Customer Service (England)

Transcription

1 Customer Service (England) Latest framework version? Please use this link to see if this is the latest issued version of this framework: afo.sscalliance.org/frameworkslibrary/index.cfm?id=fr01627 Issued by Skills CFA

2 Customer Service (England)

3 Framework information Information on the Issuing Authority for this framework: Skills CFA The Apprenticeship sector for occupations in business and administration, customer service, enterprise and business support, human resources and recruitment, industrial relations, leadership and management, marketing and sales (also includes contact centres and third sector). Issue number: 9 Framework ID: FR01627 This framework includes: Level 2 Level 3 Date this framework is to be reviewed by: 13/12/2013 This framework is for use in: England Short description The Customer Service Intermediate and Advanced Apprenticeships in England respond to the employer need for high levels of customer service skills within a wide range of organisations. Customer service skills are transferable across sectors and can be applied to many job roles. The Apprenticeships are primarily aimed at individuals whose job role is dedicated to customer service as an occupation, for example Intermediate Apprentices may be Customer Service Trainees, Assistants and Representatives/Agents, whilst Advanced Apprentices may be Customer Relationship Managers, Co-ordinators and Team Leaders. Many employers also select the Customer Service Apprenticeships to compliment an individual s technical skills, for example Intermediate Apprentices may also be Trainee Hair dressers, Estate Agents, Nursery Nurses or Florists, etc; whilst Advanced Apprentices may be Care Assistants, Dispensing Assistants, Dental Nurses or Cinema Operatives, etc.

4 Contact information Proposer of this framework Not Applicable Developer of this framework Name: Organisation: Organisation type: Job title: Anthea Hollist Skills CFA Standard Setting Body Research and Projects Officer Phone: Postal address: Website: CfA 6 Graphite Square Vauxhall Walk London SE11 5EE Issuing Authority's contact details Issued by: Skills CFA Issuer contact name: Kelly Saliba Issuer phone: Issuer s@skillscfa.org

5 Revising a framework Contact details Who is making this revision: Your organisation: Your address: Anthea Hollist Skills CFA s@skillscfa.org Why this framework is being revised This framework was revised by the CFA in September The revisions made to the frameworks can be found below: A sentence about the Employee Rights and Responsibilities (ERR) requirements was added to take into consideration the new ERR qualification. Addition of newly accredited qualifications. Wording about the minimum length of stay in an was added to the 'On and off the job guided learning section' of this framework for 19+. Summary of changes made to this framework CFA have revised this framework to add newly accredited qualifications, and a sentence about the Employee Rights and Responsibilities (ERR) requirements and wording about the minimum length of stay in an for 19+. Qualifications removed None. Qualifications added

6 Intermediate Apprenticeship in Customer Service: ITEC Level 2 Certificate In Customer Service (QCF) (600/4420/2) IQ Level 2 Certificate in Customer Service (QCF) (600/6056/6) HABC Level 2 Certificate In Customer Service (QCF) (600/5472/4) HABC Level 2 NVQ Certificate in Customer Service (QCF) (600/5469/4) LAO Level 2 Certificate In Customer Service Principles (QCF) (600/6062/1) Advanced Apprenticeship in Customer Service: ITEC Level 3 Certificate in Customer Service (QCF) (600/6240/X) ITEC Level 3 NVQ Diploma in Customer Service (QCF) (600/6362/2) HABC Level 3 NVQ Diploma in Customer Service (QCF) (600/5470/0) HABC Level 3 Certificate In Customer Service (QCF) (600/5471/2) Added ERR qualification as alternative to ERR workbook for Customer Service Level 2 and Level 3: City & Guilds Level 2 Award in Employee Rights and Responsibilities (QCF) (600/5812/2) FDQ Level 2 Award in Employee Rights and Responsibilities (QCF) (600/5619/8) NCFE Level 2 Award in Employee Rights and Responsibilities (QCF) (600/4999/6) VTCT Level 2 Award in Employee Rights and Responsibilities (QCF) (600/5598/4) FAQ Level 2 Award In Employee Rights and Responsibilities (QCF) (600/5845/6) IMIAL Level 2 Award In Employee Rights and Responsibilities (QCF) (600/6291/5) ITEC Level 2 Award In Employee Rights and Responsibilities (QCF) (600/6451/1) Added ERR qualifications as alternative to ERR workbook for Customer Service Level 2 and Level 3: City & Guilds Level 2 Award in Employee Rights and Responsibilities (QCF) (600/5812/2) FDQ Level 2 Award in Employee Rights and Responsibilities (QCF) (600/5619/8) NCFE Level 2 Award in Employee Rights and Responsibilities (QCF) (600/4999/6) VTCT Level 2 Award in Employee Rights and Responsibilities (QCF) (600/5598/4) FAQ Level 2 Award In Employee Rights and Responsibilities (QCF) (600/5845/6) IMIAL Level 2 Award In Employee Rights and Responsibilities (QCF) (600/6291/5) ITEC Level 2 Award In Employee Rights and Responsibilities (QCF) (600/6451/1) Qualifications that have been extended None.

7 Purpose of this framework Summary of the purpose of the framework Employers recognise the key role customer-facing staff play in determining the quality of the customer experience and in increasing customer loyalty. In an increasingly service-led economy, customer demand for better and more individualised service is set to continue to increase. Therefore there is a need to raise customer service standards and increase the supply of people with customer service skills. Employers across all sectors, regardless of whether their main business is customer service or if they wish to train staff to undertake customer service as part of their job role, need to up skill their current workforce and recruit new staff. Customer Service Apprenticeships have a major role to play in this by helping employers address the skills gaps and shortages that they are experiencing, and by providing a vehicle for introducing and raising customer service skills in the workplace. Employers have estimated that there will be 113,000 new jobs in customer service in England between 2004 and 2014 and have been using Apprenticeships in Customer Service since the mid-1990s as a recruitment tool. Every year around 15,000 apprentices start their Customer Service Apprenticeship training in England, making it one of the most popular Apprenticeship programmes. The need for high levels of customer service skills is evident across all sectors. In particular the Retail, Financial Services, Contact Centre, Hospitality, Sport and Recreation, Health and Social Care, Telecommunications and Travel and Tourism sectors have the particularly high levels of Customer Service apprentices, with many other sectors, such as Local Government, Motor Vehicle, Power & Energy, Housing and Manufacturing also showing numbers still in their hundreds. Due to the varied nature of the customer service industry there are many job roles that apply to Customer Service Intermediate Apprentices. These will include job roles which are dedicated to customer service such as Customer Service Trainee, Customer Service Assistant, Customer Service Advisor, Customer Service Representative and Customer Service Agent. A wide variety of other job roles within which customer service skills complement other technical skills at the Intermediate level also exist; and those undertaking such job roles are also likely to benefit from undertaking the Customer Service Intermediate Apprenticeship. At the Advanced Apprenticeship level, dedicated customer service job roles will include Customer Relationship Manager, Customer Support Officer, Customer Service Team Leader,

8 Customer Service Supervisory and Customer Service Co-ordinator. Again, a wide variety of other job roles within which customer service skills complement other technical skills at the Advanced level also exist; and those undertaking such job roles are also likely to benefit from undertaking the Customer Service Advanced Apprenticeship. The Customer Service Apprenticeships have been built on the success of their predecessors by including employer led, up to date, flexible qualifications which meet their demand for higher levels of customer service skills, including softer-skills such as communication, team working, interpersonal skills and the ability to improve own learning and performance. English and Mathematics are included in the Customer Service Apprenticeship options offered for Key Skills and Functional Skills. However, there are no IT or ICT Key or Functional Skills in these Apprenticeships as, historically, many learners have not been able to attain these skills due to the constraints of their job roles and access to IT equipment. Due to the pan sector nature of Customer Service and the diversity found in apprentice job roles outlined above, an introduction of IT and ICT to these Frameworks would prohibit a considerable number of learners from attaining this Apprenticeship. Whatever job role or sector a Customer Service apprentice might work in, they will be learning and understanding the key concepts of customer service and how to apply customer service knowledge and skills in the workplace. For an Intermediate apprentice these skills could involve communicating with customers, building relationships with customers, resolving problems, promoting products and/or services, using appropriate communication channels, keeping records, gathering customer feedback and working in a team. For an Advanced apprentice these skills could involve improving customer satisfaction, team leading, improving customer loyalty, gathering and analysing customer feedback, processing complaints and maintaining reliable customer service. Aims and objectives of this framework (England)

9 The aim of this Apprenticeship framework is to provide employers in the public, private and not-for-profit sectors with a workforce that has high levels of customer service skills. By developing the knowledge and competencies required, Customer Service apprentices will be able to contribute to improved customer service delivery and increased customer satisfaction in the public and not-for profit sectors and attract new customers, improve customer loyalty and remain competitive and profitable in the private sector. The main objectives are to: Increase the supply of people with high level customer service skills to address the customer service skills gaps and shortages found in organisations of all sizes and across most sectors Tap into the skills and talents of a diverse population by providing flexible entry routes into a career in Customer Service or to use as a springboard to a career in specific sector Equip individuals with the skills, knowledge and experience needed to provide excellent customer service in a range of occupations and industries Provide apprentices with an opportunity to develop the skills, knowledge and experience they need to progress to roles with additional responsibilities and onto further and higher education, if they wish to do so.

10 Entry conditions for this framework There are no mandatory entry requirements for this Apprenticeship framework. However, employers are looking to attract applicants who have a keen interest in providing excellent customer service and working as part of a team. They expect applicants to demonstrate a "can do" attitude and have basic numeracy and literacy skills on which to build their customer service skills. Entrants will come from diverse backgrounds and will come with a range of experience, age, personal achievements and, in some cases, prior qualifications and awards which may count towards the achievement of an Apprenticeship programme. Examples include having: held a position of responsibility at school or college undertaken work experience or work placement experience completed the Duke of Edinburgh Award or similar award achieved GCSEs or A levels achieved QCF Awards, Certificates or Diplomas undertaken a Young Apprenticeship completed a level 2 from another sector (for advanced applicants) achieved a Foundation or Higher Diploma, particularly related Diplomas in Business, Administration and Finance, Retail and Hospitality Apprentices who are undertaking the Customer Service Advanced Apprenticeship are likely to have some prior experience in a customer service role, although this is not a formal requirement. Initial Assessment Initial assessment must be used to ensure that applicants have a fair opportunity to demonstrate their ability. Learning programmes can then be tailored to meet a range of abilities and to recognise prior knowledge and experience.

11 ... level 2 Level 2 Title for this framework at level 2 Intermediate Apprenticeship in Customer Service Pathways for this framework at level 2 Pathway 1: Customer Service

12 ... level 2 Level 2, Pathway 1: Customer Service Description of this pathway Customer Service - Minimum of 51 credits Entry requirements for this pathway in addition to the framework entry requirements None, apart from those under general entry conditions.

13 ... level 2 Job title(s) Customer Service Trainee, Assistant, Representative or Agent, plus other job roles in which Customer Service Skills complement technical skills Job role(s) Communicating effectively with customers face to face, in writing, or by telephone, resolving problems and improving customer relations, promoting products and services, keeping records, gathering customer feedback, working in a team, developing complementary technical skills according to job role.

14 ... level 2 Qualifications

15 ... level 2 Competence qualifications available to this pathway (cont.) Competence qualifications available to this pathway C1 - Level 2 NVQ Certificate in Customer Service No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value C1a 500/9676/X Active IQ N/A C1b 500/9341/1 City & Guilds N/A C1c 501/0080/4 Edexcel N/A C1d 500/9378/2 EDI N/A C1e 500/9328/9 IMIAL N/A C1f 501/1741/5 LAO N/A C1g 501/0263/1 NCFE N/A C1h 500/8625/X OCR N/A C1i 500/9011/2 Skillsfirst N/A C1j 501/2062/1 SQA N/A C1k 501/0018/X VTCT N/A C1l 501/2055/4 EAL N/A C1m 600/2349/1 ProQual N/A C1n 600/2562/1 FAQ N/A C1o 600/2832/4 IQ N/A C1p 600/3422/1 CYQ N/A C1q 600/3433/6 FDQ N/A

16 ... level 2 C1r 600/3425/7 icq N/A C1s 600/3536/5 KPA N/A C1t 600/4115/8 ITEC N/A C1u 600/5119/X Ascentis N/A C1v 600/5469/4 HABC N/A

17 ... level 2 Knowledge qualifications available to this pathway K1 - Level 2 Certificate in Customer Service No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value K1a 500/6329/7 City & Guilds N/A K1b 501/0442/1 Edexcel N/A K1c 500/9235/2 EDI N/A K1d 500/8403/3 LAO N/A K1e 500/8171/8 Skillsfirst N/A K1f 501/1083/4 VTCT N/A K1g 600/1918/9 AABPS N/A K1h 600/2777/0 Active IQ N/A K1i 600/2207/3 FAQ N/A K1j 600/3533/X KPA N/A K1k 600/3423/3 icq N/A K1l 600/2311/9 ProQual N/A K1m 600/4324/6 ITEC N/A K1n 600/4724/0 Ascentis N/A K1o 600/6056/6 IQ N/A K1p 600/5472/4 HABC N/A K2 - Level 2 Certificate in Customer Service for the Automotive Industry

18 ... level 2 No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value K2a 501/1253/3 IMIAL N/A

19 ... level 2 Knowledge qualifications available to this pathway (cont.) K3 - Level 2 Certificate in Principles of Customer Service No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value K3a 600/0840/4 OCR N/A K4 - Level 2 Certificate in Customer Service Knowledge No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value K4a 600/1772/7 NCFE N/A K5 - Level 2 Certificate in Customer Service Principles No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value K5a 600/6062/1 LAO N/A

20 ... level 2 Combined qualifications available to this pathway N/A Notes on competence and knowledge qualifications (if any) Apprentices must complete one competence qualification and one knowledge qualification from those listed within this pathway. K1 K5 provide the underpinning knowledge and understanding for qualifications C1a - C1v. K2a - The Level 2 Certificate in Customer Service for the Automotive Industry - has been specially developed for use in Automotive Retail businesses and underpins the Level 2 NVQ Certificate in Customer Service. It is slightly larger than the other knowledge qualifications contained within this pathway as it contains additional knowledge specifically targeted at those working in the Automotive Industry. Learners are free to undertake the competence qualification with one awarding organisation and the knowledge qualification with another awarding organisation if they wish to do so.

21 ... level 2 Transferable skills (England) Functional Skills / GCSE (with enhanced functional content) and Key Skills (England) Apprentices must complete or have completed one of the English transferable skills qualifications and one of the Mathematical transferable skills qualifications listed below in order to successfully complete their Apprenticeship and this will carry the QCF five credit values. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. English Minimum level or grade Credit value Functional Skills qualification in English 1 5 GCSE qualification in English (with enhanced functional content) E 5 Key Skills qualification in Communication achieved either before September 2013 as part of the Apprenticeship, or...* 1 5 GCSE Qualification in English* C N/A A' Level or AS Level qualification in English Language* E N/A A' Level or AS Level qualification in English Literature* E N/A A' Level or AS Level qualification in English Language and Literature* E N/A GCSE or O' Level qualification in English Language** A N/A A' Level or AS Level qualification in English Language** A N/A A' Level or AS Level qualification in English Literature** A N/A A' Level or AS Level qualification in English Language and Literature** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

22 ... level 2 Mathematics Minimum level or grade Credit value Functional Skills qualification in Mathematics 1 5 GCSE qualification (with enhanced functional content) in Mathematics E 5 Key Skills qualification in Application of Number achieved either before September 2013 as part of the Apprenticeship, or...* 1 5 GCSE qualification in Mathematics* C N/A A' level or AS Level qualification in Mathematics* E N/A A' Level or AS Level qualification in Pure Mathematics* E N/A A'Level or AS Level qualification in Further Mathematics* E N/A GCSE or O'Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Pure Mathematics** A N/A A' Level or AS Level qualification in Further Mathematics** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Inclusion of Information and Communications Technology (ICT) Only English and Mathematics are included as required transferable skills in the Customer Service Intermediate Apprenticeship. ICT has not been included as a transferable skill due to the constraints of many Customer Services apprentice s job roles and issues surrounding limited access to IT equipment for a high proportion of apprentices. Due to the pan sector nature of Customer Service and the diversity found in apprentices job roles, the inclusion of ICT would prohibit a considerable number of learners from attaining this Apprenticeship.

23 ... level 2 Progression routes into and from this pathway Progression into the Intermediate Apprenticeship in Customer Service Progression into this Intermediate Apprenticeship may be from a wide number of routes due to the varying backgrounds and past academic and work related experiences of apprentices. Such routes will include having: undertaken learning in the Foundation Learning Curriculum achieved QCF Awards, Certificates or Diplomas undertaken a Young Apprenticeship programme achieved a (14-19) Foundation or Higher Diploma in Business, Administration and Finance or Hospitality achieved GCSEs or A levels Learners may also progress into the Intermediate Apprenticeship without prior qualifications. Progression from the Intermediate Apprenticeship in Customer Service Intermediate apprentices, with support and opportunities in the workplace, can progress onto: the Level 3 Advanced Apprenticeship in Customer Service other Level 3 Advanced Apprenticeships particularly where customer service is an important part of the job such as Business & Administration, Retail, Hospitality and Travel & Tourism the Advanced (14 19) Diplomas in a range of related sectors, including Business, Administration and Finance, Public Services, Hospitality and Retail further education to undertake customer service, business related or other qualifications With additional training, Intermediate apprentices may be able to progress in their careers to roles including customer relationship manager, customer service executive officer, customer service delivery co-ordinator, customer service team leader, customer service supervisors and managers, senior customer service advisers or a wide range of other Customer Service related roles.

24 ... level 2 Delivery and assessment of employee rights and responsibilities The Employee Rights and Responsibilities component of the can be achieved through either: a) the CFA ERR workbook, available from the CFA website ( OR b) the Level 2 Award in Employee Rights and Responsibilities (QCF) (for a full list of Awarding Bodies offering this qualification please see the Apprenticeship FAQ on our website The workbook has been designed to enable apprentices to work their way through a series of questions and activities which will bring ERR to life, making the learning more meaningful and long lasting and enhance the employability skills of the apprentice. The ERR workbook covers the following learning outcomes: Knows and understands the range of employer and employee statutory rights and responsibilities under Employment Law and that employment rights can be affected by other legislation as well. This should cover the apprentice s rights and responsibilities under the Disability Discrimination Act, other relevant equalities legislation and Health & Safety, together with the responsibilities and duties of employers Knows and understands the procedures and documentation in their organisation which recognise and protect their relationship with their employer. Health & Safety and Equality & Diversity training must be an integral part of the apprentice s learning programme Knows and understands the range of sources of information and advice available to them on their employment rights and responsibilities. Details of Access to Work and Additional Learning Support must be included in the programme Understands the role played by their occupation within their organisation and industry Has an informed view of the types of career pathways that are open to them Knows the types of representative bodies and understands their relevance to their industry and organisation, and their main roles and responsibilities Knows where and how to get information and advice on their industry, occupation, training and career Can describe and work within their organisation s principles and codes of practice Recognises and can form a view on issues of public concern that affect their organisation and industry

25 ... level 2 Evidence of achievement of ERR Training providers will be required to sign a declaration when claiming the Apprenticeship certificate, indicating that the ERR workbook has been satisfactorily completed by the apprentice and that the ERR requirements have been met. This declaration is included at the back of the ERR workbook and must be signed and returned to the CfA when claiming the Apprenticeship certificate. Those who complete the ERR qualification can use the qualification certificate to claim their.

26 ... level 3 Level 3 Title for this framework at level 3 Advanced Apprenticeship in Customer Service Pathways for this framework at level 3 Pathway 1: Customer Service

27 ... level 3 Level 3, Pathway 1: Customer Service Description of this pathway Customer Service - Minimum of 65 credits Entry requirements for this pathway in addition to the framework entry requirements There are no entry requirements for this pathway in addition to the general framework entry requirements. However, it is likely that Advanced apprentices will have some prior experience in a customer service role to allow them to complete the Advanced Apprenticeship, although this is not a formal requirement.

28 ... level 3 Job title(s) Customer Relationship Manager, Co-ordinator, Team Leader Job role(s) Communicating effectively with customers face to face, in writing, or by telephone, resolving problems and improving customer relations, promoting products and services, using software/office equipment to communicate, keeping records, gathering and analysing customer feedback and leading a team.

29 ... level 3 Qualifications

30 ... level 3 Competence qualifications available to this pathway (cont.) Competence qualifications available to this pathway C1 - Level 3 NVQ Diploma in Customer Service No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value C1a 500/9807/X Active IQ N/A C1b 500/8818/X City & Guilds N/A C1c 501/2354/3 EAL N/A C1d 500/9505/5 Edexcel N/A C1e 500/8823/3 EDI N/A C1f 500/9349/6 IMIAL N/A C1g 501/1742/7 LAO N/A C1h 501/0231/X NCFE N/A C1i 500/8626/1 OCR N/A C1j 500/8858/0 Skillsfirst N/A C1k 501/2070/0 SQA N/A C1l 500/9440/3 VTCT N/A C1m 600/2352/1 ProQual N/A C1n 600/2807/5 FAQ N/A C1o 600/3437/3 FDQ N/A C1p 600/3429/4 icq N/A C1q 600/3535/3 KPA N/A

31 ... level 3 C1r 600/5115/2 Ascentis N/A C1s 600/6362/2 ITEC N/A C1t 600/5470/0 HABC N/A

32 ... level 3 Knowledge qualifications available to this pathway K1 - Level 3 Certificate in Customer Service No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value K1a 500/6206/2 City and Guilds N/A K1b 501/0443/3 Edexcel N/A K1c 500/9236/4 EDI N/A K1d 501/1797/X LAO N/A K1e 500/8166/4 Skillsfirst N/A K1f 600/1394/1 VTCT N/A K1g 600/1919/0 AABPS N/A K1h 600/2208/5 FAQ N/A K1i 600/3676/X KPA N/A K1j 600/3424/5 icq N/A K1k 600/2312/0 ProQual N/A K1l 600/4738/0 Ascentis N/A K1m 600/6240/X ITEC N/A K1n 600/5471/2 HABC N/A K2 - Level 3 Certificate in Customer Service for the Automotive Industry No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value K2a 501/1254/5 IMIAL N/A

33 ... level 3 K3 - Level 3 Certificate in Principles of Customer Service No. Ref no. Awarding organisation Credit value Guided learning hours UCAS points value K3a 600/0752/7 OCR N/A K3b 600/2922/5 NCFE N/A

34 ... level 3 Combined qualifications available to this pathway N/A Notes on competence and knowledge qualifications (if any) Apprentices must complete one competence qualification and one knowledge qualification from those listed within this pathway. K1 K3 provide the underpinning knowledge and understanding for qualifications C1a - C1t. K2a - The Level 3 Certificate in Customer Service for the Automotive Industry - has been specially developed for use in Automotive Retail businesses and underpins the Level 3 NVQ Certificate in Customer Service. It is slightly larger than the other knowledge qualifications contained within this pathway as it contains additional knowledge specifically targeted at those working in the Automotive Industry. Learners are free to undertake the competence qualification with one awarding organisation and the knowledge qualification with another awarding organisation if they wish to do so.

35 ... level 3 Transferable skills (England) Functional Skills / GCSE (with enhanced functional content) and Key Skills (England) Apprentices must complete or have completed one of the English transferable skills qualifications and one of the Mathematical transferable skills qualifications listed below in order to successfully complete their Apprenticeship and this will carry the QCF five credit values. If they do not have these qualifications as part of their evidence an Apprenticeship certificate cannot be awarded. English Minimum level or grade Credit value Functional Skills qualification in English 2 5 GCSE qualification in English (with enhanced functional content) C 5 Key Skills qualification in Communication achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE Qualification in English* C N/A A' Level or AS Level qualification in English Language* E N/A A' Level or AS Level qualification in English Literature* E N/A A' Level or AS Level qualification in English Language and Literature* E N/A GCSE or O' Level qualification in English Language** A N/A A' Level or AS Level qualification in English Language** A N/A A' Level or AS Level qualification in English Literature** A N/A A' Level or AS Level qualification in English Language and Literature** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship.

36 ... level 3 Mathematics Minimum level or grade Credit value Functional Skills qualification in Mathematics 2 5 GCSE qualification (with enhanced functional content) in Mathematics C 5 Key Skills qualification in Application of Number achieved either before September 2013 as part of the Apprenticeship, or...* 2 5 GCSE qualification in Mathematics* C N/A A' level or AS Level qualification in Mathematics* E N/A A' Level or AS Level qualification in Pure Mathematics* E N/A A'Level or AS Level qualification in Further Mathematics* E N/A GCSE or O'Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Mathematics** A N/A A' Level or AS Level qualification in Pure Mathematics** A N/A A' Level or AS Level qualification in Further Mathematics** A N/A * achieved before September 2012 and within the 5 years immediately prior to starting an Apprenticeship. ** achieved before September 2012, otherwise at any time prior to starting the Apprenticeship. Inclusion of Information and Communications Technology (ICT) Only English and Mathematics are included as required transferrable skills in the Customer Service Advanced Apprenticeship. ICT has not been included as a transferrable skill due to the constraints of many Customer Services apprentice s job roles and issues surrounding limited access to IT equipment for a high proportion of apprentices. Due to the pan sector nature of Customer Service and the diversity found in apprentices job roles, the inclusion of ICT would prohibit a considerable number of learners from attaining this Apprenticeship.

37 ... level 3 Progression routes into and from this pathway Progression into the Customer Service Advanced Apprenticeship Progression into this Advanced Apprenticeship may be from a wide number of routes due to the varying backgrounds and past academic and work related experiences of apprentices. Such routes will include having: achieved a Level 2 Intermediate Apprenticeship in Customer Service achieved an Intermediate Apprenticeships from any sector achieved QCF Awards, Certificates or Diplomas achieved a (14-19) Foundation or Higher Diploma, in Business Administration and Finance, Hospitality or Retail Business achieved GCSEs or A levels Learners may also progress into the Advanced Apprenticeship without prior qualifications. Most learners progressing into the Customer Service Advanced Apprenticeship have some prior experience in a customer service job role, although this is not a formal requirement. Learners who do not have any prior experience in a customer service job role may be better suited to the Customer Service Intermediate Apprenticeship, although all individuals should be judged on their own merits, experiences and capabilities. Progression from the Customer Service Advanced Apprenticeship Advanced apprentices, with support and opportunities in the workplace, can progress onto: a Higher Level Apprenticeship programme in Contact Centre Management, Business & Professional Administration or Leadership & Management further or higher education to undertake customer service, business related or other qualifications, including Foundation Degrees in, for example, Contact Centres, Retail Management, Business Management or Hospitality a range of Customer Service, Contact Centres, Sales, Business related and other undergraduate programmes a range of Customer Service and other Professional Qualifications, including a Level 4 Diploma in Customer Service Management, a Level 4 Diploma in Contact Centres, or a Foundation Degree in Contact Centre Management. With additional training, Advanced Apprentices may be able to progress in their careers to roles including senior customer service supervisor, customer service manager, and a range of other senior customer service related roles.

38 ... level 3 UCAS points for this pathway: N/A

39 ... level 3 Delivery and assessment of employee rights and responsibilities The Employee Rights and Responsibilities component of the can be achieved through either: a) the CFA ERR workbook, available from the CFA website ( OR b) the Level 2 Award in Employee Rights and Responsibilities (QCF) (for a full list of Awarding Bodies offering this qualification please see the Apprenticeship FAQ on our website The workbook has been designed to enable apprentices to work their way through a series of questions and activities which will bring ERR to life, making the learning more meaningful and long lasting and enhance the employability skills of the apprentice. The ERR workbook covers the following learning outcomes: Knows and understands the range of employer and employee statutory rights and responsibilities under Employment Law and that employment rights can be affected by other legislation as well. This should cover the apprentice s rights and responsibilities under the Disability Discrimination Act, other relevant equalities legislation and Health & Safety, together with the responsibilities and duties of employers Knows and understands the procedures and documentation in their organisation which recognise and protect their relationship with their employer. Health & Safety and Equality & Diversity training must be an integral part of the apprentice s learning programme Knows and understands the range of sources of information and advice available to them on their employment rights and responsibilities. Details of Access to Work and Additional Learning Support must be included in the programme Understands the role played by their occupation within their organisation and industry Has an informed view of the types of career pathways that are open to them Knows the types of representative bodies and understands their relevance to their industry and organisation, and their main roles and responsibilities Knows where and how to get information and advice on their industry, occupation, training and career Can describe and work within their organisation s principles and codes of practice Recognises and can form a view on issues of public concern that affect their organisation and industry Evidence of achievement of ERR

40 ... level 3 Training providers will be required to sign a declaration when claiming the Apprenticeship certificate, indicating that the ERR workbook has been satisfactorily completed by the apprentice and that the ERR requirements have been met. This declaration is included at the back of the ERR workbook and must be signed and returned to the CfA when claiming the Apprenticeship certificate. Those who complete the ERR qualification can use the qualification certificate to claim their.

41 The remaining sections apply to all levels and pathways within this framework. How equality and diversity will be met According to national statistics, males represent less than a third (31%) of employees working in customer service in the UK. Those working in Customer Service occupations are mainly female (69%) and predominantly White (88%). Only 5 per cent of males have part time jobs in customer service whereas 27 per cent of females working in the UK have part time jobs. Although males are under-represented in customer service occupations they are much more likely to have full time positions. Possible reasons for the imbalance between males and females in the sector include: the perception of customer service as a female orientated sector/job-role the role part-time staff play in the sector and the relatively high proportion of part-time jobs held by females within the sector the perceptions of customer service as not providing high level skills or not leading to professional status a perceived lack of a clear, progressive, skill pathway a lack of understanding that the generic nature of customer service skills can provide career routes into a wide range of sectors As the workforce and the customer base become more diverse, customer service needs to reflect that diversity and manage it effectively. This requires not only sensitivity to issues such as ethnicity, culture, gender and disability, but an awareness of the potential for different and more creative approaches that diversity in general brings to the business. Apprenticeships are seen as a vital route to encourage and facilitate a diverse set of individuals entering into customer service. Entry conditions to this framework do not discriminate against any individuals, with the framework being open and accessible to all potential apprentices. Mentoring is also promoted within the Apprenticeship to provide additional support and increase the chances of apprentices staying. Training providers and employers must also comply with the Equality Act 2010 to ensure that applicants are not discriminated against in terms of entry to and promotion within, the Industry, using the protected characteristics of: Age Disability Gender reassignment

42 Marriage and civil partnership Pregnancy and maternity Race Religion or Belief Gender Sexual orientation Recent statistics produced by the Institute for Employment Studies show that Customer Service Apprenticeship starts in England are dominated by women (68.6% of all starts). The number of apprentices from ethnic minority backgrounds is 11.6%, which is roughly in line with the population as a whole. 9.4% of Customer Service apprentice starts are recorded as having a disability (above national representative numbers), whilst 3.9% of apprentices record having a learning difficulty, which shows some under-representation when compared to the population as a whole. In order to address some of these issues, awareness of customer service as a profession is being raised through: the (14-19) Diploma in Business, Administration and Finance, although all Diplomas have underpinning customer service and equality and diversity themes teaching resources for schools opportunities to engage with ethnic groups and improve occupational opportunities various careers websites for the customer service Industry, which include non-stereotypical images The CfA continues to monitor take up and achievement of all Apprenticeships through its Advisory Groups and continue to take steps to address any barriers to take up and achievement as part of its Qualification Strategy.

43 On and off the job guided learning (England) Total GLH for each pathway Level 2 Customer Service Intermediate Apprenticeship The minimum Guided Learning Hours (GLH) for the Customer Service Intermediate Apprenticeship is 455 hours. It is expected that the Apprenticeship will last a minimum of 12 months, but a flexible approach to learning is encouraged for learners who have prior learning or experience. To comply with SFA requirements, learners aged must spend a minimum of 12 months on this Apprenticeship programme. Learners aged 19+ must also spend a minimum of 12 months on this Apprenticeship programme, unless they have documented evidence of accredited or recognised prior learning. Where documented evidence of accredited or recognised prior learning is provided, learners aged 19+ must still spend a minimum of six months on this. Please note, to comply with the Apprenticeship, Skills, Children and Learning Act, A minimum of 280 Guided Learning Hours within the first year of the Apprenticeship and at least 280 Guided Learning Hours (pro rata) in each subsequent year must be completed. Regardless of how long the Apprenticeship takes, the minimum 455 hours of Guided Learning must be met. Level 3 Customer Service Advanced Apprenticeship The minimum Guided Learning Hours (GLH) for the Customer Service Advanced Apprenticeship is 566 hours. It is expected that the Apprenticeship will last a minimum of 18 months, but a flexible approach to learning is encouraged for learners who have prior learning or experience. To comply with SFA requirements, learners aged must spend a minimum of 12 months on this Apprenticeship programme. Learners aged 19+ must also spend a minimum of 12 months on this Apprenticeship programme, unless they have documented evidence of accredited or recognised prior learning. Where documented evidence of accredited or recognised prior learning is provided, learners aged 19+ must still spend a minimum of six months on this.. Please note, to comply with the Apprenticeship, Skills, Children and Learning Act, A minimum of 280 Guided Learning Hours within the first year of the Apprenticeship and at least 280 Guided Learning Hours (pro rata) in each subsequent year must be completed. Regardless of how long the Apprenticeship takes, the minimum 566 hours of Guided Learning

44 must be met. Guided Learning Hours can be attached to both the accredited and un-accredited parts of the Apprenticeship, and will include, for example, inductions, the ERR workbook, reviews, training, the qualifications, career discussions, Personal Learning and Thinking Skills (PLTS), Functional Skills or Key Skills and any other activities which help the apprentice gather the required skills and underpinning knowledge needed within their job role. It is recommended that a plan is developed at the outset of the Apprenticeship programme to determine how the Guided Learning Hours requirements will be met. Minimum off-the-job guided learning hours Level 2 Customer Service Intermediate Apprenticeship The total off-the-job Guided Learning Hours for the Customer Service Intermediate Apprenticeship is 159 hours, made up as follows: 30 hours for Functional/Key skills (15 hours per Functional/Key Skill) 85 hours (minimum) for the knowledge based qualification 20 hours for activities including inductions, ERR workbook and Personal Learning and Thinking Skills 24 hours of off-the-job coaching and mentoring to support the apprentice Level 3 Customer Service Advanced Apprenticeship The total off-the-job Guided Learning Hours for the Customer Service Advanced Apprenticeship is 171 hours, made up as follows: 30 hours for Functional/Key skills (15 hours per Functional/Key Skill) 85 hours (minimum) for the knowledge based qualification 20 hours for activities including inductions, ERR workbook and Personal Learning and Thinking Skills 36 hours of off-the-job coaching and mentoring to support the apprentice How this requirement will be met Off-the-job Guided Learning Hours refers to the time taken to develop the technical skills and to develop knowledge of theoretical concepts across a range of contexts. It can be seen as time away from "the immediate pressures of the job", and may include all of the following (non-exclusive) activities: Individual and Group teaching Coaching Distance learning

45 e-learning Feedback and Assessment Guided study Learning with peers/networked or collaborative learning Mentoring Off-the-job Guided Learning Hours must: Achieve clear and specific outcomes which contribute directly to the successful achievement of the framework and this may include accredited and non-accredited elements of the framework; Be planned, reviewed and evaluated jointly between the apprentice and a tutor, teacher, mentor or manager; Allow access as and when required by the apprentice either to a tutor, teacher, mentor or manager; Be delivered during contracted working hours. Evidence of off-the-job Guided Learning Hours will include: The completion certificate for the knowledge qualification The completion certificates for the Functional/Key skills The ERR workbook sign-off sheet The Personal Learning and Thinking Skills declaration within the Apprenticeship certificate claim form A declaration from the training provider on the Apprenticeship certification claim form stating that the minimum off-the-job and on-the-job Guided Learning Hours have been met by the learner. Certificate application forms can be downloaded from It should be noted that the Guided Learning Hours attached to the Functional/Key Skills qualifications are split between off-the-job and on-the-job learning hours. The expectation is that Apprentices will undertake some learning off-the-job to achieve the underpinning knowledge attached to each Functional/Key Skill, supported by on-the-job learning to embed this knowledge and practice its application whilst learning on-the-job. Minimum on-the-job guided learning hours Level 2 Customer Service Intermediate Apprenticeship The total on-the-job Guided Learning Hours for the Customer Service Intermediate Apprenticeship is 296 hours, made up as follows: 60 hours for Functional/Key skills (30 hours per Functional/Key Skill) 192 hours (minimum) for the competence based qualification 44 hours of on-the-job coaching and mentoring to support the apprentice, including the development of their Personal Learning and Thinking Skills

46 Level 3 Customer Service Advanced Apprenticeship The total on-the-job Guided Learning Hours for the Customer Service Advanced Apprenticeship is 395 hours, made up as follows: 60 hours for Functional/Key skills (30 hours per Functional/Key Skill) 279 hours (minimum) for the competence based qualification 56 hours of on-the-job coaching and mentoring to support the apprentice, including the development of their Personal Learning and Thinking Skills How this requirement will be met On-the-job guided learning hours refers to the time taken to develop the practical skills applied in the context of a job role. It can be seen as the time the apprentice spends being guided whilst undertaking normal activities as part of their job role, and which provide opportunities to learn, develop and practice skills. On-the-job Guided Learning Hours must: Achieve clear and specific outcomes which contribute directly to the successful achievement of the framework and this may include accredited and non-accredited elements of the framework; Be planned, reviewed and evaluated jointly between the apprentice and a tutor, teacher, mentor or manager; Allow access as and when required by the apprentice either to a tutor, teacher, mentor or manager; Be delivered during contracted working hours. Evidence of on-the-job Guided Learning Hours will include: The completion certificate for the competence qualification The completion certificates for the Functional/Key skills The Personal Learning and Thinking Skills declaration within the Apprenticeship certificate claim form A declaration from the training provider on the Apprenticeship certification claim form stating that the minimum off-the-job and on-the-job Guided Learning Hours have been met by the learner. Certificate application forms can be downloaded from It should be noted that the Guided Learning Hours attached to the Functional/Key Skills qualifications are split between off-the-job and on-the-job learning hours. The expectation is that Apprentices will undertake some learning off-the-job to achieve the underpinning knowledge attached to each Functional/Key Skill, supported by on-the-job learning to embed this knowledge and practice its application whilst learning on-the-job.

47 Personal learning and thinking skills assessment and recognition (England) Summary of Personal Learning and Thinking Skills All 6 Personal Learning and Thinking Skills (PLTS) must be achieved and evidenced by the Apprentice as part of the framework requirements. The PLTS have been mapped to the mandatory units of the competence qualifications to demonstrate where these skills are likely to naturally occur. This mapping can be downloaded from the CfA website ( Where the mapping shows PLTS are not fully covered by the mandatory units of the competence qualification, the PLTS must be integrated into the Apprenticeship programme either within the competence and knowledge qualifications themselves, or within other areas of the programme, such as the ERR workbook, Functional/Key Skills, or through the general activities performed by the Apprentice in the course of their job role or Apprenticeship. A Guide for Practitioners has been developed by the CfA to provide additional information on how to integrate the achievement of all 6 PLTS, which is available from the CfA website ( The guide focuses on the importance of introducing PLTS during induction so that Apprentices can learn to recognise for themselves when and how the PLTS are being demonstrated. The guide also includes an example of how the PLTS can be mapped to a sample of optional units. A declaration confirming that each of the 6 PLTS has been covered must accompany the Apprenticeship certificate request form sent to the CfA. The CfA also recommend that an internal record of achievement is kept by the training provider for validation purposes. Creative thinking All 6 Creative Thinking skills listed below must be covered within the Apprenticeship programme. The mapping document provided by the CfA can help support delivery of the Creative Thinking skills, although this should not be seen as a restrictive list; deliverers are encouraged to utilise all available opportunities to meet the PLTS requirements, including the PLTS requirements that are covered through the mandatory competence units. The Focus of the Creative Thinking skills is as follows:

48 People think creatively by generating and exploring ideas, making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value. The 6 Creative Thinking skills cover the following outcomes: generating ideas and exploring possibilities asking questions to extend thinking connecting own and others ideas and experiences in inventive ways questioning own and others assumptions trying out alternatives or new solutions and following ideas through adapting ideas as circumstances change. Independent enquiry All 6 Independent Enquiry skills listed below must be covered within the Apprenticeship programme. The mapping document provided by the CfA can help support delivery of the Independent Enquiry skills, although this should not be seen as a restrictive list; deliverers are encouraged to utilise all available opportunities to meet the PLTS requirements, including the PLTS requirements that are covered through the mandatory competence units. The Focus of the Independent Enquiry skills is as follows: People process and evaluate information in their investigations, planning what to do and how to go about it. They take informed and well-reasoned decisions, recognising that others have different beliefs and attitudes. The 6 Independent Enquiry skills cover the following outcomes: identifying questions to answer and problems to resolve planning and carrying out research, appreciating the consequences of decisions exploring issues, events or problems from different perspectives analysing and evaluating information, judging its relevance and value considering the influence of circumstances, beliefs and feelings on decisions and events supporting conclusions, using reasoned arguments and evidence. Reflective learning

49 All 6 Reflective Learning skills listed below must be covered within the Apprenticeship programme. The mapping document provided by the CfA can help support delivery of the Reflective Learning skills, although this should not be seen as a restrictive list; deliverers are encouraged to utilise all available opportunities to meet the PLTS requirements, including the PLTS requirements that are covered through the mandatory competence units. The Focus of the Reflective Learning skills is as follows: People evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning. The 6 Reflective Learning skills cover the following outcomes: assessing yourself and others, identifying opportunities and achievements setting goals with success criteria for your personal development and work reviewing progress, acting on the outcomes inviting feedback and dealing positively with praise, setbacks and criticism evaluating experiences and learning to inform your future progress communicating your learning in relevant ways for different audiences. Team working All 6 Team Working skills listed below must be covered within the Apprenticeship programme. The mapping document provided by the CfA can help support delivery of the Team Working skills, although this should not be seen as a restrictive list; deliverers are encouraged to utilise all available opportunities to meet the PLTS requirements, including the PLTS requirements that are covered through the mandatory competence units. The Focus of the Team Working skills is as follows: People work confidently with others, adapting to different contexts and taking responsibility for their own part. They listen to and take account of different views. They form collaborative

50 relationships, resolving issues to reach agreed outcomes. The 6 Team Working skills cover the following outcomes: collaborating with others to work towards common goals reaching agreements, managing discussions to achieve results adapting behaviour to suit different roles and situations, including leadership roles showing fairness and consideration to others taking responsibility, showing confidence in yourself and your contribution providing constructive support and feedback to others. Self management All 6 Self Management skills listed below must be covered within the Apprenticeship programme. The mapping document provided by the CfA can help support delivery of the Self Management skills, although this should not be seen as a restrictive list; deliverers are encouraged to utilise all available opportunities to meet the PLTS requirements, including the PLTS requirements that are covered through the mandatory competence units. The Focus of the Self Management skills is as follows: People organise themselves, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self-improvement. They actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities. The 6 Self Management skills cover the following outcomes: seeking out challenges or new responsibilities and showing flexibility when priorities change working towards goals, showing initiative, commitment and perseverance organising time and resources, prioritising actions anticipating, taking and managing risks dealing with competing pressures, including personal and work-related demands responding positively to change, seeking advice and support when needed managing your emotions and building and maintaining relationships.

51 Effective participation All 6 Effective Participation skills listed below must be covered within the Apprenticeship programme. The mapping document provided by the CfA can help support delivery of the Effective Participation skills, although this should not be seen as a restrictive list; deliverers are encouraged to utilise all available opportunities to meet the PLTS requirements, including the PLTS requirements that are covered through the mandatory competence units. The Focus of the Effective Participation skills is as follows: People actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves. The 6 Effective Participation skills cover the following outcomes: discussing issues of concern, seeking resolution where needed presenting a persuasive case for action proposing practical ways forward, breaking these down into manageable steps identifying improvements that would benefit others as well yourself trying to influence others, negotiating and balancing diverse views to reach workable solutions acting as an advocate for views and beliefs that may differ from your own.

52 Additional employer requirements There are no additional employer requirements.

53 For more information visit