Special features
The forms that the learner will use are available in Word format in the forms section of the Briefcase. This allows the learner to either print out the forms for completion or to fill them in online. You can alter the information on rollover within the PDFs by using the ‘Forms’ tool inside Adobe Acrobat.
Challenge
This is a fairly straightforward task, following a defined process for settlement. If you wish to add more complexity and/or challenge to the task, you could throw in some “red herrings” such as the pest inspectors finding termites at the property, or a similar scenario, to encourage learners to explore the process of settlement and its potential pitfalls further.
Assessment suggestions
Learners could submit their flowchart, checklist and other written documents for assessment. They could also be assessed on their discussion board postings and chat room conversations if these are used.
Alternative approaches and suggested collaboration activities
The following information relates to the five steps of the Prepare and Execute Documentation Training Manual.
NOTE: Collaborative activities could be allocated to all learners within your group, or you could elect to split the group into teams or pairs and allocate specific tasks to certain individuals or teams.
You should also check all the URL’s used in this unit to ensure they are still valid.
Step 1:
Prepare documentation.
In this first step, the various kinds of documentation required during the settlement process are explained.
An example of a completed Contract of Sale is provided, however you may wish to replace this with a genuine CofS, or ask learners to find one from their own State/Territory and discuss what (if any) differences it has to the example provided. Conditions affecting settlement are discussed here. You could play a quick game via the
discussion board where you split the group into 2 – one has to come up with a list of conditions and the other has to offer solutions.
An example of a completed Owner’s Disclosure Statement is provided, however you may wish to replace this with a genuine ODS, or ask learners to find one from their own State/Territory and discuss what (if any) differences it has to the example provided.
An example of a completed Transfer of Land document is provided, however you may wish to replace this with a genuine TOL, or ask learners to find one from their own State/Territory and
discuss what (if any) differences it has to the example provided.
Step 2:
Complete documentation accurately and within required timeframes.
This step looks at the documentation required for both the buyer and the vendor, and the timeframes in which they are required to be completed.
Rick provides examples of a buyer checklist and a vendor checklist that he uses to keep track of the documentation involved in the settlement process. These are provided as examples to support the main task that the learners have to complete for this unit.
To add some interest to this step, you could initiate a discussion on the Bulletin Board
whereby you introduce complications or issues to the process and ask learners to decide how (or if) the documentation would need to be changed, and what impact this would have on the timelines. Step 3:
Give accurate and complete advice to clients.
Covered here are all the main elements of the settlement process, and information to help the learners give accurate and complete advice on the process to their clients.
You may need to add/delete/change some of this information according to the legislation in the State/Territory where learners are working. You could set up a roleplay activity using either a chat or discussion forum where learners take on the role of a seller/buyer and an agent and answer various questions relating to the
settlement process to test their knowledge and understanding.
Step 4:
Liaising with third parties during settlement.
This step introduces third party persons that may need to be consulted during the
settlement process.
This step contains fairly generic information, so you may wish to conduct an exercise whereby learners have to identify the third parties in their own State/Territory (for example; council offices and water authority) and put together a checklist of contact numbers/details etc to assist them with this step of the process in their own workplace.
Step 5:
Creating and utilising documentation for settlement.
Explains the legal
requirements of documentation used for settlement.
To add more detail to this step, you could introduce a few scenarios that require the documentation used in a settlement to be changed, and facilitate discussion on how learners would handle them.
You could also ask learners to source documents used in settlement from their own workplace and facilitate a discussion on the differences.
Preparing learners for the resources
If you choose to do discussion forum/discussion board exercises, you will need to set up discussion threads prior to commencing the activity. As
explained earlier, you will also need to advise learners of these requirements since instructions are not included in the Toolbox content. You should also encourage learners to use the discussion board to ask for assistance if they are unsure of where to find a resource. You may need to provide instructions to the learners on how to use communication tools such as e-mail, discussion board or chat.
Strongly encourage learners to work through the orientation before they begin working on the Toolbox, so they can familiarise themselves with the resources used in this activity.
You may choose to ask learners to gather relevant legislation/regulations, industry guidelines etc prior to starting this unit, alternatively you can provide these resources for them.
Other related resources or activities
This unit is closely related to PRDRE16A – Monitor Sales Process, and you may like to refer to this unit as revision and/or reinforcement of some
elements of the steps in the process of preparing and executing documentation for settlement.
Ways of customising the resources
You could replace documents with those used in your State/Territory.
Ways of promoting collaboration between learners
Learners could do their research in pairs and share the information with each other.
Customising the product for different audiences
If learners have a prior knowledge of the subject, they could be directed not to work past level 1 or 2 as a way of providing more self-directed learning and a higher level of challenge. The links to levels 2 and 3 could be disabled if you wish to enforce this.
Implement Personal Marketing Plan (Business Practices stream)
Unit of competence covered:
PRDRE30A – Implement Personal Marketing Plan Related performance criteria:
Element Performance Criteria
1. Maintain a professional image.
1.1 Dress code and personal grooming are maintained in accordance with agency requirements.
1.2 Work areas are kept tidy and uncluttered. 2. Address client
requirements.
2.1 Client requirements are identified and understood.
2.2 Personal behaviour and interaction with clients is within the bounds of accepted professional ethics and community standards.
3. Build credibility with clients.
3.1 Client expectations for reliability, punctuality and appearances are
addressed to the satisfaction of all parties. 3.2 Possible causes of client dissatisfaction
are identified, dealt with, and recorded in accordance with agency procedures.
Purpose of activity
Learners will gain an understanding of the key areas involved in presenting a professional image to clients and colleagues and how they can contribute to success as a real estate agent.
Underpinning knowledge and skills
• Personal grooming and professional ethics.
• Customer service and verbal communication skills. • Personal marketing strategies.
• Interpersonal communication skills,
Summary of activity
For this unit, the learner is asked to conduct a self-assessment activity to identify any areas of their personal marketing that require improvement. A self-evaluation form is provided in the forms section of the Briefcase. Following completion of the self-assessment, the learner is required to complete an ‘action plan’ that describes what strategies and resources they will use to facilitate these improvements.
The content of this unit does not cover ‘steps’ of a process like others, so in this case the Training Manual covers four key areas of personal marketing:
1. Maintaining a professional appearance.