Course Name / CUA30415 – Certificate III Live Production and Services
Cluster / G
Cluster Name / Customer is always Right
Qualification Code / CUA30415
Qualification Name / Certificate III in Live Production and Services
Units of competency
SITXCCS303 / Provide Service to Customers
Communicate with internal and external customers
Deliver service according to defined standards
Provide service to customers
Respond to customer complaints
Provide internal feedback on customer service practices
Student Name
Date of Issue
Due Date
Assessor Name(s):
Pre-requisite units
Foundation skills þ / ¨ Learning / ¨ Reading¨ Writing / ¨ Oral Communication
¨ Numeracy / ¨ Navigate the work of work
¨ Interact with others / ¨ Get the work done
Assessment method
Part A:Practical Component
There are 2 practical scenario sessions:
Part B: Theory Component
Written answers based on practical scenario.
Case Study review
Student Name
Date of Issue
Due Date
STUDENT ACKNOWLEDGEMENT þ
Students must complete knowledge and skills development activities which prepare for and may contribute to assessment of competence.¨ I understand the requirements of the assessment task and assessment methods.
¨ I understand what is being assessed and can perform the tasks described in this assessment.
¨ I have been provided with information about RPL, Credit Transfer and Assessment Appeals.
¨ I have notified the assessor of any special needs to be considered during this assessment
¨ I declare that the work submitted is my own and has not been copied from another person or source
Student signature / Date
TEACHER/ TRAINER USE ONLY: □ N/A
Additional requirements for students with special needs and /or EALD for the completion of this task.
¨ Providing Support staff ______
¨ Providing tutorial sessions ______
¨ Altering assessment methods ______
¨ Simplifying and rephrasing language ______
¨ Provide additional time to complete the task ______
¨ Further Assistance provided: ______
Task Outline
As you complete this assessment task you will be demonstrating your skills and knowledge to your assessor. The assessor may also observe your practical skills and techniques and ask you questions. Ensure in your work practices that you work safely and efficiently, check that equipment is ready for use and work with others to improve work practices.
Part A – Practical Component
There are 2 practical scenario sessions:
Session 1 – Front of House:
There are three possible scenarios and in groups of three you will each role-play a different situation in 10 minutes.
Session 2 – Technical Production:
There are three possible scenarios and in groups of two you will each role-play a different situation in 10 minutes.
You will be given 5 minutes to read and prepare for each scenario and 5 minutes to act it out.
In the role play, you will need to demonstrate your:
· ability to provide quality service to the customer/s through active verbal/non-verbal communication skills.
· awareness of special needs patrons.
· understanding of responding to customer complaints (session 2)
Part B – Theory Component
There are 2 written components.
1. Complete the accompanying report/questions on the practical scenarios.
Part C – Case Study
2. Read Case Study 1 and Case Study 2. Select one of them and answer the questions that accompany it.
You will be required to demonstrate through your answers your:
· Ability to identify and deal with conflict situations promptly
· Ability to anticipate operational problems and take action to minimise the effect on customers
· Procedures developed to minimize escalation of complaints
If you have trouble understanding the task, please ask your teacher for assistance.
PART A
Customer Service Role Play Scenarios
FOH Employee / Customer1. Front of House Personnel – During a technical rehearsal of a show, you have been given the job of ensuring no member of the public is to enter the theatre during the rehearsal as the producers are in for a private viewing. You notice that there are groups of tourists around. / 1. You are a 40 year old patron who regularly attends performances at this theatre. You happen to go into the theatre’s box office to purchase premium tickets for the up-coming production and notice that there is a rehearsal going on. You want to take a peak.
2. You are an international tourist with some basic English skills and is waiting for your friend who is running 15 minutes late. You notice that the box office is opened and there are people around and you are curious of what is going on.
2. Front of House Usher – It is 7:15pm on a Saturday evening for a sell out performance. The audience has begun to arrive and some of the patrons are restless and is eager to go into the auditorium but you cannot open the door until 7:45pm. You notice that you have a group booking of 20 elderly patrons. / 1. You are a 60 year old patron, part of a 20 group booking party who have tickets for a sell out performance. Generally you arrive at 7:55pm for an 8pm show to avoid the 7:45pm door rush. This time you have arrived early at 7:15pm and eager to get inside earlier so that you can sit down.
2. You are a 65 year old patron, part of the 20 group booking party. You have some difficulties in hearing and the battery in your hearing aid is low.
3. Box Office – You have been asked to work the ticket sales desk while the supervisor is busy opening the doors and you now have two patrons with disabilities – 1 slightly visually impaired and the other in a wheelchair. They have not pre-booked for this performance and there are seats available but none left with wheelchair capacity. It is now 15 minutes before curtain. / 1. Patron – Slightly visually impaired. You have travelled over two hours to attend your niece’s community theatre play. Your husband is also a special needs patron – physical disability. You wanted to surprise your niece hence you have not pre-booked for this performance.
2. Patron – Wheelchair disabled person. You have travelled over two hours to attend your niece’s community theatre play. Your wife is also a special needs patron – slightly visually impaired. You have not pre-booked for this performance.
Tech Production Employee / Customer
1. Stage Manager – You are SM for a variety performance for Australian Idol promo concert at Darling Harbour. You have contestants in a backstage area. You notice that there are two groupies that are trying to get inside the restricted area. What do you do? / You are an avid fan of X Factor and found out that there is a promo concert at Darling Harbour. You have found out that your favourite 5 finalists are all there in a backstage area. You are desperate for their autograph and photo and you believe that you have a right to do so.
2. DJ - You are a DJ for a rave party and have been booked to play only Techno music for this 21st party. A guest comes up to you and requests a ballad. / You have been invited to a rave party for a cousin’s 21st. The DJ has been playing only Techno for the last two hours non-stop. Most guests have been drinking heavily and don’t really care what music is being played but you would like a little relief from “doof doof”.
3. Sound Engineer – You are one of the Sound Engineers for the Big Day Out in Sydney. A patron comes up to you and asks you to turn up the volume. You have already exceeded the legal decibel limit for this venue. / You are at the Big Day Out and really enjoying the music, but you find that the music is a little too soft – the ground beneath you is not vibrating and you want it to. You notice the Sound Engineer and approach them about turning up the music?
PART B
Written supplement to the Practical Scenarios (Copy as necessary)
Answer the following questions in the spaces provided.
a) Why is it important to provide quality service to all customers?b) Why is clear and concise communication important in providing quality customer service?
c) Identify 5 appropriate high standards of personal presentation and hygiene:
1
2
3
4
5
d) Outline 5 possible situations where complaints may occur.
1
2
3
4
5
e) Outline a procedure to respond to a customer service.
f) Name three examples of customers with special needs.
1.
2.
3.
REFLECTION AND FEEDBACK
g) Consider what you have learnt from doing this task. Give one hint or tip to a co-worker that would help them to provide quality service.
CASE STUDIES
CASE STUDY 1Tom is an usher at a major theatre. As he escorts a patron to their seat he finds that a woman is seated there. When Tom asks her to move, she becomes argumentative and agitated and refuses to move. Tom then insists that she move to her correct seat and becomes agitated himself. An argument ensues drawing the attention of nearby patrons. The woman finally ends up leaving the theatre all together creating a loud scene as she leaves. Tom’s original patron is seated but draws stares from nearby people following the scene that has just taken place. Tom leaves the patron to continue showing patrons to their seats.
Questions:
1. What are the potential repercussions of the incident that took place for: Tom? The patron who
left? The patron who stayed? The theatre?
2. How could Tom have handled this situation better?
3. What procedures could be put into place to prevent and/or deal with this situation?
4. What areas of customer service could Tom improve upon and how could this be achieved?
CASE STUDY 2
Cathy is ushering at a large rock concert venue/ She observes a male patron who appears to be intoxicated and is harassing a young female patron. The young woman is clearly uncomfortable, scared and trying to avoid confrontation, but the man is insistent. Cathy approaches the pair and attempts to convince the man to move on and leave the young woman alone. He then turns his attention to Cathy and begins harassing her. Cathy leaves to search for security personnel but the man follows her and continues his harassment. When Cathy finally finds a security officer, she is clearly shaken and the man is removed from the premises. Cathy is still shaken and struggles through her shift, but is not very effective in carrying out her duties for the remainder of her shift.
Questions:
1. How could Cathy have handled the situation differently?
2. If you were a manager at this venue, what procedures would you have in place to prevent, deal with and follow up situations such as this? Refer to both the employee and the patrons in your answer.
3. What are the potential consequences following this incident for Cathy? For the young female patron? For the male patron who was ejected from the venue? For venue management?
Assessor Summary
Assessor’s Name / Cluster / G
Student Name / Date
Units of competency being assessed / Assessment Outcome
SITXCCS303 Provide Service to Customers / ¨ Competent / ¨Not yet competent / If NYC - Refer to shaded section below
If you have been deemed NOT YET COMPETENT the following further action is required:
SITXCCS303 Provide Service to Customers / Date of Reassessment /Date Competent
Assessor general comment:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this student and have provided appropriate feedback
Assessor Signature
Date
Assessors: the completed student assessment task and assessor feedback sheets must be securely retained for six months after the completion of the course. Also retain any other evidence that demonstrated how the student was deemed competent eg written tasks, photographs, videos.
Student Feedback (to be completed after student receives assessor feedback)
¨ I agree with the outcome of this assessment
¨ I do not agree with this assessment outcome and will speak with assessor re appeals process
What did I learn from this Task?
Student Signature / Date
CUA30415 Ent Ind Task Cluster G.June 2016 Page 1 of 8 Public Schools NSW, Macquarie Park RTO 90222
CUA30415 Ent Ind Task Cluster G.June 2016 Page 1 of 8 Public Schools NSW, Macquarie Park RTO 90222