SITXCCS007 Learner Workbook V1.1 ACOT

Unit Result Record Sheet
SITXCCS007 Enhance customer service experiences

Student Name:
BLOCK Print
Student Number:
BLOCK Print
Assessment
Reassessment
Completed Result Completed Result
(If required)
Date
Satisfactory
Satisfactory
Satisfactory
Satisfactory
Date
Reassessed
Not Yet
Not Yet
Assessed
(Evidence must be (Evidence must be in
in students file) students file)
Written Assessment
Questions
Summative Written
Assessment Questions
Summative Practical
Demonstration of Skills
Result for unit Competent Not Yet Competent

Assessor Name:
Signature:
& Signature
Date result
reached:
Comments:
Student Declaration:
I declare that:
• I was made aware of all assessment requirements for this/these unit/s
• I have received feedback from my assessor on the results of each individual assessment task and my overall result
for this/these unit/s
• I have been made aware of the reassessment policy for any assessment tasks and/or units that I have not yet
satisfactorily completed
• All work for assessment tasks submitted for this unit is my own with no part of any assessment being
copied/plagiarised from another person’s work, except where authorized and listed/referenced
Student Signature:
Student Name: _____________________________ Student ID: ___________________________
Received by Australian College of Trade:
NAME: __________________________________ Signature: _________________________ Date: __________

UNIT: SITXCCS007 Enhance customer service experiences
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SITXCCS007
Enhance customer service
experiences
Learner Workbook
VCID. ACOT Training and Assessment/SITXCCS007/Learner Workbook/V1.1/July 2019

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Table of Contents
Table of Contents ......................................................................................................................... 2
Instructions to Learner ....................................................................... Error! Bookmark not defined.
Assessment instructions .................................................................. Error! Bookmark not defined.
Assessment requirements .............................................................................................................. 6
Observation/Demonstration ........................................................................................................ 7
Third Party Guide ......................................................................................................................... 8
Third party details (required information from the learner) .......................................................... 8
Activities ..................................................................................................................................... 9
Activity 1A ....................................................................................................................................... 9
Activity 1B ..................................................................................................................................... 10
Activity 1C ..................................................................................................................................... 13
Activity 1D ..................................................................................................................................... 14
Activity 1E...................................................................................................................................... 15
Activity 1F...................................................................................................................................... 16
Activity 1G ..................................................................................................................................... 17
Activity 1H ..................................................................................................................................... 18
Activity 2A ..................................................................................................................................... 19
Activity 2B ..................................................................................................................................... 20
Activity 2C ..................................................................................................................................... 21
Activity 2D ..................................................................................................................................... 22
Activity 2E...................................................................................................................................... 23
Activity 3A ..................................................................................................................................... 24
Activity 3B ..................................................................................................................................... 25
Activity 3C ..................................................................................................................................... 26
Activity 3D ..................................................................................................................................... 27
Activity 3E...................................................................................................................................... 29
Activity 3F...................................................................................................................................... 30
Activity 3G ..................................................................................................................................... 31
Activity 3H ..................................................................................................................................... 32
Activity 4A ..................................................................................................................................... 33
Activity 4B ..................................................................................................................................... 34

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Activity 4C ..................................................................................................................................... 35
Activity 4D ..................................................................................................................................... 36
Summative Assessments ............................................................................................................ 37
Section A: Skills activity ................................................................................................................. 38
Section B: Knowledge activity (Q & A) .......................................................................................... 42
Section C: Performance activity .................................................................................................... 49
Workplace Documentation – for learner ..................................................................................... 50
Workplace documents checklist ................................................................................................... 50
Supplementary Oral Questions (optional) – for assessor ............................................................. 51
Competency record to be completed by assessor ........................................................................ 54

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Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and
the terms and conditions relating to the submission of your assessment task. Please consult with
your trainer/assessor if you are unsure of any questions. It is important that you understand and
adhere to the terms and conditions, and address fully each assessment task. If any assessment task
is not fully addressed, then your assessment task will be returned to you for resubmission. Your
trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of
the overall unit of competency. When undertaking any written assessment tasks, please ensure that
you address the following criteria:
➢ Address each question including any sub-points
➢ Demonstrate that you have researched the topic thoroughly
➢ Cover the topic in a logical, structured manner
➢ Your assessment tasks are well presented, well referenced and word processed
➢ Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them
as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When
you have any doubts about including the work of other authors in your assessment, please consult
your trainer/assessor. The following list outlines some of the activities for which a learner can be
accused of plagiarism:
➢ Presenting any work by another individual as one's own unintentionally
➢ Handing in assessments markedly similar to or copied from another learner
➢ Presenting the work of another individual or group as their own work
➢ Handing in assessments without the adequate acknowledgement of sources used, including

assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised
to discuss this with you, and further action may be taken accordingly.

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Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in
whole or in part of unauthorised collaboration with another person or persons. Collusion involves
the cooperation of two or more learners in plagiarism or other forms of academic misconduct and,
as such, both parties are subject to disciplinary action. Collusion or copying from other learners is
not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten
assessments will not be accepted (unless, prior written confirmation is provided by the
trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more
training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and
will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet
Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at any time,
including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict
confidence, in accordance with the law. However, you are responsible for ensuring that you do not
provide us with anything regarding any third party including your employer, colleagues and others,
that they do not consent to the disclosure of. While we may ask you to provide information or
details about aspects of your employer and workplace, you are responsible for obtaining necessary
consents and ensuring that privacy rights and confidentiality obligations are not breached by you in
supplying us with such information.
Assessment appeals process

If you feel that you have been unfairly treated during your assessment, and you are not happy with
your assessment and/or the outcome as a result of that treatment, you have the right to lodge an
appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed
further with the request after discussions with your trainer/assessor, you need to lodge your appeal
to the course coordinator, in writing, outlining the reason(s) for the appeal.

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Recognised prior learning

Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately.
Assessment requirements
Assessment can either be:
➢ Direct observation
➢ Product-based methods e.g. reports, role plays, work samples
➢ Portfolios – annotated and validated
➢ Questioning
➢ Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be
completed by the agreed third party.
Third parties can be:
➢ Supervisors
➢ Trainers
➢ Team members
➢ Clients
➢ Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria,
skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have
them deemed satisfactory by the assessor. If you do not answer some questions or perform certain
tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you
supplementary questions to determine your competence. Once you have demonstrated the
required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your
assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as
provided during induction.

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If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your
assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish
to do so, discuss this with your trainer/assessor.
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must
complete or tasks to be observed. The observations and demonstrations will be completed as well as
the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
➢ Performing a work-based skill or task
➢ Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
➢ Performing a skill or task that is asked of you
➢ Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The
observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration. Your
trainer/assessor will ensure you are provided with the correct equipment and/or materials to
complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.

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Third Party Guide

You should supply details of the third party to the assessor before you commence the activities (see
below), unless the assessor has already selected a third party themselves. The assessor can then
contact the third party in instances where they require more evidence to determine competency, or
they cannot observe certain tasks themselves.
The reasons to use a third party may include:

➢ Assessment is required in the workplace
➢ Where there are health and safety issues related to observation
➢ Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to
inform the assessor. They will be able to provide you with a simulated environment in which to
complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require
application of the principles that you are learning as part of your training. Where this is not possible,
you and your third party should simulate the activity tasks and demonstrations that you believe
would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work
role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on
competency themselves. Documents relevant to collection of third-party evidence are included in
the Third Party section in the Observations/Demonstrations document.
Third party details (where required from the learner)

A third party may be required for observations or demonstrations; please provide details below of
your nominated third party and obtain their signature to confirm their agreement to participate. This
information will be required by your trainer/assessor in advance of arranging any future
observations or demonstrations.
Third party name: ______________________________________________________________
Position of third party: ______________________________________________________________
Telephone number: ______________________________________________________________
Email address: ______________________________________________________________
Declaration for nominated third party

I declare my intention to act as third party for (learner’s name here) __________________________
Third party signature: _____________________________________ Date: ___________________

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Activities
Complete the following activities individually or in a group (as applicable to the specific activity
and the assessment environment).
Activity 1A
Estimated Time 15 Minutes
Objective To provide you with an opportunity to determine and confirm customer
preferences, needs and expectations.
With another member of your class, role-play an interaction with a customer in which you
determine and confirm the customer’s preferences, needs and expectations in relation to your
products and/or services.
This activity will need to be observed, and a signed record of this observation (completed by the
assessor or third party) should be uploaded in your answer. It should detail what was done,
when it was done, the time it was completed in, the completed actions and the overall outcome
of the tasks.

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Activity 1B
Objective To provide you with an opportunity to demonstrate your ability to provide
useful advice about products and/or services.
Identify at least THREE products or service packages that are offered by your company.
For each product that you have identified, identify the product specifications.
For example, Laptop A has:
➢ 2 USB ports
➢ 1TB storage
➢ 15” screen
➢ 2-year warrantee
➢ Windows 10, etc.
For each service package that you have identified, identify all its components.
For example, PARTY PACKAGE A includes:
➢ Hot dinner for 15 guests

➢ 1 birthday cake which serves 15
➢ 15 helium balloons
➢ 2 members of staff for four hours
➢ Choice of blue room or red room
➢ Choice of entertainment option A, B or C for 1 hour
➢ Optional bouncy castle hire.

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Why do you need to know product specifications or service package details in order to advise
customers?

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Activity 1C
Objective To provide you with an opportunity to demonstrate that you are able to
anticipate customer preferences, needs and expectations throughout the
service experience.
Describe an interaction you have had with a customer where you have anticipated their
preferences, needs and expectations. How did you do this?
In your current role, what are some techniques you can use to anticipate customer preferences,
needs and expectations?

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Activity 1D
Objective To provide you with an opportunity to show understanding of the principles
of professional and personalized service.
How can you ensure that your service is professional?
How can you ensure that your service is personal?

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Activity 1E
Objective To provide you with an opportunity to show your knowledge of extras, add-
ons and tailored option for your products/services.
With a peer, discuss which optional add-ons, extras or tailored services may be applied to:
➢ A flight
➢ A phone contract
➢ A restaurant meal.
of the tasks.
Which extras, add-ons and/or tailored service options are offered by your company? How are
these priced?

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Activity 1F
Objective To provide you with an opportunity to check actioning of special requests
before customer delivery.
Review orders placed in your company over the last week.
➢ Can you identify any special requests made by customers?

➢ What are these?
➢ How can you check if these requests have been actioned?
Where possible, complete a check to verify that a special request has been actioned.
of the tasks.

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Activity 1G
Objective To provide you with an opportunity to describe how to effectively liaise with
team members and suppliers.
Create a graphic or write a short summary which shows the different roles of members in your
team and how they interrelate. How can all these different team members work more
effectively as a team to provide better customer service?
What may be some requirements of liaising with suppliers?

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Activity 1H
Objective To provide you with an opportunity to share customer information with team
members to ensure quality service.
Select an order that you have recently taken. Share the details of this order/customer
information verbally with your peer and ensure that all details are logged on the relevant online
system, where one exists.
of the tasks.

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Activity 2A
Objective To provide you with an opportunity to identify problems with products and
services and take immediate action to address before provision to customer.
Complete one of the following to either check for problems with PRODUCTS or to check for
problems with SERVICES.
➢ Identify any checklists or other resources that are used within your organisation to
provide structure to inventory/stock checks and complete an inspection. For any
problems identified, follow-up with the correct procedural response.
➢ Choose a service that is due to be delivered within the next few days. Check whether
there are any potential problems for delivering this service. For any problems identified,
follow-up with the correct procedural response.
of the tasks.

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Activity 2B
Objective To provide you with an opportunity to demonstrate knowledge of how to
anticipate delays in product and service provision and regularly update
customer on expected outcomes.
Give some examples of when delays might be anticipated.
Using your organisation’s system for organising customer data, retrieve the contact details for
THREE customers.

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Activity 2C
Objective To provide you with an opportunity to advise customers of alternative
products and services.
With a class peer, role-play a scenario in which a customer requires an alternative product or
service to one already considered or purchased. Advise them on their options.
of the tasks.

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Activity 2D
Objective To provide you with an opportunity to show knowledge of your organisation’s
compensation policy.
For a staff member with your level of responsibility, what compensation options are you
authorised to offer for each of the following (where applicable):
➢ Damaged goods / unsatisfactory service
➢ Delays
➢ Rudeness from staff.

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Activity 2E
Objective To provide you with an opportunity to provide ongoing internal feedback on
service issues and suggest improvements.
Observe a peer in their work practice and take notes. During the class, give feedback to them,
using your knowledge of the principles of good customer service and organisational policy and
procedure to comment on how they could improve.
of the tasks.

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Activity 3A
Objective To provide you with an opportunity to use questioning techniques to
establish and agree on nature, possible cause, and details of the complaint.
With a partner from your class, role-play a scenario in which a customer comes to you with a
complaint. During this role-play, use a range of questioning techniques to establish and agree
on the nature, possible cause and details of the complaint.
of the tasks.

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Activity 3B
Objective To provide you with an opportunity to assess impact on customer.
With a partner, take it in turns to describe an occasion where you have been involved in, or
witnessed, an angry customer making a complaint. Describe as many details as you can
remember.
Discuss the scenarios and explain what you would consider the impact on the customer in each
scenario and steps you might take for further assessment, if necessary.
of the tasks.

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Activity 3C
Objective To provide you with an opportunity to demonstrate knowledge of possible
communication techniques for resolving complaints.
Which communication techniques might you use to resolve complaints?
What is meant by ‘equality and diversity’? How does this apply in customer service and how
might you apply it in interactions with customers with special needs?

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Activity 3D
Objective To provide you with an opportunity to determine options to resolve
complaints and promptly analyse and decide on optimal solutions, taking
organisational constraints into account.
Outline your organisation’s policy and procedure for resolving the following complaints (where
applicable to your industry):
➢ Shipping error
➢ Damaged goods / poor quality service
➢ Mistreatment by staff members.

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Where there are multiple options for resolving a complaint, how would you decide on the
optimal solution?
Which organisational constraints would apply when deciding on the optimal solution for
resolving complaints?

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Activity 3E
Objective To provide you with an opportunity demonstrate your judgement in acting
swiftly to resolve complaints and prevent escalation, in consultation with
customer and to customer satisfaction.
A customer has ordered a customised product which does not match their order description.
The mistake was made by a supplier responsible for creating one of the customisable
components of the product. The customer has brought the issue to your attention to resolve.
How would you act swiftly to resolve this complaint and prevent escalation, in consultation
with the customer and to customer satisfaction?

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Activity 3F
Objective To provide you with an opportunity to turn complaints into opportunities to
demonstrate high quality customer service.
Recall any complaint that you have handled during your time in customer service. How did you
turn this into an opportunity to demonstrate high quality customer service? Could more have
been done to use the complaint as an opportunity to demonstrate high quality customer
service?

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Activity 3G
Objective To provide you with an opportunity to provide internal feedback on customer
complaints and feedback and required follow-up in order to avoid future
occurrence.
Gather into groups of three. The other two members of your group will perform a role-play of a
customer service assistant handling a customer complaint which you will observe.
When the role-play has finished, give personal feedback to the ‘customer assistant’ and explain
which follow-up will be required.
of the tasks.

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Activity 3H
Objective To provide you with an opportunity to review and evaluate complaints and
solutions to enhance response to future issues.
Use the appropriate databases and/or analytical tools from within your organisation to review
and evaluate ONE aspect of your organisation’s customer service. For example:
➢ Number of complaints
➢ Frequency of types of complaint
➢ Complaint response time
➢ Average time taken to resolve a customer complaint
➢ Average cost of resolving a customer complaint
➢ Average call length
➢ Percentage of complaints that are successfully resolved
➢ Percentage of complaints that are successfully handled by frontline staff.
What do the results of your evaluation tell you about the current standards of customer service
in your organisation? How could you use this information to enhance responses to future
issues?
total product sold - 100

number of complaints - 15
unhappy cusmers - 5
complaints resolved - 10

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Activity 4A
Objective To provide you with an opportunity to promote repeat business by offering
promotional services according to individual empowerment and
organisational policy.
Which promotional services are currently running within your organisation (both temporary
and permanent)?
What are the terms and conditions of these? When and to whom may they be offered?

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Activity 4B
Objective To provide you with an opportunity to demonstrate your understanding of
the use and function of customer profiles.
Which information may be stored in a customer profile?
What is your organisation’s system for organising customer profiles? Is the system offline or
online?
How are customer profiles maintained within your organisation?

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Activity 4C
Objective To provide you with an opportunity to provide personalised service to
customers in a professional manner that builds repeat business.
Demonstrate the delivery of a personalised service in an interaction with a customer.
of the tasks.

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Activity 4D
Objective To provide you with an opportunity to provide tailored products and services
based on customer profile.
How are customers segmented into groups by your organisation for the purpose of targeted
marketing? You may be able to view these segmentations (e.g. through mail shot groups) or use
your general knowledge of how your organisation markets to its consumers.
Asides from targeted marketing, how else might an organisation use its customers’ data to
provide tailored products and services?

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Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed
after finishing the Learner Guide. You should complete these as stated below and as instructed by
your trainer/assessor.
Skills, knowledge and performance may be termed as:
➢ Skills – skill requirements, required skills, essential skills, foundation skills
➢ Knowledge – knowledge requirements, required knowledge, essential knowledge,

knowledge evidence
➢ Performance – evidence requirements, critical aspects of assessment, performance

evidence.
Section A: Skills activity

The skills activity is designed to be a series of demonstrative tasks that should be assessed by
observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide
further instructions to you, if necessary.
Section B: Knowledge activity (Q & A)

The knowledge activity is designed to be a verbal questionnaire where the assessor asks you a series
of questions to confirm your competency for all of the required knowledge in the unit of
competency.
Section C: Performance activity

The performance activity is designed to be a practical activity performed either in the workplace or a
simulated environment. You should demonstrate the required practical tasks for the unit of
competency and be observed by the assessor and/or third party, as applicable to the situation. If the
third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any
evidence of competency to this workbook.

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Section A: Skills activity

Objective: To provide you with an opportunity to show you have the required skills for this unit.
This activity will enable you to demonstrate the following skills:
Reading skills to:
➢ Interpret organisational policies and procedures
Writing skills to:
➢ Record entries in customer service records
Oral communication skills to:
➢ Use probe questioning to determine customer needs, preferences and problems; clarify
ambiguities; and adequately understand customer complaints
Numeracy skills to:
➢ Calculate the cost of products and services, estimate profitability, and consider the cost of
customer compensation
Problem-solving skills to:
➢ Determine adequate and appropriate compensation for service or product difficulty
Technology skills to:
➢ Use computers and databases that manage customer profiles and promotional activities
Answer the activity in as much detail as possible, considering your organisational requirements.
1. Outline your organisation’s policy and procedure for:

Refer to your source in your answer, e.g. Employee Handbook.
➢ Complaints management

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➢ Equality and diversity
➢ Loyalty schemes.
2. Demonstrate how you would record an entry in a customer service record.
3. Demonstrate that you are able to use probe questioning to determine customer needs,
preferences and problems and to clarify any ambiguities that arise.
Where there is no suitable opportunity to interact with an actual customer, your assessor may
create a simulated environment for you to demonstrate your skills.
This activity will need to be observed, and a signed record of this observation (completed by
the assessor or third party) should be uploaded in your answer. It should detail what was
done, when it was done, the time it was completed in, the completed actions and the overall
outcome of the tasks.
4. Choose THREE products or services offered by your organisation. Using your organisation’s
policy and procedure for offering compensation after a complaint as a guide, calculate the loss
of profitability for offering each type of compensation on each product/service.

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5. Determine adequate and appropriate compensation for service or product difficulty.
Where there is no suitable opportunity to interact with an actual customer, your assessor may
create a simulated environment for you to demonstrate your skills.
This activity will need to be observed, and a signed record of this observation (completed by
the assessor or third party) should be uploaded in your answer. It should detail what was
done, when it was done, the time it was completed in, the completed actions and the overall
outcome of the tasks.
6. Enter your organisation’s system for managing customer profiles. For THREE different
customers, retrieve the following information:
➢ Name
➢ Gender
➢ Contact details and preferences
➢ Order history.

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Section B: Knowledge activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
➢ Principles and benefits of enhanced customer service experiences and positive

communication
➢ Techniques to anticipate customer preferences, needs and expectations throughout the

service experience
➢ Conflict resolution techniques
➢ Methods for enhancing service delivery in response to staff and customer feedback
➢ Various extras and add-ons to enhance the customer experience
➢ Specific industry sector:
o professional service standards and protocols for service industry personnel
o attitudes and attributes expected by the service industries to work with customers
o different customer service needs and expectations
o types of customer loyalty programs
o essential features and use of the customer databases
➢ Particular organisation:
o designated response times for providing service and resolving complaints
o customer service policies and procedures
o complaint handling policies and procedures
o promotional services offered
➢ Procedures for responding to common customer complaints
➢ Methods of compensating dissatisfied customers
➢ Factors to consider when determining compensation of dissatisfied customers
➢ Awareness of special needs, customs and practices of various social and cultural groups of
customers
➢ Methods of collecting feedback

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➢ Essential features, conventions and usage of different types of communication techniques

and equipment
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
1. What are the principles and benefits of enhanced customer service experiences and positive
communication?
2. What techniques can be used to anticipate customer preferences, needs and expectations
throughout the service experience?

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3. What are some conflict resolution techniques that may be used when dealing with an irate
customer?
4. What are some methods for enhancing service delivery in response to staff and customer
feedback?
5. Which extras and add-ons does your organisation offer to enhance the customer experience?

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6. Describe your obligations for each of the following in relation to your specific industry sector,
using organisational policy and procedure as reference where necessary:
➢ Professional service standards and protocols for service industry personnel
➢ Attitudes and attributes expected by the service industries to work with customers
➢ Different customer service needs and expectations
➢ Types of customer loyalty programs
➢ Essential features and use of the customer databases.
7. Outline the following for your particular organisation:
➢ Designated response times for providing service and resolving complaints

P a g e | 46
➢ Customer service policies and procedures
➢ Complaint handling policies and procedures
➢ Promotional services offered.
8. What is the procedure you would follow to respond to the following customer complaints?
➢ Incorrect pricing or quotes
➢ Delays or errors in providing products or services
➢ Misunderstanding of customer requests

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➢ Escalated complaints or disputes
➢ Other team members or suppliers not providing special requests
➢ Misunderstandings or communication barriers
➢ Unmet expectations of, or problems or faults with, a service or product.
9. Which methods of compensating dissatisfied customers are standard within your

organisation? When and how is compensation offered?

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10. What factors must you consider when determining the compensation of dissatisfied
customers?
11. Which social and cultural special needs, customs and practices require awareness in a
customer service role?
12. What are some methods of collecting formal and informal feedback?
13. What are the essential features, conventions and usage of the different types of
communication techniques and equipment used within your organisation?

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Section C: Performance activity

Objective: To provide you with an opportunity to demonstrate the required performance
elements for this unit.
This activity will enable you to demonstrate the following performance evidence:
1. Identify customer requirements and provide professional and personalised customer service
experiences to two different internal and two different external customers to meet
requirements
2. Demonstrate procedures to respond to and resolve three different customer complaints

according to organisational policies and procedures
3. Demonstrate effective communication with the above internal and external customers,
including any with special needs
4. Seek formal and informal feedback from customers on quality of above service
5. Provide above service to above customers in line with organisational customer service
standards and within designated organisational response times
Answer the activity in as much detail as possible, considering your organisational requirements.
1. Identify customer requirements and provide professional and personalised customer service
experiences to TWO different internal and TWO different external customers to meet
requirements.
2. Demonstrate procedures to respond to and resolve THREE different customer complaints

according to organisational policies and procedures.
3. Demonstrate effective communication with the above internal and external customers,
including any with special needs.
4. Seek formal and informal feedback from customers on quality of above service.
5. Provide above service to above customers in line with organisational customer service
standards and within designated organisational response times.

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Workplace Documentation – for learner

Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to the
assessor or third party. Indicate in the table below the documents that have been provided. Please
refer to your trainer/assessor if clarification is required or if you have any further questions on what
you are able to provide or use.
Document name/description Document attached
Yes No (Please circle)
For RTO use only
Have originals or digital copies been supplied for the workplace Yes No (Please circle)
documents?
If not originals, have the originals been validated or checked? Yes No (Please circle)
Learner’s signature
Assessor’s signature

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Supplementary Oral Questions (optional) – for assessor

The below table is for you to document any supplementary verbal questions you have asked the
learner to determine their competency. For example, if you are unsure of their answer to a question
in the Learner Workbook, you may choose to ask them a supplementary question to clarify their
understanding of the relevant criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:

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Question:
Learner answer:
Question:
Learner answer:
Question:
Learner answer:

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Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Assessor’s name

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Competency as recorded by Assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the overall unit. Indicate in the table below if the learner is deemed
competent or not yet competent for the unit or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Activities List 1A-1H, 2A-2E, 3A-3H, 4A – 4D S NS
Have the activities been answered and performed fully, as required to assess Yes No
the competency of the learner? (Please circle)
Has sufficient evidence and information been provided by the learner for the Yes No
activities? (Please circle)
Comments from trainer/assessor:
Summative Assessments: Section A checklist S NS

Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)
activity? (Please circle)
Summative Assessments: Section B checklist S NS

Summative Assessments: Section C checklist S NS


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Unit Result
Has the learner completed all required assessments to a satisfactory Yes No
standard? (Please circle)
Has sufficient evidence and information been provided by the learner to Yes No
prove their competency across the entire unit? (Please circle)
Has the learner completed all required assessments to a satisfactory Yes No

standard? (Please circle)
Has sufficient evidence and information been provided by the learner to Yes No
prove their competency across the entire unit? (Please circle)
The learner has been assessed as competent in the elements and performance criteria and the evidence has
been presented as:
Yes No
Authentic
(Please circle)
Yes No
Valid
(Please circle)
Yes No
Reliable
(Please circle)
Yes No
Current
(Please circle)
Yes No
Sufficient
(Please circle)
The learner is deemed: Not yet Competent Competent
If not yet satisfactory, date for reassessment:

SITXCCS007 Learner Workbook V1.1 ACOT

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Unit Result Record Sheet

SITXCCS007 Enhance customer service experiences

Result for unit Competent Not Yet Competent

Student Name: _____________________________ Student ID: ___________________________

Received by Australian College of Trade:

NAME: __________________________________ Signature: _________________________ Date: __________

VCID. ACOT Training and Assessment/SITXCCS007/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITXCCS007/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITXCCS007/Learner Workbook/V1.1/July 2019

➢ Address each question including any sub-points

➢ Demonstrate that you have researched the topic thoroughly

➢ Cover the topic in a logical, structured manner

➢ Presenting any work by another individual as one's own unintentionally

➢ Handing in assessments markedly similar to or copied from another learner

➢ Presenting the work of another individual or group as their own work

➢ Handing in assessments without the adequate acknowledgement of sources used, including

VCID. ACOT Training and Assessment/SITXCCS007/Learner Workbook/V1.1/July 2019

Assessment appeals process

VCID. ACOT Training and Assessment/SITXCCS007/Learner Workbook/V1.1/July 2019

Recognised prior learning

VCID. ACOT Training and Assessment/SITXCCS007/Learner Workbook/V1.1/July 2019

An explanation of observations and demonstrations:

The observation will usually require:

➢ Performing a work-based skill or task

➢ Interaction with colleagues and/or customers.

A demonstration will require:

➢ Performing a skill or task that is asked of you

➢ Undertaking a simulation exercise.

VCID. ACOT Training and Assessment/SITXCCS007/Learner Workbook/V1.1/July 2019

Third Party Guide

The reasons to use a third party may include:

Third party details (where required from the learner)

Third party name: ______________________________________________________________

Position of third party: ______________________________________________________________

Telephone number: ______________________________________________________________

Email address: ______________________________________________________________

Declaration for nominated third party

Third party signature: _____________________________________ Date: ___________________

VCID. ACOT Training and Assessment/SITXCCS007/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITXCCS007/Learner Workbook/V1.1/July 2019

For example, Laptop A has:

For example, PARTY PACKAGE A includes:

➢ Hot dinner for 15 guests

VCID. ACOT Training and Assessment/SITXCCS007/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITXCCS007/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITXCCS007/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITXCCS007/Learner Workbook/V1.1/July 2019

How can you ensure that your service is personal?

VCID. ACOT Training and Assessment/SITXCCS007/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITXCCS007/Learner Workbook/V1.1/July 2019

➢ Can you identify any special requests made by customers?

VCID. ACOT Training and Assessment/SITXCCS007/Learner Workbook/V1.1/July 2019

What may be some requirements of liaising with suppliers?

VCID. ACOT Training and Assessment/SITXCCS007/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITXCCS007/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITXCCS007/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITXCCS007/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITXCCS007/Learner Workbook/V1.1/July 2019

➢ Damaged goods / unsatisfactory service

➢ Rudeness from staff.

VCID. ACOT Training and Assessment/SITXCCS007/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITXCCS007/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITXCCS007/Learner Workbook/V1.1/July 2019

VCID. ACOT Training and Assessment/SITXCCS007/Learner Workbook/V1.1/July 2019

Student Name: ___ Student ID: _

NAME: ____________________ Signature: _ Date:

Third party signature: ___________________ Date: _