CPW 2 BSBCUS402_WLI Student Assessment

 

Student Assessment Pack

Ensure this cover sheet is attached to your work.

 

Student and Trainer/Assessor Details

Student ID
Student name
Contact number
Email address
Trainer/Assessor name

Course and Unit Details

Course name	Professional Year Program – CPW2
Unit code and	Workplace Communications (BSBCUS402 Address Customer Needs)
Due Date		Submission Date

 

 

 

 

Student Declaration: •        I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice; •        I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack; •        For the purposes of assessment, I give the trainer/assessor of this assessment the permission to: o   Reproduce this assessment and provide a copy to another member of staff; and o   Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking).   Student signature:   ________________________________              Date:  ____/_____/______________

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

THIS PAGE IS INTENTIONALLY BLANK

 

 

ASSESSMENT DETAILS AND RESULTS SHEET   Purpose: This sheet enables assessors to determine a student’s competency for each unit based on all assessment tasks submitted.  It also provides evidence to ACS that the student has been assessed appropriately, after the student’s assessment is destroyed after the mandatory 6 months retention period.  Under the Public Records Act, this sheet must be retained for 7 years. Instructions: Assessor: Record the outcome of each assessment task on this sheet.  Once all assessments have been finalised, determine the student’s competency for the unit based on all assessment tasks. Record the unit outcome below, sign and date then forward this form together with all assessment to the Training Manager according to the assessment submission schedule. Please refer to assessment overview for more information. Administration Team: Record the Unit Outcome in the student management system (SMS). Ensure the date assessed matches the end date for the unit in SMS. Scan this sheet in the student’s electronic record, then save the assessment bundle in the student’s file.
Unit Name:	Workplace Communications (BSBCUS402 Address Customer Needs)	Sufficient evidence recorded/Outcome S – Satisfactory NS – Not Satisfactory
Evidence recorded	Unit Assessment Task 1	□ S / □ NS (First Attempt) □ S / □ NS (Second Attempt)
Evidence recorded	Unit Assessment Task 2	□ S / □ NS (First Attempt) □ S / □ NS (Second Attempt)
Evidence recorded	Unit Assessment Task 3	□ S / □ NS (First Attempt) □ S / □ NS (Second Attempt)
Evidence recorded	Unit Assessment Task 4	□ S / □ NS (First Attempt) □ S / □ NS (Second Attempt)
Evidence recorded	Unit Assessment Task 5	□ S / □ NS (First Attempt) □ S / □ NS (Second Attempt)
Evidence recorded	Unit Assessment Task 6	□ S / □ NS (First Attempt) □ S / □ NS (Second Attempt)
Evidence recorded	Unit Assessment Task 7	□ S / □ NS (First Attempt) □ S / □ NS (Second Attempt)
Evidence recorded	Unit Assessment Task 8	□ S / □ NS (First Attempt) □ S / □ NS (Second Attempt)
Evidence recorded	Unit Assessment Task 9	□ S / □ NS (First Attempt) □ S / □ NS (Second Attempt)
Evidence recorded	Unit Assessment Task 10	□ S / □ NS (First Attempt) □ S / □ NS (Second Attempt)
Evidence recorded	Unit Assessment Task 11	□ S / □ NS (First Attempt) □ S / □ NS (Second Attempt)
Evidence recorded	Unit Assessment Task 12	□ S / □ NS (First Attempt) □ S / □ NS (Second Attempt)
Evidence recorded	Unit Assessment Task 13	□ S / □ NS (First Attempt) □ S / □ NS (Second Attempt)
Evidence recorded	Unit Assessment Task 14	□ S / □ NS (First Attempt) □ S / □ NS (Second Attempt)

Unit Outcome	□ Competent □Result not available	FINAL UNIT OUTCOME
		□ Competent □Not Yet Competent
Comments
Assessor’s Name (Print)
Assessor Signature
Date Assessed

 

DATA ENTRY (Entered onto TEAMS)

□ Competent (change result to Competent and enter date assessed) □Result not available (do not change result, record submission in notes field) Date:                    Initials:

□ Competent (change result to Competent and enter date assessed) □Not Yet Competent (change result to NYC and enter date assessed) Date:                       Initials:

 

Assessment Overview

Unit Description and Application

This unit describes the skills and knowledge required to manage an ongoing relationship with a customer over a period of time. This includes helping customers articulate their needs and managing networks to ensure customer needs are addressed.

 

It applies to individuals who are expected to have detailed product knowledge in order to recommend customised solutions. In this role, individuals would be expected to apply organisational procedures and be aware of, and apply as appropriate, broader factors involving ethics, industry practice and relevant government policies and regulations.

 

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

 

Pre- Requisites

Not applicable

 

Co- Requisites

Not applicable

 

Relevant Legislation

• Australian Human Rights Commission Act 1986
• Age Discrimination Act 2004
• Disability Discrimination Act 1992
• Racial Discrimination Act 1975
• Sex Discrimination Act 1984
• The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
• Occupational Health and Safety Act 2004 – Applicable in Victoria
• Work Health and Safety Act 2011

 

Key competencies

The key competencies you will develop and be assessed against in this unit are:

·         Assist customer to articulate needs

·         Satisfy complex customer needs

·         Manage networks to ensure customer needs are addressed

 

Performance evidence

Evidence of the ability to:

·         communicate effectively with customers including

·         helping customers to articulate their needs and evaluate options

·         explaining products/services and how they match customer needs

·         establishing regular communication

·         explaining customer rights and responsibilities

·         address customer s needs

·         use organisational procedures to document customer satisfaction

·         develop and maintain networks to support meeting customer needs

·         identify potential difficulties in meeting customer needs and taking appropriate action.

 

Knowledge evidence
Students must develop knowledge of the following areas to successfully complete this unit.

·         explain organisational procedures and standards for establishing and maintaining customer service relationships

·         describe informed consent

·         explain consumer rights and responsibilities

·         describe ways to establish effective regular communication with customers

·         outline details of products or services including with reference to:

·         possible alternative products and services

·         variations within a limited product and service range.

·         Assessment Conditions

 

Assessment Submission Guidelines

·         All assessments must be submitted by the due date specified by the Trainer/Assessor on the WLI Learning Management System (Moodle). To log in to WLI Moodle visit https://WLI.learnbook.com.au/login/learnbooklogin.php.

·         When submitting assessments students agree that it is their own work, except where acknowledged, and has not been submitted for academic credit elsewhere.

 

If you miss an Assessment Deadline:
If you miss a scheduled assessment you are required to provide proof of legitimate absence within three (3) working days after the official due date.

·         Proof must be provided to the Student Services Department and may be required to complete an assessment extension application form.

·         If the proof is not provided within the time period, then the student will receive a ‘Not Yet Competent (NYC)’ outcome.

·         No supplementary assessments will be scheduled without proof of legitimate absence.

·         If the proof of legitimate absence is rejected, the student can appeal to the Academic department.

·         For more information, please refer to the student handbook. 

 

Re-submission

Students are permitted 2 attempts for each assessment task.  If you are deemed Not Yet Competent (NYC) for the unit, you must re-enrol and pay the required tuition fees for the unit.

 

Assessment Task and Unit Outcome

All individual assessment tasks are marked as either Satisfactory (S) or Not Satisfactory (NS). 
Once all individual assessment tasks are marked Satisfactory (S) for a unit, the student can be deemed Competent (C).

If the student does not achieve Satisfactory (S) results for all individual assessment tasks for a unit, they will be deemed Not Yet Competent (NYC).

 

Reasonable Adjustment

At the Trainer/Assessors discretion reasonable adjustment, also known as reasonable accommodation, may be applied. This means that 'reasonable' adjustments may be made wherever possible; to meet the needs of a student with disability or with other learning needs.  If you require more details about reasonable adjustment, please refer to the student handbook.

 

Learning support

If you require further assistance in your learning, WLI encourages you to reach out to your Trainer to discuss the areas that you believe you need further assistance with. If you require further support after consulting your trainer, please see a Student Services Officer who can arrange a time to discuss your concerns with the Academic department.

 

Plagiarism Policy

All student work must be written in their own words, except where acknowledged through quotations and referencing. Plagiarism is a serious offence;The William light Institute may impose severe penalties on students who plagiarise.

For more information on Plagiarism and Cheating, visit WLI’s policy and procedures on the website. http://www.wli.edu.au/.

 

Appeals

If you are not satisfied with the decision made by a member of WLI staff, you can appeal that decision. For more information on Complaints and Appeals please see the Appeals policy and procedures on the WLI website. http://www.wli.edu.au/.

 

Course Credits

If you have been deemed competent in this unit as part of a prior qualification, you may eligible for credit transfer. For more information on course credits please see the Course Credits policy and procedures on the WLI website.  http://www.wli.edu.au/.

 

RPL

If you believe you have sufficient experience and knowledge in this area of study, you may be eligible for Recognition of Prior Learning (RPL). For more information on applying for RPL please see the Recognition of Prior Learning (RPL) policy and procedure on the WLI website.  http://www.wli.edu.au/.

 

Feedback to student

Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to justify to students how their competency was assessed, as well as to identify and reward specific qualities in their work, to recommend aspects needing improvement, and to guide students on what steps to take.

 

Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At its best, feedback should:

•           Be provided for each Unit Assessment Task (UAT)

•           Guide students to adapt and adjust their learning strategies

•           Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning needs

•           Be a pivotal feature of learning and assessment design, not an add-on ritual

•           Focus on course and unit learning outcomes

•           Guide students to become independent and self-reflective learners and their own critics

•           Acknowledge the developmental nature of learning

 

If students have not received proper feedback, they must speak to PYP department/administration department in the WLI/person responsible for looking after the PYP department/administration of the WLI.

 

For more information, please refer to the WLI Student Handbook.

 

Question 1:
Task 1: Role play With a colleague summarise your activities from last weekend.  Your colleague to assess your statement on the basis of KISS or Kill. Don’t use ‘fillers’ Drop the ‘umm’s and ahh’s and ‘I guesses’
I had performed this role play with my colleague regarding the meeting that is to be conducted for the next project. The statement I have proposed is that to conduct the meeting in the mid of the week in order to invite most of the team members. I proposed this because the project is important for the organization and hence presence of all team members is necessary. My colleague has accepted (KISS) my statement since it has some valid reasons. He had discussed his point of view which is the timing should be on morning and I too had the same views on it. Third party or facilitator comments: The conversion between the two has been good and the important thing regarding the meeting like the date and the time has been discussed. This is a useful conversation between the both.
Signature:	Observation Date:

 

Question 2:
Task 2: Role play Develop a short conversation starter about your experience in the professional year so far. Try to maximise the number of branching topics that are generated from this conversation. Share our conversation with a colleague and progress down a new topic branch.
Person: What are your experiences and how many years of experience do you hold? Myself: I have 10 years of experience in the field of Business analysis as a Business analyst. Person:What will you be dealing with as a business analyst? Myself:I will deal with the project at the earlier stages. I will analyze the requirements of the project, the way the project could be viewed and achieved. Person: That’s great.   We had a conversation regarding the experience as a business analyst. I had discussed I work on business analysis for project requirements, project view and some other stuffs. I had failed to discuss the role of mine and its importance in the project.   Third party or facilitator comments: As discussed with the colleague, the role and the responsibilities are failed to be delivered. This is essential in understanding about the experience and the skills.
Signature:	Observation Date:

 

 

Question 3:
Task 3: Role play Develop 2 conversation statements. Share them with a colleague and have a conversation based on branching topic opportunities then reverse roles.
I had the discussion with my colleague, Two different conversation statement was made; 1.       Business analytic view 2.       Project development in organization We had two different conversations between us, the business analytic view topic helped us to go through the data driven process held in the business through both practical and theory. We had conversation in the analytics field and how to apply the insights from the data driven to future. The other topic was project development, we had the conversation in developing the project and to find the real world issues and make a solution towards it.   Third party or facilitator comments: The conversation statement helped in developing the theory based data and to get more ideas in the branching opportunities.
Signature:	Observation Date:

 

 

Question 4:
Task 4: Role play Discuss with your colleague a humorous situation that occurred during your studies and identify the branching topics it creates. Reverse roles
I have discussed this task with my colleague, During our study hours we were having the formal talking and in middle I have started to share my humorous situation that occurred during my working times and my colleague too discussed the related situation of humorous that held during his workplace. I shared my humorous situation to my colleague, in a restaurant I went for eating but due to non-understandable language I had the non-vegetarian which will not be accepted in my home.  The branching topic found was, ·         Issues in understanding of second language ·         Mother tongue problems   Third party or facilitator comments: Due to second language the talking and understanding goes wrong.
Signature:	Observation Date:

 

 

Question 5:
Task 5: Role play In small groups introduce yourselves and start an informal conversation using the improvement techniques we have discussed. Maximise the number of branching topics you create. Review your performance and identify how you can improve
This task was initiated in the smaller groups and begins with introduction of each and later conversation in informal ways. Over this task we have induced the improvement techniques from the discussion which could improve our conversation between the teams. After the introduction of each and informal conversation we gave the feedback to each others about others for growing the conversation skills. I gave introduction and gave some points regarding the informal conversation and for my points my colleagues gave the feedback for me to improve or to hold my eye contact towards other person. Some of the activities were discussed to improve our skills and to change the mistakes.   Third party or facilitator comments: The role play was discussed and used the improvement techniques for conversation improvement between the teams and discussion and it helped to identify the performance of each and improvement was done regarding the conversation.
Signature:	Observation Date:

 

 

Question 6:
Task 6: Role play Students to practice greetings and introductions (a) one on one and (b) with one known and one new colleague.  Student assessment panels to provide feedback. All students to undertake greeting and assessment roles.
a) The one on one known greeting may be informal and will be like the following: Myself: Hi. How are you doing? A: Hi. I am doing well and how are you?   b) The greeting for one new colleague will be like: Myself: Hi. Good morning. I’m XXX. May I know your good name? B: Hi XXX, I am YYY. Myself: That’s great. How are you doing? B: Fine. Thanks.   Third party or facilitator comments: The conversation between the two was good. The greetings looks very attractive and will be good enough for any formal meeting. The style of speech is also good.
Signature:	Observation Date:

 

Question 7:
Task 7: Role play In small groups’ role play non-verbal communication using as many of the bellow mentioned techniques. Remainder to guess the content of the conversation. All students to participate in both roles.Techniques to use: ·         Facial expression ·         Gestures ·         paralinguistics (voice pitch loudness tone) ·         body language ·         proxemics (personal space) ·         eye gaze ·         haptic (tough) ·         appearance
The conversation is related to the group discussion debate; here the non-verbal communication is highly important. This action shows the agreement and disagreement to the points. Not only the words would make the agreement to points agree and disagree the use of these techniques or non-verbal communication expressions will demonstrate the power to the useful points. The pitch of tones and loudness will respond for the others points. During the conversation these expressions are highly important that would make the conversation with effective results.       Third party or facilitator comments: these actions and communication is emerged to make the session very effective and to point out the important point in the conversation.
Signature:	Observation Date:

 

 

Question 8:
Task 8: Role play In pairs using your phone pretend to be a customer and a services officer. The customer pretends to have a specific IT query that needs to be addressed. On completion reverse roles and use a different issue. On completion evaluate each other’s performance.
Third party or facilitator comments:
Signature:	Observation Date:

 

Question 9:
Task 9: Report List key pieces of information that should be held on each customer. Submit your responses to facilitator.Your response should not exceed 150 words.
Some of the key pieces of information that should be collected from each customers such that, to track the net promoter score which means to recommend some of the products to colleague and to use those data for calculating the net promoter score. To keep all the contact information records updated, in the organization maintaining the customer’s database records is essential. The other is to collect user experience data from the organization, through collection of the experience data the organization can still be improved on its performance. Those experience collected data can be utilized for feature collection for particular functions. To make analyze in the buying behaviors, the best practices for growing the business is to understand the buyers purchase process. When these are analyzed and initiated the organization can easily find the needs of each customer from their perspectives.

Question 10:
Task 10: Role play and report Pretend that you are looking for a new smartphone. Approach two different providers and ask about the options available. Keep a log to record your interaction. Using the good customer service practice list for each practice assess each provider on the basis of either poor; adequate; good or; excellent service. Include a column for comments to justify your assessment. Using your phone contact two different providers and ask for the same information and assess them on the same basis. Your response should not exceed 100 words. Submit your results to the facilitator.
·         Role play
Third party or facilitator comments:
Signature:	Observation Date:
·         Self-reflection during role play

 

Question 11:
Task 11: Role play and report Role play one of the following in pairs: ·         An angry customer whose WiFi network appears to be down and you are the help desk officer. ·         A frustrated new staff member who has an apple background and your system is pc. ·         A confused customer who wants to know which cyber security software to purchase but is not technically savvy. ·         Your boss, her boss and his boss have come into your cubicle to complain about internet speed and the big boss is apparently getting lots of spam. None of them are technically savvy. You have the responsibility for the system on completion reverse roles. Finally do an assessment of your performance and send to the facilitator. Your response should not exceed 100 words. Submit your results to the facilitator.
·         Role play
Third party or facilitator comments:
Signature:	Observation Date:
·         Self-reflection during role play

 

Question 12:
Task 12: Report Pretend you are working as a team leader for front end in a supermarket. At busy night on Friday one frustrated customer complained about one expired product located in the shelf. This customer is a regular customer of the supermarket and needs that product urgently. Being as a team leader for front end your duty is to satisfy this customer need, write not more than 200 words, how you would deal with this situation to satisfy this customer need? Your response should cover the following points: ·         Appropriate greetings and gestures ·         Making and receiving complaints ·         Questioning and restarting ·         Identify and communicate rights and responsibilities of customers ·         Determine and priorities preferred actions ·         Explain possibilities for meeting customer needs ·         Explain and match available services and products to customer needs ·         Assist customers to evaluate services and/or product options to satisfy their needs
.

 

                      

Question 13:
Task 13: Field work You are require to visit at least 5 coffee shops and ask the managers or coffee makersor employees about their experience dealing with day today complaints. After this field study you are require to write a short analyses based on the following criteria. ·      Identify how complaints differ depending on culture. ·      If the customer needs were fully explored, Understood and agreed in all situations. ·      If there was a full match and available services and products to customer needs   Submit your responses to facilitator. Your response should not exceed 150 words.

 

Question 14:
Task 14: Role play Kindly repeat the same role listed in task 8. In pairs using your phone pretend to be a customer and a services officer. The customer pretends to have a specific IT query that needs to be addressed. On completion reverse roles and use a different issue. On completion evaluate each other’s performance. This role play need to be focussed on the following points: ·         Explain and match available services and products to customer needs. ·         Explain possibilities for meeting customer needs ·         Establish effective regular communications with  customers
Third party or facilitator comments:
Signature:	Observation Date:

                      

 

Performance criteria checked by the facilitator

Student name:

Facilitator name:

 

Performance criteria	Competent	Not Yet Competent
Making and receiving complaints (including how to disagree with customers in a polite and friendly manner)
Demonstrate culturally appropriate greetings and gestures used in customer service
Practice natural language for building rapport with internal and external clients, as well as team members (including slang, small talk and humour)
Check and clarify meaning in conversations with customers, clients and team members using skills such as questioning and restarting
Identify how complaints differ depending on culture
Identify Australian body language and the benefits of using appropriate body language when building rapport
Identify the ways Australians develop friendships in the workplace (including social events) Practice ways of building empathy with emotional customers
Revise telephone language (including polite introductions and endings, referring calls)
Use of intonation on the telephone, when asking questions and when building rapport
Respond appropriately to clients’ needs over the phone
BSBCUS402
Ensure customer needs are fully explored,  understood and agreed
Explain and match available services and products to customer needs
Identify and communicate rights and responsibilities of customers
Explain possibilities for meeting customer needs
Assist customers to evaluate services and/or product options to satisfy their needs
Determine and prioritise preferred actions
Identify potential areas of difficulty in customer service delivery and take appropriate actions in a positive manner
Establish effective regular communications with customers
Establish, maintain and expand relevant networks to ensure appropriate referral of customers to products and services from within and outside the organisation
Ensure procedures are in place such that decisions about targeting of customer service  are based on up-to-date information about the  customer and the products and services  available
Ensure procedures are put in place to ensure that referrals are based on the matching of assessment of customer needs and availability  of products and services
Maintain records of customer interaction in accordance with organizational procedures
Facilitator’s Signature:	Date: