SITXCCS007 Enhance Customer Service Experiences

Supporting:
SIT50416 Diploma of Hospitality Management; May also support other qualifications based on respective packaging rules

© Skillworks Australia Pty Ltd, 2021

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Skillworks Australia Pty Ltd

ACN: 153 650 894

Validation History

A complete validation report is filed and available for reference.

Version History

Table of Contents

1. Introduction. 4

2. Unit Overview.. 4

3. Competency Standards. 5

AQF Descriptor 5

4. Delivery Plan. 9

Delivery Arrangement 9

Delivery Conditions. 9

Lesson Topics and Plan. 9

Suggested Learner Resources. 12

5. Assessment Plan. 19

Assessment Method.. 19

Submission of Work. 20

6. Assessment Tasks. 22

Assessment Task 1: 22

Assessment Task 2: 24

Assessment Task 3: 29

Assessment Task 4: 34

7. Academic Policies and Processes. 38

Assignment Cover Sheet 40

1. Introduction

Welcome to the learner’s guide for this unit of competency for the qualification
SIT50416 Diploma of Hospitality Management. This guide provides you with essential information on competency standards, delivery plan and schedule, assessment plan, assessment tasks and learning resources for this unit of competency.

The purpose of this learner’s guide is to:

§ Provide you with information on delivery schedule and plan of this unit

§ Ensure that you understand how students will be assessed in this unit

• Provide information on assessment methods, strategies, and evidence requirements


• Provide information on learning activities and assessment tasks
  

§ List resources which may assist in student learning and assessment tasks

2. Unit Overview

This unit describes the performance outcomes, skills and knowledge required to provide 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 to provide quality customer service experiences.

This includes individuals working in a range of tourism, travel, hospitality and events contexts.

Learning Outcomes

On successful completion of this unit, the learner/trainee will be able to;

• Provide a quality service experience


• Proactively respond to difficult service situations.


• Resolve customer complaints.


• Develop customer relationships.

As well as demonstrating the performance criteria, to be assessed as competent, the learner must demonstrate their ability to apply the required knowledge and skills in a range of situations. These are summarised in the Competency Standards section below.

Prerequisite Requirements

This unit does not have a pre-requisite.

Skill Recognition and Credit Transfer

Appropriate credit(s) may be granted to eligible students against each unit of competency on presentation of evidence of successful completion of the same unit in an equivalent or higher qualification. Under the Australian Qualifications Framework, this qualification recognises competencies achieved as part of a Nationally Recognised Qualification from other institutes or universities.

Students may also apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required skills and knowledge in the specific areas of competency through work/industry experience and/or completed eligible assessments in equivalent or higher qualification.

Please refer to college’s RPL/Credit Transfer Policy for more information and applicable procedures. The policy is available either through the faculty coordinator or college’s website.

3. Competency Standards

This unit is derived from the Tourism, Travel and Hospitality Training Package SIT for packaging of the qualification SIT50416 Diploma of Hospitality Management.

Competency standards for this unit are made up of unit descriptor (As provided in the Unit Overview), performance criteria, required skills, required knowledge, embedded employability skills components, assessment requirements and evidence guide.

They can also be viewed at:

View Unit

The learners must familiarise themselves with all the competency requirements for this unit of competency and ensure that they have received all the relevant information and support from the trainer and assessor that might be detrimental to their academic performance and outcomes.

AQF Descriptor

The Certificate III qualifies individuals who apply specialised knowledge in a range of contexts to undertake advanced skilled or paraprofessional work and as a pathway for further learning. Graduates of a Certificate III will have specialised and integrated technical and theoretical knowledge with depth within one or more fields of work and learning.

Graduates at this level will have a broad range of cognitive, technical and communication skills to select and apply methods and technologies to:

• Analyse information to complete a range of activities


• Interpret and transmit solutions to unpredictable and sometimes complex problems


• Transmit information and skills to others

Graduates at this level will apply knowledge and skills to demonstrate autonomy, judgement and defined responsibility in contexts that are subject to change and within broad parameters to provide specialist advice and functions.

Performance Criteria

The following performance criteria specify the required level of performance for each of the elements of competency:

Performance Evidence

Evidence of the ability to:

• Identify customer requirements and provide professional and personalised customer service experiences to two different internal and two different external customers to meet requirements


• Demonstrate procedures to respond to and resolve three different customer complaints according to organisational policies and procedures


• Demonstrate effective communication with the above internal and external customers, including any with special needs


• Seek formal and informal feedback from customers on quality of above service


• Provide above service to above customers in line with organisational customer service standards and within designated organisational response times.

Knowledge Evidence

The following knowledge must be assessed as part of this unit:

• Principles and benefits of enhanced customer service experiences and positive communication


• Techniques to anticipate customer preferences, needs and expectations throughout the service experience


• Conflict resolution techniques


• Methods for enhancing service delivery in response to staff and customer feedback


• Various extras and add-ons to enhance the customer experience:

o Additional destinations

o Additional tours or cruises

o Cocktails and liqueurs to enhance the dining experience

o Coordination services at events and conferences

o Entrance to events, festivals and entertainment scheduled during customer stay at destination

o Entrance to major attractions at destination

o Extra food items

o Flight fuel emissions offset fee

o Local guiding services

o Optional meals and dining experiences

o Prepayment of baggage charges

o Prepayment of in-flight meals

o Pre-travel seat selection

o Private car transfers in lieu of regular transportation options

o Special offers or packages

o Specialised styling for events

o Storage for luggage after check-out

o Travel insurance

o Upgraded accommodation and flights

o Wine or boutique beers to match meals ordered

• Specific industry sector:

o Professional service standards and protocols for service industry personnel

o Attitudes and attributes expected by the service industries to work with customers

o Different customer service needs and expectations

o Types of customer loyalty programs

o Essential features and use of the customer databases

• Particular organisation:

o Designated response times for providing service and resolving complaints

o Customer service policies and procedures

o Complaint handling policies and procedures

o Promotional services offered

• Procedures for responding to the following common customer complaints:

o Incorrect pricing or quotes

o Delays or errors in providing products or services

o Misunderstanding of customer requests

o Escalated complaints or disputes

o Other team members or suppliers not providing special requests

o Misunderstandings or communication barriers

o Unmet expectations of, or problems or faults with, a service or product

• Methods of compensating dissatisfied customers:

o Negotiating with suppliers on customer behalf to gain reduced rates or extra services

o Providing some or all services:

ü Free of charge

ü At reduced rate

o Providing:

ü Discount vouchers to attend at a future time

ü Inexpensive add-on products

ü Small gifts

ü Special attention during the service period

ü Special customer service delivery on next attendance

• Factors to consider when determining compensation of dissatisfied customers:

o Financial constraints of the organisation

o Profitability of the sale

• Awareness of special needs, customs and practices of various social and cultural groups of customers in regard to:

o Modes of greeting, farewelling and conversation

o Body language and body gestures

o Formality of language

o Clothing

• Methods of collecting feedback:

o Formal:

o Surveys

o Interviews

o Structured questioning

o Informal:

ü Observation

ü Casual discussion

• Essential features, conventions and usage of different types of communication techniques and equipment.

4. Delivery Plan

Delivery is in the form of instructor-led, classroom-based training sessions supported by simulated learning and/or project sessions. Within the classroom environment, delivery is supported by classroom-based activities, tasks, lectures and structured lessons. Strategies for classroom-based learning focus on development of skills and underpinning knowledge through practice, formative tasks, interaction, discussion, reading, feedback, and practical examples of the theory.

Delivery Arrangement

The unit will be delivered over a prescribed period (term/semester) in a class-room training environment through a structured learning program comprising of (but not limited to) lectures, presentations, case studies, practical projects, group discussion and class-room based activities. Delivery schedule of this unit of competency is provided at the beginning of this guide. Timetables will be advised at the beginning of each academic term and posted on the notice board and college’s website.

It is expected that training/learning sessions will incorporate group/collaborative activities and tasks that are relevant to the learning and evidence outcomes in this unit. The emphasis of learning, where possible, will be on linking theoretical concepts and models with real-life situations to provide the learners with an opportunity to gain an insight into key technological processes, professional environment and workplace practices.

Delivery Conditions

• Learners are required to attend the prescribed delivery sessions, in particular where assessment plan, schedule, projects, and in-class activities and tasks are planned


• On commencement, the learners should review and understand all the course related information including course structure, prerequisites and competency requirements for each unit of competency


• This unit of competency must be completed within the prescribed duration at the beginning of this document. Due dates for the assessments will be set by respective assessors on commencement of the unit and must be adhered to by all the learners


• The learners have the responsibility to maintain the required attendance and participate in all the in-class activities and assessment/project tasks to be able to develop the required skills and knowledge.


• The learners must keep record of their activities, assessments and research and take an active interest in exploring new concepts and ideas
  


• On expiry of the prescribed due dates for assessment, the learners will not be able to attempt any assessments or the learning materials and must apply for a course extension. Learners should also refer to other prevailing terms and conditions of delivery and assessment of this course and contact the administration for further information if required.
  

Lesson Topics and Plan

The following lesson plans are planned for this unit. According to session times, trainers may expand these lesson plans into their own session plans. Trainers must take a special note of the activities planned in the right-hand column. These activities form part of “Formative Assessments”. The formative assessments are not marked (assessed) but they contribute towards learning that prepares them for summative tasks.

The following topics are covered in the classroom training sessions. The topics for this unit have been derived from the prescribed workbook include;

Suggested Learner Resources

Heppell M., 2015, Five Star Service: How to Deliver Exceptional Customer Service (3e), Pearson

Harris E. K., 2012, Customer Service: A Practical Approach (6e), Pearson

Hudson S., and Hudson L., 2017, Customer Service for Hospitality and Tourism, Goodfellow Publishers

Other Resources

Ford R.C., and Sturman M.C, 2019, Managing Hospitality Organizations: Achieving Excellence in the Guest Experience, SAGE Publications

Benkert T., Peña E.A., and Alvarado P., 2019, Customer Service: Hotels and Restaurants (Optimizing Hospitality), Amazon Digital Services

Solomon M., and Humler H., 2019, The Heart of Hospitality: Great Hotel and Restaurant Leaders Share Their Secrets, SelectBooks

Michelli J., 2008, The New Gold Standard: 5 Leadership Principles for Creating a Legendary Customer Experience Courtesy of the Ritz-Carlton Hotel Company, McGraw-Hill

Customer Service in Hospitality:

Is Hospitality the Missing Element In Your Customer Service Culture?

https://www.forbes.com/sites/micahsolomon/2019/02/06/is-hospitality-the-missing-element-in-your-customer-service-culture/#146287a33253

Hospitality Industry: Customer Service & Guest Satisfaction

https://study.com/academy/lesson/hospitality-industry-customer-service-guest-satisfaction.html

Hospitality: Customer Service Quiz

https://guides.dtwd.wa.gov.au/c.php?g=584749&p=4038682

Dealing with Customers

https://www.fairtrading.nsw.gov.au/trades-and-businesses/business-essentials/dealing-with-customers

Customer service (General)

https://www.business.qld.gov.au/running-business/consumer-laws/customer-service

How to Handle Customer Complaints?

https://trainingmag.com/content/how-handle-customer-complaints/

https://www.hotelcluster.com/blog/handle-hotel-guest-complaints/

https://www.foodsafety.com.au/resources/guides/food-safety-supervisor-guide-to-handling-customer-complaints

https://www.modarestaurant.com.au/news/latest/5-tips-dealing-customer-complaints-restaurant.php

The AS/NZS Complaint Management Standard

https://brs.ir/wp-content/uploads/2018/07/ISO-10002-2018-.pdf

Referencing Guide

Harvard Referencing Generator:

http://www.harvardgenerator.com/

http://www.citethisforme.com/au/referencing-generator/harvard

Misc. Videos and Online Educational Channels (General ref)

List of some of the online educational channels. Search for the relevant topics and concepts.

Lecture/Class Notes

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5. Assessment Plan

Assessments for this unit have been developed by taking into account assessment guidelines as provided in the training package and evidence requirements stipulated in this unit of competency. Assessment is an ongoing process of gathering evidence to determine what each student/learner knows, understands and can do in order to inform teaching and support learning of the intended curriculum.

The purposes of this assessment are;

• To collect evidences that demonstrate competency in the performance criteria of the unit and satisfy skill, knowledge and employability skills requirements


• To provide feedback to the learners/trainees indicating the areas of improvement and professional development


• To measure the effectiveness of the delivery plan and evaluate the learning outcomes

The required assessment criteria are provided in each assessment task for learner’s information.

Assessment Method

Assessment in this unit is based on assessment and evidence guidelines provided in the unit of competency and the training package. The evidence is generated through summative assessment tasks. However, the role of Formative Tasks is crucial in developing the required skills and knowledge in completing the summative tasks. Formative tasks enable the trainers to evaluate their own delivery and adjust their facilitation based on the outcomes from these tasks. The role of formative assessments is to improve learning and adapt to student needs.

These tasks and activities usually take place throughout the unit and planned in accordance with the summative assessment plan/schedule. The formative tasks are generally referred to as “Portfolio” tasks. Portfolio is a collection of all the formative tasks completed during the learning sessions. The portfolio can be used by students as an evidence of participation or example of work completed as part of their learning.

Formative tasks are not assessed.

For summative tasks, the following assessment methods are available to collect the aforementioned evidence to demonstrate satisfactory performance in this unit;

• Written Assessment Tasks


• Practical/Analytical Tasks


• Test/Examinations


• Projects


• Observation


• Integrated Assessment

The
Written
Assessment Tasks and Tests
have been developed to address various parts of Performance Criteria as well as Required Knowledge.

The
Practical Tasks
are developed to demonstrate competence in Required Skills. These assessment tasks and activities are mostly designed as in-class assessments, enabling the trainers to observe the work being undertaken and completed (i.e. demonstration of a specific/required skill). Practical tasks may also include use of online learning tools, equipment, activities, or use of software. Instructions for practical tasks are generally provided within the task description. However, trainers/assessor may set certain conditions for conducting and observing these tasks.

The
Project
(Individual or Group based) addresses various aspects of competency standard including Performance Criteria, Required Skills and Employability Skills. The role of the project in assessment strategy is to measure student/trainee competence as a form of Summative Assessment. It demonstrates the efficacy of instructions and learning in the prescribed delivery period by assessing the overall performance of the students/trainees for the purpose of grading/final results.

The
Test/Exam
is generally designed to test the Required Knowledge component of the unit of competency. It may also be used to reinforce learning and test specific aspects of other part of competency where knowledge of certain processes/procedures is required. A knowledge test may be verbal or written as specified in the task description. Examinations are conducted under set conditions.

Observation
forms part of in-class activities, participation in designated group processes, presentation and provides an option where specific skills need to be demonstrated to the assessor.

Some of the assessments in this course may be used as
Integrated Assessments; i.e. to use evidence created in one unit/task to determine competency in another unit/task. The concept behind the design of the integrated assessment is to limit repetitive tasks that test the same or similar competency elements in different units of competency.

Optional/Supplementary Assessments

In addition to the above assessment instruments, the following methods can be used, if required, in the context of assessment for this unit of competence, especially in the circumstances where assessment involved components of online learning as well as actual workplace activities and/or performance.

• Workplace Verification through RPL application


• Competency Conversation at completion of the unit

To successfully complete this unit, learners must demonstrate that they have the skills and knowledge needed as indicated in the Competency Standards (2).

Assessment can be both a formative and summative process. Formative assessment is used to provide feedback to students and teachers to promote further learning. Summative assessment contributes to the judgement of student learning for competency/award purposes.

Submission of Work

All the written works must be submitted in a hard copy, and an additional soft/electronic copy if required by the trainer/assessor, with an accompanying “Assessment Cover Sheet”. Each Assessment Cover Sheet should be signed by the student and must contain student details and date of submission. Assessment Cover Sheets are available at the reception.

Material submitted for assessment—Word processed or handwritten assignments, reports, essays, projects, etc. must contain student’s name, ID (if available), address and contact details. Within the context of these assessment tasks, the assessor fulfils the role of client, manager or supervisor, as applicable. Work submitted for “approval” within this context must demonstrate care and attention to detail, such that the student inspires confidence that the work is being undertaken competently.

Where soft copy/electronic files are submitted, students are encouraged to name the files according to established procedure. This would typically include a course or unit code, assessment or submission code, and in the case of multiple files an alphanumeric identifier. Multiple files may also be required to be submitted within an enclosing folder (with similar, appropriate naming conventions) or archive format—e.g. zip or rar. Follow submission guidelines in each assessment task for specific instructions.

Assessment Tasks and Schedule

The following assessments are planned for this unit;

These assessment tasks/activities have been described in detail in the following section.

Task schedule to be advised by trainer/assessor based on the lesson and session plans.

6. Assessment Tasks

Assessment Task 1:

Description:

A sample case, “What Do Our Customers Need” from a fictitious organisation is provided for the purpose of

this task.

Case Study (Source: Customer Focus, WA)

This discussion takes place between two work colleagues. Having already established who are the customers of

agency, Jess has been assigned the task of developing the best method to gain feedback from customers

about their needs. The feedback is required within a tight deadline. Lee, who is very positive and informed about approaches to customer service, is the team leader and has come by to see how Jess is going. The complete case study is provided separately. Ensure that you receive a copy from your trainer/assessor.

This task must be completed during a designated session in presence of a trainer/assessor.

Read the attached case (Case Study: “Who are Our Customers” – Source: Customer Focus, Western Australia)

and answer the following questions

1. What are the key customer service issues and challenges being faced by Jess and his department?
   


2. Analyse the tools/techniques being used to identify customer needs in this case and explain how they
   

are going to help Lee and Jess in their situation

3. What are the internal problems faced by Lee and Jess and how do they overcome these problems?


4. Outline customer service standards (at least five) that Lee and Jess will need to develop to enhance customer service delivery; and the criteria for setting these standards

In writing your answers, focus on the customer service standards that are expected within the organisation. Assume that the organisation requirements for development of customer services at the minimum require;

• Be planned and agreed upon by the staff affected by the standard


• Be created carefully


• Be stated in writing


• Meet customer needs


• Be clearly written


• Be supported by management


• Be changed if they are not working or outdated


• Be added to


• Reflect organisational goals


• Be communicated effectively and continually

Answer question 4 with these organisational requirements in mind.

Assessment Criteria

The following assessment criteria will be used for marking this assessment task. Ensure that you have

addressed all of the criteria in your work.

• Answered and addressed all the given questions


• Identified and described the customer service challenges faced by the department


• The answer reflects understanding of the case situation and identifies at least three main customer service issues


• Answer to question two reflects a practical understanding of the organisation’s need to understand
  


• and identify their customers


• Provided an accurate analysis of the views of the players involved in the discussion


• Answer to question three reflects an understanding of team dynamics and resolution of specific
  


• customer service issues within an organisational setting


• Provided suggestions for customer service standards within the context of organisational requirements


• Criteria for customer service standards reflects organisational requirements


• Provided examples of service standards that help enhance the customer service delivery and customer experience


• The answers are consistent with the case/case situation and provide specific responses


• Answers reflect knowledge of customer service requirements and standards as measures of quality

Submission Guidelines

This assessment task should be completed in a designated session in presence of a trainer/assessor.

Submit;

• Analysis of the above case inform of answers to the given questions

Electronic versions of the assessment task and email/electronic submission arrangements are at further discretion of the trainer/assessor.

Assessment Task 2:

Description:

This is an individual task. For the purpose of this task, new roleplays will be assigned. You will be using the Customer Service Charter developed in the previous task for client interaction in this task.

In this roleplay-based task, you will be attending to and addressing specific needs and requirements of internal customers. For simulation and workplace context purpose, you will be provided with a sample/case organisation. Accordingly, you will play the role of a Customer Liaison Officer working with the organisation. For the roleplay purpose, your trainer/assessor will assign other students in client role play. There will be a total of three (3) internal client interactions and service provided as per the organisational service standards.

The following organisation is used as a case organisation in this task. Further information can be accessed from the organisation website.

Case Organisation: HotelsRUs

HotelsRUs is a newly established hotel booking and holiday package service business based in Sydney CBD. The CEO and owner, Mr David Lee puts a great emphasis on customer service and customer satisfaction as a measure of business performance. The agency offers multiple products and services including hotel booking for individuals and groups, holiday package deals, accommodation, travel and associated products and tailored accommodation experiences. The agency is one of the few to provided tailored accommodation services for a range of travellers, to local and international clients, and thus has a strong focus on customer experience and satisfaction.

Agency’s customers are predominantly multicultural, with a growing client base in Australia, SE Asia, and South America. Accordingly, cultural values and diversity approaches must be built into any customer service standards. The company is also involved in hospitality research and works with a partner company – DataRUs – to build the data/information capabilities for the industry.

Service Standards

As an important industry organisation, HotelsRUs prides itself in high customer service standards. Customer satisfaction, whether they are internal or external customer, is critical for its success. The standards are therefore, outlined as below;

a) Customer Service Charter

As per the sample provided.

b) Service Standards

Stated service standards of the organisation as follows;

1. Client-focused attitude (staff and management)

2. Client-centred processes (systems and processes)

3. Welcome your clients in a professional and confident manner

4. Positive body language, courtesy, and respect for cultural diversity

5. Brief clients completely before activity starts

6. Be aware and follow all licensing and legislative guidelines

7. Share knowledge in the areas of culture, history, land and other pertinent information as often as possible

8. Flexibility and choice of products and services

9. Follow-up on all enquiries and sales opportunities efficiently

10. Inform client of any changes to agreement as soon as possible

These service standards will be used in all roleplay interactions and work undertaken in this assessment task. Application of these standards will be observed in client interaction.

You will also be provided with a Client Service Request template to receive and analyse client service needs during the roleplay.

Role Play and Customer Needs

Assume that you are working as an Customer Liaison Officer with HotelsRUs, and your work involved receiving and responding to customer enquiries and requests – both from internal customers (e.g. other departments or divisions) and external customers (e.g. hotels, guest houses, clubs, serviced apartments etc.). As an Information Officer, you are also a conduit between HotelsRUs and DataRUs in compiling and providing industry and sector data for capability building.

For the purpose of this task, you will be assigned four (4) different customers, two internal and two external customers. The external customer will be hotel representatives acting as “customers” for this assessment task. Your trainer/manager will confirm arrangements at the start of the term and also play the role of your Manager (roleplay). Assume that hotel representatives have approached you for information on service contracts. Accordingly, assume that you will be holding separate meetings to two representatives to discuss their specific needs and requirements. Similarly, two of the internal (HotelsRUs) staff have made service requests. Your Manager (trainer/assessor roleplay) will organise and schedule the meetings.

Two specific service requests will include but are not limited to (trainer/assessor may change/vary the service requests for different students) as below.

Organisation of Task:

This task will be undertaken over two (2) different periods (e.g. 2 sessions). Suggested schedule for this task will include;

Internal Customer_1: Week 6

Internal Customer_2: Week 7

This may be varied and scheduled as per the timetable and session scheduling requirements/necessities. Session schedules will be discussed and confirmed by your trainer/assessor.

Process to undertake:

A. Client request > B. Information gathering/solution > C. Client meeting > D. Feedback

Roleplay 1: Trainer/assessor assigned internal customer (student roleplay)

DataRUs Information Officer

For the purpose of collecting and building an industry information hub and client database, HotelsRUs transmits a range of data of DataRUs on a weekly basis. DataRUs, at their end, need to gather, organise, lable and compute the data in their database. As a large number of data is being exchanged between HotelsRUs and DataRUs, DataRUs is looking for a more efficient way to format and organise information for their operational efficiency, which will also help HotelsRUs in their operations. They have arranged to send their Information Officer for a face-to-face discussion. A meeting has been arranged.

Roleplay 2: Trainer/assessor assigned internal customer (student roleplay)

Company Sales Representative

Sales representatives have the primary responsibility of scoping and signing up hotels, serviced apartments, and a range of accommodation providers for HotelsRUs strategic partnership. These partnerships, and the variety on offer, helps HotelsRUs in creating tailored accommodation experiences for its local and international clients. Until now, HotelRUs has been sending booking requests to partner hotels and providers on its own electronic template. However, a number of hotels and providers have expressed the need for a more detailed information on incoming visitors/travellers for both security and customer service purpose. This need was conveyed to HotelsRUs representative and he/she has accordingly arranged a meeting with you.

Task

In a designated assessment session, please undertake the following for each of the two internal customers (roleplay);

1. Greet the customer (roleplay)


2. Engage in discussion and understand customer service needs and purpose


3. Complete Customer Service Request form


4. Gather all the information from a range of sources (including online)


5. Understand the parameters/quality requirements


6. Undertake research/information gathering (as per the nature of request)


7. Compile and organise information/data, ensuring simple language and structure


8. Prepare the documents/data as per customer needs and requirements


9. Email the final documents/solutions to your manager (trainer/assessor roleplay) for approval


10. Include any issues/problems/constraints foreseen (e.g. copyright, information format, data type etc.) and suggest solutions to your manager (trainer/assessor roleplay)


11. Finalise the information/documents and forward to your Manager (trainer/assessor roleplay) for approval


12. Your Manager (trainer/assessor roleplay) has also asked you to draft a cover letter and summarise both the service requests and solutions offered. Accordingly, draft and write a letter/email to your Manager as part of closing the service requests.
    

During the customer interaction, you will need to demonstrate active listening skills, and respond in the manner consistent with customer service standards (ref above). You will be observed for;

a) Effective roleplay and maintaining a customer-based approach

b) Positive body language

c) Tone/style of communication

d) Listening and communication skills (verbal and non-verbal)

e) Customer service skills

f) Personal presentation (including personal hygiene)

Repeat the above process for each customer (total two) and prepare the required information/documents for submission as per the service standards.

Assessment Criteria:

The following assessment criteria will be used for marking this assessment task. Ensure that you have addressed all the criteria in your work;

• Undertook the given task and effectively maintained the given role


• Completed the task in designated sessions as instructed


• Maintained an effective communication and consultation with the Manager (trainer/assessor roleplay) as needed at various stages of the task flow


• Customer greeting, meeting and interaction reflect real-life practice and conduct


• Showed courtesy and acted in a manner reflective of workplace protocols


• Showed cultural sensitivity and ability to deal with culturally diverse audience


• Showed understanding and consideration for customer needs in all verbal and non-verbal communication


• Effectively maintained and followed organisational service standards


• Maintained a positive body language, tone, and personal approach


• Demonstrated effective listening skills


• Assisted the customer in clarifying/communicating information (e.g. language barrier/difficulty)


• Took notes and gathered enough information for service purpose


• Completed Customer Service Request form and gathered all the required information
  


• Ensured the extend/scope of details required to undertake the task and sought clarifications if required


• Maintained high level of customer focus and professional presentation (including personal hygiene)
  


• Developed a customer solution based on the customer needs


• Identified and listed sources of information (reference list)


• Presented the information in required format and details


• Solution/information is consistent with customer needs and sufficient for the purpose of the task


• Formally informed client of problem/delay with service and took actions to maintain customer satisfaction


• Demonstrated research and organisation skills and product knowledge within the context of this task


• Provided all the relevant documents with comments and notes to the Manager (trainer/assessor roleplay)


• Completed the process for each of the two clients

Parts of this assessment task will be assessed by observation. The relevant tasks/parts must be completed in the presence of an assessor for observation and marking as instructed.

Submission Guidelines

Parts of this assessment task will be assessed by observation. The relevant tasks/parts must be completed in the presence of an assessor for observation and marking as instructed.

Submit (Separately for each client);

• Copies of notes from client interview/meeting


• Client Service Request form


• Copies of client interaction (email)


• Copies of documents/solutions prepared

Electronic versions of the assessment task and email/electronic submission arrangements are at further discretion of the trainer/assessor.

Service Request Form

Assessment Task 3:

Description:

In this roleplay-based task, you will be attending to and addressing specific needs and requirements of external customers. For simulation and workplace context purpose, you will be provided with a sample/case organisation. Accordingly, you will play the role of a Customer Liaison Officer working with the organisation. For the roleplay purpose, your trainer/assessor will assign other students in client role play. There will be a total of three (3) internal client interactions and service provided as per the organisational service standards.

The following organisation is used as a case organisation in this task. Further information can be accessed from the organisation website.

Note:
This assessment task leads to the subsequent Assessment Task 4. Students are advised to keep copies of their work.

Case Organisation: HotelsRUs (Same as in Assessment Task 2)

Service Standards

As an important industry organisation, HotelsRUs prides itself in high customer service standards. Customer satisfaction, whether they are internal or external customer, is critical for its success. The standards are therefore, outlined as below;

a) Customer Service Charter

As per the sample provided.

b) Service Standards

Stated service standards of the organisation as follows;

11. Client-focused attitude (staff and management)

12. Client-centred processes (systems and processes)

13. Welcome your clients in a professional and confident manner

14. Positive body language, courtesy, and respect for cultural diversity

15. Brief clients completely before activity starts

16. Be aware and follow all licensing and legislative guidelines

17. Share knowledge in the areas of culture, history, land and other pertinent information as often as possible

18. Flexibility and choice of products and services

19. Follow-up on all enquiries and sales opportunities efficiently

20. Inform client of any changes to agreement as soon as possible

These service standards will be used in all roleplay interactions and work undertaken in this assessment task. Application of these standards will be observed in client interaction.

You will also be provided with a Client Service Request template to receive and analyse client service needs during the roleplay.

Role Play and Customer Needs

Continuing in the same roleplay, assume that you have been approached by two industry clients (external), who have specific service request.

For the purpose of this task, you will be assigned the two (2) required customers acting as “External Customers” (e.g. clients of the organisation) for this assessment task. You will first receive information from the clients on their specific needs. Subsequently, you will prepare the information for a Client face-to-face session and meet the required service requests. Your trainer/manager will confirm arrangements at the start of the term and also play the role of your Manager (roleplay).

Organisation of Task:

This task will be undertaken over two (2) different periods (e.g. 2 sessions). Suggested schedule for this task will include;

External Customer_1: Week 8

External Customer_2: Week 9

This may be varied and scheduled as per the timetable and session scheduling requirements/necessities. Session schedules will be discussed and confirmed by your trainer/assessor.

Process to undertake:

A. Client request > B. Information gathering/solution > C. Client meeting > D. Feedback

Roleplay 1: Trainer/assessor assigned customer

Bed and Breakfast Owner: Avocado Sunset

A)
Avocado Sunset B&B is located on serene & tranquil Tamborine Mountain in the Gold Coast Hinterland. It offers luxury 4 Star Bed & Breakfast accommodation with natural and breathtaking views. They define themselves as “Island in the Sky” and pride in their warm and friendly hospitality that makes patrons truly welcomed.

The business wants to promote itself beyond Queensland and has approached HotelsRUs for information on listings and partnership opportunities. Continuing in your role as the Customer Liaison officer for HotelsRUs, provide the following information to the client and make a recommendation for appropriate HotelsRUs products/services.

B) Assume that you have received an enquiry from the client. Accordingly, prepare a proposal for your client, ahead of the client meeting based on the following information;

• A brief overview of HotelsRUs and description of services provided


• Key benefits in listing with HotelsRUs


• HotelsRUs commercial websites – and how bookings work


• Key strategic partners


• Online booking option through Tourism Exchange Australia


• Pricing options

The above information can be conceived as a sample/demo information in consultation with your Manger (trainer/assessor) for the purpose of this task. Any information used from external sources must be cited and acknowledged. Plagiarism should be availed as it is an academic misconduct.

The information gathering/preparation will need to be done in a specified time frame (assessment schedule and arrangement set by your trainer/assessor). Once you are ready, communicate with your Manager (trainer/assessor roleplay), and request for a customer meeting.

C) During a designated client meeting session;

1. Greet the customer (roleplay)


2. Engage in discussion and understand customer service needs and purpose


3. Provide an overview of HotelsRUs


4. Provide product information, including any other solutions that may be useful for the client


5. Explain pricing options (including any initial fees/charges)


6. Provide examples of other customer success stories


7. Highlight any relevant legislations and codes of ethics applicable to the service


8. Make a sales proposition including a Unique Sales Proposition


9. Discuss risks, if any, and contingency options


10. Close the sale/discussion and provide information on after-sales service

During the customer interaction, you will need to demonstrate active listening skills, and respond in the manner consistent with customer service standards (ref above). You will be observed for;

a) Effective roleplay and maintaining a customer-based approach

b) Positive body language

c) Tone/style of communication

d) Listening and communication skills (verbal and non-verbal)

e) Customer service skills

f) Sales skills

g) Relevance and strength of the sales pitch

h) Personal presentation (including personal hygiene)

D) Following the meeting, prepare a brief report and send your Manager (trainer/assessor roleplay), and request for feedback.

Roleplay 2: Trainer/assessor assigned customer

OZ Book – Accommodation Booking Website

A)
OZ Book is an online accommodation booking service for the Bellarine Peninsula, Geelong and Great Ocean Road in Victoria. OZ Book’s quality assurance comes from their first-hand experience; they have visited all the accommodation properties listed on their website in the Great Ocean Road region.

The company management wish to expand the booking service to blue mountains region and are looking for a partnership in NSW that can provide commission-based third-party listings for the target region. They have heard that HotelsRUs has the required market information/data and resources.

B) Assume that you have received an enquiry from the client. Accordingly, prepare a proposal for your client, ahead of the client meeting based on the following information;

• A brief overview of HotelsRUs and description of services provided


• HotelsRUs partnership model and key benefits for partners


• An overview of the Blue Mountains hospitality market (conduct a preliminary online research)


• Examples of some of the similar listings that HotelsRUs has


• Information on Australian Tourism Location Aware Search (ATLAS Web service)


• Partner pricing options

The above information can be conceived as a sample/demo information in consultation with your Manger (trainer/assessor) for the purpose of this task. Any information used from external sources must be cited and acknowledged. Plagiarism should be availed as it is an academic misconduct.

The information gathering/preparation will need to be done in a specified time frame (assessment schedule and arrangement set by your trainer/assessor). Once you are ready, communicate with your Manager (trainer/assessor roleplay), and request for a customer meeting.

Parts C and Part D:
Follow the process undertake in Roleplay 1 above.

After you have completed all the discussions and tasks, compile all the documents in three separate folders and handover to your trainer/assessor.

Assessment Criteria:

The following assessment criteria will be used for marking this assessment task. Ensure that you have addressed all the criteria in your work;

• Undertook the given task and effectively maintained the given role


• Completed the task in designated sessions as instructed


• Maintained an effective communication and consultation with the Manager (trainer/assessor roleplay) as needed at various stages of the task flow


• Researched and gathered the required product information prior to customer meeting


• Organised information for customer presentation purpose


• Completed all the information/data needed in each of the customer-based scenarios/tasks


• The information is relevant, realistic and sourced from HotelsRUs in a real-life context


• Demonstrated understanding of online listings and distribution model


• Was able to distinguish between listings and distribution


• Demonstrated understanding and knowledge of associated services such as ATLAS


• Organised and attended customer/customer sales meeting


• Appropriately prepared for the meeting and demonstrated real-life approach to presenting sales information or proposal to a customer


• Provided additional information and products that may be of benefit to the customer


• Provided pricing options, and worked out the best possible scenarios from the customer point of view


• Customer greeting, meeting and interaction reflect real-life practice and conduct


• Showed courtesy and acted in a manner reflective of workplace protocols


• Showed cultural sensitivity and ability to deal with culturally diverse audience


• Showed understanding and consideration for customer needs in all verbal and non-verbal communication


• Effectively maintained and followed organisational service standards


• Maintained a positive body language, tone, and personal approach


• Demonstrated effective listening skills


• Was able to address a range of customer enquiries and questions, including clarifications


• Researched and advised customer on the relevant legal and ethical (code) requirements from both organisational and customer perspectives


• Maintained high level of customer focus and professional presentation (including personal hygiene)
  


• Identified and listed sources of information (reference list)


• Solution/information is consistent with customer needs and sufficient for the purpose of the task


• Completed the process for each of the two customers

Parts of this assessment task will be assessed by observation. The relevant tasks/parts must be completed in the presence of an assessor for observation and marking as instructed.

Assessment Task 4:

Description:

This assessment task takes the role and work (customer service) completed in Assessment Task 3.

Complaints are an important way for the management of an organisation to be accountable to its customers (internal and external), as well as providing valuable prompts to review service performance and the conduct of people that work within it.

This assessment task is scenario-based and assumes that three of the clients were not completely satisfied with the service provided. The following scenarios are provided for this task. Correspondences with Katy are sent to your trainer/assessor under the roleplay. People/names provided in the scenarios are for sample purpose only and the trainer/assessor may assigned appropriate roleplay partners based on student availability in the class. The task is not gender specific.

Complete the required task for EACH of the following scenarios separately.

Scenario 1: Roleplay 1

Katy Perry works as an Information Officer at DataRUs and her job involves analysis of client and industry data across different states and region in order for DataRUs to identify and approach potential clients for both listings and distribution. Assessing market potential for specific sectors (e.g. accommodation, events, food and drinks etc.) enables the company tailor its product to the needs of specific regional centres.

Katy is currently working on developing a market profile of Tasmania, in particular, Western Tasmania and had requested a range of information from the Information Officer at HotelsRUs.

However, on receipt of data, Katy realised that the information and data requested was provided as PDFs whereas the request was for Excel spreadsheet. The information was also delayed and reached Katy only after she sent a reminder. No response to the reminder was received. Katy was, as such, not able to extract the required data and her project was impeded. Katy has lodged a formal compliant with the Manager (trainer/assessor roleplay), expressing that the service standards not met in her service.

The Manager has forwarded the complaint to the Customer Liaison Office (you) to investigate and resolve.

Scenario 2: Roleplay 2

Sam Neil works as a General Manager at Conquest Service Apartments, with over 1000 fully furnished apartments located across four key locations in the capital cities. A month ago, Simon had sent a representative over at HotelsRUs to initiate a partnership conversation.

After due deliberations, Conquest’s directors had agreed to partner with HotelsRUs provided that HotelsRUs categories them as an “Exclusive” partner in two of the locations, not promoting any other serviced apartment facility. A subsequent contract was signed with HotelsRUs.

However, on a random review, Conquest found that not only their properties were not listed as premium or “preferred” properties, there was apparently one more property that was being advertised on HotelsRUs website in Sydney, NSW. On enquiry, HotelsRUs representative clarified that the third-party presence on the website was only an “advertisement” and HotelsRUs was not actually in contract with them or promoting their peoperty.

Yet, Sam has lodged a formal compliant with the Manager (trainer/assessor roleplay), expressing that the service standards not met in executing the contract. The Manager has forwarded the complaint to the Customer Liaison Office (you) to investigate and resolve.

Scenario 3: Roleplay 3

HotelsRUs collects and uses client feedback and satisfaction data for continuous improvement. The system is in place to obtain feedback from clients as soon as their stay/journey is completed. In addition, a survey system is also in place to obtain continuous feedback on service quality from people who contact HotelsRUs for information or access its services.

Pooja Batra works as the Customer Service Officer at HotelsRUs. Part of her responsibilities include collection and analysis of customer feedback.

Latetly, Pooja has been concerned as there has been a number of complaints from clients who have tried to make direct bookings from company’s website. On many occasions, clients had tried to book two adjoining rooms at partners hotels. However, on arrival, their rooms were allocated on the availability basis, and often resulted in both the rooms being allocated separately. As a result, the families were not able to stay together, and in some instances had to spend additional money to upgrade the rooms at the hotels to avail adjoining rooms. This was impacting company’s motto of providing a unique and tailored experience to its clients.

Pooja has lodged a formal compliant with the Manager (trainer/assessor roleplay), expressing that the service standards not met in client service. The Manager has forwarded the complaint to the Customer Liaison Office (you) to investigate and resolve.

Task:

Company’s policy has been developed based on AS/NZS quality standards. The policy states that;

1. Complaint framework: AS/NZS Complaint Management Standard (Document provided


2. All complaints must be attended to resolved within 3 working days


3. Any breach of service standards must be referred to


4. Strategies for improvement must be suggested


5. Customers/complainant must be notified in writing of the outcome

A sample AS/NZS document is provided separately for your information.

For the purpose of this task, in your roleplay as the Customer Liaison Officer, you will need to conduct meetings with all three complainants.

Your Manager (trainer/assessor) will arrange the meetings in the prescribed sessions. Accordingly, review customer complaint and complete the following tasks for EACH instance of complaint (3);

1. Identify the nature and scope of complaint


2. Arrange and conduct a meeting


3. Take note of the complaint (also refer to the scenarios provided)


4. Outline/explain the complaint resolution process based on the quality standard/framework (AUS/NZ quality standard as a guide)


5. Assuming that the complaint was valid, provide an explanation of the error/lapse


6. Offer remedial measures and solutions
   


7. Advise the complainant that a written response will be provided


8. Develop a resolution including compensations


9. Write a brief report to your Manager (trainer/assessor roleplay) explaining the complaint and the remedies suggested, including strategies for avoiding such mistakes in the future


10. On response from the Manager, write an official letter to the complainant (roleplay – letter submitted to trainer/assessor on behalf) acknowledging the mistakes and advise the solutions

All records of interaction must be maintained, including print copies of the emails.

Assessment Criteria:

The following assessment criteria will be used for marking this assessment task. Ensure that you have addressed all the criteria in your work;

• Undertook the given task and effectively maintained the given role


• Completed the task in designated sessions as instructed


• Undertook and completed three (3) separate instances of customer complaints


• Analysed and resolved the complaints based on a complaint management quality framework


• Maintained an effective communication and consultation with the Manager (trainer/assessor roleplay) as needed at various stages of the task flow


• Greetings, meeting and interaction reflect real-life practice and conduct


• Showed courtesy and acted in a manner reflective of workplace protocols


• Showed cultural sensitivity and ability to deal with culturally diverse audience


• Showed understanding and consideration for circumstances surrounding the complaints in all verbal and non-verbal communication


• Effectively maintained and followed organisational service standards


• Maintained a positive body language, tone, and personal approach


• Demonstrated effective listening skills


• Assisted the customers (3 roleplays) in clarifying/communicating information


• Took notes and gathered enough information for service purpose


• Analysed the complaint and ascertained the scope of error and service failure


• Developed a brief report/explanation for the Manager (trainer/assessor roleplay) the nature, extent, and impact of error


• Suggested remedies and solutions for customer satisfaction, including appropriate compensations


• Suggested solutions for improvements and best practice in the given situation


• Suggested solutions are realistic and appropriate in a similar real-life scenario


• Drafted a letter to the customer explaining the complaint handling and suggested resolutions


• Prepared and maintained appropriate documentation covering all aspects of complaint
  


• The documents show a procedure from the point of receiving a customer complaint to complaint resolution and feedback to the customer

Submission Guidelines

Submit (Separately for each client);

• Copies of all correspondences


• Report to the Manager
  


• Copy of the letter to the client

Electronic versions of the assessment task and email/electronic submission arrangements are at further discretion of the trainer/assessor.

7. Academic Policies and Processes

Students with Special Needs

If leaners/learners have any special needs (e.g. physical disability, learning difficulty) regarding assessment, they should be directed to discuss these with the Course Coordinator. The college will endeavour to make all possible and reasonable adjustments to any aspect of assessment in order to address those needs. Some examples of additional support could include:

§ Language, literacy and numeracy (LLN)

§ Assistive technology

§ Additional materials or tutorials

§ Assistance in using technology for online delivery components.

Reasonable adjustment

Reasonable adjustment refers to any modification made to the learning environment, certification requirements, training delivery or assessment method to help learners with a disability access and participate in education and training on the same basis as those without disability (IBSA, 2015).

The Disability Standards for Education 2005 were formed under the Disability Discrimination Act 1992. They clarify the obligations of training providers to ensure that learners who have a disability are able to access and participate in education and training on the same basis as those without disability.

Some examples of reasonable adjustments could include:

§ Personal support services, e.g. a reader, Auslan interpreter, a scribe

§ assistive technology or special equipment, e.g. screen readers, magnifiers, alternative keyboards

§ modifying the presentation method, e.g. visual, oral, print, electronic

§ adjustments to timeframes, e.g. providing materials prior to class, extended time limits

§ adjustment of the physical environment, e.g. specific furniture, arrangement of classroom.

The determination of “reasonableness” requires judgement that must take into account the impact on the RTO and the need to maintain the integrity of the qualification. While reasonable adjustments can be made to the ways in which evidence of performance is gathered and demonstrated, the criteria for making Competent/Not Yet Competent decisions (and/or awarding grades) should not be altered in any way. That is to say, the standards expected should be the same irrespective of the group and/or individual being assessed (Disability Standards for Education 2005).

Recognition of Prior Learning (RPL) and Credit Transfers

Learners may apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required skills and knowledge in the specific areas of competency through work/industry experience and/or completed eligible assessments in equivalent or higher qualification.

Appropriate credit transfer may be granted to eligible learners against each unit of competency on evidence to successful completion of the same unit in an equivalent or higher nationally endorsed qualification. Credit transfer learners will finish the course in a shorter duration and are advised to consult appropriate authorities/bodies for applicable criteria if planning further study or stay in Australia.

Applicants who have completed formal training or who have relevant and current work or life experience and consider they are able to meet the unit purpose may seek recognition.

The college acknowledges skills and knowledge obtained through:

• Formal training (conducted by industry or educational institutions in Australia or overseas)


• Work experience


• Life experience

The main focus is on the learning outcomes of these experiences, not on how, when or where the learning occurred.

To be granted RPL, applicants will be asked to:

1. Present evidence of their achievement;

and/or

2. Undertake a challenge test;

and/or

3. Attend an interview with specialist staff.

This evidence will be validated through either satisfactory supporting documentation of support from a recognised industry or workplace representative or challenge testing

Academic Policies and Procedures

Applicable policies and procedure related to this course including plagiarism, assessments, appeals and complaints, can be found with the course coordinator as well as in the “Policies and Procedures” section of the college’s website.

Assignment Cover Sheet

Note:
Plagiarism/Cheating is a serious offence. If a student is found plagiarising/cheating, it may result in a penalty of suspension/cancellation of student’s enrolment. In submitting their work, students must be aware of college’s Plagiarism and Academic Misconduct Policy available in student handbook, college’s website and student administration.

Declaration of Originality:

By submitting this assignment for assessment, I acknowledge and agree that:

§ This assessment task/work is submitted in accordance with the college’s
Plagiarism and Academic Misconduct Policy. I also understand the serious nature of academic dishonesty (such as plagiarism) and the penalties attached to being found guilty of committing such offence

§ No part of this assessment task/work has been copied from any other source without acknowledgement of the source

§ No part of this assessment task/work has been written by any other person, except to the extent of team and/or group work as defined in the unit/assessment task

§ A copy of the original assessment task/work is retained by me and that I may be required to submit the original assignment to the trainer/assessor upon request

§ The trainer/assessor may, for the purpose of assessing this assessment task/work:

o Provide a copy of this assignment to another member of the faculty for review and feedback; and/or

o Submit a copy of this assignment to a plagiarism checking service. I acknowledge that a plagiarism checking service provider may then retain a copy of this assessment task/work on its database for the purpose of future plagiarism checking

Late submission:
Late submission without a prior approval of the trainer/assessor will not be accepted and may delay the assessment outcome. You may also need to resubmit work as per college’s
Reassessment Policy.

I declare that this assessment is my own work.

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