the typical workflow for the industry

require adherence to service standards, workplace procedures, health and safety requirements

work with others as part of a team

consider constraints and pressures met in the workplace, e.g. budget, time, availability of resources

For each assessment, you are not to interfere. In the event that the assessment is activities will impact on the safety of a student or bystander, the assessment must be stopped immediately

ASSESSMENT 2 – ASSESSOR CHECKLIST

Please complete below

Student Name:
Student ID No:
Business Area 1 covered
Business Area 2 covered
Business Area 2 covered

Does the students submission demonstrate the following	Satisfactory	Comments
Policy and Procedures include
Introductions and summaries	 Yes  No
Definitions where required	 Yes  No
A customer service charter / statement	 Yes  No
Benchmarks of standards to be met (KPI’s) including
expected response times	 Yes  No
service guarantees	 Yes  No
product quality standards	 Yes  No
organisational presentation standards	 Yes  No
personal presentation standards	 Yes  No
dealing with difficult customers	 Yes  No
confidentiality and privacy	 Yes  No
Opportunities for customer feedback	 Yes  No
Details of resources required	 Yes  No
Step-by-step processes to follow	 Yes  No
Sample forms / texts (where appropriate)	 Yes  No
Allocation of responsibilities to positions, not people	 Yes  No
Contingency plans in the event of customer service issues	 Yes  No
Identification of high risk areas for possible breaches through a risk management document or process	 Yes  No
Policy and Procedures allow for
Regular monitoring and reviews	 Yes  No
Set internal audits to ensure compliance is maintained	 Yes  No
Staff training / mentoring / coaching, including details of content, timeframes, expected outcomes	 Yes  No
Dissemination to new and existing staff and customers	 Yes  No
Options to ensure currency and relevance	 Yes  No
Options to ensure changes are disseminated as required	 Yes  No
Implementation plans include
Set tasks	 Yes  No
Allocation to positions	 Yes  No
Defined list of actions	 Yes  No
Main steps to be followed for each action	 Yes  No
Expected completion date	 Yes  No
Monitoring and review parameters	 Yes  No
Policy and Procedures are
Accurate and appropriate	 Yes  No
Current	 Yes  No
Clear	 Yes  No
Concise	 Yes  No
Easy to comprehend	 Yes  No
Logical and sequential	 Yes  No
Professionally presented (typed, free from spelling and grammar errors, etc)	 Yes  No
Policy and Procedures attached	 Yes  No

Comments

Result: Satisfactory | Not Satisfactory | Not Assessed

Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I also am aware of my appeal rights.

Name: ________________________

Signature: ________________________

Date: ____/_____/_____

Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback

Name: ________________________

Signature: ________________________

Date: ____/_____/_____

ASSESSMENT 3 – STUDENT INFORMATION

This information is to be handed to each student to outline the assessment requirements

Following from Assessment 2, you are to prepare for and run an information / training session for your team to review and implement your customer service policies and procedures.

Your team will either consist of members from your workplace (if undertaken on the job), or other members of your class (if undertaken in the classroom environment).

It is important that you are prepared for this session, so be sure to:

develop a session plan to make sure you don’t forget anything

allow for staff interaction including

comments for improvements

questions regarding implementation

Prepare any hand-outs or learning aids accordingly

Communicate clearly and professionally

If you are undertaking this task in the classroom, your assessor assign you with a group who will role-play your customer service team. In response, you will also be required to role-play a team member for at least one other student’s presentation.

Things to consider whilst role-playing the manager:

Provide an explanation to your group before you start that outlines the hospitality organisation used for this task, and the outcome of your customer service review (set the scene)

Be organised

Arrange access to all required documentation for this process

Be prepared to ask questions

Be prepared to be asked questions

Things to consider whilst role-playing the team member:

Be involved

Listen to and respond to the explanations provided by the manager

Be sincere and fair. Your assessor will expect you to participate like an actual employee

Ask questions where appropriate

Be professional

This project is due on: _____________________________________________

ASSESSMENT 3 – STUDENT SELF ASSESSMENT CHECKLIST

This information is to be handed to each student to outline the assessment criteria

You may refer to this checklist at any stage PRIOR to the commencement of your assessment. You may not refer to this checklist whilst you are being assessed.

Student Assessment Criteria	I feel I can demonstrate this
Communication \| Are you able to:
Communicate clearly with others Clarity the task requirements Ask for help when needed Follow instructions Give and receive feedback as appropriate Answer questions and clarify concerns that arise Explain rational on decisions effectively	 Yes  No
Safety \| Are you able to:
Work safely at all times	 Yes  No
Ensure your actions do not put the safety of yourself or others at risk	 Yes  No
Task requirements \| Are you able:
Develop a session plan that includes: Housekeeping Topics / body (including subject matter & different learning options) Timeframe (blocked into segments) Opportunities for interaction	 Yes  No
Ensure all handouts / learning aids: Are written in simple, clear language Explain any technical terms Are subdivided to enable easy identification of information Concise and appropriate to learner (written in plain English) Use plenty of white space (so ensure type is not overwhelming to read) Leaves plenty of white space for students can write on handout	 Yes  No
Set up the learning environment in a safe and appropriate manner	 Yes  No
Demonstrate the following presentation skills Deliver housekeeping (safety, breaks, class rules, etc) Synthesize information and ideas Consider the preferred learning styles of others, and structure the training accordingly Speak with appropriate tone and pitch Use appropriate language to reflect the audience Show enthusiasm for the topic Summarise key points Demonstrate with confidence Engage and motivate the learners Encourage involvement Facilitated discussion and group interaction Allow opportunity for staff suggestions / comments Consider comments made	 Yes  No
Ensure session is conducted safely	 Yes  No

ASSESSMENT 3 – ASSESSOR INSTRUCTIONS

Students have been given the following brief

“Following from Assessment 2, you are to prepare for and run an information / training session for your team to review and implement your customer service policies and procedures.

Your team will either consist of members from your workplace (if undertaken on the job), or other members of your class (if undertaken in the classroom environment).

It is important that you are prepared for this session, so be sure to:

develop a session plan to make sure you don’t forget anything

allow for staff interaction including

comments for improvements

questions regarding implementation

Prepare any hand-outs or learning aids accordingly

Communicate clearly and professionally

SPECIFIC ASSESSOR NOTES

Option 1 – You are to observe this student conduct the session with actual employees within their workplace.

Option 2 – You are to use other class members to role-play act as employees for this task. These class members will play the role of employees, and you are to observe them conduct the session. Each student is to rotate to allow each to conduct the session, and the other students sit through as an “employee”.

Option 2 Details:

To role-play staff members, you can utilise other students or other personnel as required

Ensure all “staff members” are involved, professional, sincere / fair, and informed of their expectations before commencing the assessment

In their preparation, students should develop a plan, handouts for new employees, and overheads / learning aids as appropriate

Option 2 will be achieved by splitting your candidates into groups of up to 3 (to be split on the day of assessment, with each group being a mix of “class personalities”). Each group is to be assessed as follows:

This assessment may be undertaken in the following formats:

In setting up this assessment, please:

Set a date for this assessment and advise students of the topic.

Hand out and explain the Student Information Form and allow opportunities for the student to ask questions

Ensure each student has the correct documentation to perform this task (as developed in Assessment 1)

Assess the candidates’ submissions / observations as per instructions in this document.

This assessment may be undertaken in the following formats:

On the job. These assessments must:

using a registered and operating workplace

ensure access to customers relevant to the work role and unit requirements

ensure access to staff members / colleagues

ensure candidate is working in a suitable role to the unit (i.e. – candidates undertaking units requiring customer service, must have customers to serve and authority to do so)

ensure access to relevant, working and current tools and equipment as appropriate to the unit requirement including an operational restaurant or dining area with real products and customers. Please refer to the comments below on what must be included in an operational restaurant or dining area.

Classroom / Simulated environment. These assessments must

technical skills

underpinning knowledge

generic skills such as decision making and problem solving

workplace practices such as effective communication “

Quality – The work is of the standard required for entry into the industry.

Productivity – The work is performed within a timeframe appropriate for entry to the industry.

Safety – The work is performed in a manner that meets industry safety standards.

Each assessment has taken the following aspects into consideration, to ensure any simulations provide for integrated assessment of competence. This includes:

performing the task (task skills)

managing a number of tasks (task management skills)

dealing with workplace irregularities such as unexpected problems, breakdowns and changes in routine (contingency management skills)

fulfilling the responsibilities and expectations of the job and workplace, including working with others (job/role environment skills)

transferring competencies to new contexts

deal with typical customers, including difficult customers and diverse types of customers

use facilities, equipment and materials that meet current industry standards

plan and prioritise multiple tasks to meet deadlines

experience the typical workflow for the industry

require adherence to service standards, workplace procedures, health and safety requirements

work with others as part of a team

consider constraints and pressures met in the workplace, e.g. budget, time, availability of resources

For each assessment, you are not to interfere. In the event that the assessment is activities will impact on the safety of a student or bystander, the assessment must be stopped immediately

ASSESSMENT 3 – ASSESSOR CHECKLIST

Please complete below

Student Name:
Student ID No:

Did the student	Satisfactory	Comments
Develop a session plan that includes:
Housekeeping	 Yes  No
Topics / body (including subject matter & different learning options)	 Yes  No
Timeframe (blocked into segments)	 Yes  No
Opportunities for interaction	 Yes  No
Ensure all handouts / learning aids:
Are written in simple, clear language	 Yes  No
Explain any technical terms	 Yes  No
Are subdivided to enable easy identification of information	 Yes  No
Concise and appropriate to learner (written in plain English)	 Yes  No
Use plenty of white space (so ensure type is not overwhelming to read)	 Yes  No
Leaves plenty of white space for students can write on handout	 Yes  No
Set up the learning environment in a safe and appropriate manner	 Yes  No
Demonstrate the following presentation skills
Deliver housekeeping (safety, breaks, class rules, etc)	 Yes  No
Synthesize information and ideas	 Yes  No
Consider the preferred learning styles of others, and structure the training accordingly	 Yes  No
Speak with appropriate tone and pitch	 Yes  No
Use appropriate language to reflect the audience	 Yes  No
Show enthusiasm for the topic	 Yes  No
Summarise key points	 Yes  No
Demonstrate with confidence	 Yes  No
Engage and motivate the learners	 Yes  No
Encourage involvement	 Yes  No
Facilitated discussion and group interaction	 Yes  No
Allow opportunity for staff suggestions / comments	 Yes  No
Consider comments made	 Yes  No
Ensure session is conducted safely	 Yes  No
Session plan attached	 Yes  No

Result: Satisfactory | Not Satisfactory | Not Assessed

Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I also am aware of my appeal rights.

Name: ________________________

Signature: ________________________

Date: ____/_____/_____

Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback

Name: ________________________

Signature: ________________________

Date: ____/_____/_____

ASSESSMENT 4 – STUDENT INFORMATION

This information is to be handed to each student to outline the assessment requirements

Over 4 different service periods you are to prepare for and lead a customer service team in a real or simulated hospitality environment. The focus on this assessment is to ensure the organisations customer service policy, procedures and expectations are implemented consistently over the service period. Your team must include at least 3 other people, and will be undertaken in a front of house environment.

Throughout this assessment, you are to:

Prepare for and lead a Team Meeting

Arrange and run a team meeting to inform your team of the service periods, along with all goals, objectives and expectations.

Allocate individual customer service responsibilities

Ensure your team members are involved in the meeting

Encourage team members to provide innovative suggestions

Encourage your team to perform at their best

Lead your team

Be a role model throughout the process

Assist your team members as required

Ensure your organisations customer service standards are available to customers and staff

Monitor their customer service performance, and modify tasks where appropriate

Resolve issues as they arise where possible (within your level of responsibility)

Adjust service periods customer service standards as required to reduce risk of ongoing customer service practices

Being a positive role model

Seek, listen to and react to customer service feedback

To demonstrate competency, your assessor will:

observe you run your team meeting

observe you at random points whilst leading your team

ask you specific questions in relation to your role, to determine how you managed certain aspects

Date of observation: _____________________

ASSESSMENT 4 – STUDENT SELF ASSESSMENT CHECKLIST

This information is to be handed to each student to outline the assessment criteria

You may refer to this checklist at any stage PRIOR to the commencement of your assessment. You may not refer to this checklist whilst you are being assessed.

Student Assessment Criteria	I feel I can demonstrate this
Communication \| Are you able to:
Communicate clearly with others Ask for help when needed Follow instructions Identify the task requirements including document purpose and proposed audience Clarify task requirements with supervisor (assessor) as required	 Yes  No
Safety \| Are you able to:
Work safely at all times	 Yes  No
Ensure your actions do not put the safety of yourself or others at risk	 Yes  No
TEAM MEETING \| Are you able to:
Prepare for and lead a team meeting covering customer service expectations	 Yes  No
Outline the purpose of the meeting	 Yes  No
Identify an appropriate meeting format	 Yes  No
Develop an agenda ensuring it accurately reflected the meeting purpose (if appropriate)	 Yes  No
Ensure agenda and other meeting documentation was accurate and free from errors. (if appropriate)	 Yes  No
Advise the participants of: Meeting time Meeting location Meeting purpose Participant expectations	 Yes  No
Confirm attendance for each participant	 Yes  No
Ensure meeting area set up appropriately	 Yes  No
Chair the meeting ensuring you: Begin on time Facilitate discussion and group interaction (encouraging diversity of views / opinions) Discuss team objectives / purpose Discuss team customer service responsibilities Discuss team customer service goals Encourage team members to excel at customer service Provide a supporting environment to encourage complex discussions Communicate effectively with everyone as required Ensure participants comments and actions are non-discriminatory through effective facilitation Ensure meeting stays focused	 Yes  No
Monitor customer service delivery including	 Yes  No
Welcoming environment maintained Area clean Area set for service Lighting appropriate to venue Background noise / music appropriate to venue Waiters station stocked and ready for use Customer service policy / objectives on show for all to see	 Yes  No
Staff presentation In uniform Clothes free from dirt, stains or creases Clean hands and finger nails Hair clean / styled / tied back Personal hygiene including breath and body odour appropriate	 Yes  No
Communication Customers greeted on entry Appropriate seating identified and allocated (location and size) Courteous language used Active listening demonstrated including repetition / summarisation Appropriate information passed to customer in a timely manner Open body language portrayed including smiles, relaxed arms, eye contact, etc. Tone and volume of voice appropriate to surrounds	 Yes  No
Customer questions / needs Assistance offered when required Customers questions clarified Customers questions responded to in a timely manner Customers questions respected	 Yes  No
Customer concerns / complaints Customers concerns listened to without interruption Clarifying questions asked Responsibility taken to rectify issues of concern Blame not aligned to anyone Solutions identified and presented to customer Own actions do not exacerbate the situation	 Yes  No
Time management Activities multi-tasked to ensure focus on customer service Demands and requests from multiple customers / staff managed during same period	 Yes  No
Customer Service Lapses Identify barriers or issues that may cause lapse in customer service levels Work through and rectify identified barriers and issues Evaluate barriers / concerns and take corrective action to reduce opportunity for reoccurrence. Identify actual customer service lapses promptly Bring lapse to the attention to staff member involved Monitored to ensure quick rectification Take action to ensure lapse does not reoccur (advise staff member involved, modify process / procedure, etc.)	 Yes  No
Continuous Improvement Customer satisfaction confirmed regularly Recommendations for customer service improvement identified Concepts for customer service improvements discussed with staff Improvements made where appropriate during service period	 Yes  No
Provide supportive feedback to team as a whole	 Yes  No
Own actions demonstrate high focus and level of customer service (as per areas identified above)	 Yes  No
Own actions in line with industry expectations (as outlined above)	 Yes  No

ASSESSMENT 4 – ASSESSOR INSTRUCTIONS

Each student has been given the following brief:

“Over 4 different service periods you are to prepare for and lead a customer service team in a real or simulated hospitality environment. The focus on this assessment is to ensure the organisations customer service policy, procedures and expectations are implemented consistently over the service period. Your team must include at least 3 other people, and will be undertaken in a front of house environment.

Throughout this assessment, you are to:

Prepare for and lead a Team Meeting

Arrange and run a team meeting to inform your team of the service periods, along with all goals, objectives and expectations.

Allocate individual customer service responsibilities

Ensure your team members are involved in the meeting

Encourage team members to provide innovative suggestions

Encourage your team to perform at their best

Lead your team

Be a role model throughout the process

Assist your team members as required

Ensure your organisations customer service standards are available to customers and staff

Monitor their customer service performance, and modify tasks where appropriate

Resolve issues as they arise where possible (within your level of responsibility)

Adjust service periods customer service standards as required to reduce risk of ongoing customer service practices

Being a positive role model

Seek, listen to and react to customer service feedback

To demonstrate competency, your assessor will:

observe you run your team meeting

observe you at random points whilst leading your team

ask you specific questions in relation to your role, to determine how you managed certain aspects.”

Assessor Instructions

This assessment must be undertaken over 4 different hospitality based service periods.

As this assessment is focused on Customer Service, it must be performed in a Customer Service environment such as Front of House.

Students must be responsible for a team of at least 3 others for this task

This assessment must use real customers over the service period

To demonstrate students competency, you are to:

observe the student running their team meeting

Observe the student at random points whilst leading their team

Ask the student specific questions in relation to your role, to determine how they managed certain aspects. Sample questions are outlined in the assessment checklist, but they may be contextualised to suit each student environment

Students are to follow their organisations Customer Service Policy and Procedures for this task. This is because it is highly unlikely that any organisation would allow a student to implement their own policy and procedures when working with real customers

This assessment may be undertaken in the following formats:

On the job. These assessments must:

using a registered and operating workplace

ensure access to customers relevant to the work role and unit requirements

ensure access to staff members / colleagues

ensure candidate is working in a suitable role to the unit (i.e. – candidates undertaking units requiring staff supervision must have staff to supervise, and authority to do so)

ensure access to relevant, working and current tools and equipment as appropriate to the unit requirement

substitute the provided data with relevant data from the students work-place

Classroom / Simulated environment. These assessments must

Simulation is a form of evidence gathering that involves the candidate in completing or dealing with a task, activity or problem in an off-the-job situation that replicates the workplace context. Documented definitions (such as in the TAA Glossary) state “Simulations vary from recreating realistic workplace situations such as in the use of flight simulators, through the creation of role plays based on workplace scenarios to the reconstruction of a business situation on a spreadsheet. In developing simulations, the emphasis is not so much on reproducing the external circumstance but on creating situations in which candidates are able to demonstrate:

technical skills

underpinning knowledge

generic skills such as decision making and problem solving

workplace practices such as effective communication “

Quality – The work is of the standard required for entry into the industry.

Productivity – The work is performed within a timeframe appropriate for entry to the industry.

Safety – The work is performed in a manner that meets industry safety standards.

Each assessment has taken the following aspects into consideration, to ensure any simulations provide for integrated assessment of competence. This includes:

performing the task (task skills)

managing a number of tasks (task management skills)

dealing with workplace irregularities such as unexpected problems, breakdowns and changes in routine (contingency management skills)

fulfilling the responsibilities and expectations of the job and workplace, including working with others (job/role environment skills)

transferring competencies to new contexts

deal with typical customers, including difficult customers and diverse types of customers

use facilities, equipment and materials that meet current industry standards

plan and prioritise multiple tasks to meet deadlines

experience the typical workflow for the industry

require adherence to service standards, workplace procedures, health and safety requirements

work with others as part of a team

consider constraints and pressures met in the workplace, e.g. budget, time, availability of resources

If a simulated workplace is used, it must allow for distractions such as background noises, ringing telephones, interruptions, etc. As this is a hospitality unit, a simulated environment may also include front of house at a restaurant or hotel.

If you assess this unit in this manner, you must ensure access to a service periods worth of customers, product and scenarios.

Each student must dress appropriately and professionally in line with workplace standards.

For each assessment, you are not to interfere. In the event that the assessment is activities will impact on the safety of a student or bystander, the assessment must be stopped immediately

ASSESSMENT 4 – ASSESSOR CHECKLIST

Please complete below

Student Name:
Student ID No:

Service Period 1	Location: Date:
Service Period 2	Location: Date:
Service Period 3	Location: Date:
Service Period 4	Location: Date:

Did the student:		Service Period 1	Service Period 2	Service Period 3	Service Period 4
Prepare for and lead a team meeting covering customer service expectations
Outline the purpose of the meeting		 Yes  No	 Yes  No	 Yes  No	 Yes  No
Identify an appropriate meeting format		 Yes  No	 Yes  No	 Yes  No	 Yes  No
Develop an agenda ensuring it accurately reflected the meeting purpose (if appropriate)		 Yes  No  N/A	 Yes  No  N/A	 Yes  No  N/A	 Yes  No  N/A
Ensure agenda and other meeting documentation was accurate and free from errors. (if appropriate)		 Yes  No  N/A	 Yes  No  N/A	 Yes  No  N/A	 Yes  No  N/A
Comment:
Advise the participants of:
Meeting time		 Yes  No	 Yes  No	 Yes  No	 Yes  No
Meeting location		 Yes  No	 Yes  No	 Yes  No	 Yes  No
Meeting purpose		 Yes  No	 Yes  No	 Yes  No	 Yes  No
Participant expectations		 Yes  No	 Yes  No	 Yes  No	 Yes  No
Confirm attendance for each participant		 Yes  No	 Yes  No	 Yes  No	 Yes  No
Ensure meeting area set up appropriately		 Yes  No	 Yes  No	 Yes  No	 Yes  No
Comment:
Chair the meeting ensuring it / they:
Begins on time		 Yes  No	 Yes  No	 Yes  No	 Yes  No
Facilitate discussion and group interaction (encouraging diversity of views / opinions)		 Yes  No	 Yes  No	 Yes  No	 Yes  No
Discuss team objectives / purpose		 Yes  No	 Yes  No	 Yes  No	 Yes  No
Discuss team customer service responsibilities		 Yes  No	 Yes  No	 Yes  No	 Yes  No
Discuss team customer service goals		 Yes  No	 Yes  No	 Yes  No	 Yes  No
Encourage team members to excel at customer service		 Yes  No	 Yes  No	 Yes  No	 Yes  No
Provide a supporting environment to encourage complex discussions		 Yes  No	 Yes  No	 Yes  No	 Yes  No
Communicate effectively with everyone as required		 Yes  No	 Yes  No	 Yes  No	 Yes  No
Ensure participants comments and actions are non-discriminatory through effective facilitation		 Yes  No	 Yes  No	 Yes  No	 Yes  No
Ensure meeting stays focused		 Yes  No	 Yes  No	 Yes  No	 Yes  No
Comment:
Monitor customer service delivery including
Welcoming environment maintained
Area clean	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Area set for service	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Lighting appropriate to venue	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Background noise / music appropriate to venue	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Waiters station stocked and ready for use	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Customer service policy / objectives on show for all to see	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Comment:
Staff presentation
In uniform	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Clothes free from dirt, stains or creases	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Clean hands and finger nails	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Hair clean / styled / tied back	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Personal hygiene including breath and body odour appropriate	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Comment:
Communication
Customers greeted on entry	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Appropriate seating identified and allocated (location and size)	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Courteous language used	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Active listening demonstrated including repetition / summarisation	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Appropriate information passed to customer in a timely manner	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Open body language portrayed including smiles, relaxed arms, eye contact, etc.	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Tone and volume of voice appropriate to surrounds	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Comment:
Customer questions / needs
Assistance offered when required	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Customers questions clarified	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Customers questions responded to in a timely manner	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Customers questions respected	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Comment:
Customer concerns / complaints
Customers concerns listened to without interruption	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Clarifying questions asked	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Responsibility taken to rectify issues of concern	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Blame not aligned to anyone	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Solutions identified and presented to customer	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Own actions do not exacerbate the situation	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Comment:
Time management
Activities multi-tasked to ensure focus on customer service	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Demands and requests from multiple customers / staff managed during same period	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Comment:
Customer Service Lapses
Identify barriers or issues that may cause lapse in customer service levels	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Work through and rectify identified barriers and issues	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Evaluate barriers / concerns and take corrective action to reduce opportunity for reoccurrence.	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Identify actual customer service lapses promptly	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Bring lapse to the attention to staff member involved	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Monitored to ensure quick rectification	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Take action to ensure lapse does not reoccur (advise staff member involved, modify process / procedure, etc.)	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Comment:
Continuous Improvement
Customer satisfaction confirmed regularly	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Recommendations for customer service improvement identified	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Concepts for customer service improvements discussed with staff	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Improvements made where appropriate during service period	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Provide supportive feedback to team as a whole	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Own actions demonstrate high focus and level of customer service (as per areas identified above)	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Own actions in line with industry expectations (as outlined above)	 Yes  No		 Yes  No	 Yes  No	 Yes  No
Comment:
Question
What support did you provide your team members throughout this period?
How did you recognise individual staff members’ efforts?
How did your encourage your team to take responsibility for their own customer service output?
What communication did you have with your manager throughout this period
What conflict did you face during this period, and how did you deal with it?

Result: Satisfactory | Not Satisfactory | Not Assessed

Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I also am aware of my appeal rights.

Name: ________________________

Signature: ________________________

Date: ____/_____/_____

Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback

Name: ________________________

Signature: ________________________

Date: ____/_____/_____

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