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.
Customers may include:
corporate customers
customers with routine or special requests
individual members of the organisation
internal or external customers
members of the public
other agencies
people from a range of social, cultural or ethnic backgrounds
regular or new customers.
Customer needs may relate to:
advice or general information
company information on services
contract administration
current and planned property development
making an appointment
management policy and procedures
property characteristics, including:
availability of alternative energy sources
accessibility for people with disabilities
energy efficiency
energy ratings
water saving devices
property operations
sales and marketing services
specific information.
Communication techniques may include:
active listening
clear, legible writing
maintaining eye contact
non-verbal communication, such as body language and personal presentation
speaking clearly and concisely
using appropriate language and tone of voice
using open and closed questions.
Organisational requirements may be outlined and reflected in:
business and performance plans
complaint and dispute resolution procedures
legal and ethical requirements and codes of practice
marketing guidelines
OHS policies, procedures and programs
policies and procedures in relation to client service
quality and continuous improvement processes and standards.
Business equipment and technology may include:
computers
data storage devices
email
facsimile machines
internet, extranet and intranet
photocopiers
printers
scanners
software applications, such as databases and word applications.
Relevant people may include:
colleagues
committees
customers
external organisations
supervisors.
Legislative requirements may be outlined and reflected in:
Australian standards
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
home building requirements
privacy requirements
quality assurance and certification requirements

relevant federal, and state or territory legislation that affects organisational operation, including:
anti-discrimination and diversity
environmental issues
EEO
industrial relations
OHS
strata, community and company titles
tenancy agreements
trade practices laws and guidelines.
Procedures to resolve customer difficulties may include:
external agencies, such as the Ombudsman
providing replacement products or services
referrals to supervisor
refund of monies
review of products or services
using conflict management techniques.
Coaching and mentoring assistance may include:
fair and ethical practice
non-discriminatory processes and activities
presenting and promoting a positive image of the collective group
problem solving
providing encouragement
providing feedback to another team member
respecting the contribution of all participants and giving credit for achievements.

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 providing advice to customers and evaluating customer service. 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:
demonstrating appropriate customer relations behaviour and designing strategies to improve delivery of services
distinguishing between different levels of customer satisfaction
identifying and confirming needs, priorities and expectations of the organisation and owner in delivering services to customers
knowledge of organisation's practices, ethical standards and legislative requirements associated with providing advice to customers and evaluating customer service
providing constructive advice on customer service practices
responding to and reporting on customer complaints and feedback.
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.