Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CPPCMN4004B, 'Facilitate effective client relationships'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Facilitate effective client relationships' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Identify and monitor client needs. | 1.1 Client needs and expectations are regularly discussed with client according to company requirements. 1.2 Feedback on company performance and level of client satisfaction is sought according to company requirements. 1.3 Prompt action is taken on feedback received from client, according to company requirements. 1.4 Contracts or variations to contracts or levels of agreed service provision are reviewed and implemented according to company requirements. |
2. Respond to complex client needs. | 2.1 Possibilities for meeting client needs are explained to client according to company requirements. 2.2 Clients are assisted to evaluate product and service options to satisfy their needs according to company requirements. 2.3 Preferred action is determined and prioritised according to company requirements. 2.4 Potential difficulties in client service delivery are identified and appropriate actions are taken according to company requirements. |
3. Establish business contacts and networks. | 3.1 Organisations and groups that have potential to benefit from company products and services are identified according to company requirements. 3.2 Appropriate individuals in group or organisation are identified in order to establish effective relationships according to company requirements. 3.3 Methods of communication with business contacts and networks are agreed on and maintained according to own level of responsibility and company requirements. 3.4 Trust and confidence of business contacts and networks are gained and maintained through demonstration of high standards of business practices and effective communication methods, according to company requirements. |
4. Work effectively with business contacts. | 4.1 Roles and responsibilities of business contacts are defined, clarified and agreed according to company requirements. 4.2 Realistic service commitments are set and adhered to according to company requirements. 4.3 Flexibility in normal work practices is adopted and encouraged, according to company requirements, when operating under unusual or difficult situations. 4.4 Situations outside own area or level of responsibility are identified and where appropriate referred to appropriate personnel according to company requirements. |
5. Promote company. | 5.1 Strategies to represent and promote company's interests and requirements are developed. 5.2 Additional products, services and information are suggested for consideration to meet client needs according to company requirements. 5.3 Work group members are encouraged to develop effective relationships with client and users of client facilities. |
6. Communicate advice and pricing information. | 6.1 Written and verbal responses are presented according to company requirements. 6.2 Pricing information for routine and specified products and services is provided where these match client needs, according to company requirements. 6.3 Client requirements for follow-up information are attended to promptly according to company requirements. 6.4 Bookings with client are scheduled and confirmed according to company requirements. |