ASSESSMENT
WORKBOOK
SITXCCS006
Provide Service
to Customers
Assessment Workbook
Copyright
This document was developed by RTO Learning Materials.
© 2019 RTO Learning Materials.
All rights reserved.
No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by
any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission
of RTO Learning Materials.
Version Control & Document History
Date
Summary of modifications
Version
18 June 2019
Version 1.0 produced following assessment
validation.
1.0
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Table of Contents
Instructions ......................................................................................................................... 4
Competency-Based Assessments ..................................................................................... 4
Assessing Nationally-Recognised Training ...................................................................... 5
Dimensions of Competency ............................................................................................... 6
Reasonable Adjustment ..................................................................................................... 6
The Unit of Competency ..................................................................................................... 7
The Context for Assessment.............................................................................................. 7
Assessment Methods ......................................................................................................... 7
Resources Required for Assessment ................................................................................ 7
Learner Instructions ........................................................................................................... 7
Assessment Workbook Cover Sheet ................................................................................. 8
Knowledge Assessment ..................................................................................................... 9
Practical Assessment ....................................................................................................... 25
Learner Instructions ..................................................................................................... 25
Assessment Overview .................................................................................................. 25
I. Project Assessment ..................................................................................................... 27
Practical Observation 1................................................................................................. 27
Learner Instructions ...................................................................................................... 27
Marking Checklist: Practical Observation 1 (For Assessor’s Use Only) ......................... 31
Assignment 1................................................................................................................ 34
Practical Observation 2................................................................................................. 38
Learner Instructions ...................................................................................................... 38
Marking Checklist: Practical Observation 2 (For Assessor’s Use Only) ......................... 39
Assignment 2................................................................................................................ 42
Supplementary Evidence .............................................................................................. 45
Assessment Workbook Checklist .................................................................................... 46
Record of Assessment (For Assessor’s Use Only) ........................................................ 48
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Instructions
The assessments in this workbook is divided into two (2) categories: Knowledge Assessment and Practical
Assessment.
The questions under Knowledge Assessment are all in short answer format. The assessment tasks requiring
practical demonstration of skills are covered in the Practical Assessment. You must answer all questions
using your own words. However, you may reference your Learner Guide and other relevant resource and
learning materials to complete this assessment.
Some questions cover processes you would likely encounter in a workplace. Ideally, you should be able to
answer these questions based on the processes that are currently in place in your workplace. However, if
you do not currently have access to a workplace, then answer the questions based on the processes that
should be implemented in a typical workplace setting.
Competency-Based Assessments
Definition of Competency
Assessment in this context can be defined as:
The fair, valid, reliable and flexible gathering and recording of evidence to support the judgement on whether
competency has been achieved. Skills and knowledge (developed either in a structured learning situation, at
work, or in some other context) are assessed against national standards of competence required by industry,
rather than compared with the skills and knowledge of other learners.
The features of a competency-based assessment system are:

It is focused on what learners can do and whether it meets the criteria specified by the industry as
competency standards.

Assessment should mirror the environment the learner will encounter in the workplace.

Assessment criteria should be clearly stated to the learner at the beginning of the learning process.

Assessment should be holistic. That is, it aims to assess as many elements and/or units of
competency as is feasible at one time.

In competency assessment, a learner receives one of only two outcomes – competent or not yet
competent.

The basis of assessment is in applying knowledge for some purpose. In a competency system,
knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform
a task to the level required in the workplace.

The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and
learner. Assessable outcomes are tied to the relevant industry competency standards where these
exist. Where such competencies do not exist, the outcomes are based upon those identified in a
training needs analysis
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Assessing Nationally-Recognised Training
Developing and conducting assessment, in an Australian vocational education and training context, is founded on
the Principles of Assessment and the Rules of Evidence:
Principles of Assessment

o
o
o

o
o

o
o
o
o
o

o
o




Assessment must be valid
Assessment must include the full range of skills and knowledge needed to demonstrate competency.
Assessment must include the combination of knowledge and skills with their practical application.
Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and
across a number of contexts.
Assessment must be reliable
Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a
consistent manner.
Assessors must be trained in national competency standards for assessors to ensure reliability.
Assessment must be flexible
Assessment, where possible, must cover both the on and off-the-job components of training within a course.
Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been
acquired.
Assessment must be made accessible to learners through a variety of delivery modes, so they can proceed through
modularised training packages to gain competencies.
Assessment must be mutually developed and agreed upon between assessor and the assessed.
Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of
challenge.
Assessment must be fair
Assessment process must consider the individual needs of the learner.
Assessment must provide for reasonable adjustments, where appropriate, to take into account the individual
learner’s needs.
(Source: Standards for RTOs 2015, Clauses 1.8 – 1.12)
Rules of Evidence
When collecting evidence, there are certain rules that apply to that evidence. All evidence must be valid, sufficient,
authentic and current:
Valid
Evidence gathered should meet the requirements of the unit of competency. This evidence should match, or at
least reflect, the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes.
Sufficient
This rule relates to the amount of evidence gathered. It is imperative that enough evidence is gathered to satisfy
the requirements that the learner is competent in all aspects of the unit of competency.
Authentic
When evidence is gathered the assessor must be satisfied that evidence is the learner’s own work.
Current
This relates to the recency of the evidence and whether the evidence relates to current abilities.
(Source: Training in Australia by M Tovey, D Lawlor)
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Dimensions of Competency
The national concept of competency includes all aspects of work performance and not only narrow task skills. The
four (4) dimensions of competency are:
1. Task skills
2. Task management skills
3. Contingency management skills
4. Job or role environment skills
Reasonable Adjustment
Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability - November 2010
- Prepared by - Queensland VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the
training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing
classrooms to be closer to amenities or installing a particular type of software on a computer for a person with vision
impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a disability have:

The same learning opportunities as learners without a disability, and

the same opportunity to perform and complete assessments as those without a disability.
Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:

Customising resources and assessment activities within the training package or accredited course

Modifying the presentation medium

Learner support

Use of assistive/adaptive technologies

Making information accessible both before enrolment and during the course

Monitoring the adjustments to ensure learner needs continue to be met
Assistive/Adaptive Technologies
Assistive/Adaptive technology means ‘software or hardware that has been specifically designed to assist people with
disabilities in carrying out daily activities’ (World Wide Web Consortium - W3C). It includes screen readers,
magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note
takers.
IMPORTANT:
Reasonable adjustment made for collecting learner assessment evidence must not impact on the standard expected
by the workplace, as expressed by the relevant unit(s) of competency. For example, if the assessment were gathering
evidence of the learner’s competency in writing, allowing the learner to complete the assessment verbally would not
be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the
competency requirements.
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The Unit of Competency
1.
2.
3.
4.
5.
The units of competency specify the standards of performance required in the workplace.
This assessment addresses the following unit of competency:
SITXCCS006 Provide Service to Customers
Communicate with Internal and External Customers
Follow Defined Organisational Standards when Delivering Service
Provide Service to Customers
Respond to Customer Complaints
Provide Internal Feedback on Customer Service Practices
A complete copy of the above unit of competency can be downloaded from the TGA website:
https://training.gov.au/Training/Details/SITXCCS006
The Context for Assessment
To complete the assessments in this workbook, students need to have access to their learning materials and the
Internet. The Knowledge Assessment may be completed wholly at the learner’s home or chosen place of study. The
Practical Assessment must be completed in a workplace or in a simulated environment.
Assessment Methods
This workbook uses the following assessment method(s):

Knowledge Assessment – A set of generic and workplace questions testing the learner’s general knowledge and
understanding of the general theory behind the unit.

Practical Assessment – A set of tasks or activities completed according to set instructions and guidelines to meet
the requirements of the relevant unit. These tasks and activities require you to have access to a workplace.
Resources Required for Assessment
The learner will need access to:

Computer with Internet and email access and a working web browser

Installed software: MS Word, Adobe Acrobat Reader

At least three volunteers to participate in the role play activities
Learner Instructions
The assessments in this workbook is divided into two (2) categories: Knowledge Assessment and Practical
Assessment.
The questions under Knowledge Assessment are all in a short answer format. The assessment tasks requiring
practical demonstration of skills are covered in the Practical Assessment. You must answer all questions using your
own words. However, you may reference your Learner Guide and other relevant resources and learning materials to
complete this assessment.
Some questions cover processes you would likely encounter in a workplace. Ideally, you should be able to answer
these questions based on the processes that are currently in place in your workplace. However, if you do not
currently have access to a workplace, then answer the questions based on processes that should be implemented in
a typical workplace setting.
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Assessment Workbook Cover Sheet
To the learner: Print this cover sheet and complete it by filling in all the required information and signing on the
space provided. Your signature must be handwritten. Scan the completed cover sheet and submit it along with your
evidence submissions. Use the filename: SITXCCS006 Cover Sheet
Workbook
SITXCCS006
Title
Provide Service To Customers
First and Surname
Phone
Email
Please read the Learner Declaration below and if you agree to the terms of the declaration, sign and date
in the spaces provided.
By submitting this work, I declare that:

I have been advised of the assessment requirements, have been made aware of my rights and
responsibilities as an assessment learner, and choose to be assessed at this time.

I am aware that there is a limit to the number of submissions that I can make for each assessment, and I
am submitting all documents required to complete this Assessment Workbook.

I have organised and named the files I am submitting according to the instructions provided, and I am
aware that my assessor will not assess work that cannot be clearly identified and may request the work
be resubmitted according to the correct process.

This work is my own and contains no material written by another person except where due reference is
made. I am aware that a false declaration may lead to the withdrawal of qualification or statement of
attainment.

I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well
as the qualifications/evidence of parties who verify my performance or observable skills. I give my
consent to contact these parties for verification purposes.
Name:
Signature:
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Knowledge Assessment
1. Identify two principles for each of the following in relation to providing customer service in a restaurant:

Quality Customer Service
Quality customer service is demonstrating ways to show the customer that you care about their experience
and meeting their needs.

Positive Communication
Positive communication is the ability to convey messages, even negative ones, in a positive way.
i.
Set the expectations carefully to meet the customers need and demands.
ii.
Manage the waiting time for providing meal so customers do not hate the
wait time.
i.
Communicate in formal or informal ways with customers after judging the
customer attention and behaviour.
ii.
The purpose of communication should be clear and should be done on time.
Request a feedback form customers.
Quality Customer Service
Positive Communication
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2. Read the case study, then identify what type of verbal and non-verbal communication is appropriate to
use when providing customer service to each of the customers listed in the table.
Case Study
You work as a waiter in a 4-star restaurant called the Vegan Chicken in Sydney. The Vegan Chicken offers
a range of organic meat dishes, vegan dishes, and has a reputation for catering to all patrons who have
specific dietary requirements. This means the customer base is vast, and the customer service that you
provide must adapt to the individual needs of your diners. This will include the type of verbal and nonverbal language that you use for each individual customer.
Answer the questions for each scenario using the list of verbal and non-verbal communication cues in
the table above. You may refer to the Vegan Chicken Staff Handbook.
2.1 A Muslim family who regularly dine at the Vegan Chicken, are asking if the new menu items are halal.
You know this family to be a traditional Muslim family where appropriate verbal and non-verbal
communication should be used to respect their religion.
i.
How should you address the family I will use verbal communication method for addressing.
members of the opposite sex of you?
ii.
How close should you be when Use verbal communication for meeting with family members of opposite sex
greeting family member of the and avoid body or hand contact through greetings.
opposite sex?
iii. What type of dress should you wear Wear the restaurant provided dress code that covers the body. It includes:
in front of them?
Wrinkle free pent and shirt, hair net, head cover, shoes, a name tag.
iv. What type of jewellery or accessories Plain rings without any stone.
is acceptable?
Only small stud style earrings are acceptable.
Chain or necklace are allowed but must be under the shirt.
Medical alert bracelets are allowed.
v.
Should you offer the father of this Never offer beer or wine to a Muslim family because it's not halal in their
family beer or wine when taking their religion.
orders? Explain why.
vi. What type of verbal communication Do not speak in loud voice. Make your message short and precise for
is appropriate when serving this type communicating. Understand their norms and culture and do not use words
that are in appropriate in their culture. Use the specific communication
of customer?
skills while serving them.
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2.2 An Indigenous Australian couple who are regular customers of the Vegan Chicken, and who are also
‘indigenous elders’ have brought their 4-year-old grandson in for lunch. The little boy is running around
their table and nearly bumped into you as you were carrying meals for another table. You need to ask the
little boy to sit down and stop running around. You are aware that communicating with Indigenous Elders
requires specific communication skills. Answer the following questions to explain the appropriate verbal
and non-verbal communication cues to use.
i.
List a consideration to take in regard
to how far you will stand when talking
to them.
I should stand close to their table so that your message is only listened by
them and not others.
Communicate with them through verbal communication.
I should communicate with the guardians of the running boy instead of
stopping him be myself so that they do not feel offended.
ii.
What must you do with your body to
appear open and inviting to the
customer
I should always put a smile on face to invite and greet customers.
I should make a proper eye contact and should have a good posture.
I should use hand gestures while communicating and inviting customers.
I should communicate in a proper voice tone.
iii. List one type of gesture that may be
considered rude.
High voice tone, not maintaining eye contact and not listening to the
customers are the gestures of staff that may be considered rude.
iv. List two type of verbal communication
that is appropriate to use without
offending this type of customer?
Interpersonal communication
Small group communication
2.3 A Japanese family who are on holiday and speak basic English are having trouble understanding some of the
menu items. The parents appear tense and serious. Answer the following questions to explain the
appropriate communication cues to use.
i.
How will you respectfully greet the
customer?
I will use proper hand gestures to make them feel invited respectfully.
I will use bow gesture while greeting them.
I will use smile and greet them in a friendly manner.
I will try to have a friendly behaviour with them so that they feel
comfortable.
I will acknowledge customers rapidly.
I will make a proper eye contact while greeting them.
ii.
How will you bid farewell to the
customer?
I will use bow gesture while saying them goodbye.
I will thank them for visiting the place and say good bye in Japanese words.
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iii.
How will you hold a general
conversation with this customer when
taking their order?
I will use positive language which make them feel comfortable and will be
easily understandable by them.
I will keep my voice tone normal while communicating with them.
I will communicate with them in a friendly way by asking anything else or
what else can I help you.
Ask them if they are enjoying the environment and service at the place
Help them in explaining the menu and selecting the meal.
iv.
After you explain the menu, it looks as
if the person you are talking is
unresponsive for a bit before
responding. What do you think this
means?
It means that the person want some time to select the meal or he still not
able to understand the menu.
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3. Read each of the case study scenarios, then answer the corresponding question on responding to internal
and external customer feedback. .
Case Study 1
You are a waiter in a restaurant, your manager has recently observed you serving customers and has provided
you with feedback. They said the customers in your area were constantly looking around for you and appeared
as though their needs were not met. Some of your customer's glasses were low or empty; two of your
customers looked annoyed, while others had questions regarding the menu.
I will practice active listening to acknowledge the needs of customers rapidly.
I will learn and practice to empathize with customers.
i.
What could you do to
enhance your customer
service delivery?
I will improve my technical skills.
I will practice to be always available for my customers.
I will learn about using proper body gestures while dealing with customers.
Case Study 2
You are a waiter in a restaurant and received feedback from one of the tables you waited, saying they found
it hard to understand the dishes on the menu because you seemed as lost as they did.
i.
What could you do to
enhance your customer
service delivery?
It will apologize to the customer for facing the problem and will empathize with his
situation. I will learn about the products or dishes mentioned on the menu to easily
understand the customers or immediately call some other waiter to acknowledge the
customers. It will remain calm and will try to keep the situation from escalating..
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4. You are a new waiter at the Vegan Chicken. Your manager has asked you to review the staff handbook and
answer the following questions to ensure you understand the standards required of you prior to
commencing.
Review the ‘Employee Expectation Policy and Procedures’ section of the Vegan Chicken Staff Handbook
found in your supplementary files to assist you in completing this task.
4.1 How does management expect you to act towards customers?
Management expect from you to provide exceptional food to the customers with good quality service.
You should take the responsibility of your performance.
Management expect that you should maintain positive relationships with colleagues and work together to maintain the
decorum of restaurant.
Your behaviour and attitude should be positive to attract the customers.
You should remain calm on customer's complains and should actively solve their problems.
You should be creative in meeting customer demands and needs.
Your performance should be good to satisfy the customers and for achieving positive feedback.
Assessor Feedback:
4.2 What are the core qualities the organisation requires for each of its servers?
The server should behave professionally in performing his duties.
He must be honest with the organization.
He should be innovative for meeting customers' needs and demands.
He must have problem solving abilities.
He should provide good quality service to the customers.
He should be always available and should acknowledge the customers.
Assessor Feedback:
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4.3 What attitudes do the Vegan Chicken look for, in each of its servers?
The server must be active for listening the customers' demands.
He should know all about the products or food provided in the menu.
He should be always attentive for responding the customers call.
He should have positive attitude towards customers.
He should have the ability to perform multiple tasks.
He should immediately solve the problems of customers.
He should provide good quality food to the customers.
Assessor Feedback:
4.4 What is the appropriate dress code for servers?
The server should wear a neat, clean and wrinkle free dress during shifts.
The dress code includes:
Shirt
Pent
Head wear
Hair net
Non slip shoes
Name tag
Assessor Feedback:
4.5 What is expected of you when serving customers with specific dietary requirements?
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Ask the customers having special dietary needs, about their demands.
Take their need seriously and follow them.
Identify the allergens on the menu cards or address the customers about it if someone have some special dietary needs.
Communicate with them after they select the dishes. Ask "Are there any dietary restrictions I should be aware of? OR Please,
let me know, if there are any dietary restrictions, so I can prepare accordingly".
Create a separate section in menu for such type of customers.
Always prepare your kitchen for meeting and preparing such type of demands and do a research that what special requests most
of the customers do at the restaurant.
Be honest while addressing them about the menu to avoid any mishap.
Assessor Feedback:
4.6 What are the protocols on handling food hygienically?
There are 4 protocols for handling food hygienically:
1. Clean:
Wash your hands before starting work of handling food. Clean the shelfs, utensils and food while starting the preparation.
2. Separate:
Keep the raw materials and ready to eat food in separate places or compartments. In fridge, place the ready to eat food at the top
shelf and raw food at the lower shelf to avoid any dripping of juices from raw to ready to eat food. Wash the cooking utensils
and cut boards after using raw meat or food products.
3. Cook:
Cook the food like vegetables and meat properly at proper temperature and time to heat kill the germs. Use a food thermometer
to check the inner temperature of meat and to check it is properly cooked or not.
4. Chill:
Put the food in fridge after 2 hours of cooking. Place the refrigerated food in the freezer after 1 hour of buying. Placing the food
outside for more than 2 hours can cause the growth of pathogenic microorganisms and can result in the spoilage of food.
4.7 What is expected of you when communicating with customer who is visuallu impaired?
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Greet with the customer in a friendly way, who are visually impaired.
Provide them assistance when they enter the restaurant.
Offer your arm to guide them to the dining table. Introduce yourself to the customer.
Help them in selecting the dishes by reading the menu if they are not able to see.
Let them know where the glass or drinks and other utensils are placed.
Ask them after sometime it they need anything or something else.
Be helpful and honest when such customers are paying bills.
Always be available in the area where such customer is sitting and put an eye on it if they need anything or any help.
4.8 What is the designated response times for acknowledging customers when they enter the restaurant?
To acknowledge the customers when they enter the restaurant, respond them within 30 seconds of their arrival to make them
feel welcome. Greet them with smile and use proper body gestures so that they feel a friendly environment and feel respected
by your behaviour and attitude.
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5. Using the introduction of the Vegan Chicken Staff Handbook to answer the following questions and to
complete their corresponding tables.
5.1 Match each of the following types of customer to the description that best describes them:

New

Regular

Visitor
Customer Type
visitor
regular
new
Customer Description
i.
A customer who recently moved into the neighbourhood.
ii.
The Vegan Chicken’s Silent Business Partner, who calls ahead to place
their order, so they don’t have to wait.
iii.
A customer who is on a business trip from New Zealand.
Assessor Feedback:
5.2 Indicate whether each of the customers listed in the table below is internal or external customers.
Type of Customer
Customer Scenarios
Internal
i.
The Vegan Chicken’s Silent Business Partner
Internal
ii.
The farmer who is the main supplier of vegetables for the Vegan
Chicken
iii.
The Herald Sun’s Food Critic
iv.
The new Accounts Manager for the Vegan Chicken
External
Internal
Assessor Feedback:
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6. Outline the following policy and procedures corresponding to each area of customer service based on
the Vegan Chicken Staff Handbook found in your supplementary files.
Area of Customer Service
Policy and Procedures
Policy
Acknowledging and greeting
Procedures
customers
Policy
Complaint Management
Procedures
Policy
Dispute Management
Loyalty programs
Procedures
Policy
Procedures
Policy
Presentation standards for
customer environment and Procedures
wait staff.
Policy
Presentation standards for
documents and promotional
Procedures
materials.
Policy
Pricing guarantees
Procedures
Policy
Product quality
Procedures
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Policy
Refunds and cancellation
fees
Procedures
Policy
Response
times
for
customers in the restaurant Procedures
Policy
Response
times
to
customers through email or
Procedures
telephone
Policy
Service guarantees
Procedures
Policy
Procedures
1. Acknowledge the guests at arrival while smile and greetings.
Training staff for customer 2. Ask the preference of customer at which table or area they would like to sit.
service
3. Guide them about menu and in selecting dishes.
4. Manage the waiting time so the customers do not have to wait for long time.
5. Always present and available in their area of your customers so they do not have to look
for you.
Policy
Training staff for complaint Create a protocol for addressing the complaints and develop procedures for handling them.
handling
Teach the staff how to respond the complaints immediately and appropriately.
Hold training sessions after considering the feedbacks or complaint logs by the customers.
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Create the policies for thanking the customers for their cooperation in company and
apologize them for the inconvenience.
Arrange weekly meetings to discuss about the complaints of customers and strategies to
resolve them.
Encourage staff members to consult with supervisors for responding the complaints.
Procedures
Train your staff to consult with the manager or head person about the complaints of
customers.
Understand the issue of complaint and nature of customer.
Deal the complaint in a fair and a professional way.
Document the complaint on the feedback register that is provided by HR.
Respond the complaint within few minutes or hours.
Apologize the customer about the difficulty in a friendly manner.
Try to learn from mistakes and never do such mistakes again.
Assessor Feedback:
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7. Use the Vegan Chicken Staff Handbook to assist you in answering this question and to complete the
table below.
Match the name of each feedback method, to the scenario that shows the method being utilised. Write
your answer in the response column.
Feedback methods include:
 Surveys
 Observation
 Interviews
 Casual Discussion
 Structured Questioning
Feedback Method
Description of Feedback Method
Observation
The owner, Front of House Manager and the Head Chef, quite often spend
time in the dining room just observing customer reactions and body
language to the wait staff, food and beverages.
Casual discussion
The owner, Front of House Manager and the Head Chef, quite often spend
time in the dining room to meet and greet customers and gather informal
verbal feedback to create a sense of friendliness and approachability.
A waiter asks the customer the following questions to their customer after
handing over the cheque:
Survey

Was the food to your liking?

Were you satisfied with our service today?

Did you enjoy your time with Vegan Chicken?
Interviews
Management invites one of its loyal customers for an in-depth review of
their experience with the restaurant through an in-depth discussion of the
areas of service.
Structured questioning
The Vegan Chicken has a Customer Satisfaction Form located at the exit
on an iPad where customers have 3 basic questions to answer about their
visit.
Assessor Feedback:
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8. You must identify the essential features, conventions and usage, for two communication techniques and
two pieces of communication equipment, suitable for a restaurant. Answer the questions in each
corresponding table.
8.1 Answer the following questions for each communication technique that would be used when working as
a waiter in a restaurant:
 When is the usage of this technique appropriate?
 How would you apply this technique?
 What conventions are usually used in this technique?
Communication
Techniques
Clarify
Communication
Stay positive
When is the usage of this
technique appropriate?
How would you apply this
technique?
What conventions are usually
used in this technique?
Use this technique when the
communicated
message
is
difficult to understand. It should
be use when discussing on
complex information.
I will apply this technique through
verbal
and
non-verbal
communication methods.
Listening properly
Use positive communication
Resolving issues
Use
this
communication
techniques
while
handling
complains of customers
I will apply this techniques by
using non-verbal communication
and listening.
Empathizing with customers
Focus on the issue not the person
Apologize
Having good behaviour
Assessor Feedback:
8.2 You are presented with the following scenarios that would require you to communicate with a customer
by either sending an email or calling on the telephone. Review these scenarios and answer the questions
that follow.
Scenario 1
Your manager has informed you that 20 people are to be contacted to inform them that they have won
free gift cheques care of their loyalty points.
Scenario 2
A loyal client has filed a complaint regarding their last visit to the restaurant. Your manager has tasked you
to communicate with them to resolve the issues. Your manager explains that the customer has a number
of questions that they want to clarify in depth. As a final reminder, your manager reminds you that this is a
valuable customer and should be addressed as personally as possible.
Telephone
i.
Identify the scenario where you should call rather than send an email?
Scenario 2
ii.
Why is it more beneficial to use the telephone instead of email in the scenario you chose?
Because in this scenario the manager has mentioned that the person having the problem and I must address to him personally.
It is beneficial for the position and image of restaurant.
It is the responsibility of staff to follow the instructions provide by the management or head.
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iii.
Identify at least two practices of customer service you should employ during the call, given the situation
you have identified.
a. Listen to the complaints of customer professionally without interrupting and apologize him in a proper way
b. Use positive language and communicate properly.
Assessor Feedback:
Email
i.
Identify the situation when you should send an email rather than call?
Scenario 1
ii.
Why is it more beneficial to send an email rather than use the telephone?
It will a difficult task to contact with 20 people through phone call.
If you contact them through phone call and tell them about the prize they won, they might consider it a fake call and do not
take it seriously.
Send them message through email from the restaurant official email is more beneficial.
iii.
Identify at least two conventions of writing an email that you must include when writing the email for
the situation you chose.
a. Make sure about addressing to the right person
b. Use greetings and sign-offs
Assessor Feedback:
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Practical Assessment
Learner Instructions
The Practical Assessment is a set of tasks that must be completed in a workplace, or in an environment with
conditions similar to that of a real workplace.
This assessment will help you demonstrate skill requirements relevant to Communicate effectively with and provide
quality service to both internal and external customers.
Assessment Overview
Type of Assessment
This summative assessment will enable your Assessor to make a judgement of competency based on the
submission of your completed assignments against the requirements of this unit of competency.
Assessor Instructions
The Assessment Benchmark developed for each unit of competency is the evidence criteria used to judge the
quality of performance (i.e. the assessment decision-making rules). Assessors must use these benchmarks to make
judgement on whether competency has been achieved and to determine if the participant has performed to the
standard expected to meet unit requirement and learning outcomes. Competency results for each unit are
recorded in the Record of Assessment Form.
Reasonable Adjustment
The Training Provider will allow flexibility in relation to the way in which each unit is delivered and assessed based
on the learner’s requirement. The following are the reasonable adjustments for this unit:
Reasonable Adjustment for this unit
assistance of a Learning Support Teacher for LLN issues
modifications to physical environment, e.g. wheelchair access
changes to course design, e.g. instead of written assessment task –
change to verbal questioning & assessor to write the answers
changes in lecture schedules and arrangements, e.g. relocating classes to
an accessible venue
modifications to computer equipment in the computer lab
provision of information or course materials in accessible format, e.g. a
text book in braille
supply of specialised equipment or services, e.g. a notetaker for a learner
who cannot write
College
Based
Choose an
item.
Choose an
item.
Choose an
item.
Choose an
item.
Choose an
item.
Choose an
item.
Choose an
item.
On Line
Delivery
Choose an
item.
Choose an
item.
Choose an
item.
Choose an
item.
Choose an
item.
Choose an
item.
Choose an
item.
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Assessment Coding
Assessment of this program of study is based on competency-based principles.
S = Satisfactory
NS = Not Satisfactory
Learners who fail to perform satisfactorily for the assessment in the prescribed date may be assessed as ‘not
satisfactory’. You are required to be assessed as ‘Satisfactory’ on completion of Assessments assigned by your
assessor for this unit of competency.
Re-assessment
Any re-assessment is conducted as soon as practicable after you have been informed of the requirement to be reassessed and have been given the opportunity to be re-trained and assimilate the training. You are re-assessed in
only the areas assessed NS. It is at the assessor/s discretion to re-assess the entire assessment should it be
demonstrated an overall understanding of this unit has not been achieved.
Learners that are assessed “satisfactory” after re-assessment of areas deemed NS will achieve competency for this
assignment.
LEARNER DECLARATION
I acknowledge the assessment process has been explained. I agreed to undertake the assessment. I am aware
of the outcome of the assessment. I am aware of the Training Provider’s appeals process, should the need arise.
I also understand I must be assessed as ‘satisfactory’ in all parts of the assessment to gain a competent result
for this unit of competency. I declare the work contained in this assessment is my own, except where
acknowledgement of sources is made. I understand a person found responsible for academic misconduct will be
subject to disciplinary action (refer to student handbook).
Learner’s signature:
Date:
ASSESSOR USE ONLY
☐
Result:
☐ Not Yet Satisfactory
Satisfactory
Assessor comment/feedback:
Assessor’s name:
Assessor’s signature:
Date:
Office use only:
Results entered by:
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Skills Centre:
Assessment Workbook
Project Assessment
Practical Observation 1
Learner Instructions
You are required to:

Present yourself ready for work as a waiter in the Vegan Chicken.

Demonstrate how you communicate with three different types of external customers.

Follow the Customer Service policy and procedures for the Vegan Chicken.

Respond to customers within the designated response timeframes

Use appropriate verbal and non-verbal communication to suit each individual customer

Look for ways you can deliver additional levels of customer service, beyond the customer’s request

Be proactive in recognising customer dissatisfaction and take action to prevent it from escalating
Task 1 Present Yourself Ready for Work in a Restaurant
1. Review Vegan Chicken’s Staff Handbook found within your supplementary files to identify the proper dress
code.
2. Present yourself as described in the Vegan Chicken Uniform policy.
3. Take a photo of yourself in your uniform as described in your policy. You will be required to wear this during
your role play in Task 2.
4. Submit the photo to your assessor to confirm that you practice high standards of personal presentation
when providing service to customers.
Task 2 Communicate and Respond to Customers in a Restaurant
Case Study Scenario
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You work as a waiter in a 4-star restaurant called the Vegan Chicken in Sydney. The Vegan Chicken offers a range of
organic meat dishes, vegan dishes, and has a reputation for catering to all patrons who have specific dietary
requirements. This means the customer base is vast, and the customer service that you provide must adapt to the
individual needs of your diners.
It’s 11:45am on a Friday, which is peak dining time for the Vegan Chicken. You are due to commence your shift for
the day and look in the bookings to see which section you are looking after today. You are waiting on four tables, all
with 12 noon bookings and each table is booked with one customer each. You perform a pre-service check to prepare
for your shift, as outlined in the Vegan Chicken Staff Handbook. One of the chefs called in sick at the last minute.
The Front of House Manager is still trying to find someone to replace them, so for now, the kitchen is one chef down.
Pre-service Questions
Answer the following questions in relation to your case study.
1. Access the Pre-service Questionnaire in the Supplementary Evidence.
2. Identify one operational problem that could occur in this scenario.
3. How would you address this operational problem to minimise the effect on customer satisfaction?
4. Submit the Pre-Service Questionnaire to your assessor.
Note: You must complete this task before proceeding to the role play activity.
It is now 12 noon, and your customers have arrived and taken a seat at a table.
Table 1 is a regular customer named Sally. Sally is 6-months pregnant and a vegetarian with a severe peanut allergy.
One of the full-time chefs has previously met with Sally to discuss the dishes on the menu that are safe for her to
order. Chef also assured Sally that the kitchen has a separate preparation and cooking area for allergy sensitive
customers. This is the same chef who is off sick today.
Table 2 is a new customer, Gurdeep, who has recently moved into the apartment block next door. Gurdeep is wearing
a turban; he is blind and has walked in with a white cane.
Table 3 is a regular customer, Jan who comes in for lunch every Friday.
Table 4 is John, a businessman that dines here for lunch nearly every day. John is usually on a very tight schedule and
calls his order ahead, to minimise the wait time.
1. Conduct a role play to complete this task
2. Access the Vegan Chicken’s Waiter’s Brief and the Friday Lunch at the Vegan Chicken documents found
within your supplementary files, to use during this role play.
3. You will require six volunteers to play the roles within the scenario.
4. Hand each of your volunteer’s, the character brief named Friday Lunch at the Vegan Chicken, to read the
role they will play prior to commencing the role play
5. Read the Vegan Chicken’s Waiter’s Brief prior to commencing the role play to identify the information
required to complete this task.
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6. Organise a time for your assessor to observe your role play. If direct observation is not possible, then you
must video record your role play.
7. Review the following sections of the Vegan Chicken’s Staff Handbook found in your supplementary files:
 Customer Service Delivery Standards Policy
 Customer Service Delivery Standard Procedures
 Special Customer Service Needs Policy and Procedures
 Steps to follow when Handling Customer Complaints
8. During the role play, you must:
 Follow the Customer Service policy and procedures for the Vegan Chicken.
 Respond to customers within the designated response timeframes
 Use appropriate verbal and non-verbal communication to suit each individual customer
 Look for ways you can deliver additional levels of customer service, beyond the customer’s request
 Be proactive in recognising customer dissatisfaction and take action to prevent it from escalating
 Provide customer with a Customer Satisfaction Survey
 Ask each customer how their meal was when they approach the reception to pay their bill.
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9. After completing the role play activity, access the Post-service Questionnaire found the Supplementary
Evidence.
Answer the following questions regarding the service provided in the role play activity.

Identify two instances where you recognised opportunities to deliver additional levels of service.
o

Describe how you were able to deliver additional levels of service for each instance.
Identify an instance where you proactively recognised customer dissatisfaction
o
Describe how you proactively took swift action to avoid escalation to a complaint.
10. Submit the Post-service Questionnaire to your assessor.
During the role play activity you will be assessed on your:

Professional manner

Ability to follow designated response times

Use of appropriate verbal and non-verbal communication.

Ability to observe and respond to non-verbal communication of customers.

Use of active listening and questioning skills to facilitate effective two-way communication.

Demonstration of high standards of personal presentation according to organisational
requirements.

Demonstration of high standards of hygiene according to organisational requirements.

Ability to follow organisational customer service policies and procedures.

Ability to adhere to professional standards expected of waiters

Establish rapport with customers to promote goodwill and trust during service delivery.

Identify customer needs and expectations, including customers with special needs.

Promptly meet all reasonable customer needs and requests.

Ability to identify operational problems and take action to minimise the effect on customer
satisfaction.

Ability to anticipate operational problems and take action to minimise the effect on customer
satisfaction.

Ability to recognise and act upon opportunities to deliver additional levels of service beyond
customer’s immediate request

Ability to deal with customer enquiries in a logical sequence while accommodating other work
commitments.
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Marking Checklist: Practical Observation 1 (For Assessor’s Use Only)
Instructions to the Trainer/Assessor

Time allowed: = as scheduled in class roll

Assessment conditions: Under supervision. Open book (i.e. References permitted for any part of the
assessment)

Assessment conducted – Trainer/Assessor to select delivery mode for this unit
□
College Based
□
Workplace Based
□
Blended Delivery
□
On-line Delivery

Issue documentary resources for task e.g. worksheet/job card/plans/ specifications

Please ensure that the learner:


Undertakes all tasks in this Practical Observation and completes all required fields as detailed.
Submits documentary evidence with this Practical Observation where applicable.

You are to observe the learner undertaking the assigned tasks and complete the Marking Checklist for
each learner.

Learners are entitled to two attempts at each part of the assessment. A learner will only be retested in
those parts of the assessment for which a satisfactory result was not achieved in the first attempt.
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ASSESSOR MARKING CHECKLIST
Learner’s Name:
Student ID
Group
Date



Practical Observation 1
Present yourself ready for work as a waiter in the Vegan Chicken.
Demonstrate how you communicate with three different types of external customers.
Demonstrate how you will respond to three different customer complaints.
Task 1 – Present Yourself Ready for Work in a Restaurant
☐
Learner presented themselves according to the Vegan Chickens Uniform Policy
Marking Checklist
Is the learner able to:
1.1
Identify the personal presentation requirements of the Vegan Chicken for front of house staff?
S
☐
NYS
☐
Present themselves according to the Vegan Chickens Uniform Policy, including:
☐
☐
1.2.1
Formal black trousers with no pockets
☐
☐
1.2.2
Formal black trousers with no pockets
☐
☐
1.2.3
Long sleeve plain white button up collared shirt
☐
☐
1.2.4
1.2.5
The Vegan Chicken apron across the waist to the knees
Name tag
☐
☐
☐
☐
1.2
1.2.6
Hair must be clean, neat and off the face
☐
☐
1.2.7
Make-up must look neat and not ‘over the top’
☐
☐
1.2.8
Minimal jewellery nothing ‘over the top’ or noisy
☐
☐
Task 2 – Communicate and Respond to Customers in A Restaurant
Follow the Customer Service policy and procedures for the Vegan Chicken.
Respond to customers within the designated response timeframes
Use appropriate verbal and non-verbal communication to suit each individual customer
Look for ways you can deliver additional levels of customer service, beyond the customer’s request
Be proactive in recognising customer dissatisfaction and take action to prevent it from escalating
Provide customer with a Customer Satisfaction Survey
Ask each customer how their meal was when they approach the reception to pay their bill.
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Marking Checklist
Is the learner able to:
S
NYS
2.1
Work in a professional manner
☐
☐
2.2
Work within designated response times
☐
☐
2.3
Use appropriate verbal communication.
☐
☐
2.4
Use appropriate non-verbal communication
☐
☐
2.5
Observe and respond to non-verbal communication of customers.
☐
☐
2.6
Use active listening skills to facilitate effective two-way communication.
☐
☐
2.7
Use questioning skills to facilitate effective two-way communication.
☐
☐
☐
☐
2.9
Demonstrate high standards of personal presentation according to organisational
requirements.
Demonstrate high standards of hygiene according to organisational requirements.
☐
☐
2.10
Follow organisational customer service policies and procedures.
☐
☐
2.11
Adhere to professional standards expected of waiters
☐
☐
2.12
Establish rapport with customers to promote goodwill and trust during service delivery.
☐
☐
2.13
Identify customer needs and expectations, including customers with special needs.
☐
☐
2.14
Promptly meet all reasonable customer needs and requests.
☐
☐
Identify operational problems and take action to minimise the effect on customer
satisfaction.
Anticipate operational problems and take action to minimise the effect on customer
satisfaction.
Recognise and act upon opportunities to deliver additional levels of service beyond
customer’s immediate request
Deal with customer enquiries in a logical sequence while accommodating other work
commitments.
☐
☐
☐
☐
☐
☐
☐
☐
2.8
2.15
2.16
2.17
2.18
Practical Observation Results
Result:
☐
Satisfactory
☐
Not Yet Satisfactory
Assessor comment/feedback:
Assessor’s name:
Assessor’s signature:
End of Marking Checklist (For Assessor’s Use Only)
Date:
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Assignment 1
Task 1 Send an Email
Case Study
You have received an email from a customer who is complaining about the service you provided last night.

From:
Jessica Moore
To:
The Vegan Chicken
Subject:
Disappointing service
Send
Message
To whom it may concern,
I dined at the Vegan Chicken for dinner last night and am not very happy with the service I received.
Aside from the meal not looking anything like the picture in the menu, I felt as though my waiter was very
rushed. First forgetting to get the extra sauce I asked for and then forgetting to get another drink for me. I had
to ask twice for each request.
I left feeling disappointed and thought I should tell you so this doesn’t happen again. I am a regular customer,
but if this happens again – I won’t be back.
Kind Regards,
Jessica Moore
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1. After reading the above email, consult the Vegan Chicken Staff Handbook to ensure you respond to the
customer in line with policy and procedures for handling customer complaints.
2. Reply to the customer by using the Simulated Email template found within this workbook. Complete the
template by using the information in the case study scenario.
Your Simulated Email must include:
 From
 To
 Date
 Subject
 Your reply message
Simulated Email Template
From:

To:
Send
Date:
Subject:
Message
Assessor Feedback:
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Task 2 Write A Note
You answer the phone at reception. It’s Barry from the Organic Butcher asking to speak to the Head Chef, Raphael. After
you advise Barry that Raphael isn’t in until 1, Barry asks you to pass on a message.
He says to have Raphael call him regarding next week’s order, on:
02 2488 8747 or 0412 222 111
Raphael is starting at 1pm today, and by then, you will be snowed under with waiting tables. You don’t want to forget to
pass on the message, so you write a note and leave it on Raphael’s desk for when he arrives.
1. Write a note addressed to Raphael based on the phone call with Barry.
2. Compose the note in the space provided below.
Your note must include:
 Date
 Time
 From
 To
 Message
3. Complete the template by using the information in the case study scenario below.
Assessor Feedback:
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Task 3 Write A Letter
Case Study
Your manager, Maisy has asked you to draft up a new letter that can be sent to our VIP members, to maintain
communication with our regular customers.
She has asked you to draft a birthday letter to one of our VIP members to offer them a complimentary meal for
their birthday.
You must send one letter to a customer using the Letterhead template found within this workbook. Complete
the template by using the information in the case study scenario below.
Your letter must include:
 Company Header
 Phone number
 Address
 Information on the letter
Simulated Letterhead Template
02 2587 4785
145 Smith Street, Sydney, NSW, 2000.
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Practical Observation 2
Learner Instructions








You are required to:
Send a fax to address an internal customer need
Send a text message to address internal customer need.
Case Study Scenario
Gerry is the Vegan Chicken’s main vegetable supplier. He has called you to ask if you could fax through next
week’s order of vegetables, as his computer has temporarily shut down and he can’t access our order at the
moment. He has asked if you could please send the fax by the end of the day so he can prepare the order in
time for the expected delivery date.
Gerry’s has given you the following details for the fax:
Gerry’s Farm Fresh
Your Vegetable order for next week is as follows:
1 box of capsicums
2 boxes of potatoes
1 box of mushrooms
1 bag of chillies
2 boxes of carrots
Task 1 Send a Fax
1. Review the Vegan Chicken’s Staff Handbook found in your supplementary files for the appropriate response
times.
2. Seek assistance from your supervisor to send a fax to your assessor.
Note: If your assessor does not have a fax, you must discuss with them an alternative to complete this task.
3. Compose a fax of the vegetable order to be sent to Gerry’s Farm Fresh.
4. Send the fax to your assessor.
5. Submit a copy of the fax you composed together with this workbook.
You will be assessed on your ability to:
Send a fax to communicate with internal customer
Write your fax content here:
Assessor Feedback:
Case Study Scenario
Brenda has sent you a text message asking you if you can start 2 hours earlier to cover her because she has to
take her cat to the vet as soon as possible
You are available to start earlier so you will reply to accept her request.
Task 2 Send a Text Message
1. Review the Vegan Chicken’s Staff Handbook found in your supplementary files for the appropriate response
times.
2. Your assessor will send you a text message that you must respond to.
3. Save a screenshot of the original message with your reply, to confirm that you completed this task.
You will be assessed on your ability to:
 Send a text message to communicate with internal customer.
 Reply according to designated response time.
Write your Message content here:
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Assessor Feedback:
Marking Checklist: Practical Observation 2 (For Assessor’s Use Only)
Instructions to the Trainer/Assessor

Time allowed: = as scheduled in class roll

Assessment conditions: Under supervision. Open book (i.e. References permitted for any part of the
assessment)

Assessment conducted – Trainer/Assessor to select delivery mode for this unit
□
College Based
□
Workplace Based
□
Blended Delivery
□
On-line Delivery

Issue documentary resources for task e.g. worksheet/job card/plans/ specifications

Please ensure that the learner:

Undertakes all tasks in this Practical Observation and completes all required fields as detailed.

Submits documentary evidence with this Practical Observation where applicable.

You are to observe the learner undertaking the assigned tasks and complete the Marking Checklist for
each learner.

Learners are entitled to two attempts at each part of the assessment. A learner will only be retested in
those parts of the assessment for which a satisfactory result was not achieved in the first attempt.
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ASSESSOR MARKING CHECKLIST - (For Assessor’s Use Only)
Learner’s Name:
Student ID
Group
Date
Practical Observation 2


Send a fax.
Send a text message.
Task 1 – Send a Fax
☐
Learner sent a fax within organisational response time
Marking Checklist
Is the learner able to:
1
Send the fax in accordance with the organisations policy and procedures
S
NYS
☐
☐
S
NYS
☐
☐
Task 2 – Send a Text Message
☐
Learner sent a text message within organisational response time.
Marking Checklist
Is the learner able to:
1
Reply to the text message in accordance with the organisation's
policy and procedures, including designated timelines
Practical Observation Results
☐
Result:
Satisfactory
☐
Not Yet Satisfactory
Assessor comment/feedback:
Assessor’s name:
Assessor’s signature:
Date:
End of Marking Checklist (For Assessor’s Use Only)
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Version 1.0 Produced 18 June 2019
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Assessment Workbook
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Assessment Workbook
Assignment 2
Task 1 Provide Feedback on Customer Service Practices
1. Access the Complaint Log found in your supplementary files.
2. You are presented with three different scenarios below.
3. Complete an entry for each complaint on the log. This will include:
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Date
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Name of staff member who logged complaint
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Details of the complaint
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Feedback to improve service practice in relation to the complaint
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Suggestion to improve current policies and procedures in relation to the complaint
4. For the sake of the assessment, you must submit the Complaint Log to your assessor for
each entry you complete. Each entry can only be sent one day from each other.
Your assessor will sign the Complaint Log upon each submission. This will ensure that you
have submitted each entry on different dates.
5. Your assessor must return the Complaint Log to you after you complete the third entry;
this will be used in completing Task 2.
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Assessment Workbook
Case Study Scenarios
Scenario 1
Sarah is a regular customer and was on her work lunch break. She ordered her lunch at 1pm and didn’t
receive it until 1:30. She was annoyed because the waiter mixed up the dockets and served her meal to
another table, which meant by the time she got her meal, she only had 5 minutes left to eat her lunch. This
also happened last week and made her late back at work.
Scenario 2
Georgia and Max are new customers. Georgia ordered a skinny cappuccino and Max ordered a Soy
Cappuccino as he is extremely intolerant to dairy.
The waiter mixed the two cappuccinos up, and Max drank some of the dairy milk before realising it was the
wrong one. He was angry because even a tiny bit of dairy will make him extremely sick.
Scenario 3
Jan is a regular customer who dines at the Vegan Chicken every Friday. She arrived at the same time as three
other people but placed her order first as she knows the menu well. Jan complained because she watched
the other three people receive their meals before her even though she ordered first.
The Chef explained to the waiter that there would be a slight delay in Jan’s order due to one of the grills
shutting down unexpectantly. The waiter failed to communicate this to Jan, which left her wondering why
everyone else’s meal was arriving before hers.
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Assessment Workbook
Task 2 Review the Complaints Log
Access the Vegan Chicken’s Complaints Log that you completed in the previous task. Review the log to identify if
the complaints are:
 Reoccurring complaints
 Individual complaints
What were the individual complaints that you identified?
What were the recurring complaints that you identified?
Task 3 Suggest Improvements
After reviewing the Complaints Log, make two suggestions of improvements to make, one for each of the
following:
 Customer Service Practices
 Policy and Procedures related to Customer Service
Suggestion for Improvement to Customer Service Practices
Suggestion for Improvement to Policy and Procedures
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Assessment Workbook
Supplementary Evidence _ Practical Observation 1 Task 2
Pre-service Questionnaire
You are required to:
 Answer the following two questions reflecting on the pre-service check that you performed
Identify one possible operational problem from the case study provided.
How would you address this operational problem to minimise the effect on customer satisfaction?
Post-service Questionnaire
You are required to:
 Answer the following four questions reflecting on the role play activity.
Customer 1
Identify an instance where you recognised opportunities to deliver additional levels of service.
Describe how you were able to deliver additional service in this situation?
Customer 2
Identify an instances where you recognised opportunities to deliver additional levels of service.
Describe how you were able to deliver additional service in this situation?
Identify an instance where you proactively recognised customer dissatisfaction.
Reflect on how you proactively took swift action to avoid escalation to a complaint.
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Completed by
Date
Staff Member
Details of Complaint
Feedback
Assessor Signature
Assessment Workbook Checklist
When you have completed assessing the assessment workbook, review the learner’s submission against the
checklist below:
 The learner has completed all the assessments in the workbook and has submitted all of the required
evidence:
 Knowledge Assessment
 Practical Assessment
 Practical Observation
 Assignment
 The learner has submitted the following evidence:
 This completed workbook
 Assessment Workbook Cover Sheet signed and scanned
 Practical Observation Supplementary Evidence
 Pre-service Questionnaire
 Post-service Questionnaire
 Fax
 Text Message
IMPORTANT REMINDER
Learners must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT for the units
relevant to this cluster.
To award the learner competent in the unit relevant to this subject, the learner must successfully complete all
the requirements listed above according to the prescribed benchmarks.
Record of Assessment (For Assessor’s Use Only)
RECORD OF ASSESSMENT
Learner’s Name:
RTO Name
RTO Contact Number
RTO Email Address
Assessor’s Name:
Unit of Competency
Knowledge Assessment
Question 1
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Question 4.1
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Question 5
Question 8
Assessment Workbook
Practical Assessment
Practical Observation 1
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Task 1 Present Yourself Ready for Work in a Restaurant
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Task 2 Communicate and Respond to Customers in a Restaurant
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Assignment 1
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Task 1 Send an Email
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Task 2 Write a Note
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Task 3 Write a Letter
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Practical Observation 2
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Task 2 Send a Text Message
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Assignment 2
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Task 2 Review the Complaints Log
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Task 3 Suggest Improvements
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Rules of Evidence
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All knowledge and skills evidence submissions are valid
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All knowledge and skills evidence submissions are authentic
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All knowledge and skills evidence submissions are sufficient
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All knowledge and skills evidence submissions are current
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Assessment Workbook
Signature Authentication Checklist
This checklist will guide you in authenticating the signatures provided by the learner in their assessment
workbook and evidence submissions.
Read each checklist item and tick YES only if you confirm that the item is a true and accurate reflection of the
signature authentication you have conducted.
Check if
completed
Checklist Item
I have checked the signature provided by the learner in the Assessment Workbook Cover Sheet
against the signature they provided to the Training Provider.
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I confirm the signature provided by the learner in the Assessment Workbook Cover Sheet
matches the signature they provided to the Training Provider.
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I confirm ALL signatures provided by the learner in their evidence submissions match with the
signature they provided to the Training Provider.
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Overall Result for this Workbook
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Assessor’s Comments/Feedback
Assessor Declaration
I declare that the results recorded in this Record of Assessment are true and accurate.
Assessor’s Name
Assessor’s Signature
Date
End of Marking Form (For the Assessor’s Use Only)
End of Document
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Version 1.0 Produced 18 June 2019
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