- AURS252290A - Process customer complaints
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
AURS252290A Mapping and Delivery Guide
Process customer complaints
Version 1.0
Issue Date: June 2024
Qualification | - |
Unit of Competency | AURS252290A - Process customer complaints |
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Description | This unit of competency covers the competence to deal with customer complaints in a manner satisfying the customer but complies with enterprise policies and procedures. | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | Every action or output has a customer and therefore customers may be internal work colleagues or external to the enterprise. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | |||
Competency Field |
Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Clarify the nature of complaint |
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Element: Identify options for complaint resolution |
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Element: Act to resolve complaint |
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Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | It is essential that competence in this unit signifies ability to transfer competence to changing circumstances and to respond to unusual circumstances in the critical aspects of: accurately clarifying the nature and extent of complaint identifying options for complaint resolution resolving complaint to customer satisfaction contributing to avoidance of further complaints communicating effectively with others involved in or affected by the work. |
Context of, and specific resources for assessment | Elements of competence contain both knowledge and practical components. Knowledge components may be assessed off the job. Practical components should be assessed on the job or in a simulated work environment covering a range of customer types The following are required: a workplace or simulated workplace enterprise or equivalent policy and procedures relating to customer service and complaint handling processes enterprise or equivalent instructions related to legal implications of customer relations and complaints a range of customers with complaints (real or simulated) a qualified workplace assessor. |
Method of assessment | This unit may be assessed in conjunction with other units forming part of the job role or function It is preferable assessment reflects a process rather than an event and occurs over a period of time to cover varying circumstances. Evidence of performance may be provided by customers, team leaders/members or other appropriate persons subject to agreed authentication arrangements Competence in this unit may be assessed in conjunction with other functional units which together form part of the holistic work role. |
Guidance information for assessment |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Required skills |
collect, organise and understand information related to: technical literacy and interpretive skills to interpret and discern facts related to the customer complaint basic research and analytical skills to investigate and identify factors which caused/contributed to the complaint communicate ideas and information plain English literacy and communication skills in relation to dealing with customers and their complaints questioning and active listening skills, for example when obtaining factual information from excitable customers plan and organise activities to plan an approach to identify and resolve a complaint work with others and in a team by involving a designated officer if solution is not possible use mathematical ideas and techniques when options/solutions are costed establish diagnostic processes including basic conflict resolution skills for handling difficult or abusive customers, and greeting/farewelling techniques use workplace technology related to use of business technology to make changes to enterprise procedures |
Required knowledge |
general knowledge of range of enterprise merchandise and services, location of departments/sections and telephone extensions of departments/sections general operational knowledge of industry/workplace codes of practice in relation to customer service basic working knowledge of legislation and statutory requirements, including consumer law, trade practices and fair trading legislation working knowledge of enterprise policies and procedures in regard to: customer service dealing with difficult customers allocated duties/responsibilities working knowledge of enterprise complaints handling procedures |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. | |
Complaints | Complaints may include: matters related to personal interaction with customers, incorrect products, faulty products, charging/costing policy, delivery system failures, installation deficiencies and service delays |
Customers | Customers may be regular or new and may have routine or special requests. They may include persons from a range of social, cultural or ethnic backgrounds and physical and intellectual abilities. Regardless, customers are made feel welcome, valued and, at end of the process, satisfied. Customer contact may be face to face, by telephone, by electronic means or in writing |
Customer service | Customer service may include: enterprise activities, internal and external customers and follow-up in event of delays in service provision |
Customer needs | Customer needs may include: information regarding products or services available, quality of products or services, complementary products or services, enterprise facilities and services and location of specific items |
Staff | Staff may be: full-time, part-time or casual and vary in terms of staff training, product knowledge and in staffing levels (e.g. staff shortages) operating in routine or busy trading conditions |
Enterprise | Enterprises may vary in size, type and location, in range of merchandise and services provided and in delivery policies |
Communication | Communications may be: verbal, written, by telephone, by electronic or other available means |
Record keeping | Accurate records of information are completed and may be stored manually, electronically or by other means |
Resources | Resources may include: enterprise or equivalent policy and procedures relating to customer service and complaint handling processes enterprise or equivalent instructions related to legal implications of customer relations and complaints a range of customers with complaints (real or simulated) |
Information/documents | Sources of information/documents may include: enterprise policies and procedures relating to customer service, equipment and product manufacturer/component supplier specifications, enterprise operating procedures, industry/workplace codes of practice, customer requirements |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
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Details of the complaint are established | |||
Summary of the complaint is documented accurately | |||
Any inconvenience to the customer is acknowledged and an apology is made | |||
Options for resolving the complaint are identified | |||
Complaint is referred to designated officer if resolution is not possible | |||
Optimal solution is negotiated with customer | |||
Chosen solution is implemented within agreed timeframe | |||
Necessary documentation is finalised | |||
Effectiveness of solution and related outcomes is evaluated | |||
Any necessary changes to enterprise procedures are identified and passed on to appropriate persons for action |
Forms
Assessment Cover Sheet
AURS252290A - Process customer complaints
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
AURS252290A - Process customer complaints
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: