Address Customer Needs Unit Guide - BSBCUS402A

NEW SOUTH WALES TECHNICAL AND FURTHER EDUCATION COMMISSION
UNIT GUIDE
Unit Guide
Unit Title: Unit Code: Version Number: Implementation Date: Unit Sponsor: Product Developer: Program Area: Product Level: Last Updated: Nominal Student Teacher Hours: Nominal Student Hours: Address customer needs BSBCUS402A 1 01-Jul-2008 Isu Ultimo Isu Ultimo Business Finance And Culture Available For Statewide Delivery 16-May-2008 30 30
The Unit Guide supports delivery of this unit of competency. It: 1. Provides teachers with advice to facilitate learning, and to collect and assess evidence for reporting achievement of the unit of competency; 2. Supports Institute and teacher compliance with AQTF standards; 3. Informs course planning, monitoring and continuous improvement, and outcome reporting; 4. Provides learning and assessment information for students through the Student Assessment Guide(SAG). Teachers and other users may select and print one or more sections, or select and print the whole unit guide. Part Contents You will find information, such as: 1 Introduction Unit Purpose Grading Nominal delivery hours Early warning("key alerts") of issues important for delivery of training and evidence collection 2 Unit of Competency The complete text of the unit of competency. This may be from a information training package or be a locally developed unit by TAFE NSW or other RTO. The definitive source of training package units is the National Training Information Service database www.ntis.gov.au 3 Assessment Information Web links to generic "Policy & Guidelines". Guidelines for the collection of sufficient evidence for the learner's achievement of the unit of competency Suggested tools for evidence collection in different training and assessment contexts How to record and report the outcomes of assessment of a learner's evidence 4 Delivery Information Web links to generic "Policy & Guidelines". Strategies for learning facilitation for students in different training contexts, including strategies for integrated delivery OH & S and Environmental protection issues Delivery in specific contexts 5 Resources Teaching and learning resources: books, electronic media, Internet and Intranet resources Teacher and assessor requirements Physical resources Student purchases 6 Administrative Data Data for program planning, monitoring and outcome reporting Copyright
NSW TAFE Commission 2012
Unit Code: BSBCUS402A - Approved
Date: 05-May-2012 Page: 1

UNIT GUIDE
1. INTRODUCTION
1.1 Unit Purpose

On successful completion of this unit you should be able to communicate with customers to identify their needs and offer solutions to meet customer needs. Specifically, you will be able to: 1. 2. 3. Assist customers to articulate their needs Satisfy complex customer needs Manage networks to ensure customer needs are addressed
1.2 Grading
Grade Code: 42 : Competency (Ungraded)
Ungraded The student result is based on the evidence provided to meet the criteria for competence as specified in the unit of competency. The result AC or NC is entered in CLAMS representing Competent or Not yet Competent respectively.
1.3 Hours
Nominal Student Teacher Hours: Nominal Student Hours: 30 30
Duration Comments
1.4 Key Alerts
1.5 Enrolment Requirements

UNIT GUIDE
2. UNIT OF COMPETENCY INFORMATION

2.1 Unit Descriptor
This unit describes the performance outcomes, skills and knowledge required to manage the ongoing relationship with a customer, which includes assisting the customer to articulate their needs, meeting customer needs and managing networks to ensure customer needs are addressed. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
2.2 Elements of Competency and Performance Criteria

Element 1 . Assist customer to articulate needs Performance criteria 1. 2. 3. Ensure customer needs are fully explored, understood and agreed Explain and match available services and products to customer needs Identify and communicate rights and responsibilities of customers to the customer as appropriate
2 .
Satisfy complex customer needs
1. 2. 3. 4.
Explain possibilities for meeting customer needs Assist customers to evaluate service and/or product options to satisfy their needs Determine and prioritise preferred actions Identify potential areas of difficulty in customer service delivery and take appropriate actions in a positive manner
3 .
Manage networks to ensure customer needs are addressed
1. 2. 3.
4. 5.
Establish effective regular communication with customers Establish, maintain and expand relevant networks to ensure appropriate referral of customers to products and services from within and outside the organisation Ensure procedures are in place to ensure that decisions about targeting of customer services are based on up-todate information about the customer, and the products and services available Ensure procedures are put in place to ensure that referrals are based on the matching of the assessment of customer needs and availability of products and services Maintain records of customer interaction in accordance with organisational procedures
Skills and Knowledge

UNIT GUIDE
Required skills literacy skills to read a variety of texts, to prepare general information and papers, and to write formal and informal letters according to target audience numeracy skills to analyse data, and to compare time lines and promotional costs against budgets problem-solving skills to develop solutions unique to a customer culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities.
Required knowledge key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: o anti-discrimination legislation o ethical principles o codes of practice o privacy laws o environmental issues o occupational health and safety organisational procedures and standards for customer service relationships detailed product knowledge which may be of significant breadth (so as to propose alternative products and services), or of significant depth (so as to propose variations within a limited product and service range).
2.3 Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Customers may include:
customers with routine or specific requests in person, computer-based and telephone customers internal and external customers people from a range of social, cultural or ethnic backgrounds people who may be unwell, drug affected or emotionally distressed people with varying physical and mental abilities regular and new customers fulfilment of external obligations informed consent
Rights and responsibilities of customers may include: Effective regular communication may include:
giving customers full attention handling sensitive and confidential issues maintaining eye-contact (for face-to-face interactions), except where eye-contact may be

UNIT GUIDE
Organisational procedures may include:
culturally inappropriate speaking clearly and concisely using active listening techniques using appropriate language and tone of voice using clearly written information/communication using non-verbal communication e.g. body language, personal presentation (for face-to-face interactions) using open and/or closed questions procedural manuals quality systems, standards and guidelines
2.4 Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. Overview of assessment Critical aspects for assessment and evidence required to demonstrate competency in this unit Evidence of the following is essential: assisting customers to particular their needs documenting processes used and customer satisfaction with the products/services offered assisting customers to address their needs.
Context of and specific resources for assessment Assessment must ensure: access to an actual workplace or simulated environment access to office equipment and resources examples of products/services and promotional strategies.
Method of assessment A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate review of documentation prioritising preferred actions analysis of responses to case studies and scenarios demonstration of techniques observation of presentations assessment of written reports evaluation of communication established with customers review of customer interaction records.
Guidance information for assessment Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

UNIT GUIDE
general administration units.
2.5 Pre-requisites
Combiner Unit Code Name
2.6 Co-requisites
Combiner Unit Code Name
2.7 AQF Unit Level

Level: Certificate IV
2.8 Unit Weighting

Weight: 0
2.9 Additional Information from the Training Package

Employability Skills This unit contains employability skills. Application Of Unit This unit applies to workers required to be familiar with a product and/or service that varies widely and is capable of significant customisation. The customer relationship would typically involve direct interaction a number of times over an extended period. This unit is appropriate to workers who are expected to have detailed product knowledge in order to recommend customised solutions. They would be expected to apply organisational procedures and be aware of, and apply as appropriate, broader factors involving ethics, industry practice and relevant government policies and regulations. Unit Sector No sector assigned

UNIT GUIDE
3. ASSESSMENT INFORMATION
Teachers are required to be aware of all policies and guidelines, AQTF standards and legislative requirements for assessment of this unit of competency. These policies and guidelines can be accessed from the Policies & Guidelines link on the unit details page of CIDO or the DET intranet Unit Guide https://detwww.det.nsw.edu.au/tsss/edusyssupport/cis/unitguide/poliguid/index.htm The unit content as suggested in section 4.1 Delivery Strategies should be tailored towards the industry or business type of the course in which it is used. Teachers are encouraged to make extensive use of case studies and/or role plays in the assessment of this unit. This unit can be assessed with any of the AQF level 3 and level 4 units in customer service as service delivery forms a part of these other areas. These units are: BSBCUS301A Deliver and Monitor a Service to Customers BSBCUS401A Co-ordinate implementation of a customer service strategy BSBCUS403A Implement customer service standards You would expect that an employee in the customer service area at AQF level 4 would be in a frontline managerial or team leader position. Whilst this is a single unit of competence and as such, may be delivered as a stand alone unit, it is also an integral part of other related units (BSBCUS401A, BSBCUS403A and BSBCUS301A). There is significant duplication between these units, so co-delivery and co-assessment is strongly recommended where possible. To assess this unit the learner and trainer should have access to a workplace or simulated workplace as well as appropriate documentation and resources normally used in the workplace. Teachers are encouraged to make extensive use of case studies and/or role plays in the delivery and assessment of this unit. This unit could be assessed on its own or in combination with other units relevant to the job function (see above for co-assessment opportunities). Assessment tasks may be designed to include more than one unit however completion of each unit must be reported individually. Assessor judgement and holistic assessment are emphasised in this unit. The focus is the clustering and integration of areas of knowledge, skills and attitude against the unit purpose. Assessment practices should also cater for the particular workplace characteristics and needs of worker students. An assessment plan should be developed for this unit that specifies the assessment strategies that will be used and how these strategies link to this unit of competency. Additionally, recognition strategies should be specified when planning assessment.
3.1 Guidelines for the collection of sufficient evidence

UNIT GUIDE
Learners who demonstrate competence in this unit must be able to provide evidence that they can: AE1 - Engage effectively in customer service transactions AE2 - Assist customers articulate their needs AE3 - Provide solutions to meet complex customer needs AE4 - Demonstrate an ability to establish and maintain regular customer contact AE5 Capture/ document customer feedback and satisfaction with the products/ services offered Details about the critical aspects of evidence are provided in section 2 Evidence Guide of the Unit Guide.
3.2 Suggested Assessment Strategies

The Evidence Guide in Section 2 provides a range of assessment methods. The following suggestions are provided as guidance only and based on proven assessment practices. It is critical, however, that all assessment instruments are validated before implementation. (Refer to course document for advice about assessment validation). Communicating Assessment Requirements to Students For this unit it is recommended that assessment activities consist of role play activities, case studies and a short report. It is recommended that learners undertake the following: Engage in customer service transactions to assist customers articulate their needs Provide solutions to complex customer needs Assist customers to evaluate products and services to meet their needs Match customer needs with products and services offered Capture/ document customer feedback and satisfaction with the products/ services offered Establish and maintain effective regular communication with customers Demonstrate effective management of networks to ensure customer needs are addressed
Discussion, individual feedback and formative assessment should form part of the above.
3.3 Recording and Reporting of Assessment

The following assessment table is a suggested assessment strategy for in class/off job delivery. Teachers can vary this assessment strategy to best meet the needs of the learners, while ensuring that the Unit Purpose is met. Assessment Table

UNIT GUIDE Assessment Component COMPETENCY UNGRADED COMPETENCY UNGRADED COMPETENCY UNGRADED Assessment Method/Tool No 1 2 3 Assessment Method/Tool Role plays Case studies Short report Aspects of Evidence AE1-3 AE1-5 AE4-5 Weighting %
3.3.1 Criteria for performance level grading
3.4 Recognition
3.4.1 Unit Equivalence Arrangements
TAFE Advanced Standings
Arrangements
No: 104489 Start: 01-Jan-2008 End:
Target Units
BSBCUS402 Address customer needs
Source Units
BSBCMN418 Address customer needs
3.4.2 Pre-arranged RPL
3.5 Assessment in specific contexts
3.6 Assessment Requirements for Students

Introduction Assessment is a process that will require you to provide evidence that you have achieved the knowledge and skills required in this unit of competency. Successful completion of this unit is based on the assessment of your demonstrated competence in a workplace or simulated workplace environment. Assessment of this unit may be in the form of role plays, case studies and a written report to demonstrate that you can assist customers to articulate their needs; satisfy complex customer needs; and manage networks to ensure customer needs are addressed. Your teacher will advise you of the specific assessment requirements for this unit. In order to be deemed competent in this unit you will be assessed in a way that provides evidence that you are able to:

UNIT GUIDE
Communicate professionally with customers Communicate effectively with different personalities of customers Use appropriate communication skills to identify customer needs and assist customers articulate their needs Use active listening skills when interacting with customers Address the core issue rather than addressing symptoms Recommend appropriate solutions to meet customer needs Handle requests that cannot be met, or are outside the scope of your responsibility Provide solutions to complex customer needs Demonstrate detailed product knowledge and ability to match customer needs with solutions Maintain accurate and up to date records of customer details Demonstrate an ability to establish and maintain effective regular customer contact Demonstrate good networking skills in a customer service environment Capture and document customer feedback and satisfaction Demonstrate good knowledge of organisational customer service policies and procedures Interpret database data and recommend customer targeting strategies

UNIT GUIDE
4. DELIVERY INFORMATION
Teachers are required to be aware of all policies and guidelines, AQTF standards and legislative requirements for delivery of this unit of competency. These policies and guidelines can be accessed from the Policies & Guidelines link on the unit details page of CIDO or the DET intranet Unit Guide (Writer's Manual) website at: https://detwww.det.nsw.edu.au/tsss/edusyssupport/cis/unitguide/poliguid/index.htm NOTE: The following content table has been designed to assist teachers in teaching this unit of competency. The content list addresses all the elements and performance criteria and range statement. The content is a guide only and is based on current industry practice. The unit content should be tailored towards the industry or business type of the course in which it is used and is suitable for co-delivery and co-assessment across industry sectors. You would expect that an employee in the customer service area at AQF level 4 would be in a frontline managerial or team leader position. This unit lends itself to experiential learning. There should be ongoing discussion on the assessment tasks, allowing learners to share their experiences. Brainstorming sessions on commonly experienced customer service problems may also be worthwhile. It is important that learners receive feedback from each task they complete to enhance learner achievement. Use self and peer assessment from role plays to identify opportunities for improvement in customer service delivery. Learners should demonstrate by answering questions and participating in discussion that they have the required underpinning knowledge required in this unit.
4.1 Delivery Strategies

The following table will assist teachers in planning the delivery of this unit and ensuring that the critical aspects of Address Customer Needs content are consistently applied. This has been structured into three (3) topic areas with content coverage. Teachers are advised to use this topic list to plan lesson delivery. In order to deliver this unit in a logical, sequential and appropriate format for learners, teachers should use the following implementation advice and strategies to plan their delivery sessions. Topic 1. Communicate with customers - Assist customers to articulate their needs Content o o o Who are our customers? Internal customers, external customers Importance of effective communication Building rapport and generating relationships where none exist Communicating positively with customers

UNIT GUIDE
o o o o o o o o o o o
planning communications active listening identifying & communicating effectively with different personality types reflective listening to gain an understanding of others simple/ appropriate language non verbal communication skill of empathy being assertive dealing with conflict setting boundaries clearly and effectively Managing the reactions of self and others Communicate rights and responsibilities of customers
2. Identify customers needs and match needs with products and services
Types of customer needs: o information o service o purchase o complaints Questioning customers to determine needs Response styles assertion, aggression, submission Handling resistance to assertion, manipulation & aggression Address the core issue rather than addressing symptoms Features and benefits of products & services Recommend appropriate solutions to meet customer needs Handle requests that cannot be met, or are outside the scope of your responsibility Saying no respectfully Impact & importance of good complaints handling Applying the skills & processes on which effective complaints handling are based
3. Manage customer networks
o o o o o o
Methods of communicating with customers Email, letter, fax In person Telephone Via media (print press, television, internet. etc) Using a database Information in a database Using information from a database

UNIT GUIDE
o o
Maintaining the database ensuring data is correct Using the database to target customers Recording customer service transactions Using computerised systems Using manual record systems Capture and documentation of customer feedback and satisfaction
Quality of customer service Product offerings as a driver of overall customer satisfaction CRM Using customer satisfaction/ customer profitability/ customer loyalty to address specific customer needs Nurturing relations with customers
Delivery strategies for this unit Delivery strategies should provide learners with the opportunity to develop the skills and knowledge listed in the unit purpose through a blend of theory and practical activities. Practice is vital in this area of customer service so role plays and case studies are appropriate tools to support learning. The content of this unit of competence is somewhat vague. It covers a combination of other customer service units. There is a great deal of duplication between this and the other level 4 units, particularly BSBCUS403A Implement customer service standards. Employees carrying out job roles related to this unit would be responsible for managing personnel responsible for service delivery. They would also be responsible for monitoring service delivery and allocating resources to service delivery. Employees at this level would also be expected to review and report on service delivery performance and make recommendations for improvement. The focus of this unit is on customer service transactions and maintaining ongoing communication with customers. The role of databases should be emphasised throughout this unit. Teachers may be able to source a mock database of customer information (or learners could provide their own examples). This database could then be analysed for the purpose of grouping customers for targeting with particular communications. For example, a database of book club members may show three (3) distinct cohorts of customers; regular buyers spending over a certain amount, regular buyers spending under a certain amount and occasional buyers. Learners could be required to analyse this information to suggest appropriate targeting strategies to address the different customer needs. Teachers can also use a range of case studies and questioning as methods of formative assessment. Videos with discussion following may also be useful in class tools.

UNIT GUIDE
Teachers should emphasise the importance of organisational policies in relation to service delivery. Learners should be encouraged to access examples of customer services policies from a range of organisations. These can be used as discussion case topics in class sessions. Where possible, learners should be encouraged to use the policies of organisation by which they are employed. Where learners are not employed, they should be encouraged to seek out policies of organisations in the local business community. The internet may provide a source of information about customer service policies for some major organisations. The internet resources list provides some suggestions here. Case studies are an appropriate way to support a modified lecture style delivery. Delivery of this unit can also be supported using class based team activities for key concepts. Group discussion activities act as a formative assessment method. They also allow learners to explore concepts and issues in a practical way. Many of the texts in the resources list have numerous cases and examples that can be used. In the range statement, customers are defined in terms of cultural background, emotional needs and mental capacity. This definition is relevant in areas such as health and community services. However when delivering this unit in business based courses, the term customer takes on a much broader meaning. Whilst aspects of the customers circumstances are important, this is only a small part of the definition/scope of who an organisations customers really are. Teachers should ensure that their definition of customer is appropriate to the context of the training group and the course in which the unit is being delivered. The range statement is also extremely limited in its definition of the rights and responsibilities of customers. Teachers should expand this range to ensure it is relevant in the training context. For example, in a sales / retail environment, it may include things such as payment terms, refund & rebate policies.
4.2 Environmental Responsibilities
4.3 Occupational Health and Safety

Teachers are required to be aware of OHS policies and guidelines, and legislative requirements. These policies and guidelines can be accessed from the Policy & Guidelines link on the unit details page of CIDO or the DET intranet Unit Guide (Writer's Manual) website at:https://detwww.det.nsw.edu.au/tsss/edusyssupport/cis/unitguide/poliguid/index.htm
4.4 Associated Legislation and Policy Information
4.5 Delivery in specific contexts

UNIT GUIDE
5. RESOURCES
5.1 Teaching and Learning Resources
Recommended Text The following resources may assist sourcing/developing delivery materials for this unit: Dwyer, Judith 2006 7th Edn. Coordinate implementation of customer service strategies. McGraw-Hill Australia. ISBN: 9780074717189 This edition builds on the previous editions to provide an understanding of communication principles that can then be applied in the workplace. Written to be userfriendly and accessible, the text is divided into four parts: Workplace Communication, Workplace Relationships, Workplace Documents and Career Development. Each chapter includes learning objectives and a list of key terms at the beginning of the chapter, margin notes to highlight key ideas, a comprehensive glossary and end-ofchapter summaries. The Companion Website www.pearsoned.com.au/dwyer provides further online resources for teachers and students The following resources may also assist sourcing/developing delivery materials for this unit: (a) Useful Websites
www.fairtrading.nsw.gov.edu Customer Service: Good Business Matters; guidelines for business (type customer service into the search box) www.consumer.gov.au This is the site for the Ministerial Council on Consumer Affairs The role of MCCA is to consider consumer affairs and fair trading matters of national significance and, where possible, develop a consistent approach to those issues. This site has some useful information about customer rights and legislation in relation to customers. http://www.icsa.com/ "The International customer Service Association Site is an international organisation you can join. They have up to date articles and research on customer service. http://www.customercare.com/

UNIT GUIDE
This site is the official site for the Customer Care Institute. This professional organisation claims to be committed to developing people into customer care professionals.
http://www.acenture.com/ This is the official site for "Accenture Consulting" who is an international managementconsulting organisation. They have amongst their pages, articles on customer service. http://www.csr.co.za/ This is the site for the Customer Service Review an online journal, which provides information and articles on customer service. It claims to scan 400 service-oriented magazines weekly for articles and information http://www.griffith.edu.au/centre/gihe/griffith_graduate/toolkit/oral/teach.htm This site (from Griffith University) contains resources fro teaching communication skills. http://crs.uvm.edu/gopher/nerl/personal/comm/e.html
This site has some in-depth Exercise to Help Learners Understand Active Listening. It is from the Centre for Rural Studies, University of Vermont.
www.privacy.gov.au This is the website for the National Privacy Commissioner. It contains very useful information about the ways in which Privacy legislation affects organisations that collect customer information. (b) Books Bernbaum, Diane. , Larkin, Tom, (2007) How to Talk to Customers: Create a Great Impression Every Time with MAGIC This book looks at conversations employees have every day with customers. In this must-have resource, Diane Berenbaum and Tom Larkin outline a proven system based on their MAGIC customer service training program. MAGIC, which stands for Make a Great Impression on the Customer, can help anyone become the type of communicator that makes their customers feel special. For more on this book, visit www.howtotalktocustomers.com Cole, K (2005). Management,The theory and practice of first-line management. Prentice Hall: Frenchs Forest. This text addresses modern management thinking. The text has a theoretical grounding and it gives readers practical information. The text is organised into four distinct parts: Managing Yourself, Managing Others, Managing Operations, and Workplace Practice. Each is written with competency training in mind and is solidly underpinned by relevant management and organisation theories. Numerous exercises, activities, tips and techniques provide a sound base to successful management.

UNIT GUIDE
Dwyer, J. (2004). 3rd Edn. Communication in Business: strategies and skills. Prentice hall: Frenchs Forest This is a comprehensive how-to guide that will help readers understand communication this principles and apply them to the business environment. The book provides examples of working models to practise interaction skills. Eunson, Baden. (2007) Conflict management. John Wiley & Sons Australia. Conflict Management is an easy-to-read book for understanding and managing conflict situations. The book takes an in-depth look at negotiation skills. It offers a visual and fresh approach to the work of strategies and tactics, negotiation styles, the importance of listening and questioning skills, the reasons why the location of negotiation can affect its outcome. Eunson, Baden. (2007) Communicating in the 21st Century. John Wiley & Sons, Australia.
This is an excellent Australian text that focuses on interpersonal and other communication skills. Harris, Elaine K. (2006) Customer Service: A Practical Approach, Fourth Edition. Prentice Hall. USA This text focuses on problem solving, communication strategies and self-assessment. It has an easy to read layout and it covers a wide range of knowledge and skills. It discusses the use of technology and has quick quizzes, job link activities, team building exercises, and expanded challenge projects. Jackson, Pamela. (2003) Co-ordinate Implementation of Customer Service Strategies. Pearson Prentice Hall. Australia
This is a workbook that was written to support the equivalent unit in the BSB01 Training Package. It is an excellent resource as it contains numerous activities. Kamin, Maxine. (2003) Customer Service Training. Pearson Education Australia. This text offers exercises, games, activities, icebreakers, and assessment instruments. The companion CD-ROM includes PowerPoint presentations and electronic copies of all supporting material. Rix, Peter (2007) Selling Managing Customer Relationships. McGraw Hill. Australia
This text focuses on the two fundamentals of personal selling - consultation and persuasion, together with in-depth coverage of customer relationship management strategies for practical success in the field. This title is suitable when the unit is delivered as part of business based courses. Ukens, Lorraine L. 2007. 101 ways to improve customer service: training, tools, tips, and techniques. Pfeiffer. USA. ISBN: 9780787982003 This book provides a variety of training and development interventions that can be used by frontline service employees in a range of organisations. (c) Journals & periodicals

UNIT GUIDE
Advances in Services Marketing and Management CSM Customer Service Manager
This is an international e-journal. It offers many good articles that may be used for in class activities. www.customerservicemanager.com
Customer Management Journal This is a U.K publication but you can get access to archived articles by registering (Free). www.customermanagement.co.uk International Journal of Services Industry Management Journal of Professional Services Marketing
Journal of Services Marketing Emerald Group Publishing Limited. United Kingdom www.emeraldinsight.com Managing Service Quality Emerald Group Publishing Limited. United Kingdom www.emeraldinsight.com (d) Videos/DVDs Many of the following titles are available in the TAFE library network. The following titles are produced by Videotrain Australia. www.videotrain.com.au Workplace communication, 1. The nature of workplace communication Creating Great Service Customer Service Dealing with difficult People Handling Complaints Listen Hear Telephone techniques
The following titles are produced by VEA Australia. www.vea.com.au Conflict Management Customer Service
Business Essentials (2005) Stop sucking lemons (videorecording), Business Essentials, East Victoria, Australia Marcom Projects (2006) Mad about customer service (videorecording), Marcom Projects, Eight Mile Plains, Australia.

UNIT GUIDE
Getting it right at work. Customer service De Silva Joyce, Helen. 2007 Publisher/Producer: NSW AMES Active listening skills Publisher/Producer: Informed Business Training 2006.
5.2 Teacher and Assessor Requirements
Vocational Qualifications: The following vocational qualifications would meet the requirements of teacher competence to teach this uni of competence: Degree or Advanced Diploma with a major in marketing Relevant Industry Experience: In addition to vocational qualifications, a teacher with at least three years relevant and current industry experience would be deemed competent to teach this unit.
5.3 Essential Physical Resources

Access to a workplace or simulated workplace Teacher prepared hand-outs which provide information about the unit purpose and assessment criteria Overhead transparencies, overhead projector and trolley Laptop and projector (light-pro) VCR/DVD and monitor Access to a photocopier Access to the internet
5.4 Student Resource Requirements

Your teacher will advise you of any resources, including text books, which you will require for this unit.

UNIT GUIDE
6. ADMINISTRATIVE
6.1 Unit Code 6.2 Unit Title
BSBCUS402A Address customer needs 1 01-Jul-2008
6.3 Version Number
6.4 Implementation Date 6.5 Availability Status 6.6 Training Packages 6.7 Unit Sponsor 6.8 Program Area
Current Business Services
Isu Ultimo Business Finance And Culture Isu Ultimo 080505 Marketing
6.9 Product Developer 6.10 Field of Education
6.11 Animal Use Category
Animals Are Not Used 30
6.12 Nominal Student Teacher Hours 6.13 Nominal Student Hours

30 30 Yes
6.14 Annual Hours Curriculum 6.15 Selected Study Program 6.16 Locally Developed
No
6.17 Copyright Statement

The State of NSW Department of Education & Training holds copyright of the material developed by TAFE NSW for sections 1, 3, 4, 5 & 6 in this unit guide. The Commonwealth holds copyright of material in section 2 of this unit guide which is copied directly from the Training Package. The Commonwealth gives permission to trainers and teachers to make copies of the information from the Training Package by photocopying or other duplicating

UNIT GUIDE
processes for use within their training organisations or in a workplace where the training is being conducted. The permission does not however extend to the making of copies for use outside the immediate training environment for which they are made, nor the making of copies for hire or resale to third parties. For permission to use Commonwealth copyright material outside these guidelines contact the Department of Education, Employment and Workplace Relations (DEEWR).
6.18 Copyright Licensing and Franchising

Licensing and franchising arrangements should be negotiated with the copyright owner. For information related to the licensing of State of NSW, Department of Education & Training copyright material contact Business, Arts & Information Technology Curriculum Centre Tel: 92174400 Fax: 92174015 For information related to the licensing of material copyrighted to the Department of Education, Science & Training (DEST) write to DEST at Location 702 GPO Box 9880 Canberra City ACT 2601.
6.19 RAM Category
1202
Advertising Marketg & Pub Relations

Address Customer Needs Unit Guide - BSBCUS402A

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NEW SOUTH WALES TECHNICAL AND FURTHER EDUCATION COMMISSION

NSW TAFE Commission 2012

Unit Code: BSBCUS402A - Approved

Date: 05-May-2012 Page: 1

NEW SOUTH WALES TECHNICAL AND FURTHER EDUCATION COMMISSION

1.1 Unit Purpose

1.4 Key Alerts

1.5 Enrolment Requirements

NSW TAFE Commission 2012

Unit Code: BSBCUS402A - Approved

Date: 05-May-2012 Page: 2

NEW SOUTH WALES TECHNICAL AND FURTHER EDUCATION COMMISSION

2. UNIT OF COMPETENCY INFORMATION

2.2 Elements of Competency and Performance Criteria

Satisfy complex customer needs

Manage networks to ensure customer needs are addressed

Skills and Knowledge

NSW TAFE Commission 2012

Unit Code: BSBCUS402A - Approved

Date: 05-May-2012 Page: 3

NEW SOUTH WALES TECHNICAL AND FURTHER EDUCATION COMMISSION

2.3 Range Statement

Customers may include:

NSW TAFE Commission 2012

Unit Code: BSBCUS402A - Approved

Date: 05-May-2012 Page: 4

NEW SOUTH WALES TECHNICAL AND FURTHER EDUCATION COMMISSION

Organisational procedures may include:

2.4 Evidence Guide

NSW TAFE Commission 2012

Unit Code: BSBCUS402A - Approved

Date: 05-May-2012 Page: 5

NEW SOUTH WALES TECHNICAL AND FURTHER EDUCATION COMMISSION

general administration units.

2.7 AQF Unit Level

2.8 Unit Weighting

2.9 Additional Information from the Training Package

NSW TAFE Commission 2012

Unit Code: BSBCUS402A - Approved

Date: 05-May-2012 Page: 6

NEW SOUTH WALES TECHNICAL AND FURTHER EDUCATION COMMISSION

3.1 Guidelines for the collection of sufficient evidence

NSW TAFE Commission 2012

Unit Code: BSBCUS402A - Approved

Date: 05-May-2012 Page: 7

NEW SOUTH WALES TECHNICAL AND FURTHER EDUCATION COMMISSION

3.2 Suggested Assessment Strategies

3.3 Recording and Reporting of Assessment

NSW TAFE Commission 2012

Unit Code: BSBCUS402A - Approved

Date: 05-May-2012 Page: 8

NEW SOUTH WALES TECHNICAL AND FURTHER EDUCATION COMMISSION

3.3.1 Criteria for performance level grading

3.4.1 Unit Equivalence Arrangements

TAFE Advanced Standings

3.4.2 Pre-arranged RPL

3.5 Assessment in specific contexts

3.6 Assessment Requirements for Students

NSW TAFE Commission 2012

Unit Code: BSBCUS402A - Approved

Date: 05-May-2012 Page: 9

NEW SOUTH WALES TECHNICAL AND FURTHER EDUCATION COMMISSION