SITXCCS007 Enhance Customer Service Experiences Student Guide Oct Update
SITXCCS007 Enhance Customer Service Experiences Student Guide Oct Update
SITXCCS007 Enhance Customer Service Experiences Student Guide Oct Update
DECLARATION
1. I am aware that penalties exist for plagiarism and academic dishonesty.
2. I am aware of the requirements set by my Trainer/Assessor.
3. I have retained a copy of my Assessment.
TIV Student
Assessment Received by
This assessment booklet and tools has been designed for students undertaking face to
face mode of study to provide information before students take assessments and contains
assessment tools to assess the skills and knowledge required from students to be deemed
competent in this unit.
This booklet might not be suitable for students taking other modes of study e.g. online or
work based.
Please read all the information given to you when you receive this assessment booklet. If
you do not understand any part of this booklet, please inform your assessor/trainer.
PART 1: Assessments information: This part contains information on assessments for this unit
of competency and how assessment will be conducted throughout unit to achieve the
competency. It includes:
PART 2: Assessment tasks: This part contains the information to successfully undertake the
assessment task. In each assessment task, students will find the following information:
• Task instructions.
• Role play / Practical Demonstration information.
Information on resources required, where applicable
This unit describes the performance outcomes, skills and knowledge required to provide
professional and personalised customer service experiences. It requires the ability to determine
and meet customer preferences, develop customer relationships, respond to difficult service
situations, and take responsibility for resolving complaints.
The unit applies to those who deal directly with customers on a daily basis and who operate
independently or with limited guidance from others. It includes senior frontline sales personnel,
supervisors and managers who use discretion and judgement to provide quality customer service
experiences.
This includes individuals working in a range of tourism, travel, hospitality and events contexts.
No occupational licensing, certification or specific legislative requirements apply to this unit at the
time of publication.
Purpose of assessment:
The purpose of assessment is to determine competency in the unit SITXCCS007- Enhance
customer service experiences
Elements
1 Provide a quality service experience.
2 Proactively respond to difficult service situations.
3 Resolve customer complaints.
4 Develop customer relationships.
Performance evidence:
Evidence of the ability to complete tasks outlined in elements and performance criteria of this
unit in the context of the job role, and:
Resources Required:
The assessor will ensure that assessment is conducted in a safe environment and you have access
to the following resources for the unit.
Competency Requirements:
To be judged competent in this unit, you will be required to demonstrate all indicators which are
shown in the Marking Guide (assessor’s document).
You must satisfactorily complete all assessment tasks to be Competent (C) in the unit. Students
with unsatisfactory completion of any of the assignment tasks will be deemed Not Yet Competent
(NYC).
Assessors will ensure that the evidence collected meets the requirements of the Rules of Evidence
(authentic, current, sufficient and valid) prior to entering results into the competency record
sheet.
Students unsuccessful at achieving “Satisfactory” for any assessment at the first attempt will be
given two opportunities for reassessment. If the student is still deemed Not Yet Competent (NYC)
after two reassessments in a unit of competency student will be required to repeat the unit as per
the scheduled delivery of the course. For further details, refer to TIV Re-Assessment Policy and TIV
Course Progress Policy.
You must read and follow this information carefully while completing assessments for this unit of
competency and if you are unsure of any instruction, please contact your assessor to clarify.
Submission of assessment:
You must ensure that the completed assessment tasks are submitted along with the assessment
cover sheet:
• Your assessor will mark the submitted assessment, provide feedback to you and complete
the comments section against each task, where applicable.
• ALL tasks must be completed in legible English. It is preferred that the tasks submitted for
assessments are typed and that they are legible and clear, if handwritten.
• You must submit all assessments on or before the due date specified by the assessor as per
the training plan.
SITXCCS007 Student Guide Version: 2.1 Date Created: July 2017
Last Reviewed: September 2019 TOID:21994 CRICOS 02924F Date Implemented: October 2019
Page: 13 of 92
• Extensions for individual assessment tasks may be negotiated in specific circumstances with
your assessor/trainer. However, you need to provide genuine evidence documents when
seeking an extension to due date (e.g. extensions due to illness will require a medical
certificate). To arrange an extension, you must speak to your assessor prior to the due date.
Extensions must be confirmed by the trainer in writing.
• You are permitted to use dictionaries and to seek support (as required) unless it puts in
jeopardy the integrity of the assessment, your assessor will let you know if this is the case.
• Unless the assessment task specifically allows pair work or group activities such as
brainstorming, you must submit your own original work and must not copy the work of other
students. Plagiarism is unacceptable.
• You can submit your assessment tasks by hand in hard copies in the classroom.
Once the assessments have been completed, the assessor will record the assessment results on
the student assessment record sheets and all results will be approved by the course coordinator.
Assessors will check that you have completed the student declaration prior to filling out the
assessment sheet.
TIV will securely retain all completed student assessment items for each student for a period of 18
months from the date on which the judgement of competence for the student was made. TIV will
also retain sufficient data to be able to reissue AQF certification documentation for a period of 30
years.
All assessment records submitted to the assessor for marking will be stored and retained properly.
And a hard copy submitted to student administration for filing along with the evidence.
The assessor will ensure that the student records are securely retained in accordance with the TIV
record control policy accessible by the Student Administration Officer.
Assessment outcomes:
There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent
(requires more training and experience).
You will be awarded C = Competent on completion of the unit when the assessor is satisfied that
you have completed all assessments and have provided the appropriate evidence required to
meet all criteria in line with the Rules of Evidence. If you fail to meet this requirement, you will
receive the result NYC = Not Yet Competent and will be eligible to be re-assessed in accordance
with the TIV Re-Assessment Policy and TIV Course Progress Policy.
There are two assessment outcomes for tasks. S = Satisfactory and NS = Not Satisfactory.
On the individual assessment cover sheet for assessment tasks you will be marked Satisfactory, if
you have completed the task successfully, submitted all evidence and satisfied the assessment
criteria and Not Satisfactory, if you have not completed the task, the evidence is not sufficient or
does not meet the requirements of the assessment criteria.
Re-assessment:
If you are unsuccessful at achieving competency at the first attempt, you will be given two further
opportunities for re-assessment at a mutually agreed time and date. For further details, refer to
the TIV Re-Assessment Policy and TIV Course Progress Policy. As this is a competency based
program, the assessment continues throughout the program until you either achieve
Competency in the assessment tasks or a further training need is identified and addressed.
You have the right to access current and accurate records of your participation and results at
any time. You can see your results or attendance progress by requesting a copy of your records
by contacting the student administration and the assessor.
Support:
You may seek clarification about the assessment information and the instructions and tasks at any
time from the assessor.
TIV Australia works to ensure that students with recognized disadvantages can access and
participate in education and training on the same basis as other students. Disadvantages may be
based, for example, upon age, cultural background, physical disability, limited or non-current
industry experience, language, numeracy or digital literacy issues.
Where pre-training interviews and assessments reveal that a student may require special support
or where, after enrolment, it is made apparent that the student requires special support,
reasonable adjustments will be made to the learning environment, training delivery, learning
resources and/or assessment tasks to accommodate the particular needs of the student. An
adjustment is reasonable if it can accommodate the student’s particular needs, while also taking
into account factors such as the student’s views, the potential effect of the adjustment on the
student and others and the costs and benefits of making the adjustment.
a. Providing additional time for students to complete learning and assessment tasks.
b. Presenting questions orally for students with literacy issues.
c. Asking questions in a relevant practical context.
d. Using large print material.
e. Extending the course duration.
f. Presenting work instructions in diagrammatic or pictorial form instead of words and
sentences.
If you are dissatisfied with an assessment outcome, you may appeal the assessment decision. In
the first instance, you are encouraged to appeal informally by contacting the assessor and
discussing the matter with them. If you are dissatisfied with the outcome of such discussion, you
may appeal further to either the course coordinator and/or Head of Department. If you are still
dissatisfied, you may appeal formally and in writing to have the result reviewed. For more
information, refer to the TIV Assessment Policy and the TIV Complaints and Appeals Policy and
Procedures.
Assessor intervention:
Assessors will check if you are ready for the assessment, and defer the assessment if you are not.
Feedback will be given to you at the completion of the assessment.
During role play, the assessor
may act as a client or employer, where required, but the assessor will not interfere with the
assessment. If the assessment activities might impact on your safety or that of others, the assessor
will stop the assessment immediately.
TIV considers plagiarism and cheating as a serious misdemeanour. Evidence of plagiarism and
cheating is treated on a case by case basis and the consequences for students engaging in such
practices may include failure of the assessment or unit or exclusion from the course. For more
information, refer to TIV’s Assessment Policy.
Assessors will provide feedback on the assessment that you have submitted. This can identify your
strengths and weaknesses or be an overall comment on your submission. A copy of the feedback
along with your submission will be given to you and you must keep a copy of it throughout the
completion of the course.
Student Declaration:
• All assessment work submitted for this unit competency is my own original work and plagiarism
and collusion has not occurred.
• Assessment work has not been copied or submitted for any other unit/course.
• I have taken proper care and effort to ensure my work has not been copied by another
person.
• I have retained a copy of this assessment for my own records in the event I have to reproduce
my work.
• I am aware that any assessment deemed unsatisfactory will require me to undergo
reassessment which may be different to the one originally submitted.
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that
this assessment task is original and has not been copied or taken from another source
except where this work has been correctly acknowledged. I have made a photocopy or
electronic copy or photograph of my assessment task, which I can produce if the original is
lost.
Assessor Student
I declare that I have conducted a fair, valid, I have received, discussed and accepted
reliable and flexible assessment with this my result as above for this task and I am
student, and I have provided appropriate aware of my appeal rights.
feedback. I also declare that I have
undertaken the indicated assessment integrity
checks
Google check for plagiarism Yes
No
Check for Copying/Collusion Yes
No
Check for Authenticity (own work) Yes
No
Cheating or use of model answers Yes
Signature: .......................................................
No
Date: ..............................................................
Signature: ........................................................
Date: ................................................................
This assessment will be conducted in the TIV classroom or outside the campus with
access to the resources listed above.
You must satisfactorily perform all tasks to be deemed satisfactory for the assessment.
Evidence specifications:
At the end of the assessment, you will be required to submit the following evidence
before the due date specified by the assessor:
- You are required to submit a completed (ticked) multiple choice question and short
answer questions listed in Knowledge test.
- Completed and signed cover sheet for assessment
Evidence submission:
- Documentation will be submitted paper based.
- Your assessor will record the assessment outcome on the assessment cover sheet.
5. How can you provide tailored and additional services and products?
(a) Use your intuition to predict products and services customers might like.
(b) Use your initiative to offer extras and add-ons that meet customers’ needs.
(c) Use your communication skills to ask colleagues what customers want.
(d) Use your customer profile and database to consistently email your clients with
options.
8. What’s the primary reason to liaise and be in close communication with team
members and suppliers?
(a) To ensure efficient service delivery.
(b) To check that they’re doing their jobs properly so you can report any
performance problems to management.
(c) To learn from their mistakes.
(d) To ensure that everyone knows who you are and what your role is.
9. Who should you share customer information with to ensure quality service delivery?
(a) Your team members and manager.
(b) Your CEO.
(c) Your external customers.
(d) It’s against the law to share customer information.
10. What should you do if you identify a problem with a product or service?
(a) Immediately speak with the team member responsible for the poor product or
service to prevent it from happening again. Then go speak with the customer
to compensate them.
(b) Take immediate action to address the problem before provision to the
customer.
(c) If you caused the problem, take immediate action to address it. If it’s someone
else’s fault, let them know so they can address it before provision to the
customers.
(d) It isn’t necessary to take any action in this situation.
12. If the customer wants a product or service that’s unavailable, what should you do?
(a) Apologise that you can’t give them what they want.
(b) To keep them happy, say you can provide it, and then use your creativity and
initiative to figure out how you can.
(c) Use your initiative to advise them of suitable alternative products and services.
(d) Send them to another organisation which can give them what they want.
14. What should you do about service issues to avoid further customer disappointment?
(a) Complain to your friends and family about service issues. Most internal
feedback just falls on deaf ears anyway.
(b) Complain to your manager about service issues so they can be fixed.
(c) Provide internal feedback on service issues and suggest improvements.
(d) Tell your team mates to get their act together before management notices
they are slack and sacks them.
15. What’s the best way to establish and agree on the nature, possible cause and details
of customers’ complaints?
(a) Use reflective questions to probe for specifics and clarify any ambiguities to
make sure you completely understand.
(b) Use closed questions to make sure you maintain complete control of the
conversation.
(c) Use open questions to allow the customer to speak freely and openly about
their concerns.
(d) Use active listening techniques and try not to ask the customer too many
questions.
17. What kind of techniques can assist you most with the management of complaints?
(a) Self-defence techniques.
(b) Communication techniques.
(c) Selling techniques.
(d) Techniques to anticipate customer preferences.
18. How should you handle complaint situations or conflicts in order to resolve them most
effectively?
(a) Sensitively, courteously and discreetly at all times.
(b) Loudly, confidently and clearly.
(c) Sensitively, assertively or aggressively, depending on the customer’s attitude.
(d) Sensitively, courteously and publicly to ensure you have witnesses.
24. Why should you reflect on and evaluate complaints and solutions?
(a) So you can enhance your response to future issues.
(b) So you can have more meaningful team meetings.
(c) So you can improve your problem-solving skills.
(d) You don’t need to reflect on and evaluate complaints and solutions. You
should focus on serving the customers at hand.
28. How can you tailor products and services to individual customers?
(a) Check out their customer profile and offer them products and services based
on it.
(b) Check out their customer satisfaction form and offer them products and
services based on it.
(c) Check out their Facebook page and offer them products and services based
on it.
(d) Check out their personal details in the customer database and offer them
products and services based on their age and address.
SHORT ANSWERS
29: List five principles of enhanced customer service experience. What common
characteristics represent quality service to customers?
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31: You work waiting tables in a crowded, busy restaurant. The maître d’ has just
informed you that a regular customer with a sight impairment is on table 4. Explain
five ways you would look after this customer.
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32: You work at reception in a large hotel. A customer is checking in. According to their
customer profile, they’re hearing impaired. Describe four ways you would
communicate with this customer.
It depends on the degree of hearing impairment.
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34: Your hotel is hosting a large international conference. You work in the hotel buffet.
List eight ways to meet customers’ special dietary needs.
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35: Explain five ways to use active listening to develop rapport and facilitate effective
two-way communication.
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37: You should use your initiative to provide tailored and additional services and
products through upselling and offering add-ons. Explain the difference between the
two.
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38: List six extras and add-ons you could offer customers.
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40: Identify six attitudes and attributes the service industry expects of you.
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41: State the steps you would take to address a service delay a customer is experiencing.
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43: List four ways you could proactively compensate customers for any service difficulties
experienced.
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44: What are three things you should consider when providing compensation to the
customer?
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46: A customer is complaining loudly about your poor service. Explain how you would
handle this situation.
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47: Give new colleague three tips on how to use appropriate language when
communicating.
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49: Explain why it’s important to apply good questioning techniques when
communicating with customers who are complaining?
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50: List five conflict resolution techniques you can use to establish the facts, prevent
escalation and work towards an agreeable solution.
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52: State the eight-step procedure usually used in the complaint-handling process.
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53: Identify four organisational constraints you should take into account when deciding
how to resolve customer complaints.
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55: Identify four areas of the workplace where there is commonly room for improvement.
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58: Identify four types of customer loyalty programs you could use to promote repeat
business.
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59: Describe the data contained and maintained in customer profiles which you can
use to provide personalised, tailored products and services to repeat customers.
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61: List three methods you can use to collect feedback from customers.
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1. How can you ensure you give your customers exactly what they want? S NS
5. How can you provide tailored and additional services and products? S NS
8. What’s the primary reason to liaise and be in close communication with team members and
suppliers? S NS
9. Who should you share customer information with to ensure quality service delivery? S NS
10. What should you do if you identify a problem with a product or service? S NS
12. If the customer wants a product or service that’s unavailable, what should you do? S NS
14. What should you do about service issues to avoid further customer disappointment? S NS
15. What’s the best way to establish and agree on the nature, possible cause and details of
customers’ complaints? S NS
16. You need to assess the impact your conflict resolution has on the customer. What kind of impact
are you looking for? S NS
17.What kind of techniques can assist you most with the management of complaints? S NS
18.How should you handle complaint situations or conflicts in order to resolve them most S NS
effectively?
20.When determining and analysing options to resolve complaints/conflicts, what should you take S NS
into account before deciding on the best solution?
29. List five principles of enhanced customer service experience. What common characteristics S NS
represent quality service to customers?
30. Identify six different customer service needs and expectations that you could determine and S NS
anticipate throughout service delivery.
31: You work waiting tables in a crowded, busy restaurant. The maître d’ has just informed you that S NS
a regular customer with a sight impairment is on table 4. Explain five ways you would look after this
customer.
32: You work at reception in a large hotel. A customer is checking in. According to their customer S NS
profile, they’re hearing impaired. Describe four ways you would communicate with this customer.
33: You work as a tour guide. Your booking sheet says that your next group are from Cambodia S NS
and speak very little English. State eight ways you can overcome language barriers when dealing
with them.
34: Your hotel is hosting a large international conference. You work in the hotel buffet. List eight S NS
ways to meet customers’ special dietary needs.
35: Explain five ways to use active listening to develop rapport and facilitate effective two-way S NS
communication.
36: List five ways to develop your knowledge so you can advise customers about products and S NS
services which meet their needs.
37: You should use your initiative to provide tailored and additional services and products through S NS
upselling and offering add-ons. Explain the difference between the two.
38: List six extras and add-ons you could offer customers. S NS
39: Identify four preferences or requests you could remember in order to give personalised service S NS
and a quality service experience to your customers.
40: Identify six attitudes and attributes the service industry expects of you. S NS
41: State the steps you would take to address a service delay a customer is experiencing. S NS
42: Explain what you would do if you couldn’t provide a product or service the customer wants. S NS
43: List four ways you could proactively compensate customers for any service difficulties S NS
experienced.
44: What are three things you should consider when providing compensation to the customer? S NS
45: What’s the value of staff and customer feedback? Identify five ways staff and customer S NS
feedback can help enhance customer service delivery.
46: A customer is complaining loudly about your poor service. Explain how you would handle this S NS
situation.
47: Give new colleague three tips on how to use appropriate language when communicating. S NS
48: Describe the tone, pitch and volume you should use when speaking to customers. S NS
49: Explain why it’s important to apply good questioning techniques when communicating with S NS
customers who are complaining?
50: List five conflict resolution techniques you can use to establish the facts, prevent escalation and S NS
work towards an agreeable solution.
51: Describe the guidelines you should follow when taking responsibility for finding solutions to S NS
complaints.
52: State the eight-step procedure usually used in the complaint-handling process. S NS
53: Identify four organisational constraints you should take into account when deciding how to S NS
resolve customer complaints.
54: List three questions you can ask yourself to assess the impact a solution will have on a customer. S NS
55: Identify four areas of the workplace where there is commonly room for improvement. S NS
57: List three promotional services you could offer to promote repeat business. S NS
58: Identify four types of customer loyalty programs you could use to promote repeat business. S NS
59: Describe the data contained and maintained in customer profiles which you can use to provide S NS
personalised, tailored products and services to repeat customers.
60: Describe three ways you can develop the technical skills necessary to use computers and S NS
databases that manage customer profiles and promotional activities.
61: List three methods you can use to collect feedback from customers. S NS
Task outcome S NS
Assessor’s remarks
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that
this assessment task is original and has not been copied or taken from another source
except where this work has been correctly acknowledged. I have made a photocopy or
electronic copy or photograph of my assessment task, which I can produce if the original is
lost.
Assessor Student
I declare that I have conducted a fair, valid, I have received, discussed and accepted
reliable and flexible assessment with this my result as above for this task and I am
student, and I have provided appropriate aware of my appeal rights.
feedback. I also declare that I have
undertaken the indicated assessment integrity
checks
Google check for plagiarism Yes
No
Check for Copying/Collusion Yes
No
Check for Authenticity (own work) Signature: .....................................................
Yes No
Cheating or use of model answers Date: ..............................................................
Yes No
Signature: .........................................................
Date: .................................................................
Evidence specifications:
At the end of the assessment, you will be required to submit the following evidence
before the due date specified by the assessor:
- Completed and signed cover sheet for assessment
Evidence submission:
- Documentation can be submitted electronically or paper-based.
- Your assessor will record the assessment outcome on the assessment cover sheet.
There are a few things that must be changed, but creating a database of customer
profiles is the priority.
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Q2: What technology will you use to store the customer information in? Be specific and
provide an example of such a system.
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Based on this feedback you would like to implement some changes to the hotel’s
services to improve the customer experience.
Q1: List the services you would like to provide for customers?
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Q3: The Mayfell Hotel is now affiliated with a major local airline. What add-ons could the
airline offer your customers?
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Q4: What extras or add-ons can you provide in the hotel’s restaurant to improve the
customer’s experience?
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You are checking in a returning customer, Barry Biswell. From his customer profile you
know the following information.
Q5: What action could you take to ensure you give Barry personalised service? List at
least three.
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Learner’s name:
Task outcome S NS
Assessor’s remarks
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that
this assessment task is original and has not been copied or taken from another source
except where this work has been correctly acknowledged. I have made a photocopy or
electronic copy or photograph of my assessment task, which I can produce if the original is
lost.
Assessor Student
I declare that I have conducted a fair, valid, I have received, discussed and accepted
reliable and flexible assessment with this my result as above for this task and I am
student, and I have provided appropriate aware of my appeal rights.
feedback. I also declare that I have
undertaken the indicated assessment integrity
checks
Google check for plagiarism Yes
No
Check for Copying/Collusion Yes
No
Check for Authenticity (own work) Signature: .....................................................
Yes No
Cheating or use of model answers Date: ..............................................................
Yes No
Signature: .........................................................
Date: .................................................................
This is a role play based assessment which will be carried out in a simulated industry environment
where you are required to complete 5 role plays and answer questions at the end of the role
play.
You will be briefed about their roles and the desired outcomes prior to the commencement of the
activity.
At the end of the assessment, student will be required to submit the following evidence before
the due date specified by the assessor:
- Completed and signed cover sheet for assessment
Evidence submission:
- Documentation can be submitted paper-based.
- Assessor will record the assessment outcome on the assessment cover sheet.
Role-play 1
• The following resources are required to complete the role-play.
• A table or desk to simulate the reception desk.
Learner instructions
You are a receptionist on the front desk of the Mayfell Hotel. It’s Thursday. A customer
arrives at the hotel and approaches the front desk. Your role is to greet them, establish
their needs and provide appropriate products, assistance and information.
• Read the Mayfell Hotel overview in the Role-play background information prior to
commencing the role-play.
• During the role-play, you are required to demonstrate the following skills and
knowledge.
• Make the customer a priority over other workplace duties.
• Greet your customer in a polite and friendly manner.
• Use questioning and listening techniques to determine the customer’s needs.
• Explain and match products and services to the customer’s needs.
• Seek feedback from the customer about the customer service they have received.
• There have been new services which the hotel now offers that it didn’t before. You are
to ensure you refer to these.
• Complete the role-play.
Q2: According to the customer complaints policy, what are some acceptable ways to
compensate customers who have an issue?
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Role-play 3
Learner instructions
You are the hotel manager at the Mayfell Hotel. The hotel receptionist has referred a
customer complaint to you. You are unsure of the incident but the customer is
demanding to speak to you, as they have been unhappy with the response from hotel
reception. It is in regards to overcharging.
• Read the Role-play background information prior to commencing the role-play.
• During the role-play, you are required to demonstrate the following skills and
knowledge.
• Use conflict resolution techniques.
• Prevent escalation.
• Refer to complaints-handling policy.
• Identify ways to compensate dissatisfied customers according to customer
complaints policy.
• Explain the complaints procedure to the customer so that they are aware of the
process.
• Ask for feedback on the complaints resolution process.
Q3: Should the cause and outcomes of this issue be discussed with hotel reception staff?
Why/why not?
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Q3: Why is it important to seek feedback from internal customers about the delivery of
customer service and processes used to resolve problems and issues?
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Q4: Should the cause and outcomes of this issue be discussed with the hotel manager or
senior manager? Why/why not?
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Q5: What action could be taken to prevent this issue from occurring again?
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Q3: What actions could employees at Mayfell Hotel take to ensure this situation does not
occur again?
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Learner’s name:
Role-play 2
Role-play 3
Role-play 4
Role-play 5
Task outcome S NS
Assessor’s remarks
INSTRUCTIONS – ASSESSOR
To complete this assessment, trainer will:
• Observe the learner while they identify customer requirements and provide professional and personalised customer service experiences to two
different internal and two different external customers to meet requirements.
• Observe the student while they demonstrate procedures to respond to and resolve three different customer complaints according to
organisational policies and procedures.
• Observe the student while they demonstrate effective communication with the above internal and external customers, including any with special
needs.
• Observe the student while they seek formal and informal feedback from customers on quality.
• Observe the learner while they provide above service to above customers in line with organisational customer service standards and within
designated response time.
• Use the checklist to observe the learner using a range of skills/tasks.
• Observe the learner over a period while they learn and use various skills/tasks.
• Ensure that the learner can consistently perform all tasks multiple times satisfactorily.
• Decide when the learner is competent at all tasks.
• Ask the learner questions relating to the tasks they are undertaking.
• On completion, submit the assessment as mentioned.
Date of
Assessor’s Name:
completion:
Trainer Declaration:
Yes No
The following questions are to be completed by the assessor
Have the Learner’s rights and the appeal system been fully explained?
Learner Declaration
Yes No
I declare that:
I have kept a copy of all relevant notes and reference material that I used
in the production of my work
I have given references for all sources of information that are not my
own, including the words, ideas and images of others
Student Results
Not yet
Assessments Not
Satisfactory(S) satisfactory
Completed
(NYS)
Assessment 1: Knowledge Test
Assessment 2: Scenario
Assessment 3: Role play
Comments:
▪ computers and databases that manage customer profiles and promotional activities
▪ organisational policies, procedures and templates relating to:
▪ customer service standards
▪ designated response times
▪ presentation standards
▪ procedures for dealing with customer complaints
▪ customer surveys and feedback collection
▪ recording and reporting customer feedback
▪ internal and external customers with different cultural backgrounds and special service
needs with whom the individual can interact; these can be:
- customers in an industry workplace during the assessment process; or
- individuals who participate in role plays or simulated activities, set up for the purpose of
assessment, in a simulated industry environment operated within a training organisation.
Purpose of role Students are required to play the role of a Receptionist where the
student is required to greet the customer as he/she arrives at the hotel
and approaches front desk. The student will establish the needs of the
customer (played by the assessor/other student) and provide assistance
and information as requested by the customer.
Role play script • The receptionist will greet the customer politely and make them
feel welcomed.
• The receptionist will ask questions to the customer to get more
information about how, when and where they made the booking.
• The receptionist will clearly explain the products and services that
are available for the customer.
• The receptionist will explain the new services that are offered to
customers which may include the following:
- Car parking location and costs (if any)
- How to transfer luggage to the room
- Dining facilities for dinner and if bookings are necessary
- Location of the health club
- How to access the hotel’s WiFi
• The receptionist will seek an oral feedback from the customer about
the service received.
Role play It is important that you are prepared for this session, ensuring you:
information • prepare for the session to ensure everything is covered
Presentation Context
• This role play will consist of the student playing the role of a
receptionist and the assessor or another student who will play the
role of the customer.
• Things to consider whilst performing this task:
• Be organized - prepare and plan for the session thoroughly.
• Know your position as a receptionist.
• Know your company and the services offered.
• Be prepared to ask questions
• Be prepared to be asked questions
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Things to consider whilst role-playing an employee:
• Be prepared
• Act professionally throughout the process
• Be prepared to ask questions when you require more information
• Answer all questions to the best of your ability
• Ensure the customer is of top most priority over other workplace
duties.
• Make sure that by the end of the session, the customer is satisfied
and all the queries are responded to efficiently.
Key outcome
expected from The learner greets you politely and courteously and makes you feel
role-play welcome.
The learner asks you questions to gain information and clarify your needs.
The learner clearly explains products and services, and provides
information and directions as a result of your questions and responses.
The learner explains the new services now offered to customers.
Purpose of role You are required to play the role of a Customer who has never stayed
at the Mayfell Hotel. The customer has various queries about the
services offered as he/she is unsure about the same as the booking was
done online through a booking service and not the hotel directly.
Role play script • The customer has arrived by car and left the luggage as the
customer is unsure about valet parking service and porter service.
• Since the customer has made a booking online and has the details
in the email, he/she must keep the information ready.
• The customer has questions regarding the following:
- Car parking location and costs (if any)
- How to transfer luggage to the room
- Dining facilities for dinner and if bookings are necessary
- Location of the health club
- How to access the hotel’s WiFi
• The customer will provide feedback to the receptionist regarding
the service received.
Role play It is important that you are prepared for this session, ensuring you:
information • Ask relevant questions to the receptionist and provide accurate
information for the employee to solve the queries.
• Each meeting will consist of a receptionist (played by the student),
and a customer/client (assessor/other student)
Things to consider whilst performing this task:
• Be organized - prepare and plan for the session thoroughly.
• Know your position as a client.
• Ensure you have the email and all the queries ready.
• Be prepared to ask questions
Things to consider whilst role-playing a client:
• Be prepared
• Act professionally throughout the process
• Be prepared to ask questions when you require more information
• Answer all questions and provide all information to the
receptionist.
• Make sure that by the end of the session, the queries are all
answered by the receptionist.
• Remember, you will be required to play the part of a receptionist,
and role-play as a client (during another student’s assessment), so
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be sure to perform at your best at all times. This means you must
participate in the session, and ask questions if you feel they are
required (for clarification as needed)
Key outcome
expected from • The customer asks relevant questions to the receptionist
role-play • The customer ensures that all relevant information is requested.
• The customer gives an accurate oral feedback to the
receptionist.
Purpose of role Students are required to play the role of a Receptionist where the
student is required to use conflict resolution techniques and prevent
escalation of the mentioned in role-play 2.
The receptionist is required to refer the customer handling policy and
identify ways to compensate the dissatisfied customer.
Role play script • The receptionist greets the upset customer and listens to the issue.
• The receptionist finds a possible solution to the customer’s
problems.
• The receptionist will follow the complaints-handling policy and
compensate the customer.
• The receptionist has to ensure that the dissatisfied customer is well
taken care of by using the conflict-resolution technique.
Role play It is important that the students are prepared for this session, ensuring
information you:
• prepare for the session to ensure everything is covered
Presentation Context
• This role play will consist of the student playing the role of a
receptionist and the assessor or another student who will play the
role of the angry customer.
Things to consider whilst performing this task:
• Be organized - prepare and plan for the session thoroughly.
• Know your position as a receptionist.
• Know your company and the complaint-handling policy.
• Be prepared to ask questions
• Be prepared to be asked questions
Things to consider whilst role-playing an employee:
• Be prepared
• Use conflict resolution techniques.
• Act professionally throughout the process
• Be prepared to ask questions when you require more information
• Answer all questions to the best of your ability
• Ensure the comfort of the customer is of top most priority.
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• Make sure that by the end of the session, the customer is satisfied
and all the queries are responded to efficiently.
Key outcome
expected from • The learner listens to the complaint.
role-play • The learner uses appropriate conflict resolution techniques.
• The learner refers to the customer service policy in their response to
the customer.
• The learner identifies an appropriate way to compensate the
customer according to the Mayfell customer service policy (listed in
the ‘Role-play background information’.)
Purpose of role The students are required to play the role of a Customer who is staying
at the Mayfell Hotel for a five-day conference and is unable to get
sleep because of the noisy neighbors on either side of the room. The
customer is angry and very upset as the issue has been raised with the
reception and nothing concrete has been done about the same.
Role play script • The customer is angry while staying at the Mayfell Hotel because
of the noise level on either side of the room as there are people
partying at the hotel.
• The customer has taken this up with reception staff and the people
are quiet for a while and they start getting noisy again.
• The customer did not get sleep until 5 am on the 3rd day of the stay
and decide to speak to the reception staff personally.
• The customer wants to be moved to any other room available
which is guaranteed to be quiet and also the employee is
informed that the customer would never stay at the hotel again.
Role play It is important that the learner is prepared for this session, ensuring the
information learner:
• Explains the situation to the reception employee.
• The customer is angry throughout the exchange with the
employee.
• Each meeting will consist of a receptionist (played by the student),
and an angry customer/client (assessor/other student)
Things to consider whilst performing this task:
• Be organized - prepare and plan for the session thoroughly.
• Know your position as a client.
• Ensure the customer requests for appropriate compensation.
• Be prepared to ask questions.
Things to consider whilst role-playing a client:
• Be prepared
• Act professionally throughout the process
• Be prepared to ask questions when you require more information
• Make sure that by the end of the session, the problem is resolved
appropriately.
• If an appropriate compensation is provided, the customer will not
escalate the matter.
Key outcome
expected from • The customer is clear about the problems being faced during the
role-play stay.
• The customer is reasonable and calm if the employee listens to
the problem.
• The customer escalates the matter only if an appropriate
compensation is not provided.
Purpose of role Students are required to play the role of a hotel manager at the Mayfell
Hotel where the receptionist has informed about a customer complaint.
As a hotel manager, the conflict resolution technique must be used to
prevent escalation and identify ways to compensate the customer
according to the customer complaints policy.
Role play script • The hotel manager is informed about an upset customer.
• The hotel manager is unsure of the incident but talks to the
customer and learns about the issue of overcharging.
• The hotel manager uses conflict resolution techniques to prevent
escalation of the matter.
• The manager refers to the complaints-handling policy.
• The manager listens to the issue narrated by the customer and tries
to resolve the problem.
• The manager shows sensitivity towards the customer’s cultural
needs.
• The hotel manager apologises as it was the hotel’s fault and
provides solution.
• The hotel manager ensures the customer is satisfied with the
outcome and takes feedback from the customer.
Role play It is important that the students are prepared for this session, ensuring
information you:
• prepare for the session to ensure everything is covered
Presentation Context
• This role play will consist of the student playing the role of a hotel
manager and the assessor or another student who will play the
role of the upset customer.
Things to consider whilst performing this task:
• Be organized - prepare and plan for the session thoroughly.
• Know your position as a hotel manager.
• Know your company and the complaint-handling policy.
• Be prepared to ask questions
• Be prepared to be asked questions
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• Be calm and listen to the customer
Things to consider whilst role-playing an employee:
• Be prepared
• Use conflict resolution techniques.
• Act professionally throughout the process
• Be prepared to ask questions when you require more information
• Answer all questions to the best of your ability
• Ensure the comfort of the customer is of top most priority.
• Make sure that by the end of the session, the customer is satisfied
and take a feedback from the customer.
Key outcome
expected from The learner recognises and resolves the customer’s problem.
role-play The learner is sensitive to the customer’s cultural needs, for example, sorts
out the issue quickly or lets them go and pray while they investigate
the issue.
The learner uses appropriate conflict resolution techniques.
The learner listens to the issue.
The learner acknowledges that it is the hotel’s mistake.
The learner rectifies the problem to the customer’s satisfaction in line with
their level of responsibility as hotel manager.
The learner explains the customer service complaints policy.
Purpose of role The students are required to play the role of a Customer who is staying
at the Mayfell Hotel with the family. The customer is upset as the credit
card of the customer is overcharged and the customer is unable to pay
at the local winery. The customer ensures that the problem is solved
after speaking to the hotel manager.
Role play script • The customer is upset and is complaining regarding the
overcharging of the credit card while he has already paid for the
accommodation.
• The customer demands to speak to the manager as the
receptionist cannot solve the issue.
• The customer is upset and embarrassed.
• The customer explains the entire situation to the manager and
demands this be solved at the earliest as the receptionist advises
to take the issue with the credit card company.
• The customer is a Muslim and is getting late for prayers.
• The customer ensures that the hotel manager solves the issue at
the earliest to avoid an escalation.
Role play It is important that the learner is prepared for this session, ensuring the
information learner:
• Explains the situation to the hotel manager.
• The customer is upset but not loud or aggressive.
• Each meeting will consist of a hotel manager (played by the
student), and the upset customer/client (assessor/other student)
Things to consider whilst performing this task:
• Be organized - prepare and plan for the session thoroughly.
• Know your position as a client.
• Ensure the customer is not loud and aggressive but insistent and
demanding.
• Be prepared to ask questions.
Things to consider whilst role-playing a client:
• Be prepared
• Act professionally throughout the process
• Be prepared to ask questions when you require more information
• Make sure that by the end of the session, the problem is resolved
appropriately by the Hotel Manager.
Key outcome
expected from • The customer is provides facts to the hotel manager about the
role-play payment done before.
• The customer insists on a reasonable solution.
• The customer simply wants the situation rectified as soon as
possible.
Purpose of role Students are required to play the role of a Receptionist where the
internal customer (cook) has been assisted and customer service has
been provided while also ensuring the problem has been rectified.
Role play script • The receptionist is at the front desk of the Mayfell Hotel.
• The receptionist is approached by an internal customer (senior
cook) with a problem related to a customer.
• The receptionist greets the customer in a polite and friendly
manner.
• The receptionist listens to the cook and asks questions to
determine the needs of the customer.
• The receptionist tries to resolve the problem by seeking assistance
from others.
• If necessary, the receptionist will refer the issue to a higher-staff
member in line with organizational procedures.
• The receptionist also seeks for informal feedback from the internal
customer
Role play It is important that you are prepared for this session, ensuring you:
information • prepare for the session to ensure everything is covered.
Presentation Context
• This role play will consist of the student playing the role of a
receptionist and the assessor or another student who will play the
role of the internal customer (Senior Cook)
• Things to consider whilst performing this task:
• Be organized - prepare and plan for the session thoroughly.
• Know your position as a receptionist.
• Know your company and ask for assistance when needed.
• Be prepared to ask questions
• Be prepared to be asked questions
Things to consider whilst role-playing an employee:
• Be prepared
• Act professionally throughout the process
• Be prepared to ask questions when you require more information
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• Answer all questions to the best of your ability
• Ensure the customer is dealt in line with own level of responsibility.
• Make sure that by the end of the session, the customer is satisfied
and all the queries are responded to efficiently.
Key outcome
expected from The learner prioritises the internal customer’s needs ahead of other duties.
role-play The learner greets the internal customer appropriately.
The learner recognises the internal customer’s problem.
The learner offers solutions to rectify the problem or refers service issues to
a higher-level staff member.
The learner seeks feedback from the customer.
Purpose of role The learner is required to play the role of an internal customer (Senior
Cook) where he/she has a problem related to a hotel guest which is
related to a special dietary requirement.
Role play script • The cook wishes to speak to the hotel guest with a special dietary
requirement and hence approaches the receptionist of the hotel.
• The cook is informed that the receptionist on duty is unaware of
the guest or the meal preference. The cook suggests speaking to
the staff member who spoke to the hotel guest.
• The cook is stressed and wants to speak to someone who can help
in this situation as he/she needs to get back to work as soon as
possible.
• The cook provides feedback once the issue is rectified and the
customer service has been provided.
Role play It is important that you are prepared for this session, ensuring you:
information • Ask relevant questions to the receptionist about the hotel guest.
• Each session will consist of a receptionist (played by the student),
and an internal customer(assessor/other student)
Things to consider whilst performing this task:
• Be organized - prepare and plan for the session thoroughly.
• Know your position as a Senior cook.
• Be prepared to ask questions
Things to consider whilst role-playing a client:
• Be prepared
• Act professionally throughout the process
• Be prepared to ask questions when you require more information
• Answer all questions and provide all information to the
receptionist.
• Be aware of the consequences of not meeting requirements of a
special dietary meal request.
• Make sure that by the end of the session, the queries are all
answered by the receptionist.
• Remember, you will be required to play the part of a receptionist,
and role-play as an internal customer (during another student’s
assessment), so be sure to perform at your best at all times. This
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means you must participate in the session, and ask questions if you
feel they are required (for clarification as needed)
Key outcome
expected from • The cook asks relevant questions.
role-play • The cook takes the special dietary requirement seriously as the
consequences can be very serious.
• The cook is stressed but calm.
• The cook provides accurate feedback to the receptionist for
providing customer service to internal customer.
Purpose of role Students are required to play the role of a catering in-charge ensuring
that the food has been arranged for a conference and all special
dietary requirements have been taken care of while communicating
with the event coordinator and the chef, and providing customer
service for the internal customer.
Role play script • The catering in-charge is required to deal with any issues related
to the catering by communicating with the event coordinator and
the chef.
• The catering in charge faces an issue of a possible food shortage
which is communicated by the event coordinator.
• The catering in charge is required to greet the internal customer
(event coordinator) and use questioning skills to get more
information.
• The catering in charge is required to come up with a solution for
the problem and rectify any delays or deficiencies to customer
satisfaction in line with own level of responsibility.
• The catering in charge must involve a higher level staff member if
required.
• The catering in charge explains the action to be taken to ensure
this does not happen again.
• The catering in charge seeks informal feedback from the internal
customer (Event coordinator)
Role play It is important that you are prepared for this session, ensuring you:
information • prepare for the session to ensure everything is covered.
Presentation Context
• This role play will consist of the student playing the role of a
catering in charge and the assessor or another student who will
play the role of the internal customer (Event coordinator), and
chef (assessor/other student)
• Things to consider whilst performing this task:
• Be organized - prepare and plan for the session thoroughly.
• Know your position as a catering in charge and the responsibilities.
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• Know your company and ask for assistance when needed.
• Be prepared to ask questions
• Be prepared to be asked questions
Things to consider whilst role-playing an employee:
• Be prepared
• Act professionally throughout the process
• Be prepared to ask questions when you require more information
• Answer all questions to the best of your ability.
• Effective communication should be made between self, chef and
the event coordinator.
• Ensure the internal customer is greeted and there is a two-way
communication.
• Make sure that by the end of the session, the internal customer is
satisfied and all the queries are responded to efficiently.
Key outcome
expected from The learner greets the internal customer appropriately.
role-play The learner recognises the internal customer’s problem.
The learner offers solutions to rectify the problem or refers service issues to
a higher-level staff member.
The learner seeks feedback from the internal customer.
Purpose of role The learner is required to play the role of an internal customer (event
coordinator) where he/she has a problem related to shortage of food
for a conference of 150 people. The event coordinator along with the
catering in charge is required to come up with a solution for the same.
Role play script • The event coordinator is faced with an issue of shortage of food
for a conference held at Mayfell Hotel for 150 people.
• The event coordinator is required to communicate this to the
catering in charge and explain the situation.
• The event coordinator is required to provide all the information
while stating that the number of people were notified.
• The event coordinator is stressed out as the deadlind is
approaching for lunch but still tries to remain calm to come up
with a solution as soon as possible.
• The event coordinator needs the catering in charge to come up
with a solution while liaising with the chef.
• Once the problem is rectified, a feedback must be provided to
the catering in charge.
Role play It is important that you are prepared for this session, ensuring you:
information • Ask relevant questions to the catering in charge.
• Each session will consist of a catering in charge(played by the
student), and an event coordinator(assessor/other student), and
a chef(assessor/other student)
Things to consider whilst performing this task:
• Be organized - prepare and plan for the session thoroughly.
• Know your position as an event coordinator
• Be prepared to ask questions
Things to consider whilst role-playing a client:
• Be prepared
• Act professionally throughout the process
• Be prepared to ask questions when you require more information
• Answer all questions and provide all information to the catering in
charge.
Key outcome
expected from • The learner greets the internal customer appropriately.
role-play • The learner recognises the internal customer’s problem.
• The learner offers solutions to rectify the problem or refers service
issues to a higher-level staff member.
• The learner seeks feedback from the internal customer.
Qualification Enrolled
DIRECTIONS: Along each scale given below, please tick the box that matches most closely with your opinion as
indicated below:
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new information some familiar ideas with some new ideas
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