Sheet Student name: Student ID:​ Student email: Phone: Course name: Diploma of Hospitality Management Course code: SIT50416 Unit of competency code:SITXCCS007 Unit of competency Name:Enhance customer...

Sheet

Student name:		Student ID:​
Student email:	Phone:
Course name: Diploma of Hospitality Management	Course code: SIT50416
Unit of competency code:SITXCCS007	Unit of competency Name:Enhance customer service experiences
Task Number:	Trainer name:

●I declare that the work contained in this Assessment Task is my own, except whereacknowledgement 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): SITXCCS007​Enhance customer service experiences
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 studentsubmissions 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 StudentManagementDatabase unless all relevant paperwork is completed and attached to this form.
Student Name:
Student ID No:
Final Completion Date:
Unit Code:		SITXCCS007
Unit Title:		Enhance customer service experiences
Please attach the following documentation to this form			Date	Result S = Satisfactory NS = NotSatisfactory NA = Not Assessed	Date	Reassessment S = Satisfactory NS = Not Satisfactory NA = Not Assessed
Assessment 1	●ObservationChecklist attached			S | NS | NA		S | NS | NA
Assessment2	●ObservationChecklist attached			S | NS | NA		S | NS | NA
Assessment3	●Writtenassessment			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 have also been advise of and amaware 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 Ihave provided appropriate feedback.I further declare that this assessment has been checked and is free from plagiarism Name:​____________________________ Signature:​____________________________ Date:​____/_____/_____

Administrative use only

Enteredonto Student Management Database

●________________ Date

Initials

SITXCCS007 September 2018

TOID 21438 CRICOS code 02552G Page1of30 Authorised by M. Phillips

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Assessment Resource Summary
Unit Details	SITXCCS007​Enhancecustomer service experiences
Assessment Type	This is asummative assessment, which requires each student to have adequate practice prior to undertaking this assessment This assessment is contextualised forworking in a commercial restaurant
Assessment Methods	Observations	Assessment 1(Observe Customer Service - Hospitality Restaurant) Assessment 2 (3different customer service role-plays)
	Written Assessment / Project	Assessment 3 (Written Assessment / Project)

Unit Summary

This unit describes the performance outcomes, skills and knowledge required toprovide professional and personalised customer service experiences. It requires the ability to determine and meet customer preferences, develop customer relationships, respond to difficult service situations, and take responsibility for resolving complaints.The unit applies to those who deal directly with customers on a daily basis and who operate independently or with limited guidance from others. It includes senior frontline sales personnel, supervisors and managers who use discretion and judgement toprovide quality customer service experiences.This includes individuals working in a range of tourism, travel, hospitality and events contexts.No occupational licensing, certification or specific legislative requirements apply to this unit at the time ofpublication.

Prerequisite Units

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

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Summative Assessment - Assessor Instructions

It is important thatinconducting assessment, the assessor undertakes the following:

Prior to conducting the assessment

•Read the assessment tasksas detailedthroughout 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 theassessment environmentis suitable for the parameters of the task, to ensure the students will have an appropriate opportunity to demonstrates their skills•Make suitable modifications to theassessment 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:owhat will occur throughout the assessment processowhen the assessment will occurothe level of competency expected(review the checklist or the criteria for the task to ensure the student understands the assessment process and the expectations)othe RTOreasonable adjustment process and offer adjustment for any students needing assistanceothe RTOre-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 evidencegathering process to ensureitremains 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 makeappropriatenotations 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 thestudent’sactions 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.

Makingand recordingthe decision

•The student needs to be deemedsatisfactory in all assessmentsto gain competency.•You are to providefeedback*to the studenton their performance and/or the outcome from their assessment (whether satisfactory or not yet satisfactory)•If astudenthas been assessed as "NotYetSatisfactory"on their performance in an assessment they should be offered information about the appeal process and/or a reassessment opportunity.•Re-assessments:oRe-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.Please refer to the Quality and compliance manual for further details including the Re-Assessment / Appeals application process, associated fees and Re-Assessment / Appeal timelinesoWhen undertaking observation based re-assessments, students must perform the full task that relates to the observation. This means if a student undertakesan observation and is marked not satisfactory on one or more points within the observation, they must perform the task again in full.oIf a student has been marked as satisfactory on any full observation task, they are not required to be re-assessed on that task again.oWritten assessments (if applicable). Students are only required to be re-assessed on the questions relating tothe 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 youobserveduring the assessment period, not ontheiractions 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 toreassessment;or if the re-assessment opportunities have lapsed,provideadvice 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:oTheir assessment resultoClear and constructive feedback based on the assessment decisionoThe reasons underpinning your assessment decisionoInformation on waysof 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.oAn opportunity for reassessment if appropriate or requested bythe candidateoInformation 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.

Over 2 different occasions, you are to provide afood and beverage table service to customers within a Cafe / Bar / Restaurant / Bistro / Event. Each observation will occur over 20 minutes. Over the 2 observations, you will be required to:

•Meet and greet customers•Serve customers, and take their orders•Process orders (not back-of-house) and take food to customers•Wait on customers throughout their meal•Solve with problems proactively•Process customer payments•Clean tables / front of house•Close down after service•Provide a quality customer service at all times

NB: You may not be required to complete all the above points in each observation, but all must be observed during the observations at least once

This task is to be undertaken in a food service environment such as cafe / bistro / restaurant, withreal products and customers. If a simulated environment is used, it must include real product and service.

This observation will occuron: _____________________________________________

ASSESSMENT 1 –STUDENT SELF ASSESSMENT CHECKLIST

This information is to be handed to each student to outline the assessmentcriteria

This checklist is similar to the one being used by your assessorduring 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 yourassessor if you feel you are not ready to be assessedbeforethe 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 checklistwhilst you are being assessed.

Student Assessment Criteria	I feel I can demonstrate this
Communication| Are you able to:
oCommunicate clearly with othersoClarity the task requirementsoAsk for help when neededoFollow instructionsoGive and receive feedback as appropriateoAnswer questions and clarify concerns that ariseoExplain rational on decisions effectively	●Yes●No
Safety| Are you able to:
oWork safely at all times	●Yes●No
oEnsure your actions do not put the safety of yourself or others at risk	●Yes●No
Task requirements| Are you able to develop a customer service strategy that:
oEnsure the restaurant is ready for service	●Yes●No
oGreet guests with a smile	●Yes●No
oWelcome guests	●Yes●No
oAsk for seating preference (inside / outside / etc)	●Yes●No
oGuide guest to table preference (using open hand method)	●Yes●No
oSeat groups with children near corner or wall side	●Yes●No
oSeat couples with a view or a corner	●Yes●No
oOffer booster chair for children	●Yes●No
oEnsure table is enough for group size	●Yes●No
oRemove extra place settings	●Yes●No
oOffer water	●Yes●No
oHand out menu's (host / ladies first, with first page open)	●Yes●No
oStand at a convenient distance from guest	●Yes●No
oRecognise regulars	●Yes●No
oWork around the table in a clockwise direction	●Yes●No
oMake useful recommendations whilst taking order	●Yes●No
oNote all courses separately on pad	●Yes●No
oRepeat the order	●Yes●No
oTake beverage order first	●Yes●No
oTake starter and main course order next	●Yes●No
oInform guests on the time that will be taken to prepare the food whilst taking order	●Yes●No
oDemonstrate appropriate product knowledge including:oPortioningoDonenessoIngredientsoPreparation timeoPresentationoSauces / condiments (to compliment themeal)oSuggest complementary food items for meal ordered	●Yes●No
oDemonstrate suggesting selling by:ooffering slow moving but highly profitable itemsoConsider kitchen stock (First In First Out)oSuggest aperitif or wine to go with mealoOffer speciality of the dayoOffer second serves (bread, beverages, etc)oSuggest long drinks and fresh juices	●Yes●No
oPlace order on system	●Yes●No
oProvide copy of BOT for beverage	●Yes●No
oProvide copy of KOT for food orders	●Yes●No
oInform guest preference onfood and drinks	●Yes●No
oIf preference is not available, inform guest ASAP	●Yes●No
oQuality check order ensuringoFood is prepared based on guest requestoCheck plates usedoCheck cutlery set-up in tableoCheck condiments neededoPrepare all serving gear	●Yes●No
oPresenting the foodoTransport food / plates safely / hygienically by hand, ensuring minimum handling of top of plateoTransport beverages safely / hygienically on tray or by hand, ensuring handling of stem, base or midpoint onlyoExcuse themselves from the guest when presenting food and beverageoConfirm / repeat order whilst laying items on tableoInform guests of their preference and how it has been preparedoEnsure customer requests are actionedoAdvise of any delays or issues with order	●Yes●No
oCheck satisfaction byoJudging the most appropriate time to interruptoAsk how the food wasoOffer assistanceoAdvise client to enjoy meal or drinks	●Yes●No
oPresent the billoSecure bill from cashieroCheck details of billoExcuse self and present billoCheck the guests signature is correct for "charge bills"oThank guest and excuse selfoForward bill to cashier for posting	●Yes●No
oFarewell CustomeroProvide accurate change to customeroSincerely thank guest and bid goodbye	●Yes●No
oEnsure customer satisfactionoIdentify areas for concernoListen to customer concernsoIdentify possible solutionsoAction solutions promptlyoCheck satisfaction levelsoOffer compensation if / where possibleoAdvise supervisor of issues identified and suggest improvements to reducerisk of reoccurrence	●Yes●No

ASSESSMENT 1 – ASSESSOR INSTRUCTIONS

This checklist is to be used when assessing the studentsin 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.

Over2different occasions,you are to observe each student providinga food andbeverage table service to customers withintheirestablishment (Cafe / Bar / Restaurant / Bistro). Each observation will occur over 20 minutes. Over the2observations, you are to observe the student:

•Meet and greet customers•Serve customers, and take their orders•Process orders (not back-of-house) and take food to customers•Wait on customers throughout theirmeal•Process customer payments•Clean tables / front of house•Close down after service•Provide a quality customer service at all times

Assessor Notes

•Students are not required to complete all the above points in each observation, but all must be observedat leastoncethroughout the whole process•This task isbestundertaken in a food service environment such as cafe / bistro / restaurant, with real products and customers. •At least one observation must include a difficult service situation. This does not mean a customer must complain, but may refer to service requests that are not typical to the organisation. In the event that this does not occur during the assessment, you are to role-play a customer and request items that are not standard menu items for the organisation. This will ensure the student notes the request, confirms if it can be undertaken, and responds accordingly. Other difficult service situations may include, but are not limited to:oincorrect order being servedoone order from the tablebeing delayed, and served after other guests have finished their mealoa hair or other item in the mealoetc

This assessment may be undertaken in the following formats:

•On the job. These assessments must:ousing a registered and operating workplaceoensureaccess to customers relevant to the work role and unit requirementsoensure access to staff members / colleaguesoensure 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)oensure 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 commentsbelow on what must be included in an operational restaurant or dining area

•Simulated environmentoBecause assessment in the workplace is not always possible, this SIT unit of competency allows assessment to be conducted in a simulated environment. Whenever a simulated assessment is conducted it is essential that the environment is as realistic as possible. Assessment must be conducted in the specified environment using the equipment and resources mandated in the Assessment Conditions field of the Assessment Requirements. This involves:▪using the appropriate environment, for example an operational commercial kitchen with at least 4 tables / 20 chairs for customers▪providing current equipment and technology: that which is typically available in a modern hospitality business including POS ordering system▪providing a diverse, comprehensive and commercially realistic range of consumable resources (food and drinks)▪providing sufficient numbers of equipment and resources to service the assessment needs of each learner;sharing and “taking turns” using inadequate numbers leads to down-time for tasks and does not allow learners to demonstrate their capacity to work within commercial speed, timing and productivity timeframes▪ensuring that other required people are present, e.g. customers or team members

oIn 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 requiredfor entryinto the industry.▪Productivity – The work is performed within a timeframe appropriatefor entryto the industry.▪Safety – The work is performed in a manner that meets industry safety standards.

oAssessment 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 forthe 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

oIf a simulated workplace is used, it must allow for distractions such as background noises, ringing telephones, interruptions, etc. As this is aHospitalityunit, a simulated environmentmust 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.

oFor 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:
Service 1 Details:	Date: ________
Service 2 Details:	Date: ________

Areas to be assessed	Service1	Service2	Comments
Ensure the restaurant is ready for service	●Yes●No	●Yes●No
Greet guests with a smile	●Yes●No	●Yes●No
Welcome guests	●Yes●No	●Yes●No
Recognise regular customers, greet them and demonstrate awareness of their preferences	●Yes●No	●Yes●No
Ask for seating preference (inside / outside / etc)	●Yes●No	●Yes●No
Guide guest to table preference (using open hand method)	●Yes●No	●Yes●No
Seat groups with children near corner or wall side	●Yes●No●N/A	●Yes●No●N/A
Seat couples with a view or a corner	●Yes●No●N/A	●Yes●No●N/A
Offer booster chair for children	●Yes●No●N/A	●Yes●No●N/A
Ensure table is enough for group size	●Yes●No	●Yes●No
Remove extra place settings	●Yes●No●N/A	●Yes●No●N/A
Offer water	●Yes●No	●Yes●No
Hand out menu's (host / ladies first, with first page open)	●Yes●No	●Yes●No
Stand at a convenient distance from guest	●Yes●No	●Yes●No
Take orders from ladies / host first (accurately and legibly)	●Yes●No	●Yes●No
Work around the table in a clockwise direction	●Yes●No	●Yes●No
Make useful recommendations whilst taking order	●Yes●No	●Yes●No
Note all courses separately on pad	●Yes●No	●Yes●No
Repeat the order	●Yes●No	●Yes●No
Take beverage order first	●Yes●No	●Yes●No
Take starter and main course order next	●Yes●No	●Yes●No
Inform guests on the time that will be taken to prepare the food whilst taking order	●Yes●No	●Yes●No
Demonstrate appropriate product knowledge including:
•Portioning	●Yes●No	●Yes●No
•Doneness	●Yes●No	●Yes●No
•Ingredients	●Yes●No	●Yes●No
•Preparation time	●Yes●No	●Yes●No
•Presentation	●Yes●No	●Yes●No
•Sauces / condiments (tocompliment the meal)	●Yes●No	●Yes●No
•Suggest complementary food items for meal ordered	●Yes●No	●Yes●No
Demonstratesuggesting sellingby:
•Offering slow moving but highly profitable items	●Yes●No	●Yes●No
•Consider kitchen stock (First In First Out)	●Yes●No	●Yes●No
•Suggest aperitif or wine to go with meal	●Yes●No	●Yes●No
•Offer speciality of the day	●Yes●No	●Yes●No
•Offer second serves (bread, beverages, etc)	●Yes●No	●Yes●No
•Suggest long drinks and freshjuices	●Yes●No	●Yes●No
Place order on system	●Yes●No	●Yes●No
Provide copy of BOT for beverage	●Yes●No	●Yes●No
Provide copy of KOT for food orders	●Yes●No	●Yes●No
Discuss table / customer requirements with team members (either front or back of house) as required	●Yes●No	●Yes●No
Inform guest preference on food and drinks	●Yes●No	●Yes●No
Inform team members of specific customer requirements	●Yes●No	●Yes●No
If preference is not available, inform guest ASAP	●Yes●No	●Yes●No
Provide copy of KOT for food orders	●Yes●No	●Yes●No
Quality check order ensuring
•Food is prepared based on guest request	●Yes●No	●Yes●No
•Check plates used	●Yes●No	●Yes●No
•Check cutlery set-up in table	●Yes●No	●Yes●No
•Check condiments needed	●Yes●No	●Yes●No
•Prepare all serving gear	●Yes●No	●Yes●No
Presenting the food
•Transport food / plates safely / hygienically by hand, ensuring minimum handling of top of plate	●Yes●No	●Yes●No
•Transport beverages safely / hygienically on tray or by hand, ensuring handling of stem, base or midpoint only	●Yes●No	●Yes●No
•Excuse themselves from the guest when presenting food and beverage	●Yes●No	●Yes●No
•Confirm / repeat orderwhilst laying items on table	●Yes●No	●Yes●No
•Inform guests of their preference and how it has been prepared	●Yes●No	●Yes●No
•Ensure customer requests are actioned	●Yes●No	●Yes●No
•Advise of any delays or issues with order	●Yes●No	●Yes●No
Check satisfactionby
•Judging the most appropriate time to interrupt	●Yes●No	●Yes●No
•Ask how the food was	●Yes●No	●Yes●No
•Offer assistance	●Yes●No	●Yes●No
•Advise client to enjoy meal or drinks	●Yes●No	●Yes●No
Deal with difficult situations by
•Identify customer issues or concerns as they arise (listen to the customer)	●Yes●No	●Yes●No
•Determine what action can be taken to resolve issue	●Yes●No	●Yes●No
•Gain approval for actions outside own authority level	●Yes●No	●Yes●No
•Provide alternative or solution to customer	●Yes●No	●Yes●No
•Include compensation as appropriate to level of issue (i.e. no charge if meal has hair in it; free refill for small issues, etc)	●Yes●No	●Yes●No
•Advise supervisor of issues identified and suggest improvements to reduce risk of reoccurrence	●Yes●No	●Yes●No
Present the bill
•Secure bill from cashier	●Yes●No	●Yes●No
•Check details of bill	●Yes●No	●Yes●No
•Excuse self and present bill	●Yes●No	●Yes●No
•Check the guests signature is correct for "charge bills	●Yes●No●N/A	●Yes●No●N/A
•"Thank guest and excuse self	●Yes●No	●Yes●No
•Forward bill to cashier for posting	●Yes●No	●Yes●No
Farewell Customer
•Provide accurate change to customer	●Yes●No	●Yes●No
•Sincerely thank guest and bid goodbye	●Yes●No	●Yes●No

Comments / Feedback

Result: Satisfactory | Not Satisfactory | Not Assessed

Student Declaration:I declare that I havebeen assessed in this unit, and I have been advised of my result. Ihavealsobeen advised of andam 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:​____/_____/_____

ASSESSMENT2– STUDENT INFORMATION

Thisinformation is to be handed to each student to outline the assessment requirements

This assessmentis to take place insimulatedworking environment(The bite café). Assessors are to role play the part of the customer in3simulated customer complaints.

For each scenario, students are to demonstrate the ability to identify and establish the nature and details of the complaint by establishing a rapport with the customer and demonstrating understanding of their needs and point of view.

Students are next toaction the complaint as appropriate to the environment. This includes attempting toresolve the complaint or refer to an appropriate staff member. Finally, complaints are to be documentedand recorded. Students must ensure undertake the following:

•demonstrate the ability to research into a complaint and determine the nature and specifics of the situation / incident•identify appropriate resolution options and analyse them for the most appropriate choice in accordance with set customer service policy•Undertake corrective action within their level of authority, or refer to appropriate supervisor as needed•Customer, personnel and supervisors are informed as to the situation and action followed•Thorough documentation is created and maintained following set procedures and relevant legislation requirements

This assessment will occur one-on-one with your assessor (not in front of other students).

This observation will occur on: _____________________________________________

ASSESSMENT2–STUDENT SELFASSESSMENT CHECKLIST

This information is to be handed to each student to outline the assessmentcriteria

This checklist is similar to the one being used by your assessorduring 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 tobe assessed. Please speak with your assessor if you feel you are not ready to be assessedbeforethe 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 checklistwhilst you are being assessed.

Student Assessment Criteria	I feel I can demonstrate this
Communication| Are you able to:
oCommunicate clearly with othersoClarity the task requirementsoAsk for help when neededoFollow instructionsoGive and receive feedback as appropriateoAnswer questions and clarify concerns that ariseoExplain rational on decisions effectively	●Yes●No
Safety| Are you able to:
oWork safely at all times	●Yes●No
oEnsure your actions do not put the safety of yourself or others atrisk	●Yes●No
Task requirements| Are you able to:
oEstablish the nature of the complaint, including:oTreating the customer with respect and sensitivityoUsing appropriate language / terminology when communicating with customeroCommunicating and presenting yourself in a friendly and professional manneroUsing appropriate volume and tone of voiceoObtaining the relevant information by asking appropriate questions	●Yes●No
oUndertake follow up, including further research into complaint as needed	●Yes●No
oContact and consult any other staff involved in complaint regarding the situation / incident	●Yes●No
oKeep customer up to date with progress of complaint and results of any investigation / follow-up	●Yes●No
oCorrectly identify underlying complaintissues, including those related to:oIncorrect or misleading advertising / costing, faulty products, etc.oRespect for customer or staffoCultural / religious causesoCommunication / miscommunication	●Yes●No
oResearch and identify appropriate resolution strategies / options	●Yes●No
oAnalyse and discuss resolution strategies with supervisor and customer as appropriate	●Yes●No
oIdentify appropriate resolution strategies that:oare in accordance with set customer service policy / proceduresocomply with legislative requirements of work roleoare within level of authority	●Yes●No
oEnsure resolution considersocosts and budgetsofeasibility of providing the solutionoown authority to resolve the complaintopolicy and proceduresoprofitability of the saleoultimate responsibility within the organisation	●Yes●No
oObtain customer agreement with resolution strategy	●Yes●No
oForward issue to supervisor in the event of being unable to obtain customer agreement with proposed resolution strategy	●Yes●No
oForward issue to external person where applicable (supplier / partner / etc)	●Yes●No
oUndertake appropriate steps to ensure resolution was followed up promptly	●Yes●No
oMaintain open and respectful communication with customer throughout process	●Yes●No
oCorrectly and thoroughly complete all necessary documentation, ensuring:oClaim / complaint details are carefully recorded and maintainedoFollow up information obtained during investigation is documented as appropriateoResolution strategy / corrective action taken is carefully recordedoWorkplace procedures and legislative requirements relating to documentation of complaints are followed at all timesoReports are forwarded to appropriate personsoLarger issues raised that may affect future services are referred to supervisor	●Yes●No
oDemonstrate high level interpersonal skills throughout all communications and interactions	●Yes●No
oDemonstrate good active listening skills and the ability to analyse given information	●Yes●No
oComplete documentation using appropriate word processing software	●Yes●No
oDemonstrate respect for customer at all times and sensitivity to any special needs such as language / culture / religious / ethnic or demographic / socio-economic needs	●Yes●No
oManage own time and prioritised tasks effectively to complete requirements within reasonable timeframes	●Yes●No

ASSESSMENT 2 – ASSESSOR INSTRUCTIONS

These instructions must be followed when assessing the student in this unit. The checklist on the following pageis 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.

This assessmentis to take place insimulatedworking environment(The bite café). Assessors are to role play the part of the customer in3simulated customer complaints.

For each scenario, students are to demonstrate the ability to identify and establish the nature and details of the complaint by establishing a rapport with the customer and demonstratingunderstanding of their needs and point of view.

Students are next to action the complaint as appropriate to the environment. This includes attempting to resolve the complaint or refer to an appropriate staff member. Finally, complaints are to be documented and recorded. Students must ensure undertake the following:

•demonstrate the ability to research into a complaint and determine the nature and specifics of the situation / incident•identify appropriate resolution options and analyse them for the most appropriate choice in accordance with set customer service policy•Undertake corrective action within their level of authority, or refer to appropriate supervisor as needed•Customer, personnel and supervisors are informed as to the situation and action followed•Thorough documentation is created and maintained following set procedures and relevant legislation requirements

SPECIFIC ASSESSOR NOTES

•Due to the nature of this assessment, it is highly recommended that it be undertaken in a simulated environment. This is to ensure the student has no impact on an already unhappy customer in any way (as any student who does not perform this assessment satisfactorily will have a detrimental impact on a real customer and the image of the business)•You are to role-play each scenario with the student as outlined below•You are to provide back-up information to the student to help provide context. The supporting information is located within eachscenario•For each role-play you are to be dissatisfied. On at least one occasion you are to remain dissatisfied and nothing the student says or offers is good enough. This is to ensure the student can handle customers in this scenario

Sample Scenario 1

ASSESSOR: You are a customer (A local food outlet) who has attended thecandidate’sfood processing establishment (the wholesaler) to complain about the deliveries. You are to use broken English, to gauge the ability of the candidate to deal with diversity. (Don’t go overboard; just reflect the type of customers the candidatewould come across).

Example Script (to be rehearsed in broken English):

I would like to complain once again about your deliveries. You people just don’t seem to be able to get things right. When I placed my order last month, I stressed that the cakes had to be delivered before 10 am. So far I have had five deliveries and only one was made in the morning. Twice I have run out of cakes for the lunchtime crowd and a couple of times I have felt that the cakes I had left were losing their freshness. I would have preferred to have the new ones to offer. These late deliveries are costing me money!! I have spoken to the driver and rung twice about this matter and each time have been promised morning deliveries. My customers like your cakes, which is the only reason I haven’t cancelled the order but there are other places I can get nice cakes you know. Can I have the cakes by 10 am or not?

Sample Scenario 2

ASSESSOR: You are a customer who is no happy with the quality of the meal at their table (2 people). The issues you faced were as follows:

•It took 20 minutes before you were acknowledged•The wrong order was brought to your table (you asked for no onion, and there was onion in the salad)•The drinks did not come with the meal•You felt the waiters were rude, and ignoring you because of a large table that were continually ordering drinks.

Provide the following information to the student:

•The delay in service was caused by the customer walking in with no booking, at the same time as a large party booking of 35 people. (You are a smallish restaurant that seats 40).•The only reason you gave a table was because the customer is a regular, so you tried to fit them in (where normally you would not due to the other table)•Everyone ordered at the same time, which caused issues back-of-house. The onion was an error, but was rectified within 10 minutes with a new dish being brought in•The drink order was accidently taken to the other table, who did not advise of the incorrect order•The waiters were concentrating on the othertable, as they were a very demanding table

Sample Scenario 2

ASSESSOR: You are a customer whohas already contacted the restaurant twice to book a dinner party for 5 people, 6:30 next Saturday. After 2 calls, no one responded or returned any messages left.

•You called on Monday morning, 8:00 am and left a message on the answering machine•You called Monday afternoon at 2.40 and left another message on the answering machine•It is now Wednesday and no-one has returned the call

Provide the following information to the student:

•The restaurant is closed on Mondays and Tuesdays•This Saturday you are fully booked for a function that starts at 8.00pm, however has a seating from 5.30 - 7.00pm available

This assessment is to be undertaken in aClassroom / Simulatedenvironment(The bite café).

a.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. 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:i.technical skillsii.underpinning knowledgeiii.generic skills such as decision making and problem solvingiv.workplace practices such as effective communicationb.If role plays are required, the assessor must ensure all ‘actors’ or ‘participants’ perform in a professional manner - reflecting an actual workplace. Participants are to be informed of their expected involvement.c.If a simulated workplace is used, it must allow for distractions such as background noises, ringing telephones, interruptions - etc.d.Each student must dress appropriately and professionally in line with workplace standardse.Relating their project to their current or preferred vocationaldirectionf.Business models should be as realistic as possible, and documentation provided to the student should be as close as possible to what they would need to disseminate in a real work environment. You will need to role play the part of theadvisorand other liaison contacts for this assessment, and assist the students in determining specific goals, milestones, policies that you deem relevant. Compliance with these set procedures and policies is critical.

Foreachassessment, you are to act as a supervisor and not interfere with the assessment. In the event that the assessment is activities will impact on the safety of a student or bystander, the assessment must be stopped immediately

The role of customers and supervising staff may be played by theassessor, or alternatively may include a third party as chosen by the assessor to play the part. The person role playing the part of the customercan makeit challenging for the student such as by using broken English or becoming gradually more upset. This shouldn’t be over the top, but rather be reflective of the type of customer the student may come across.

Students will require access to realistic workplace customer service procedures. It is recommended that set procedures from an appropriate real company be utilised wherever possible to make the assessment as realistic as possible. Students will also require access to relevant and current legislation regarding customer service / complaints handling and codes of practice.

ASSESSMENT 2 – 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 instructions outlined on the Assessment Instruction Page(previous)that provides more detail as to required observations:

Details ofcomplaints:

Scenario 1 (In person): _______________________________________________________________

Scenario 2 (In person): _______________________________________________________________

Scenario3(In person): _______________________________________________________________

Student checklist –Complaints handling	Complaint 1	Complaint 2	Complaint 3
Date Observed:
Student adequately established the nature of the complaint, including:
•Student treated the customer with respect and sensitivity	●Yes●No	●Yes●No	●Yes●No
•Student used appropriate language / terminology when communicating with customer	●Yes●No	●Yes●No	●Yes●No
•Student communicated and presented themselves in a friendly and professional manner	●Yes●No	●Yes●No	●Yes●No
•Student used appropriate volume and tone of voice	●Yes●No	●Yes●No	●Yes●No
•Student obtained the relevant information by asking appropriate questions	●Yes●No	●Yes●No	●Yes●No
Student correctly processed the complaint following set procedures	●Yes●No	●Yes●No	●Yes●No
Complaint was correctly recorded and documented following procedures and legislative requirements	●Yes●No	●Yes●No	●Yes●No
Appropriate follow up was undertaken, including further research into complaint as needed	●Yes●No	●Yes●No	●Yes●No
Any other staff involved in complaint were contacted and consulted regarding the situation / incident	●Yes●No	●Yes●No	●Yes●No
Student kept customer up to date with progress of complaint and results of any investigation / follow-up	●Yes●No	●Yes●No	●Yes●No
Comment:
Student correctly identified underlying complaint issues, including those related to:
•Incorrect or misleading advertising / costing, faulty products, etc.	●Yes●No	●Yes●No	●Yes●No
•Respect for customer or staff	●Yes●No	●Yes●No	●Yes●No
•Cultural / religious causes	●Yes●No	●Yes●No	●Yes●No
•Communication / miscommunication	●Yes●No	●Yes●No	●Yes●No
Student researched and identified appropriate resolution strategies / options	●Yes●No	●Yes●No	●Yes●No
Student analysed and discussed resolution strategies with supervisor and customer as appropriate	●Yes●No	●Yes●No	●Yes●No
Comment:
Student identified appropriate resolution strategies that:
•Were in accordance with set customer service policy / procedures	●Yes●No	●Yes●No	●Yes●No
•Complied with legislative requirements of work role	●Yes●No	●Yes●No	●Yes●No
•Within level of authority to propose	●Yes●No	●Yes●No	●Yes●No
Comment:
Ensure resolution takes into account
•costs and budgets	●Yes●No	●Yes●No	●Yes●No
•feasibility of providing the solution	●Yes●No	●Yes●No	●Yes●No
•own authority to resolve the complaint	●Yes●No	●Yes●No	●Yes●No
•policy and procedures	●Yes●No	●Yes●No	●Yes●No
•profitability of the sale	●Yes●No	●Yes●No	●Yes●No
•ultimate responsibility within the organisation	●Yes●No	●Yes●No	●Yes●No
Student obtained customer agreement with resolution strategy	●Yes●No	●Yes●No	●Yes●No
Comment:
Student forwarded issue to supervisor in the event of being unable to obtain customer agreement with proposed resolution strategy	●Yes●No	●Yes●No	●Yes●No
Student forwarded issue to external person where applicable (supplier / partner / etc)	●Yes●No	●Yes●No	●Yes●No
Student undertook appropriate steps to ensure resolution was followed up promptly	●Yes●No	●Yes●No	●Yes●No
Student maintained open and respectful communication with customer throughout process	●Yes●No	●Yes●No	●Yes●No
Student correctly and thoroughly completed all necessary documentation, including:	●Yes●No	●Yes●No	●Yes●No
Comment:
•Claim / complaint details were carefully recorded andmaintained	●Yes●No	●Yes●No	●Yes●No
•Follow up information obtained during investigation was documented as appropriate	●Yes●No	●Yes●No	●Yes●No
•Resolution strategy / corrective action taken was carefully recorded	●Yes●No	●Yes●No	●Yes●No
•Workplace procedures and legislative requirements relating to documentation of complaints were followed at all times	●Yes●No	●Yes●No	●Yes●No
•Reports were forwarded to appropriate persons	●Yes●No	●Yes●No	●Yes●No
•Larger issues raised that may affect future services were referred to supervisor	●Yes●No	●Yes●No	●Yes●No
Comment:
Student demonstrated high level interpersonal skills throughout all communications and interactions	●Yes●No	●Yes●No	●Yes●No
Studentdemonstrated good active listening skills and the ability to analyse given information	●Yes●No	●Yes●No	●Yes●No
Student completed documentation using appropriate word processing software	●Yes●No	●Yes●No	●Yes●No
Student demonstrated respect for customer at all times and sensitivity to any special needs such as language / culture / religious / ethnic or demographic / socio-economic needs	●Yes●No	●Yes●No	●Yes●No
Student managed own time and prioritised tasks effectively to complete requirements within reasonable timeframes	●Yes●No	●Yes●No	●Yes●No
Comment:

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. Ihavealsobeen advised of andam 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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