Application
Not applicable.
Prerequisites
Not applicable.
Elements and Performance Criteria
Elements and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Plan to meet internal and external customer requirements | 1.1 | The needs of customers are researched, understood, and assessed, and included in the planning process |
1.2 | Provision is made in plans to achieve the quality, time and cost specifications agreed with customers | ||
2 | Ensure delivery of quality products/services | 2.1 | Products/services are delivered to customer specifications within the team's business plan |
2.2 | Team performance consistently meets quality, safety, resource and delivery standards | ||
2.3 | Coaching and mentoring assists colleagues to overcome difficulty in meeting customer service standards | ||
3 | Monitor, adjust and report customer service | 3.1 | The organisation's systems and technology are used to monitor progress in achieving product/service targets and standards |
3.2 | Customer feedback is sought and used to improve the provision of products/services | ||
3.3 | Resources are used effectively to provide quality products/services to customers | ||
3.4 | Decisions to overcome problems and adjust products/services are taken in consultation with designated individuals/groups | ||
3.5 | Records, reports and recommendations are managed within the organisation's systems and processes |
Required Skills
Not applicable.
Evidence Required
The Evidence Guide identifies the critical aspects, underpinning knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statement.
Critical Aspects of Evidence
Prepares plans to meet customer needs
Provides quality service consistently
Reviews and improves services following feedback
Reports outcomes of customer service
Underpinning Knowledge*
* At this level the learner must demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas.
Underpinning knowledge relates to the essential knowledge and understanding a person needs to perform work to the required standard
Relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
The organisation's policies and procedures for dealing with customers
The principles and techniques of:
researching customer needs
customer relations
customer behaviour
problem identification and resolution
maintaining product/service quality
Underpinning Skills
Functional literacy skills to access and use workplace information
Communication skills including researching and analysing information, reporting
Planning and organising skills to meet work priorities
Work effectively in and with teams/groups
Problem-solving skills to deal with complex and non-routine difficulties
Select and use technology skills at the appropriate level
Use coaching and mentoring skills to provide support to colleagues
Ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities
Resource Implications
The learner and trainer should have access to appropriate documentation and resources normally used in the workplace
Consistency of Performance
In order to achieve consistency of performance, evidence should be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations
Context/s of Assessment
Competency is demonstrated by performance of all stated criteria, including paying particular attention to the critical aspects and the knowledge and skills elaborated in the Evidence Guide, and within the scope as defined by the Range Statement
Assessment must take account of the endorsed assessment guidelines in the Business Services Training Package
Assessment of performance requirements in this unit should be undertaken in an actual workplace or simulated environment
Assessment should reinforce the integration of the key competencies and the business services common competencies for the particular AQF level. Refer to the Key Competencies Levels at the end of this unit
Key Competency Levels
Collecting, analysing and organising information (Level 2)- to be used in planning to meet customer needs
Communicating ideas and information (Level 2)- with customers
Planning and organising activities (Level 3) - to achieve customer specifications
Working with teams and others (Level 3) - to provide quality service to customers
Using mathematical ideas and techniques (Level 2)- to calculate the outcome of adjustments to customer service
Solving problems (Level 2)- to identify and resolve deficiencies in customer service
Using technology (Level 2)- to assist the management of customer information
Please refer to the Assessment Guidelines for advice on how to use the Key Competencies
The Evidence Guide identifies the critical aspects, underpinning knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statement.
Critical Aspects of Evidence
Prepares plans to meet customer needs
Provides quality service consistently
Reviews and improves services following feedback
Reports outcomes of customer service
Underpinning Knowledge*
* At this level the learner must demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas.
Underpinning knowledge relates to the essential knowledge and understanding a person needs to perform work to the required standard
Relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
The organisation's policies and procedures for dealing with customers
The principles and techniques of:
researching customer needs
customer relations
customer behaviour
problem identification and resolution
maintaining product/service quality
Underpinning Skills
Functional literacy skills to access and use workplace information
Communication skills including researching and analysing information, reporting
Planning and organising skills to meet work priorities
Work effectively in and with teams/groups
Problem-solving skills to deal with complex and non-routine difficulties
Select and use technology skills at the appropriate level
Use coaching and mentoring skills to provide support to colleagues
Ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities
Resource Implications
The learner and trainer should have access to appropriate documentation and resources normally used in the workplace
Consistency of Performance
In order to achieve consistency of performance, evidence should be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations
Context/s of Assessment
Competency is demonstrated by performance of all stated criteria, including paying particular attention to the critical aspects and the knowledge and skills elaborated in the Evidence Guide, and within the scope as defined by the Range Statement
Assessment must take account of the endorsed assessment guidelines in the Business Services Training Package
Assessment of performance requirements in this unit should be undertaken in an actual workplace or simulated environment
Assessment should reinforce the integration of the key competencies and the business services common competencies for the particular AQF level. Refer to the Key Competencies Levels at the end of this unit
Key Competency Levels
Collecting, analysing and organising information (Level 2)- to be used in planning to meet customer needs
Communicating ideas and information (Level 2)- with customers
Planning and organising activities (Level 3) - to achieve customer specifications
Working with teams and others (Level 3) - to provide quality service to customers
Using mathematical ideas and techniques (Level 2)- to calculate the outcome of adjustments to customer service
Solving problems (Level 2)- to identify and resolve deficiencies in customer service
Using technology (Level 2)- to assist the management of customer information
Please refer to the Assessment Guidelines for advice on how to use the Key Competencies
Range Statement
The Range Statement provides advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment. The following variables may be present for this particular unit:
Legislation, codes and national standards relevant to the workplace which may include:
award and enterprise agreements and relevant industrial instruments
relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
relevant industry codes of practice
At AQF level 5, frontline management will normally be engaged in a workplace context where they:
engage in tactical and operational planning within the organisation's strategic plans. For example, prepares an annual tactical plan for a department
take responsibility for own outputs in relation to broad quantity and quality parameters. For example, evaluates own annual performance against personal work plans and the organisation's standards
take limited responsibility for the achievement of group outcomes. For example, reviews group performance against plans and prepares in consultation with the group a performance improvement strategy
demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas. For example, understands in depth the principles and techniques of performance management
transfer and apply theoretical concepts and/or technical or creative skills to a range of situations. For example, researches, negotiates and establishes protocols for customer service for the department
analyse and plan approaches to technical problems or management requirements. For example, given the work team's inability to achieve planned outcomes/outputs, analyses the team's performance and develops strategies with the team to rectify the situation
evaluate information using it to forecast for planning or research purposes. For example, the organisation's goals and strategic and tactical plans are analysed in preparation for the preparation of the department's annual operational plan
Frontline management at this level normally operate in a relatively diverse and complex workplace environment in which they use the organisation's:
goals, objectives, plans, systems and processes
quality and continuous improvement processes and standards
access and equity principles and practice
business and performance plans
resources, which may be subject to negotiation
ethical standards
They may use legislation, codes and national standards relevant to the workplace including:
award and enterprise agreements
commonwealth and state/territory legislative requirements especially in regard to Occupational Health and Safety
industry codes of practice
Customers may be:
internal or external, and be drawn from existing or new sources
Technology will be:
that readily available in the workplace and will be appropriate to frontline management's roles and responsibilities
Resources may include:
people, power/energy, information, finance, buildings/facilities, equipment, technology, time
Designated individuals/groups include:
those who have authority to adjust plans
The Range Statement provides advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment. The following variables may be present for this particular unit:
Legislation, codes and national standards relevant to the workplace which may include:
award and enterprise agreements and relevant industrial instruments
relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
relevant industry codes of practice
At AQF level 5, frontline management will normally be engaged in a workplace context where they:
engage in tactical and operational planning within the organisation's strategic plans. For example, prepares an annual tactical plan for a department
take responsibility for own outputs in relation to broad quantity and quality parameters. For example, evaluates own annual performance against personal work plans and the organisation's standards
take limited responsibility for the achievement of group outcomes. For example, reviews group performance against plans and prepares in consultation with the group a performance improvement strategy
demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas. For example, understands in depth the principles and techniques of performance management
transfer and apply theoretical concepts and/or technical or creative skills to a range of situations. For example, researches, negotiates and establishes protocols for customer service for the department
analyse and plan approaches to technical problems or management requirements. For example, given the work team's inability to achieve planned outcomes/outputs, analyses the team's performance and develops strategies with the team to rectify the situation
evaluate information using it to forecast for planning or research purposes. For example, the organisation's goals and strategic and tactical plans are analysed in preparation for the preparation of the department's annual operational plan
Frontline management at this level normally operate in a relatively diverse and complex workplace environment in which they use the organisation's:
goals, objectives, plans, systems and processes
quality and continuous improvement processes and standards
access and equity principles and practice
business and performance plans
resources, which may be subject to negotiation
ethical standards
They may use legislation, codes and national standards relevant to the workplace including:
award and enterprise agreements
commonwealth and state/territory legislative requirements especially in regard to Occupational Health and Safety
industry codes of practice
Customers may be:
internal or external, and be drawn from existing or new sources
Technology will be:
that readily available in the workplace and will be appropriate to frontline management's roles and responsibilities
Resources may include:
people, power/energy, information, finance, buildings/facilities, equipment, technology, time
Designated individuals/groups include:
those who have authority to adjust plans
Sectors
Not applicable.
Employability Skills
Not applicable.
Licensing Information
Not applicable.