Assessment Cover Sheet

Transcription

Assessment Cover Sheet
Please fill out the necessary information, and sign and date where required
Training & Assessment Guide for Unit of Competency
BSBCUS501C Manage Quality Customer Service
Student Name:
Starting Date:
Finishing Date:
Date Submitted:
Due Date: After receiving your booklet, It should take you a maximum of 4-6 weeks to complete.
I DECLARE THAT :

no part of this book (i.e. Answers to Questions,
Documentation etc) has been copied from another
person’s work except where referenced accordingly

no other person has written any part of this
book/assessment, except where such collaboration
has been authorized by Queensland Polytechnic

I hold a copy of the documentation within this book,
which can be produced should the original be lost or
damaged, or is deemed necessary

the signature is my own and/or the email that I have
sent, which includes this book, is my own personal
email address

this book has not been submitted for any other study
requirements
Name & Signature of Student:
ADDITIONALLY:

I have completed a pre-training review and have
contributed to development of my training plan /
qualification

I am aware that this assessment item/book can be
adapted to meet my individual needs if required

I am aware that I can apply for RPL or RCC based
on my previous experience of expertise

I am aware that this assessment approach is
negotiable and by undertaking this ‘book’, I have
agreed upon this format

I am aware of my responsibilities with regards to
assessment items
________________________________________
Or, if submitted electronically, the receipt of the email
is sufficient for electronic submission.
Page 1 of 41
Student Number (if known):
Student Contact Details
Phone:
Email:
Marking of Assessment:
Name & Signature of Assessor
Karen Lamkin
Attempt 1 -  Successful  Unsuccessful
Attempt 2 -  Successful  Unsuccessful
Was a Re-submission granted?  Yes  No  N/A
________________________________________
(Can be handwritten or electronic)
By signing the Assessment Cover Sheet, the student agrees that if a
resubmission is required, they will make the suggested improvements
Resubmission Date Due: _______________
Was an extension granted?  Yes  No  N/A
Extension Due Date: __________________
ASSESSMENT SUMMARY / FINAL CHECKLIST
 Assessment 1, Oral/Written Questions
 Successful  Unsuccessful
 Assessment 2, Documentation Evidence
Such as:
 Comment Card
 Customer Service Policy
 Assessment 3, Practical Observation by Trainer and Third Party
Final Result -  Competent  Not Yet Competent
Name & Signature of Student:____________________________________
Name & Signature of Assessor ____________________________________
Feedback / Comments
Please note, all assessment items are kept by Queensland Polytechnic. Constructive Feedback will be provided by
either phone call / email. By signing the Assessment Cover Sheet, the student agrees that feedback will be provided
in this manner.
This guide and all related learning resources contain material copied in reliance upon the Educational Copying
Agreement between the Copyright Agency Ltd and Queensland Polytechnic/ACIL Training under Part VB of the
Copyright Act 1968. Distribution is limited to enrolled students of Queensland Polytechnic/ACIL Training and their
partners.
Page 2 of 41
USING THIS BOOK
The Certificate IV in Business consists of 10 units of competency (subjects). The Diploma of Management consists of 8 units. One
unit within the Certificate IV in Business may be from a Diploma level. One unit within the Diploma of Management may be from
the Advanced Diploma or Certificate IV level. The Diploma of Management is broken down into a number of booklets – generally
it is one book per unit, however at times, you may have a book that covers two units. You will be given one book at a time to
complete. Within this book you will find all the materials you need to undertake your study i.e. hand-written question and
answers, supervisor and trainer third party observation forms, readings, and documentation/evidence that you need to collect
and/or further assessment instructions.
If you haven’t already got a load of documents/evidence, you have created throughout your career at Thrifty Car Rentals, or at
other positions/organisations, you may need to jump on a computer and word-process a document, create a spreadsheet using
Excel or a PowerPoint Presentation. When you do this, the document you create, will need to be attached to your booklet in the
appropriate place (ready for marking).
The books and the time it should take you to complete each one, varies considerably, depending on the requirement of the unit,
your skills levels and/or previous experience and qualifications.
WELCOME TO QUEENSLAND POLYTECHNIC
Queensland Polytechnic is committed to providing you with quality training and assessment and assisting you in furthering your
career and reaching your goals. Our trainers and assessors are highly qualified, have extensive experience in their industry, and are
here to support you in your training program.
The qualification you are enrolled in is made up of units of competency (units) – such as this one-- which have been determined by
the relevant industries and categorised into National Competency Standards for specific industries. The standards provide a
framework for training and assessment and specify what competencies an employee at a particular level within a particular
industry can be reasonably expected to achieve. A competency is a skill that you have obtained or could obtain. A competency is
made up of a number of elements – normally you demonstrate competency in a skill by demonstrating competence in each
element that makes up that skill. Competency-based assessment involves collecting evidence and making judgements about
whether competency has been achieved.
Outlined below, are a number of areas that are relevant to Competency Based Learning / Qualifications. You may have already
read about this in the Student Handbook, however, it is always good to re-revisit this information to ensure you understand it, and
its relevance to you, each time you undertake a Unit of Competency. If you have any questions, concerns or issues with any of the
information, please feel free to contact your Trainer / Assessor.
Recognised Prior Learning (RPL)
The purpose of Recognised Prior Learning (RPL) is to help Trainees / Students to claim credit towards national competency
standards that form part of the program they are undertaking.
Queensland Polytechnic recognises that skills and knowledge are gained through work, educational, and life experience regardless
of how, when or where it was acquired, provided that the learning is relevant to the competency outcomes in a unit. Credit for
these skills and knowledge may be given by Queensland Polytechnic towards unit and/or programs it currently offers. Recognition
will be given to any applicant who has successfully completed units of competency which give equivalence into training programs
offered by Queensland Polytechnic, and/or which have been gained with another recognised training organisation, eg TAFE.
Queensland Polytechnic’s RPL Policy and practices are equitable and culturally inclusive. The Rules of Evidence (Sufficiency,
Validity, Authenticity and Currency) and the Principles of Assessment apply to RPL applications just as they do to any other
assessment. All RPL assessments are of the similar rigour when compared to other assessment tools and processes. Queensland
Polytechnic strives for fair, objective and transparent decisions in all aspects of its operations. It will provide reassessment on
appeal to any RPL applicant, if requested. If you believe, you have a case for your previous experience to be recognised, please
contact your Trainer / Assessor.
Exemptions, National Recognition and Credit Transfer
If a student/trainee (you) has completed units from another course/program, and the content is very similar to what has been
studied, an application for an exemption in that unit can be achieved. An assessment of the equivalence to the required learning
outcomes, competency outcomes or standards in a qualification will be undertaken by a qualified Trainer / Assessor before credit
transfer can be obtained. An application can be made for any of the above when the student believes that they have already
attained the necessary skills and competencies. If you believe, you have a case for your previous experience to be recognised,
please contact your Trainer / Assessor.
Page 3 of 41
Flexible Delivery
Flexible delivery means providing training when it best suits the participant and employer. Flexible delivery focuses on learning
rather than teaching and to provide the best possible learning experience for the student. This means that the student (you) has
greater control over what, when and how you learn.
Rules of Evidence
AQTF Standards state that assessment must be based on what is sometimes termed the 'rules of evidence' - validity, reliability,
fairness and flexibility. Refer to Table 2, below. This is also good teaching and assessment practice and ensures the best learning
outcomes for students.
Table 2, Rules of Evidence
Validity
This means that the evidence
relates to the unit
competency, addresses
essential skills and knowledge,
dimensions of competency and
employability skills
A valid assessment assesses
what it claims to assess
Reliability
This means that the
assessment tool and process
will produce consistent
outcomes when applied by a
range of assessors in a range
of contexts. Thus,
‘consistent’ outcomes are
achieved in assessment
regardless of who does the
assessment, when it is
conducted and in whatever
context it was conducted
Evidence collected is relevant
to the activities and
demonstrates that the
performance criteria have
been met
Fairness
Flexibility
This means that the assessment
will not disadvantage any person
and will take into account the
Assessment Tasks and the
Assessment Tools are structured
so that they do not disadvantage
This means that the assessment
tool and process allows for
assessment in a range of
assessment contexts
Assessment practices and
methods are equitable to all
learners and their characteristics
Participants will be able to have
their previous experience or
expertise recognized (RPL or RCC)
Assessment procedures and the
criteria for judging performance
are made clear to all learners
The assessment approach can be
adapted to meet the needs of all
participants and workplaces
Opportunities will be provided
to allow participants to
challenge assessments and have
the opportunity of reassessment
The assessment strategy
adequately covers both the on and
off-the-job components of training
Where practical and appropriate,
assessment will be negotiated and
agreed between the assessor and
the student
Types of Evidence
Evidence is information upon which an Assessor makes a judgement of competency. Evidence you may be asked to may include:
Direct
demonstration/observation
Indirect demonstration
Products
Workplace documents
Questions - written and oral
Assignments
Third party reports
Self-assessment
Simulation
Portfolios
Performance of a task, or range of tasks, either in the workplace or in a
simulated work environment, witnessed directly by an Assessor
Use of photographs, videos, etc. showing performance of a task when the
Assessor cannot be present
Models, items, objects that have been made, fixed or repaired by the student
Rosters, budgets, reports, standard operating procedures etc. developed by
the student
Asking the student about real or hypothetical situations to check
understanding, task management and contingency management skills. May be
short answer, discussion, multiple choice, etc.
Projects, reports, essays, etc, relevant to the learning, literacy and numeracy
(LLN) requirements of the unit of competency
Documented and verified reports from supervisor, colleague, subject expert,
Trainer or others
A student’s personal statement on their performance (not generally sufficient
in isolation)
Simulated activity to accommodate difficult to demonstrate criteria e.g.
emergencies, contingencies, difficult behaviors etc.
Collections of evidence compiled by the student
Page 4 of 41
Equity Groups and Reasonable Adjustment
'Reasonable adjustment, sometimes called reasonable accommodation or allowable adjustment is designed to ensure that all
students are treated equally in the assessment process – this means that, wherever possible, "reasonable", adjustments are made
to the assessment process to meet the individual needs of students.'
Equity groups may include, but are not limited to:





Students with English as a second language
Students with literacy or numeracy difficulties
Indigenous students and/or students in remote locations
Women in non-traditional industries
Students with sensory impairment and/or students with physical or intellectual disabilities
Reasonable adjustment may mean:




Making learning materials and methods accessible
Adapting the physical environment and equipment
Making adjustments to the procedures for conducting assessment
Making adjustments to the evidence gathering techniques
In the event that you have difficulties understanding the requirements for the assessment outlined in this unit, due to language or
any of the other difficulties, Queensland Polytechnic will attempt to make reasonable adjustments to the assessment in order to
afford you every opportunity to achieve competency. This may include oral questioning or demonstration of skills and knowledge
in another format. If you believe, you have a case for your needs to be adapted, please contact your Trainer / Assessor.
Withdrawal from a Unit of Competency / Qualification
If you wish to withdraw from a unit of competency / qualification / traineeship this may be negotiated between the student,
employer and Queensland Polytechnic at any time.
Quality Improvements
Queensland Polytechnic is constantly looking for ways to improve its training and assessment services, its materials and its
processes. From time to time materials may change due to improvement.
Learner Surveys / Questionnaires
Queensland Polytechnic requires all course participants to complete an AQTF Learner survey, once a year. The survey takes
approximately 5 minutes to complete, and will be distributed at the end of each year, or at the end of your studies. The survey
focuses on whether you have engaged in activities that are likely to promote high-quality skill outcomes and includes your
perceptions of the quality of your competency development and of the support that you have received during your training.
Data collected from the surveys, will help support continuous improvement processes ensuring that:



Queensland Polytechnic continue to provide quality training and assessment across all our
operations
Queensland Polytechnic adhere to principles of access and equity and continue to maximise
outcomes for our clients
Queensland Polytechnic’s Management systems continue to be responsive to the needs of our
clients (you), staff and stakeholders
UNIT DESCRIPTION
This unit describes the performance outcomes, skills and knowledge required to develop strategies to manage organisational
systems that ensure products and services are delivered and maintained to standards agreed by the organisation.
Operators may have staff involved in delivering customer service and are responsible for the quality of their work. In many
instances the work will occur within the organisation’s policies and procedures framework. At this level, the exercise of
considerable discretion and judgment, using a range of problem solving and decision making strategies, will be required.
Details of the competencies of this unit can be accessed at: http://www.training.gov.au
Page 5 of 41
EMPLOYABILITY SKILLS
Employability Skills are defined as "skills required not only to gain employment, but also to progress
within an enterprise so as to achieve one's potential and contribute successfully to enterprise strategic
directions". Hence, skills that applies across a variety of jobs and life contexts. These are also sometimes
referred to as generic skills, capabilities, enabling skills, key competencies, key skills, core skills, life skills,
essential skills, necessary skills, and transferable skills. Industry's preferred term is Employability Skills.
An Employability Skills Framework was developed in 2002 by the Business Council of Australia and the
Australian Chamber of Commerce and Industry, in consultation with other peak employer bodies. This framework, includes eight
(8) ‘skill grouping’ Employability Skills, which are outlined in Table 1, below.
Table 1, Employability Skills
Communication
Teamwork
Problem Solving
Initiative & Enterprise
Planning & Organising
Self-Management
Learning
Technology
that contribute to productive and harmonious relations between employees
and customers
that contribute to productive working relationships and outcomes
that contribute to productive outcomes
that contribute to innovative outcomes
That contribute to long term and short term strategic planning
that contribute to employee satisfaction and growth
that contribute to ongoing improvement and expansion in employee and
company operations and outcomes;
that contribute to effective execution of tasks
More information about employability skills for these units can be accessed at: http://employabilityskills.training.com.au/.
TRAINER / ASSESSOR
Trainer / Assessor: Karen Lamkin, Karen@polytechnic.qld.edu.au
Mobile: +61 439 817 361
MATERIALS & RESOURCES REQUIRED

All readings, samples, information contained within this Training & Assessment Guide and the “Introduction to Thrifty
Training Manual” available on the intranet. Additional readings and examples/templates relating to quality customer
service can be found on the intranet and/or requested by yourself (for the trainer to send to you via email).

All students are advised of the need for regular access to the internet, intranet and CarsPlus, and a reliable calculator,
printer and computer/laptop with Microsoft Word, Excel, PowerPoint, Outlook and Internet Explorer (or similar) software
applications, for completion of the Diploma of Management and/or Certificate IV in Business.

Access to Thrifty’s policies and procedures as well as relevant customer service benchmarks and legislation. If you have
problems accessing this, please contact your Trainer or immediate supervisor, ASAP.

During the Assessment Process, if sample documentation is required, and it is either not provided in this book or you
cannot locate it in the workplace, please contact your immediate supervisor and/or Trainer/Assessor, so that this can be
provided to you.

Regular access to your Trainer/Assessor and supervisors at Thrifty Car Rentals.
Page 6 of 41
AUSTRALIAN CORE SKILLS FRAMEWORK (ACSF)
Each activity/assessment in this booklet has been aligned to the ACSF’s “indicators” of competence so that they are at the levels
appropriate to the delivery of language, literacy and numeracy skills underpinning the unit of competency.
Units of Competency and minimum required levels of reading, writing, numeracy, oral communication and learning skills
The following table provides the level of reading, writing, oral communication and
numeracy that is required for the Units of the Certificate IV in Business and the Diploma of Management.
UNIT CODE & TITLE: BSBCUS501C Manage Quality Customer Service
PERFORMANCE
LEVEL 4
ACSF Reading
Skills Level
ACSF Writing Skills
Level
EXAMPLE OF ACTIVITIES
AT THIS LEVEL
-
-
WORKPLACE & EMPLOYMENT APPLICATION
Read text and prepare a
presentation. Read and
comment on an article about
a contemporary issue
-
Write a report on a topic of
interest
Write procedures on minute
taking
-
-
-
ACSF Oral
Communication
Skills Level
-
-
-
ACSF Numeracy
Skills Level
-
Communicate with people
from diverse backgrounds.
Prepare and lead a discussion
Understands vocabulary
specific to a topic
Follows oral texts which
include vocabulary that
creates shades of meaning
Responds to cues such as
change of pace and particular
words which indicate a new
or important point is about to
be made
Reflects on the effectiveness
of the interaction as it occurs
requesting clarification,
and/or variation in volume
and pace as necessary
Interprets gestures and other
non-verbal features
Responds to topic shifts and
points of clarification, and
gives non-verbal feedback
Calculate and compare
annual income options.
Calculate area of an office
-
-
-
-
Analyses, compares and contrasts information gained from tables and charts,
e.g. information on products and materials in order to determine the suitability
for use in different locations
Demonstrates understanding of texts describing interrelationships of events,
e.g. reviews conflicting incident reports to identify key issues and possible
follow up action
Prepares an induction manual or standard operating procedures to be used in
the workplace
Documents roles, responsibilities and timeframes for a project plan
Compiles a report (e.g. on sales figures) with input from a range of sources
Writes clear and detailed instructions organised sequentially, for individual
members of a group in order to complete a group activity
Prepares data for a team/group using graphs to compare production or
activity over a period of time, and includes recommendations for
improvements
Gathers information from a range of sources and rewrites using headings,
instructions and layout that meet the needs of the audience and purpose of
the text, e.g. job instructions or evacuation instructions
Writes an instruction manual for a new piece of equipment or machinery
Creates a range of formal texts incorporating specific workplace proformas and
language and maintains records on a computer, e.g. memos, letters to clients,
agendas, minutes, emails or reports
Demonstrates understanding of a text describing complex interrelationships of
events, e.g. writes a letter to a customer apologising for a lost item or prepares
a report for a manager detailing a problem and steps taken to address it
Explains technological concepts to a work group unfamiliar with the concepts
involved, using visual aids such as photos and diagrams
Leads a discussion with a focus group to explore solutions to a complex
workplace problem
Determines customer requirements through open-ended questioning, active
listening, paraphrasing and summarising
Expresses own values, ideas and attributes through language choice as
appropriate to various contexts, e.g. job interview or group discussion
Negotiates a win-win outcome with a work colleague, demonstrating conflict
resolution skills
Leads and/or facilitates group discussion which explores solutions to specific
problems with new technology, e.g. implementation issues arising from
changing work practices as a result of installation of a new computer system
Uses aids (e.g. machine/equipment parts, photos, diagrams or scaled models)
to explain technological concepts or scientific phenomena to an audience or
work group
Collects, represents, summarises and interprets a range of statistical data
appropriately, e.g. in tables, spreadsheets, graphs, plots, measures of central
tendency (mean, median, mode) and simple measures of spread
Works in a group to investigate and report on the options and costs for the use
of a fleet of vehicles for the running of a business, e.g. comparing the use of
cars versus motor bikes for a courier service or comparing leasing cars versus
outright purchase
Works in a team to plan and develop an operating budget for a task or project,
including the income from different sources (e.g. government funding,
membership fees or sales) and expenses (e.g. staffing, materials, marketing,
overheads, travel, training or IT support)
Collects and accurately records data (e.g. measurements, quantities or digital
outputs) on to an appropriate device (e.g. graph, chart, spreadsheet or handheld device), interprets results and outcomes, identifies anomalies or errors
and can respond appropriates by acting to correct processes or inputs
Page 7 of 41
-
-
ACSF Learning
Skills Level
-
Identify and document career
goals
-
Interprets and uses ratios and scales to read and discuss the design and
dimensions on the plan of a property (e.g. building, workplace, office or shop)
in order to allocate working space and furniture
Represents statistical system information and data (e.g. customer satisfaction
survey results, phone enquiry data or customer profiles), and analyses and
interprets the data using graphical and numerical processes (e.g. graphs,
charts or averages) to show different interpretations and influences
Calculates, compares and interprets the probabilities of some given or
described events in both numerical and qualitative terms, e.g. production
numbers or faults, or accidents
Organise own workplace professional development/training plan to achieve a
negotiated outcome with consideration of personal priorities and demands on
time
Actively seeks feedback from others as a way of improving performance, e.g.
approaches peers, manager or customers
Makes changes to work routine to meet deadlines, drawing on insights gained
from previous experiences
Uses organisational file sharing and storage systems
Actively encourages others to learn
Initiates team problem solving sessions
Participates in and contributes to change management in the workplace
PERFORMANCE VARIABLES
These variables may influence the individual’s performance at any time
Support
Works independently and
initiates and uses support
from a range of
established resources
Context
Text Complexity
Task Complexity
Range of contexts, including some
that are unfamiliar and/or
unpredictable
Complex texts
Embedded information
Includes specialised vocabulary
Includes abstraction and symbolism
Complex task organisation and
analysis involving application of a
number of steps
Processes include extracting,
extrapolating, inferencing, reflecting,
abstracting
EXAMPLE OF TEXT DOCUMENTS WITHIN 3 DOMAINS OF COMMUNICATION
Text Type
Personal & Community
Workplace & Employment
Education and Training
Procedural
Recipe
Standard operating procedures
Instructions for completing
assessment task
Persuasive
Email to local council complaining
about cat registration bylaws
Report for CEO presenting argument and
recommendations for a particular piece of
new equipment
Oral presentation on an issue in area
of study/expertise
Club newsletter
Report of different approaches to risk
management used in the industry
Research paper on main
developments in OHS in the last 20
years
Poem
Design project
Advertising copy or short story
Technical
Explanation of parts of a camera
Instruction manual for a new piece of
equipment
Report on advantages of new
computer system in library
Regulatory
Council planning permission form
Industry standards list
Course completion requirements
Descriptive
Recount of trip to botanic gardens
Memo outlining new office furniture
Essay comparing two paintings
Informative
Creative
ASSESSMENT REQUIREMENTS

Assessments must be handed in on time. Please note, Progression Reports will be provided to your supervisor on a three
(3) monthly basis.

Signed assessment cover sheets (the front page of this book), must accompany each assessment/book.

Students must complete all assessment activities for this unit/book to a satisfactory level in order to be deemed
competent in the unit.

Students will be allowed one resubmission of each assessment providing they have made a reasonable attempt on the
first submission.

Queensland Polytechnic strives for fair, objective and transparent decisions in all aspects of its operations. It will provide
reassessment on appeal to any applicant, if requested.
Page 8 of 41
ASSESSMENT INSTRUCTIONS & DETAILS
Part of your assessment for this unit is that you demonstrate you can meet designated timelines. This means submitting work
within the timeline indicated in your study schedule, outlined below. You will also have the chance to develop and practice
employability skills such as communication, teamwork, problem solving, initiative and enterprise, planning and organizing, selfmanagement, learning, and technology.
In order to achieve Competency for this unit, this book, and all of its all assessment tasks must be completed to a satisfactory
level. An acceptable or satisfactory performance level for assessments will be based on what would be expected of a person
completing a similar task in the workplace. You may request feedback and advice from your Trainer/Assessor at any time prior to
submitting the completed book.
The assessment tasks for this unit will require you to complete the following:
Assessment 1, Oral/Written Questions: answer a number of questions / scenario case studies and
provide examples, comments or explanations to particular incidents/activities that occur within
Thrifty Car Rentals. Provide as much detail as you can since the more knowledge you show, the less
time it will take you to be deemed competent in the unit.
Assessment 2, Documentation Evidence: provide hard copy evidence/documentation. This will be
required to be attached to the booklet where indicated. Such documentation will include such
items as a customer service policy and comments cards.
Assessment 3, Practical Observation by Trainer & Third Party: have your immediate supervisor and
Trainer; sign off on your competence in the relevant areas, after observing you in a workplace
situation.
ASSESSMENT MARKING
It is acceptable for different students to undertake the same Assessment Task in different ways and to format their finished work
differently.
Answers to questions throughout this book, may be completed in a variety of ways, appropriate to the specific question, including:





writing continuous paragraphs of text
using headings and sub-headings to organise text
using bullet points rather than, (or as well as, continuous text
providing examples and illustrations from experience – particularly relevant work experience
submitting workplace documents that are examples of work completed in the workplace
Your Trainer / Assessor will make a decision about whether an Assessment Task has been satisfactorily
completed based on the following considerations:

all parts of the Assessment Task outlined in book, have been completed to a standard that satisfactorily meets the
competency requirements set out for the unit, on the training.gov.au website ie. all Elements of the Performance Criteria,
Required Skills, Required Knowledge, Critical Aspects have been meet

your work is of a standard to be acceptable in the workplace, as deemed by your immediate supervisor

your work is has acceptable formatting, expression, language, spelling and grammar

the Assessment Task is your own work, except where appropriately acknowledged by the use of referencing . Please note,
while it is not essential for VET students to include the ideas and work of others in assessment tasks – particularly
practical tasks - it is good practice to do so when appropriate to the task. It is highly likely to be necessary to refer to texts
and learning materials when answering questions which focus on knowledge and how to apply it to specific situations.
Learning to reference appropriately also helps student develop skills that will be essential should they decide to go on to
higher education/university, later.
If you are deemed ‘not yet competent’ for an assessment item, a sample/indicative answer will be shown to you, to help you
determine competency in the assessment item.
Page 9 of 41
STUDY / WORK SCHEDULE & RESOURCE LIST
You will participate in a face-to-face introductory workshop and/or an online conversation in Week 1, which will get you oriented
and started on the Assessment items. At this time, your Trainer/Assessor will go through this book and the Assessment
requirements/tasks. Should you not fully understand a question and/or assessment, please ask for assistance.
The remaining weeks, you will complete your study by working through the activities within this booklet
and attaching the required evidence, as instructed. NOTE: There is no need to word process your answers
to the Questions within this book.
In the last week of your program, you will need to submit this booklet to your Trainer, in hard copy format.
Make sure that all the evidence/documentation is attached to the booklet where required/indicated.
The following schedule will tell you what you need to complete each week and what resources you need to review. If you follow
this schedule to complete and hand in your work you will have no trouble being ready for the final submission of this booklet. It
should only take you 4-6 weeks (50 hours) to complete this process. Please note however, the time you will need to spend on your
learning for this unit will also vary depending on your reading skills, computer skills, modem speed and writing skills.
Please don’t hesitate to contact your Trainer / Assessor immediately if you have any difficulties. Problems have a way
of growing bigger over time – so your Trainer who is assessing your work would much rather hear from you early so
any issues can be solved and you can move ahead with your learning. Your Trainer / Assessor will reply within one
day.
Page 10 of 41
ASSESSEMENT 1: BSBCUS501C MANAGE QUALITY CUSTOMER SERVICE
Week
Week
1-4
Topic Covered
Plan to meet internal
and external customer
requirements
PC1.1 (partial)
Resources and Assessments
Reading 1,
areas/departments
Thrifty
Car
Rentals’
Customer
Service
Benchmarks
for
In the duration of your position, within Thrifty, have you ever had to investigate, identify
and access the needs of customers? Remember customers can be internal or external to
the organisation. Explain how you did this. i.e.
 how did you IDENTIFY their needs?
 how did you EVALUATE their needs? Give an example.
PC1.2
How do you ensure that YOUR plans (to meet the customer’s needs) are achieved in terms
of quality, time and costs agreed upon? Provide an example.
Ensure delivery of
quality products
and/or services
Have you delivered products and/or services to customer specifications as part of the
organisation’s business plan/goals? If so, provide an example.
HINT: construction of mining vehicles
PC2.1
Page 11 of 41
PC2.2
In your current position how do you manage the branch / location (the ‘team’) to ensure
they are consistently meeting Thrifty’s quality and delivery standards? Provide an example,
if it helps explain your answer.
PC2.3
How do you assist your co-workers to overcome difficulty in meeting customer service
standards? Do you use leadership, supervision, coaching or mentoring skills –provide an
example of how you do this.
Monitor, adjust and
review customer
service
What strategies have you developed to monitor progress in achieving product and/or
service targets/standards? Explain. Provide an example/s.
HINT: Strategies could range from databases, record controls, intranet, emails, feedback forms, policies,
questionnaires, training
PC3.1
PC3.2
Have you developed and used strategies to obtain customer feedback to improve the
provision of a product/service? Explain. Provide an example OR attach an example if
possible.
HINT: comment cards, phoning the customer to obtain feedback, conducting interviews or survey
Page 12 of 41
PC3.3
How do you develop, process and use resources effectively to provide quality
products/services to customers. Provide two examples.
Think to yourself, RESOURCES could include anything from the building, the facilities, the
equipment, the cars, finance, information, people, power, technology, time etc…
PC3.4
Have you ever had to make decisions to overcome problems and adapt a customer’s
product/service/delivery? YES / NO
Did you ever do this in consultation with other individuals / groups within Thrifty? YES / NO
Provide an explanation and example.
Page 13 of 41
PC3.5
Do you manage reports/records or even customer recommendations within Thrifty in
regards to Customer Service? If so, how do you do this? Provide an example if it makes it
easier to explain this concept.
There are vast arrays of skills that are needed to manage customer service to a high
standard. These include but are not limited to communication, coaching, mentoring,
problem solving, planning and organising.
Explain with an example (for each) how you used these skills when developing customer
service strategies to ensure products and services at Thrifty are delivered and maintained
at the highest standards.
Communication skills - to support colleagues
Coaching and Mentoring skills – to support colleagues
Problem solving skills – to deal with complex, difficult problems/situations
Skills & Knowledge
Required
RS1 & RS2
There are many ways you can solve a customer complaint. Provide an example of each of
the terms outlined below, in regards to how they relate to your position at Thrifty and
customer service.
Page 14 of 41
Terminology
The management and organisation of customer behaviour
RK1
The management and organisation of research on customer’s needs
The management and organisation of customer relations
The management and organisation of maintaining product & service quality
The management and organisation of identifying problems & solving these
The management and organisation of delivering high quality customer service
Page 15 of 41
The management and organisation of record keeping
The management and organisation of monitoring, managing and introducing ways to
improve customer service
The management and organisation of ways Thrifty can obtain customer feedback
Plans, policies &
procedures for
delivering quality
customer service
Provide 3 examples of the policies and/or procedures in place at Thrifty that enable you to
deliver quality customer service / handle customer complaints.
CA 1, RK 2
Page 16 of 41
Solving complex
customer complaints
& system problems
Using 2 examples, explain how Cars Plus and/or other ‘systems’ (ie. Processes) within
Thrifty, lead to poor customer service.
How do you solve these complex problems?
CA2
Knowledge of
techniques used for
solving complaints
CA3, RK 5
Using 3 different examples, explain how you would personally solve a specific customer
complaint and/or a problem at Thrifty? In answering this question, think about what you
had to do in terms:




how you controlled the customer’s behaviour?
what did you need to do to try and understand the customer’s need? What research /
questions did you have to ask to help undercover the problem so you could focus on
resolving it for him/her?
trying to keep good customer relations & ensuring continual product and/or service
quality
what records did you have to keep in terms of this customer/problem?
Page 17 of 41
Relevant Laws
RK 1
Explain how the following laws impact upon your organisation/workplace and how it
carries out its day to day business.
Anti-discrimination legislation
(ie. race, sex, age, religion etc)
Australian consumer laws & WHS requirements / Codes of Practice
http://www.consumerlaw.gov.au/content/Content.aspx?doc=home.htm
(ie. a business must honour its obligations, it must not make false or misleading or
deceptive claims about the product/service, products must meet OHS requirements/first
aid codes of practice/manual handling codes of practice/hazourdous substances codes of
practice etc)
Page 18 of 41
Ethical principles
(ie. this is about fostering & maintaining ‘standards’ of behaviour that ensure consumers
trust the operation of the business. It would take into consideration a broad range of
ethical considerations such as ethical conduct standards, whistleblower policies,
performance development, disciplinary processes, abiding by laws, regulations, being
accountable & transparent in all business being conducted, promoting ethical behaviour
etc)
Privacy laws
(ie. outlines how the organisation handles personal information about individuals)
http://www.oaic.gov.au/privacy/privacy-act/the-privacy-act
Page 19 of 41
Financial legislation
(ie. annual financial reports submitted to ATO, annual audits conducted on the business,
adhering to ASIC’s requirements regarding company structure/superannuation, banking,
insurance etc)
Page 20 of 41
ATTACH AN EXAMPLE OF A CUSTOMER SERVICE POLICY,
PREFERABLY ONE THAT RELATES TO YOUR AREA, HERE
Page 21 of 41
ATTACH AN EXAMPLE COMMENT CARD / FEEDBACK FORM, HERE
Page 22 of 41
ASSESSMENT 3: BSBCUS501C Manage Quality Customer Service Trainer/Assessor
& Third Party Workplace Observation / Discussion Form
Information for Thrifty Car Rental Staff Member - Workplace Observations are a critical part of each student/trainee’ training. They provide evidence that verifies competency within the
workplace. As the trainee’s immediate supervisor, you can contribute in a meaningful manner to the training process through the accurate and timely recording of observations. It is important
that evidence gathering through observation takes places over a number of shifts, and under a range of circumstances and at various times. Observation may be undertaken in either a
formal or informal setting. A ‘formal’ setting occurs when you and student/trainee arrange a fixed time when observation will take place. ‘Informal’ settings provide opportunities for you to
observe the student/trainee under a variety of conditions ranging from the ‘normal day’ to situations of ‘stress’. It is the student/trainees’ right to be provided with timely feedback on
performance. Based on the observation, you may ask the student/trainee additional questions or prompt them for clarification if they are close to the correct response, and you believe they
have the knowledge/skills to show competency in the unit. The trainee should be given every reasonable chance to show you they have the skills and knowledge through their responses.
Student/Trainee’s Name:
Student/Trainees Job Position:
Dates/Shifts/Times:
Observer (i.e. Supervisor or Senior Co-worker):
Assessor (ie. QP’s marker):
Performance Element
Plan to meet internal
and external customer
requirements, at
Thrifty Car Rentals
Performance Criteria
Can the trainee investigate, identify, assess, and
include the needs of customers in the planning
processes?
S or US
Comments
S or US
Eg. Planning for the fleet requirements of the day
E.g. Identify the needs of large commercial clients
like BCC and assessing vehicles available and/or
maintenance issues/staffing requirements
E.g. Identify the accounts payable situation and
based on bank balance, decide to pay X amt of
accounts per day, but at same time ensuring bank
balance is financially healthy
Eg. Identifying where a branch / agent should be
situated and setting a new premises up based on
the customers’ needs within that location
Can the trainee achieve the quality, time
and cost specifications agreed with
customers?
S or US
E.g. the vehicle matches the requirements
Page 23 of 41
requested by the customer
Can the trainee deliver products and/or
services to customer specifications within
Thrifty’s business plan?
Ensure delivery of
quality products
and/or services, at
Thrifty Car Rentals
S or US
E.g. Are the vehicles supplies to the
customer on time and meeting presentation
requirements? I.e. GPS, baby seats included,
4WD vs Sedan
E.g. Are the vehicles supplied to the mining
companies meeting mine specifications?
E.g. Are there correct amt of vehicle classes
in each metroplex to meet demand
Can the trainee monitor team performance to
consistently meet Thrifty’s quality and delivery
standards?
S or US
E.g. Are WHS, Location, Uniform, Vehicle, Front
Desk appearances in accordance with Kingmill
Standards?
E.g. Are customer complaints and/or delays
minimal?
Can the trainee assist colleagues to
overcome difficulty in meeting customer
service standards?
S or US
E.g. Does the trainee help Detailers clean
vehicles when staff shortages?
E.g. Does trainee help reservations
department answer phones, in peak times?
E.g. Does trainee work in other metroplexs,
to overcome staff shortages?
E.g. Does trainee ferry a vehicle to a hotel /
other metroplexs, if car carrier is not coping
with demand
Page 24 of 41
Can the trainee develop and use strategies
to monitor progress in achieving product
and/or service targets and standards?
Monitor, adjust and
review customer
service, at Thrifty Car
Rentals
S or US
E.g. Using CarsPlus, using emails to
communicate with all staff/metroplexs,
obtaining feedback from customers
E.g. Mystery shopper findings, Audit Findings
on Compliance
Can the trainee develop and use strategies to
obtain customer feedback to improve the
provision of products and/or services?
S or US
E.g. Feedback forms, surveys, phoning the
customers of on a regular basis
Can the trainee develop, procure and use
resources effectively to provide quality products
and/or services to customers?
S or US
E.g. The use of vehicles, equipment, information,
time, staff, technology
E.g. The use of the car carrier and where it is sent
E.g. The use of IT department and the need for
hardware or software issues to be rectified to
ensure delivery of service / CarsPlus / server issues
are rectified
Can the trainee make decisions to overcome
problems and to adapt customer services,
products and/or service delivery in consultation
with appropriate individuals and groups?
S or US
E.g. A branch doesn’t have enough vehicles to deal
with customer demand and other branches/staff
are consulted with in terms of relocation of
vehicles to ensure delivery is able to take place
E.g. A branch doesn’t have enough staff due to
Page 25 of 41
absenteeism being high, so staff are relocated to
other metroplexs to deal with shortages for peak
time periods
Can the trainee manage records, reports and
recommendations within the Thrifty’s systems and
processes?
S or US
E.g. ADE reports, banking & reconciliation reports,
UP & PP reports,
Required Skills
E.g. Recommendations for improvements in all
areas of operations
Can the trainee provide support to the team,
where needed through communication, coaching
or mentoring to help achieve customer service
standards?
S or US
E.g. Support can be in the form of one on one
discussions, team meetings, metroplex meetings,
senior management meetings, providing training
and development as an individual or as a group in
all areas of operations:
 Fleet management
 Fleet maintenance
 Sales of insurance
 Sales of optional extras
 Compliance issues
 Staffing matters
 Customer service
 Reservations
Doe the trainee have problem solving skills to deal
with complex and non-routine difficulties?
S or US
E.g. Commercial clients request for mine spec
vehicles within 24 hours
E.g. Maintenance issues with vehicles on hire
E.g. Organization of cross hire of vehicles from
competitors to meet demands of clients
Page 26 of 41
Can the trainee:
 Edit and proofread texts to ensure clarity of
meaning and accuracy of grammar and
punctuation eg. Rental agreements, emails,
hotel delivery requests
 Prepare general information and papers
according to target audience
 Read and understand a variety of text
Required Skills
(Additional Required
Skills for BSBCUS501C)
Is the trainee able to select and use technology in
a way that is appropriate to the required task? Eg.
Phone, emails, fax, scanner, photocopier
Does the trainee consistently:
 Comply with policies & procedures relating to
Thrifty Car Rentals
 Evaluate and monitor their own performance
 Seek learning opportunities within Thrifty (as a
whole) or within their department/role
Is the trainee able to identify trends and positions
of products and services? Eg. Easter/Xmas busy
periods, over the weekend truck requests, mine
spec return/pick up times
Can the trainee use their problem-solving skills to
enable them to deal with customer enquiries or
complaints? Eg. No vehicle is available in a specific
location or a vehicle hasn’t been dropped off at
the right time
Is the trainee able to use their communication
skills effectively to coach and mentor staff?
Can the trainee monitor and advise on customer
service strategies? Eg. Telephone standards,
branch standards, franchisee standards, vehicle
standards, sales and upselling strategies
Can the trainee select and use technology
appropriate to a task? Eg. Phones – internal and
external phone calls.
S or US
S or US
S or US
S or US
S or US
S or US
S or US
S or US
Page 27 of 41
Required Knowledge
Has the trainee demonstrated numerous
techniques for solving every day, routine type
complaints? e.g.
 Understanding customer behavior
 Undertaking more research on the customer’s
needs (asking more questions)
 Providing a quality service or product more
than once
 Delivery of product/service on time
 Ensuring paperwork relating to customer is
complete and filed appropriately to ensure
good record keeping
 Obtaining feedback
Does the trainee understand the key requirements
of the following laws & how they impact upon the
day to day workings of the business?





Critical Aspects
(Evidence Required)
S or US
S or US
anti-discrimination legislation
Australian consumer law, codes of
practices & OHS laws
ethical principles
privacy laws
financial legislation / ATO /
superannuation, PAYE tax
Does the trainee access appropriate
documentation and resources related to customer
service policies, procedures, complaints and/or
recommendations?
S or US
E.g. If customer complains can the trainee track
down the contract and the notes on CarsPlus and
inform you of when they hired / who served them
ect.
E.g. Can the trainee locate the complaint on the
customer service database?
Can the trainee tell you about an experience they
have had with a customer where they had to solve
a customer complaint due to poor service and/or
S or US
Page 28 of 41
systems within Thrifty
Eg. Could be due to another staff member entering
wrong information into the RA or incorrect
metroplex information being processed
Eg. Could be an issue with Kingmill’s (parent
company) policies and processes
E.g. Could be focused on vehicle cleanliness,
maintenance issues, delivery times, refunds,
accidents/claims processing, invoicing or billing
problems
Does the trainee have knowledge/techniques for
solving complaints?
E.g. Discussing issue with branch manager,
discussing with Customer Service/Satisfaction
`Manager, refunding funds where necessary,
providing free upgrades where possible, providing
a changeover of vehicles if needed for 24 hours to
rectify issue, researching the problem to be able to
solve it, keeping the customer relationship,
ensuring quality customer service at all times,
controlling the customers behavior, ensuring
records are kept for future, obtaining feedback
where required etc
S or US
QUEENSLAND POLYTECHNIC’S STAFF MEMBER TO FILL OUT
THRIFTY CAR RENTAL’s SENIOR STAFF MEMBER TO FILL OUT
The trainee is competent in the unit:
The trainee is competent in this unit.
Satisfactory
Satisfactory
 Unsatisfactory 
 Unsatisfactory 
Assessor: KAREN LAMKIN
Thrifty Staff Member:
Signature: .................................................Date: ..............................
Signature: ..........................................Date: ..............................
Page 29 of 41
Assessment
Method
Y/N
Performance Criteria /
Elements
Employability Skills
ALL
√
√
√
√
√
√
√
√
CA1
√
√
√
√
√
√
√
√
ALL
√
√
√
√
√
√
√
√
Technology
ALL
Learning
Y
Self-Management
3.1, 3.2
Initiative & Enterprise
Y
Problem Solving
ALL
Teamwork
Y
Job Role Environment
Skills
ALL
Communication
Assessment 1
Contingency Planning
Skills
ALL
Mapping Matrix for BSBCUS501C
Dimensions of Competency
Task Management
Skills (Variables)
Critical
Aspects (CA)
Task Skills
Underpinning
Knowledge (RK)
Planning & Organising
Underpinning
Skills (RS)
Oral/Written
Questions
Portfolio
Activities
Assessment 2
Documentation
Evidence
Customer
Service Policy
Comment Card
Assessment 3
ALL
ALL
Practical
Observation by
Trainer & Third
Party
Page 30 of 41
Reading 1 – Examples of Customer Service
Standards at Thrifty Car Rentals
Since its inception in 1958, Thrifty Car Rental has undergone an amazing transformation. From a single location
renting Volkswagen Beetles in Tulsa, Oklahoma, our system has grown into an international network of
Franchisees offering a variety of services under the Thrifty name. As our system has grown, consumer
recognition of the Thrifty brand has increased dramatically. This is due in great part to the consistent use of the
Thrifty standards on a world-wide basis. Our brand and our brand identity reinforce Thrifty’s position as the
value leader in the car rental industry. Thrifty’s image standards have been carefully designed to give Thrifty a
consistent look and feel no matter which branch you may step into anywhere in the world. The Thrifty
standards extend to the presentation of all vehicles and staff.
Like the design and fit-out of our buildings and branches, it is essential that every staff member who has
contact with the public displays the Thrifty image; uniform, name badge and a high level of personal grooming.
During your employment at Thrifty, you will be asked to conduct regular audits on the location and/or yourself
to ensure Thrifty’s standards are being adhered to by every team member. Refer to the Thrifty Identification
Standards Manual which provided detailed information/specifications in relations to:






Graphic styles
Exterior and interior signage
Paint work
Office fit out
Opening of new locations
Refurbishing of existing locations
This includes such items as:
EXTERIOR APPEARANCE
All locations are to be painted in the standard Thrifty color scheme, incorporating the Thrifty blue fascia band and Thrifty logo
Provision should be made for the installation of an after-hours key drop facility, appropriately marked
On the door or near the entrance, a sign detailing:
1. The name of the operator of the location should be displayed.
E.g. Jonday Holdings Pty Ltd
ABN: 48 011 049 531
ACN: 011 049 531
“An independent Franchisee of Kingmill Pty Ltd trading as Thrifty Car Rentals”
2. The address
3. Opening hours (including Sat, Sun & Public Holidays)
This sign needs to be at least 3cm high. Should be white OR Thrifty blue in colour. Standard Bold type using Thrifty future or arial font
Interior Appearance
Routine maintenance & cleaning should be carried out to ensure facilities are presented to the public in a first class condition
Smoke free environment
Customer Reception area should be:
 tiled using Thrifty approved colours
 painted in Thrifty grey
 incorporate a Thrifty designed counter built to specifications
 have a Thrifty back wall sign which is designed in accordance with specifications
Customer Counters must prominently display CURRENT Thrifty point of sale material
Area around Thrifty back wall sign needs to be uncluttered
Administration area of the office should be separated/partitioned from customer service area
Page 31 of 41
Vehicles
All vehicles should have a port code sticker affixed to the bottom left hand side corner of the windscreen
Thrifty Blue Trucks (blue painted bodies) must be painted white, when ‘recycling’ occurs
Uniform & Personal Presentation
All staff must be attired in the official Thrifty Uniform
1. All uniform garments must be clean and pressed at all times
2. Shoes – Detailers
 Steel capped boots is the only acceptable footwear
 Navy or black socks are to be worn
 The uniform pant must be worn on the outside of boots.
 The shoe must have a flat sole or the heel may not exceed ½ inch in height when measured from inside the shoe heel
 Shoe soles and heels including rubber and crepe, must be as dark as the shoe
 Shoes must be clean, polished and maintained in good repair at all times
Shoes – All other staff (Women & Men)
 All shoes must be solid black or navy.
 Shoes must be conservative and uncluttered; for women, they must represent a court shoe, and for men, a conservative dress-type shoe.
 Shoes must be a closed heel and toe.
 The shoes must have a flat sole and the heel must be of an acceptable height.
 Shoes must be clean, polished and maintained in good repair at all times.
 Laces if applicable must be black or navy.
3. Accessories
 Jewelry should be conservative, modest and professional
 Watches should be simple and conservative in design with a face to complement the band
 Visible body piercing is not acceptable
 One earring stud is allowed
 Visible tattooing is not acceptable
 A belt must be worn with any uniform pants that have belt loops. A Thrifty belt must be worn
 The Thrifty name badge must be worn at all times on the left side of the garment above the Thrifty logo.
 Sunglasses and eyeglasses may be worn as necessary. Colour and design should be conservative and professional in appearance.
4. Proper Uniform Fitting & Undergarments
 Garments should be altered, if necessary, to fit properly. Avoid a fit that is too snug or too loose.
 Pant hems should be no longer than floor length and no shorter than one inch (1”) from the floor at the heel.
 Skirt length should be mid-knee or slightly below.
 T-shirts or undershirts worn under uniform shirts must be white or natural without pictures or printing
5. Hosiery (Women)
 Navy/black or natural sheer hosiery is to be worn with skirts.
 For women, hosiery may be worn with uniform pants.
 Woolen/thick tights are unacceptable to be worn as hosiery. When wearing black shoes black hosiery is to be worn.
 When wearing navy shoes navy hosiery is to be worn. Natural hosiery can be worn with black or navy shoes.
 Hosiery must be seamless without pattern or texture
Hosiery (Men)
 Socks must always be worn while in uniform.
 Plain black socks should be worn with black shoes and plain navy socks should be worn with navy shoes.
6.Hair Styles
 Hair should be clean, neatly styled and appropriate for business wear
 Hair should be a professional colour, no inappropriate colouring
 Long hair should be kept out of eyes
 For men, moustaches and beards, if worn, must be kept neatly trimmed. The face and neck area should be kept clean-shaven
 With the exception of neatly trimmed moustaches and beards, employees must be clean-shaven at all times
7.Hand and Nail Care
 Fingernails must be kept clean and trimmed
 Fingernail colour, if worn, should be clear, natural or tasteful colour. Only one nail colour may be worn at a time
8.Makeup
 Make up should be tasteful and natural to complement skin tone and facial features.

Lipstick (if worn) should be a clear, bright or natural colour that complements the uniform.
9.Maternity Wear
 Maternity wear should be similar in colours, fabric and design as the rest of the uniform programme.
10.Neckwear
 Only regulation neckwear is approved for use with the uniform.
 For women, an approved Thrifty scarf must always be worn with the Thrifty shirt. The scarf is to be worn under the shirt wrapped around the
neck as per the visual guideline.
 For men, an approved Thrifty tie must always be worn with the compliant shirt.
 When wearing a tie the top button of the shirt must always be buttoned.
 The tie must be tied in a four-in-hand knot or Windsor knot and the knot must be worn all the way to the top collar.
 The bottom tip of the tie should fall no longer than the bottom of the belt buckle and no shorter than the top of the slack waistband.
All staff must have name badge
Page 32 of 41
OPENING A NEW LOCATION OR MODIFYING OLD LOCATION
Must obtain approval from National Franchise Manager before any construction, modification or implementation of current or new
facilities at least 30 days prior to commencement
Once approved, Franchisee must provide photos of the site (internal & external, & surrounding parameters) to Franchise Dept for
approval
Contact local council to advice intention to run a car rental business and address issues:
 Water
 Trade Waste
 Hazardous substances (ie. fuel)
REQUIRED FACILITIES
Ample parking for vehicles and employees
An area for washing & servicing of vehicles
An area for ‘ready’ vehicles to be displayed to customers
Fuel storage tanks & pumps (optional)
Security fencing & lighting
Storage room
Private office/s
Room for large rental counter & customer area
Restrooms
Airport locations work within provisions & requirements of airport
PRINT MATERIALS
All print documents comply with Thrifty Creative Artwork Guidelines
Letterheads & Faxes complies with Thrifty formats
Business Cards complies with Thrifty format
Page 33 of 41
Vehicle Presentation & Safety Standards Checklist
All vehicles are to be spotlessly cleaned inside and out, and given a mechanical check.
Listed below are the items that should be checked BEFORE each rental.
Exterior of Vehicle (Includes Safety Issues)
Yes/No
Comments
Tyre Pressure
 Roadworthy
 Inflation levels correct (see manufacturers
inflation plaque affixed to the vehicle)?
Tyre Condition (treads)
 At least 4/10 cm across full tread width
Tyre Pressure & Condition
(in Boot )
Apply Tyre rejuvenator
Wheel Trims
Wheel Arches & Mud flaps
Windscreen – clean, cracks
Windscreen Wipers
 Operable
 Not streaking?
Damage
Cross check existing BODY DAMAGE against boot
report. Report new damages.
Any damage that renders the vehicle un-roadworthy
or affects safe operations is not allowed.
Damage which affects appearance of vehicle is
referred to Branch Manager and/or Washbay
Supervisor.
Vehicle Maintenance/Service Requirements
If need a service/maintenance advise Branch
Manager and/or Washbay Supervisor OR log onto
the Service Log, thru intranet and advise details
Fluids
 Oil
 Battery
 Radiator
 Water
 Brake fluid
 Transmission fluid
 Windscreen washer bottle (front & rear)
Aerial
Mirrors
Clean Appearance on exterior
 Boot
 Door edges
Thrifty Key Tags & Keys
 Legible
 Fully completed i.e. rego number, vehicle
description, colour, phone number
Park Vehicle
 Manual vehicles in neutral
 Automatic vehicles in park
 As per Yard Plan outlined by Managing
Director/Operations Manager
Check:
 Triangles
 Hammers @ 3
 Hydraulic Lift
Page 34 of 41
Interior (Includes Safety Issues)
Yes/No
Comments
Windows
Mirrors
Carpet/Seats upholstery
 Check under the seat as well
 Customer items get tagged with date & rego
number and give to Branch Manager, to go to Lost
Property
 Front passenger & Driver seat go to furtherest
most setting
 Check Seat Pockets
 Head rests are in position
Ashtrays & Cigarette Lighter
 Ash
 Odour
 Present?
 Working?
Dashboard & Glove Box
Console
 Cleaned?
 Hand brake in order?
Door Trims
Door Jams
Trip Meter – reset to ‘0’
Air conditioner/heater
 Working?
 Set to off
CD/Radio
 Local FM/AM stations
 Working?
Clock
 Local time
 Working?
Seat Belts
 Serviceable/operable
 Accessible
 Neatly rolled up
Boot
 Clean?
 Parcel shelf clean & working?
 Spare tyre checked
 Tools?
 Jack secured?
 Wheel Brace secured?
Registration Sticker
 Present?
 Current?
 Expired?
If expired, remove the sticker and either replace
with the renewal sticker if available, or have a copy
of the registration certificate faxed to your location
from head office, and place this in the glove
compartment.
Service Sticker
 Up to date
 Present?
Litter bag
Window Hanger
Spray Air Freshener
Page 35 of 41
Fuel
 Full?
 If not, record details & arrange for customer to be
charged
Trucks
 overhead clearance stickers must be placed on top
of windscreen
Kilometer range
 non-commercial vehicles should not be older than
18 months
 other vehicles should be regularly checked against
APPROVED FLEET GUIDE
 Vehicles exceeding the kilometers are to be
grounded immediately and recycled
Lights
 Interior lights working
 High beam
 Indicators
 Hazard lights
 Break lights
Horn
 Working?
The Detail and Conditions Report
 accurate, signed and dated by the staff member
who is detailing the vehicle
 placed in the boot/glove box of the vehicle
Date:
Detailer:
Vehicle Registration:
Other Comments (if applicable):
Vehicle SPOT CHECKED by:
Page 36 of 41
Telephone Benchmarks
GREETING
Telephone Answered within 3 rings
A genuine display of enthusiasm is delivered
Uses the Thrifty Greeting:
“Thankyou for calling Thrifty, you are speaking with…………………………………………..
How can we help you today?”
RESPONSE
Shows individual commitment when listening to and identifying customer’s initial inquiry
PERSONALISATION
If provided with, use the customer’s name where possible
Displays a positive and approachable attitude to delivering exemplary individual attention
QUESTIONING
Uses open and honest communication when identifying precise customer requests
Uses the 5 key opening questions;
When and where do you require the vehicle?
How long do you require the vehicle for and where will you return it?
How many people are you traveling with/What size vehicle do you require?
Where will you be traveling with the vehicle?
Are you a member of NRMA or any Australian Motoring clubs?
Displays a commitment to build customer rapport by understanding customer requests
INFORMATION
Delivers accurate, professional information
Communicates rate, taxes, fuel, and additional options/charges clearly
No misleading information is given
Has an individual eagerness to promote our product, people and service
Eg. Offer a Courtesy pick up, refers to holiday discount voucher booklet
Acts on every opportunity to communicate the importance of their customer to Thrifty
with energy, confidence and intelligence
Has a genuine commitment to insure customer is comfortable and understands all
rental contract charges, liabilities and processes
SELLING
Has a will to win attitude to obtain a commitment from the customer
Positively strives for a quotation, if unsuccessful in making a reservation
Goes the extra mile with a can-do attitude to sell the benefits of choosing to rent with
Thrifty
Has a strong awareness of competitors
CONCLUSION
Confirms and reviews rental request with customer
Attempts to gain customer’s trust by giving them their name for any further bookings
or amendments
Gives a genuine ‘thankyou’ to the customer for choosing Thrifty
PERSONAL ATTRIBUTES
Speaks clearly, without jargon and at an appropriate speed
Displays willingness to do whatever it takes to exceed the customer’s expectations
Clearly believes in delivering the Thrifty service.
Eg. Was passion evident?
OVERALL RATING
Was passionate, individual, exemplary service delivered?
Page 37 of 41
Customer Return Benchmarks / Standards
GREETING
Appear alert and ready to assist the customer
Thrifty image is well presented
Employee Appearance-neatly well groomed in full Thrifty
uniform & presenting a professional business like image:
name badge visible
Thrifty Counter-maintain a tidy work station with
paperwork, current promotional material visible and in
pristine condition, brochures on counter in order & restocked, signs current and manager on duty
Visually and verbally acknowledges the customer (even if
they are unable to immediately attend to them)
Smiles whilst greeting the customer
Customer is greeted sincerely in relation to the volume of
activity at the counter
“Good Morning Sir/Madam. My name is.........how can I
help you today?”
“Thankyou for waiting, my name is.......... how can I help
you?”
RESPONSE
Shows individual commitment when listening to and
identifying customer’s initial inquiry
PERSONALISATION
Asks for & uses the customer’s name where possible
Displays a positive & approachable attitude to delivering
exemplary individual attention
QUESTIONING
Uses open and honest communication when identifying
precise customer requests
Uses these opening questions:
How was your Thrifty experience?
How was the performance of your vehicle?
When did you refuel the vehicle?
Has a flexible approach to overcome any customer
objections with positive proactive responses
Shows a commitment to build customer rapport by
understanding customer requests
INFORMATION
Communicates rate, taxes, fuel and additional
options/charges clearly
No misleading information is given
Has an individual eagerness to promote our product,
people and service
Eg. Offers a blue Chip application
Acts on every opportunity to communicate the importance
of their customer to Thrifty with energy, confidence and
intelligence
Checked in vehicle whilst customer present. Fully checked
over vehicle and compared it to the Damage report
attached to the original contract or boot report if original is
not available. (Boot check completed to ensure spare tyre
and jack are present, exterior and interior of vehicle
inspected. Lifter chords present in trucks and all optional
extras have been returned eg. gps, babyseats and boosters)
Has a genuine commitment to insure customer is
comfortable and understands all rental contract charges,
liabilities and processes
CONCLUSION
Exceptional
Good
Exceptional
Good
Exceptional
Average
Below Average
Poor
Average
Below Average
Poor
Good
Average
Below Average
Poor
Exceptional
Good
Average
Below Average
Poor
Exceptional
Good
Average
Below Average
Poor
Exceptional
Good
Average
Below Average
Poor
Page 38 of 41
Accurately carries out procedures and policies on
paperwork
Asks the customer if they can make any future bookings for
them
Gives a genuine ‘Thank you’ to the customer for choosing
Thrifty
PERSONAL ATTRIBUTES
Speaks clearly, without jargon and at an appropriate speed
Feels empowered to accept and take responsibility for
one’s actions
Clearly believes in delivering the Thrifty service
-Was passion evident?
OVERALL RATING
Was passionate, individual, exemplary service delivered?
Exceptional
Good
Average
Below Average
Poor
Exceptional
Good
Average
Below Average
Poor
Page 39 of 41
Counter Initiation Benchmarks/Standards
GREETING
Appears alert & ready to assist the customer
Thrifty image is well presented
Employee Appearance-neatly well groomed in full
Thrifty uniform & presenting a professional business like
image: name badge visible
Thrifty Counter-maintain a tidy work station with
paperwork, current promotional material visible and in
pristine condition, brochures on counter in order & restocked, signs current and manager on duty
Visually and verbally acknowledges the customer (even
if they are unable to immediately attend to them)
Smiles whilst greeting the customer
Customer is greeted sincerely in relation to the volume
of activity at the counter
“Good Morning Sir/Madam. My name is.........how can I
help you today?”
“Thankyou for waiting, my name is.......... how can I help
you?”
RESPONSE
Shows individual commitment when listening to and
identifying customer’s initial inquiry
PERSONALISATION
Asks for & uses the customer’s name where possible
Displays a positive & approachable attitude to delivering
exemplary individual attention
QUESTIONING
Uses open & honest communication when identifying
precise customer requests
Uses opening questions such as the following when
performing a walkup:
Have you rented with Thrifty before?
Are you a member of NRMA or any Australian Motoring
Clubs?
How long will you require the vehicle for?
What type of vehicle would you prefer to drive?
Has a flexible approach to overcome any customer
objections with positive proactive responses
Shows a commitment to build customer rapport by
understanding customer requests
INFORMATION
-Communicates rate, taxes, fuel & additional
options/charges clearly
-No misleading information is given
Has an individual eagerness to promote our product,
people & service
-Eg. Offers a Blue Chip application, Thrifty discount
voucher booklet
Acts on every opportunity to communicate the
importance of their customer to Thrifty with energy,
confidence & intelligence
Has a genuine commitment to insure customer is
comfortable and understands all rental contract
charges, liabilities & processes (Contract is circled in
correct areas and is properly explained to the customer)
Exceptional
Good
Average
Below Average
Poor
Exceptional
Good
Average
Below Average
Poor
Exceptional
Good
Average
Below Average
Poor
Exceptional
Good
Average
Below Average
Poor
Exceptional
Good
Average
Below Average
Poor
Page 40 of 41
SELLING
Has a will to win attitude to obtain a commitment from
the customer
Approaches positively to strive for meeting the
customers need when selling product and incrementals
Eg. UP and PP
Goes the extra mile with a can-do attitude to sell the
benefits of choosing to rent with Thrifty
Has a strong awareness of competitors
CONCLUSION
Accurately carries out procedures and policies on
paperwork
Informs customer of contact numbers for reference if
required-Client card given
Provides toll payment information
Offers maps and directions (including to location of
vehicle)
Gives a genuine “Thankyou” to the customer for
choosing Thrifty
PERSONAL ATTRIBUTES
Speaks clearly, without jargon and at an appropriate
speed
Feels empowered to accept and take responsibility for
one’s actions
Clearly believes in delivering the Thrifty service
-Was passion evident?
OVERALL RATING
Was passionate, individual, exemplary service
delivered?
Exceptional
Good
Average
Below Average
Poor
Exceptional
Good
Average
Below Average
Poor
Exceptional
Good
Average
Below Average
Poor
Exceptional
Good
Average
Below Average
Poor
Page 41 of 41

Assessment Cover Sheet

Transcription

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