-SQA-SCOTTISH QUALIFICATIONS AUTHORITY NATIONAL CERTIFICATE MODULE: UNIT SPECIFICATION GENERAL INFORMATION. -Module Number Session

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1 -SQA-SCOTTISH QUALIFICATIONS AUTHORITY NATIONAL CERTIFICATE MODULE: UNIT SPECIFICATION GENERAL INFORMATION -Module Number Session Superclass- -Title- BA CUSTOMER SERVICE SKILLS DESCRIPTION- GENERAL COMPETENCE FOR UNIT: Creating and enhancing positive working relationships and communicating with a range of customers, meeting customer needs by providing information and advice, responding to customer problems and complaints whilst maintaining good customer relations. OUTCOMES 1. establish positive working relationships with customers; 2. provide information and advice; 3. deal with customer dissatisfaction. CREDIT VALUE: 0.5 NC Credit ACCESS STATEMENT: Access is at the discretion of the centre For further information contact: Committee and Administration Unit, SQA, Hanover House, 24 Douglas Street, Glasgow G2 7NQ. Additional copies of this unit may be purchased from SQA (Sales and Despatch section). At the time of publication, the cost is 1.50 (minimum order 5.00).

2 NATIONAL CERTIFICATE MODULE: UNIT SPECIFICATION STATEMENT OF STANDARDS UNIT NUMBER: UNIT TITLE: CUSTOMER SERVICE SKILLS Acceptable performance in this unit will be the satisfactory achievement of the standards set out in this part of the specification. All sections of the statement of standards are mandatory and cannot be altered without reference to SQA. OUTCOME 1. ESTABLISH POSITIVE WORKING RELATIONSHIPS WITH CUSTOMERS PERFORMANCE CRITERIA (a) (b) (c) (d) Customer is greeted politely. Treatment of customer is courteous and helpful. Own appearance and behaviour consistently displays a positive image. Style of communication is adapted to meet the needs of the customer. (e) Customers feelings and understanding are checked and acknowledged. RANGE STATEMENT Customer: internal, external, special needs. Communication: face-to-face, telephone. EVIDENCE REQUIREMENTS All performance criteria must be met. Performance evidence must be generated for each item in the range statement ie the 3 types of customer and the 2 forms of communication. Competence must be generated consistently over a period of time and supported by evidence from a variety of sources. Wherever possible, this evidence should be generated from live situations or from realistic work simulations. This evidence could be supplemented by role plays. Evidence of the candidate s knowledge and understanding of the following must be assessed where it is not apparent from the performance evidence: 2

3 when and how to adapt pace, tone questioning to respond to the needs of different customers how to use and respond to verbal and non-verbal signals and body positioning the importance of first impressions and personal presentation special needs and how to deal with them how good customer service can benefit the business how to deal with stress and with stressful and difficult situations. OUTCOME 2. PROVIDE INFORMATION AND ADVICE PERFORMANCE CRITERIA (a) (b) (c) (d) (e) Customers needs are established from their behaviour and tone and by sensitive questioning. Customers needs are checked and acknowledged. Information and advice given meets the needs of the customer in terms of accuracy and promptness. Language used is clear and easily understood. All relevant details are recorded clearly. RANGE STATEMENT Customers: internal, external, special needs. Customer needs: stated, unstated. Format of information: face-to-face, telephone, written Recording method: informal, formal (ie forms). EVIDENCE REQUIREMENTS All performance criteria must be met Performance evidence must be generated for each item in the range ie the 3 types of customers, the 2 forms of customer needs, the 3 formats for providing information and the 2 recording methods. Providing information should involve matching the customer s need to a product or service and selecting an appropriate format and should involve some searches. Advice may include either explaining information or offering additional information or suggesting alternatives. 3

4 Competence must be generated consistently over a period of time and supported by evidence from a variety of sources. Wherever possible, this evidence should be generated from live situations or from realistic work simulations. This evidence could be supplemented by role plays. Evidence of the candidate s knowledge and understanding of the following must be assessed where it is not apparent from the performance evidence: how different customers may react how to use questioning and listening techniques how to communicate information clearly and positively how to manage/control the flow of the call how to record information clearly the requirements of the Data Protection Act. OUTCOME 3. DEAL WITH CUSTOMER DISSATISFACTION PERFORMANCE CRITERIA (a) (b) (c) (d) Customer dissatisfaction is identified and acknowledged. Own manner is calm and responses are designed to maintain customer goodwill. Action taken conforms with given procedures. Procedures and action taken are explained clearly to the customer. RANGE STATEMENT Dissatisfaction: error, problem with product/service, complaint Procedures: within limits of authority, referrals. EVIDENCE REQUIREMENTS All performance criteria must be met. Performance evidence must be generated for each item in the range statement ie the 3 types of dissatisfaction and the 2 procedures. Competence must be generated consistently over a period of time and supported by evidence from a variety of sources. Wherever possible, this evidence should be generated from live situations or from realistic work simulations. This evidence could be supplemented by role plays. 4

5 Evidence of the candidate s knowledge and understanding of the following must be assessed where it is not apparent from the performance evidence: how to identify dissatisfaction how to deal with angry and confused customers own scope/limitations of authority, communication lines customers legal rights ASSESSMENT In order to achieve this unit, candidates are required to present sufficient evidence that they have met all the performance criteria for each outcome within the range specified. Details of these requirements are given for each outcome. The assessment instruments used should follow the general guidance offered by the SQA assessment model and an integrative approach to assessment is encouraged. (See references at the end of support notes). Accurate records should be made of the assessment instruments used showing how evidence is generated for each outcome and giving marking schemes and/or checklists, etc. Records of candidates achievements should be kept. These records will be available for external verification. SPECIAL NEEDS In certain cases, modified outcomes and range statements can be proposed for certification. See references at end of support notes. Copyright SQA 1997 Please note that this publication may be reproduced in whole or in part for educational purposes provided that: (i) (ii) no profit is derived from the reproduction; if reproduced in part, the source is acknowledged. 5

6 NATIONAL CERTIFICATE MODULE: UNIT SPECIFICATION SUPPORT NOTES UNIT NUMBER: UNIT TITLE: CUSTOMER SERVICE SKILLS SUPPORT NOTES: This part of the unit specification is offered as guidance. None of the sections of the support notes is mandatory. NOTIONAL DESIGN LENGTH: SQA allocates a notional design length to a unit on the basis of time estimated for achievement of the stated standards by a candidate whose starting point is as described in the access statement. The notional design length for this unit is 20 hours. The use of notional design length for programme design and timetabling is advisory only. PURPOSE This unit is designed to allow candidates to develop the skills required to work in customer services environment. This includes communication skills, questioning and listening techniques, customer care skills, how to provide and advice and how to deal with difficult customers. SQA publishes summaries of NC units for easy reference, publicity purposes, centre handbooks, etc. The summary statement for this unit is as follows: This unit will introduce you to the skills required to work in a customer services environment. It will allow you to develop the skills to deal with a wide range of customers in a variety of situations, including face to face conversations, by telephone and in writing. A key skill will be providing information and advice for customers. You will also develop the skills to deal with customer dissatisfaction. CONTENT/CONTEXT Corresponding to Outcome 1-3: 1. Techniques for developing positive working relationships: communication techniques - greeting, closing, building rapport, acknowledging, summarising, recapping, adapting pace and tone to customer sensitive questioning techniques, adapting questioning to respond to customers feelings, methods of assisting customers with special needs (eg language differences such as English not first language, language difficulties such as hearing impairment, physical disabilities, learning difficulties) behaviour techniques - recognising and responding to verbal and non-verbal signals, body language, eye contact, positioning, gestures, facial expressions importance of presenting positive image, first impressions and personal presentation (behaviour, appearance, maintaining 6

7 enthusiastic manner), benefits of customer care in relation to business objectives dealing with stress and stressful and difficult situations. 2. Techniques for providing information and advice: questioning techniques - open, leading, sensitive probing effective listening techniques, interpreting customer needs, identifying signals communication techniques - manner and tone of voice, use of clear language, enunciation, use of key words and phonetic language, avoiding jargon, methods of explaining information formats for communication and when to use them presenting information in a positive manner, identifying benefits. recording methods, methods of identifying key issues or details effect of actions in relation to company image and business objectives techniques to manage/control communication - balancing the needs of the customer and the company, optimising call times, assertive behaviour types of customer and associated behaviour, customer motives. 3. Techniques for dealing with customer dissatisfaction: types of dissatisfaction and appropriate responses techniques for dealing with angry and confused customers, diffusing difficult situations, withstanding criticism, handling objections appropriate forms of communication, tone, body language lines of authority, when to refer effect of actions in relation to company image and business objectives appropriate legislation. APPROACHES TO GENERATING EVIDENCE Wherever possible evidence should be generated from live situations or from realistic work simulations. This could be supported by role plays. Tasks or scenarios used for assessment purposes should be put in a business context. They should be supported by realistic materials and documentation. Wherever possible, candidates should have the opportunity to use the kind of equipment and facilities used in business. An integrative approach to gathering evidence should be adopted. For example, one assessment may cover all 3 outcomes. Observation checklists should be used to assess performance and record evidence. Videos may also be used to record evidence and assist with candidate feedback. Knowledge and understanding may be assessed by a variety of methods including group discussions, short quizzes, oral questions and role plays. 7

8 ASSESSMENT PROCEDURES The following are guidelines on the content of the assessment instruments. It is recommended that centres integrate assessment wherever possible and record achievement of outcomes on a grid-type checklist. Outcome 1 Performance evidence should be gathered by observation of: 2 telephone conversations 2 face to face conversations. Each conversation must cover all of the performance criteria. The 4 conversations must cover the 3 different types of customers specified in the range statement: internal eg from a different department external special needs eg a customer with hearing impairment, learning difficulties or language difficulties. Performance should be observed over a period of time. A checklist should be devised to record performance. Evidence that candidates understand the techniques for developing working relationships should also be recorded. Evidence may be generated from observations or from oral or written questions. Outcome 2 Performance evidence must be gathered by observation of at least 4 situations. the situations must cover: 3 types of customer ie internal, external, special needs stated and unstated customer needs face-to-face conversation, telephone conversation and written communication informal and formal record methods. Each situation must cover all the performance criteria. Performance should be observed over a period of time. A checklist should be devised to record performance. Evidence that candidates understand the techniques for providing information and advice should also be recorded. Evidence may be generated from observation or from oral or written questions. 8

9 Outcome 3 Performance evidence must be gathered by observation of 3 situations of customer dissatisfaction covering; an error a problem with a product or service a complaint The situations must include a least one example of a procedure which is within the candidate s limit of authority and one example of a procedure which requires a referral. Each situation must cover all of the performance criteria. Performance should be observed over a period of time. A checklist should be devised to record performance. Evidence that candidates understand the techniques for dealing with customer dissatisfaction should be recorded. Evidence may be generated from observations or from oral or written questions. PROGRESSION This unit provided underpinning knowledge and skills which may assist progression to SVQs in Customer Service and other service industry related awards. RECOGNITION Many SQA NC units are recognised for entry/recruitment purposes. For up-to-date information see the SQA guide Recognised Groupings of National Certificate Modules. REFERENCES 1. Guide to unit writing. (A018). 2. For a fuller discussion on assessment issues, please refer to SQA s Guide to Assessment. (B005). 3. Procedures for special needs statements are set out in SQA s guide Candidates with Special Needs. (B006). 4. Information for centres on SQA s operating procedures is contained in SQA s Guide to Procedures. (F009). 5. For details of other SQA publications, please consult SQA s publications list. (X037). Copyright SQA 1997 Please note that this publication may be reproduced in whole or in part for educational purposes provided that: (i) (ii) no profit is derived from the reproduction; if reproduced in part, the source is acknowledged. 9