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Evidence Guide: CPPDSM5010A - Determine needs of customer populations in the property industry

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CPPDSM5010A - Determine needs of customer populations in the property industry

What evidence can you provide to prove your understanding of each of the following citeria?

Analyse needs of customer populations.

  1. Information is sourced through both formal and informal channels according to organisational requirements.
  2. Information on issues related to business environment affecting customers is collected and used in assessment.
  3. Information is analysed and interpreted to identify and assess customer needs, expectations and satisfaction levels.
  4. Decisions about matching of services and customer needs are based on up-to-date information.
Information is sourced through both formal and informal channels according to organisational requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information on issues related to business environment affecting customers is collected and used in assessment.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information is analysed and interpreted to identify and assess customer needs, expectations and satisfaction levels.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Decisions about matching of services and customer needs are based on up-to-date information.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan and develop customer service.

  1. Plans are developed to meet customer needs and deliver improved customer service.
  2. Specific aspects of products and services and their delivery are modified as needed to meet changing customer service requirements.
  3. Competitive comparisons are analysed and evaluated as input into planning process.
  4. Customer service provisions are established through detailed and structured market research and analysis.
  5. Changes to customer service are within organisational capability, including policies and budgetary framework and procedural and legislative requirements.
Plans are developed to meet customer needs and deliver improved customer service.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Specific aspects of products and services and their delivery are modified as needed to meet changing customer service requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Competitive comparisons are analysed and evaluated as input into planning process.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Customer service provisions are established through detailed and structured market research and analysis.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Changes to customer service are within organisational capability, including policies and budgetary framework and procedural and legislative requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate customer service relationship.

  1. Information that measures level of customer satisfaction with its products and services is obtained.
  2. Information on how organisation compares with competition and best practice is analysed and evaluated.
  3. Appropriate initiatives are implemented or actioned.
Information that measures level of customer satisfaction with its products and services is obtained.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information on how organisation compares with competition and best practice is analysed and evaluated.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Appropriate initiatives are implemented or actioned.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package.

Overview of assessment

This unit of competency could be assessed through practical demonstration of analysing a population or market segment. Targeted written (including alternative formats where necessary) or verbal questioning to assess the candidate's underpinning knowledge would provide additional supporting evidence of competence. The demonstration and questioning would include collecting evidence of the candidate's knowledge and application of ethical standards and relevant federal, and state or territory legislation and regulations. This assessment may be carried out in a simulated or workplace environment.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

A person who demonstrates competency in this unit must be able to provide evidence of:

applying organisational customer service goals as well as established principles of customer service in the provision of products and services

developing systems and procedures to deliver quality customer service in an appropriate timeframe

gathering and analysing information relating to customer base and comparative market data to evaluate customer service relationship

knowledge of organisation's practices, ethical standards and legislative requirements associated with analysing a population or market segment

modifying existing organisational systems and procedures to take account of identified changes in customer population.

Context of and specific resources for assessment

Resource implications for assessment include:

access to suitable simulated or real opportunities and resources to demonstrate competence

assessment instruments that may include personal planner and assessment record book

access to a registered provider of assessment services.

Where applicable, physical resources should include equipment modified for people with disabilities.

Access must be provided to appropriate learning and/or assessment support when required.

Assessment processes and techniques must be culturally appropriate, and appropriate to the language and literacy capacity of the candidate and the work being performed.

Validity and sufficiency of evidence require that:

competency will need to be demonstrated over a period of time reflecting the scope of the role and the practical requirements of the workplace

where the assessment is part of a structured learning experience the evidence collected must relate to a number of performances assessed at different points in time and separated by further learning and practice with a decision of competence only taken at the point when the assessor has complete confidence in the person's competence

all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence

where assessment is for the purpose of recognition (RCC/RPL), the evidence provided will need to be current and show that it represents competency demonstrated over a period of time

assessment can be through simulated project-based activity and must include evidence relating to each of the elements in this unit.

In all cases where practical assessment is used it will be combined with targeted questioning to assess the underpinning knowledge. Questioning will be undertaken in such a manner as is appropriate to the language and literacy levels of the candidate and any cultural issues that may affect responses to the questions, and will reflect the requirements of the competency and the work being performed.

Required Skills and Knowledge

This section describes the essential skills and knowledge and their level, required for this unit.

Required skills:

computing skills to access the internet and web pages, prepare and complete online forms, lodge electronic documents and search online databases

interpersonal skills to relate to people from a range of social, cultural and ethnic backgrounds and varying physical and mental abilities

language skills to allow for adequate communication with relevant personnel

literacy skills to access and write required procedures and reports

numeracy skills to interpret statistical information

technical skills to complete reports.

Required knowledge and understanding:

industry benchmarks

methods and techniques to analyse market segments

organisational and professional procedures, ethical practices and business standards

relevant federal and state or territory legislation and local government regulations related to:

anti-discrimination

consumer protection

environmental issues

equal employment opportunity (EEO)

financial probity

franchise and business structures

industrial relations

OHS

privacy

property sales, leasing and management

relevant local market conditions.

Range Statement

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 in the performance criteria is detailed below. Add any 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.

Information may include:

customer satisfaction surveys

information from the Australian Bureau of Statistics

organisational budgets

raw data.

Organisational requirements may be outlined and reflected in:

access and equity principles and practice guidelines

business and performance plans

complaint and dispute resolution procedures

goals, objectives, plans, systems and processes

legal and ethical requirements and codes of practice

mission statements and strategic plans

OHS policies, procedures and programs

policies and procedures in relation to client service

quality and continuous improvement processes and standards

quality assurance and procedure manuals.

Customers may include:

customers with routine or special requests

people from a range of social, cultural or ethnic backgrounds

people with varying physical and mental abilities

regular and new customers.

Customer needs and expectations may relate to:

income stream projections

short and long-term goals.

Analysis:

may be:

explorative, descriptive, causative or predictive

quantitative and qualitative

may include:

basic statistical analysis

critical analysis

mathematical calculations

problem solving.

Legislative requirements may be outlined and reflected in:

Australian standards

general duty of care to clients

home building requirements

privacy requirements

relevant federal, and state or territory legislation that affects organisational operation, including:

anti-discrimination and diversity

environmental issues

EEO

industrial relations

OHS

relevant industry codes of practice covering the market sector and industry, financial transactions, taxation, environment, construction, land use, native title, zoning, utilities use (water, gas and electricity), and contract or common law

strata, community and company titles

tenancy agreements

trade practices laws and guidelines.