BSBCUS501C

Manage quality customer service

Assessment Booklet
 Copyright 2011
GP Links Wide Bay trading as
Health Industry Training
PO Box 702
HERVEY BAY 4655

Version 3: June 2013

 ASSESSMENT COVER SHEET

Unit Code: BSBCUS501C Unit Title: Manage quality customer service

Trainer Comments:

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Student Name: ___________________________________________ Student No.: ___________________

Date Due: _____ / _____ / _____ Date Submitted: _____ / _____ / _____

Student Declaration:

I declare that I understand how assessment will take place for this unit. I also understand that work completed
towards this assessment must be verifiably my own.

__________________________________ _____________________________________ ______________

Student Name Student signature Date

Trainer Sign-off:

I declare the above named student was assessed by me for the above mentioned unit

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Trainer Name Trainer signature Date
 BSBCUS501C Manage quality customer service
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ASSESSMENT INFORMATION
Competency based assessment

The standards used to determine competency in different industry sectors are developed in conjunction with
the relevant Industry Training Advisory Board (ITAB). These standards are endorsed by government in the
form of specific industry national training packages.

Assessment in a competency based course determines when competency has been achieved. To be
assessed as competent a student must provide evidence that demonstrates they can perform the necessary
skills and performances required including employability skills. To be competent a student is required to
consistently demonstrate the skills, knowledge and performance criteria that are necessary to confidently
complete the work tasks in a normal range of workplace conditions.

The trainer/assessor is responsible for ensuring the evidence gathered by a student is:

Authentic (verifiable the students own work)

Valid (evidence is relevant to the unit of competency)
Reliable (the student consistently meets the requirements of the unit of competency)
Current (reflects the students current capacity to perform the tasks); and
Sufficient (covers all the elements in the unit of competency and addresses the dimensions of competency)

Dimensions of assessment

The dimensions of competency relate to all aspects of work performance and include:

Task skills: The student must perform the individual skills required to complete a
work activity to the required standards.

Task management skills: The student must manage a number of different tasks to complete a
whole work activity.

Contingency management skills: The student must use their problem-solving skills to resolve issues that
arise when performing a work activity.

Job/role environment skills: The student must perform effectively in the workplace when undertaking
a work activity by working well with all stakeholders and following
workplace policies and procedures.

Access and equity

All workers in the health and community services should be aware of access, equity and human rights issues
in relation to their own area of work. They should develop their ability to work in a culturally diverse
environment.

Trainers and assessors must take into account relevant access and equity issues including the concept of
social inclusion which ensures equitable access to services, to connect with others and to protect an
individuals right to be heard.

Trainers and assessors must ensure the assessment process:

is valid, reliable, flexible and fair

is basis of sufficient evidence
is one which offers valid, authentic and current evidence
includes workplace requirements in a normal range of workplace conditions

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UNIT INFORMATION

Unit code BSBCUS501C

Unit title Manage quality customer service

Unit descriptor This unit describes the performance outcomes, skills and knowledge required to
develop strategies to manage organisational systems that ensure products and
services are delivered and maintained to standards agreed by the organisation.

No licensing, legislative, regulatory or certification requirements apply to this unit

at the time of endorsement.

Employability skills This unit contains employability skills including communication, teamwork,
problem solving, initiative and enterprise, planning and organising, self
management, learning and technology

Application of the unit Many managers are involved in ensuring that products and services are delivered
and maintained to standards agreed by the organisation. These managers may
have staff involved in delivering customer service and are responsible for the
quality of their work. In many instances the work will occur within the
organisation's policies and procedures framework

At this level, the exercise of considerable discretion and judgement, using a range
of problem solving and decision making strategies, will be required

Unit sector or None specified

competency field

Pre-requisite, None specified

co-requisite or
interdependent
assessment of units

Context of and specific Assessment must ensure:

resources for Access to appropriate documentation and resources normally used in the
assessment workplace.

Method of assessment Assessment may include observation, questioning and evidence gathered
from the workplace or simulated environment

Critical aspects for Evidence of the following is essential:

assessment
plans, policies or procedures for delivering quality customer service
demonstrated techniques in solving complex customer complaints and
system problems that lead to poor customer service
knowledge of techniques for solving complaints

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Required skills and Required knowledge:

knowledge
techniques for solving complaints including the principles and techniques
involved in the management and organisation of:
- customer behaviour
- customer needs research
- customer relations
- ongoing product and/or service quality
- problem identification and resolution
- quality customer service delivery
- record keeping and management methods
- strategies for monitoring, managing and introducing ways to improve
customer service relationships
- strategies to obtain customer feedback
Required skills:
communication, coaching and mentoring skills to provide support to colleagues
problem-solving skills to deal with complex and non-routine difficulties

Element Performance Criteria

1. Plan to meet 1.1 Investigate, identify, assess, and include the needs of customers in planning
internal and processes
external customer
requirements 1.2 Ensure plans achieve the quality, time and cost specifications agreed with
customers

2. Ensure delivery of 2.1 Deliver products and/or services to customer specifications within
quality products organisation's business plan
and/or services
2.2 Monitor team performance to consistently meet the organisation's quality and
delivery standards

2.3 Assist colleagues to overcome difficulty in meeting customer service

standards

3. Monitor, adjust and 3.1 Develop and use strategies to monitor progress in achieving product and/or
review customer service targets and standards
service
3.2 Develop and use strategies to obtain customer feedback to improve the
provision of products and/or services

3.3 Develop, procure and use resources effectively to provide quality products
and/or services to customers

3.4 Make decisions to overcome problems and to adapt customer services,

products and/or service delivery in consultation with appropriate individuals
and groups

3.5 Manage records, reports and recommendations within the organisation's

systems and processes

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ASSESSMENT TOOLS

Assessment is conducted throughout the course using different assessment tools including written/oral
assessment, projects, observation, third party reports, simulation/case studies and portfolios. Both skills and
knowledge are assessed in line with the requirements of the Australian Quality Training Framework (AQTF)
and the training package.

Health Industry Training will use different methods of assessment to ensure sufficient evidence can be
gathered to demonstrate a student can perform a task against the specified criteria. Assessment methods
can include:

Questioning: questions asked orally or in a written format. Written questioning is widely used in
competency based assessment to assess a students understanding and knowledge of the task they are
performing.

Projects: are used for relevant units that require students to demonstrate a high level of research and
analytical skills.

Observation: practical demonstration of real work or simulation by the trainer

Third party reports: confirmation of consistent performance by the student to meet key performance
indicators over time and a range of contexts.

Simulation/Case-study: simulation of the workplace to gauge competency. Demonstrated performance

knowledge against a define case study or scenario.

Portfolio: collection of individual pieces of evidence to demonstrate work outputs by the student.
Evidence can be gathered from day to day work, certificated learning and other activities such as past
achievements.

Other assessment activities determined by the trainer could include a range of assessment tools appropriate
for this unit to demonstrate competencies which sufficiently address:

The elements and performance criteria

Critical aspects for assessment
The essential skills and knowledge
The context and consistency of the assessment requirements
The relevant employability skills

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is a formal recognition of your current skills and knowledge you have
achieved outside the education and training system. RPL takes into account any previous formal study, work
and life experience and then assesses this against the elements of competency to determine if you can
receive credit toward a qualification. Students seeking recognition can apply by contacting the Manager
Health Industry Training at the commencement of study.

Credit Transfer

Students who have completed a formal unit within their intended qualification with another Registered
Training Organisation (RTO) may be able to apply for a credit transfer or exemption. A certified copy of the
original documentation must be provided when applying for a credit transfer.

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ASSESSMENT INSTRUCTIONS
Assessment format and layout

All assessments must be:

Typed in Arial 12, single spacing with headings in bold

Header and Footer to be inserted in each page. Header to include unit code and title. Footer to include
student name and page number
All work must be referenced throughout the assessment. Referencing should include author and year of
publication and website address (if applicable). There are many referencing guides available on the
Internet to assist students.

Plagiarism

Plagiarism is the act of representing as one's own original work the creative works of another, without
appropriate acknowledgment of the author or source. In all written work submitted for assessment you must
show the sources for your material. The principle is that whenever submitted material is not your own original
work this must be referenced to acknowledge the authors work.

It is expected that when a student submits an assessment that it is the independent work of that student and
they have written it in their own words. If a student has plagiarised another persons work they will be asked
to resubmit their assessment. Plagiarism can lead to instant dismissal.

Submission

All assessments must be submitted in the format described. A date for submission will be set by the trainer.
Assessments must be submitted on or before this date or an extension must be granted by the trainer.

The assessment cover sheets must be detached from the assessment booklets and attached to the front of
each assessment. All sections of the cover sheet must be completed by the student prior to submission of
assessment. The bottom section of the assessment cover sheet will be retained by the trainer.

Resubmitting assessments

If a student is marked not competent they will be provided with an alternative assessment for completion to
be able to demonstrate competency. An assessment resubmission should be treated as the original
assessment with all principles applying.

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ASSESSMENT BSBCUS501C Manage quality customer service

In your own words, answer the following questions. To be marked as competent in this unit, you must provide
sufficient responses to each question. Bullet points must only be used where applicable eg: if the question
asks you to list, name or give examples.

Questions

1. Why is it necessary to clearly identify, before designing product and service offerings, customer needs,
and what are some of the less obvious service aspects that might inform purchasing decisions?

2. What are the questions that all customers ask themselves (consciously or subconsciously) before they
commit to a purchase and how is the presented product/service bundle likely to affect a customers
purchasing decision?

3. Being able to provide good customer service is not an innate skill. It requires that employees receive
appropriate training and learn to understand their role/s with regard to customer service. This applies to
those employees who are in direct contact with customers and those who have no direct contact with
customers. Discuss the ways in which employees can learn the skills needed to provide good customer
service.

4. In any organisation there are both internal and external customers. These are all part of the customer-
supplier chain. For the customer / end-user to receive quality products/services it is necessary that all
aspects of the customer-supply chain meet specific quality objectives. Who actually sets these quality
standards and how are they set?

5. How can an organisation encourage suppliers both internal and external to participate in actively
ensuring quality standards are maintained?

6. How can you collect customer feedback about customer service levels, their satisfaction with products
and services and any complaints they might have?

7. Identify and explain the stages that should be followed when dealing with a customer complaint.

8. Identify and explain the steps in the problem-solving process.

To be marked competent in this unit, students must respond to all points in the project. Answers must be
comprehensive, detailed, demonstrate appropriate research procedures and be supported by suitable
references.

Project 1

Excellence in customer service is the objective of all organisations wishing to be successful. However, there
is often a gap between customer expectations and management perceptions of customer expectations.
Organisations often fail to get close to their customers and correctly read their expectations.

Other reasons for customer service problems include:

not listening to or collecting information from customers

poor, or no, focus on the actual design of processes to turn identified customer needs into products
and services
gaps between what the organisation intends to produce for its customers and what its systems do
actually produce
gaps between what the system is intended to deliver for customers and what it actually does deliver

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cost constraints, or failure to set and meet realistic performance standards, which affect what the
organisation can actually deliver
poor staff attitudes, training levels and working materials
gaps between what salespeople promise and the actual service or product quality

Comment in approximately 2000 words on these statements.

Project 2

Consider this scenario

Janice works in the production department of a book printing firm. Her role involves collating printed
documents, binding them and preparing them ready for shipment to the customer. She has no direct contact
with the customer and believes that she has no responsibility for quality management. If a mistake in the print
run is made, then she is not responsible. Her responsibility is just to take the printed material, collate it, bind it
and ship it.

Janice has reasonable communication and interpersonal skills. She is friendly and gets along well with her
co-workers.

Although Janice prepares the products ready for shipment she does not address them. In fact, if you asked
her, she would not be able to tell you who the organisations customers were. As far as she is concerned all
the knowledge about customers - who they are and what they actually want is processed by other people in
the organisation. All she does is work on the production line. This means that as far as she in concerned, she
has no responsibility for customer service. Other people in the organisation are employed to provide
customer service because they are good at it.

a. What is wrong here with Janices attitude and with the organisational system?

b. How do you think attitudes like Janices impact on other employees, on the supplier customer chain
and on the organisations outcomes?

c. What do you think should be done to make Janice more aware of her responsibilities toward the
organisations customers?

d. Why is it necessary that she understands that she has a very definite role to play with regard to
customer service?

e. How can these problems be overcome?

Project 3

Draw on your own experience, the text in this resource, and other library or internet resources to answer, in
detail, the questions. Where appropriate, use examples and descriptions of situations to support your
answers.

Organisations that intend to be successful need to design products, services and product/service bundles to
meet customer needs. How can they do this and how can they ensure that the organisations plans achieve
quality, time and cost specifications agreed with customers? What data and records might be drawn upon to
make plans intended to meet customer needs?

What monitoring and evaluation procedures might be followed to ensure that the organisation keeps up with
changes in customer needs and in market conditions, procures and disburses resources appropriately and is
able to consistently meet product quality and delivery standards?

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How can customer feedback be collected and used and why is it necessary to consult with customers
(internal and external) and with other stakeholders when monitoring and assessing the organisations
progress toward achieving quality targets?

Within the organisation there will be groups of people or teams which work toward goal achievement. How
can managers and supervisors ensure that team members have the skills needed to communicate effectively
with customers and to provide excellent customer service? How might they assist colleagues in overcoming
difficulties with meeting customer service standards?

What procedures might be followed to identify problems and with appropriate individuals and groups to adapt
customer services, products and/or service delivery so that it continues to meet customer needs?

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