Elements and Performance Criteria

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.
Buyer profile may include:
buyer's property requirements
buying intentions
financial capacity
timeframe for purchase.
Marketing activities may include:
advertising, including print and electronic media
agency property guide
brochures
business-to-business marketing
direct marketing
inspections
mail-outs
networking
open house
seminars
signboards
targeting markets by service type
internet and online advertising, including web pages, virtual tours and online directories.
Marketing plan may include:
advertising and promotional materials prepared and scheduled
advertising budget
aims and objectives
inspection of property by agency sales consultants
inspections scheduled
property listed in agency property guide
prospective buyers contacted
sale board prepared and ordered as per schedule
seller advised of advertising and marketing procedures and costs
target group identified for marketing plan
timeframe for marketing activities
seller advised on optimal property presentation
web-based advertising arranged.
Persons may include:
agency principal
business broker
licensed real estate agent
real estate representative
stock and station agent
support staff.
Monitoring of marketing activities may include:
enquiry records
expenditure
feedback from prospective buyers
feedback from sales consultants
feedback from seller.
Information on progress may include:
agency input into marketing of property
approaches and enquiries of interest regarding the property
costings
perception of levels of interest and worth of current marketing strategies
possible changes in marketing activities and plan
strategies used in marketing and promoting the property.
Strategies if property proves difficult to sell may include:
revising advertising budget
modifying advertising copy and promotional materials
involving other agencies.
Verifiable evidence may include:
checklists
notes
qualitative and quantitative data
records
testimonies.

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 marketing properties and businesses for sale. 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:
implementing marketing activities for the sale of all types of property in line with agency practice, ethical standards and legislative requirements
knowledge of agency practice, ethical standards and legislative requirements associated with marketing all types of property for sale
planning and developing marketing plans for the sale of all types of property in line with agency practice, ethical standards and legislative requirements
preparing marketing materials for the sale of all types of property in line with agency practice, ethical standards and legislative requirements
reviewing and reporting on marketing activities associated with the sale of all types of businesses and property.
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.