Pearson BTEC Level 1 Award in Principles of Customer Service. Pearson BTEC Level 1 Certificate in Principles of Customer Service.

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1 Pearson BTEC Level 1 Award in Principles of Customer Service Pearson BTEC Level 1 Certificate in Principles of Customer Service Specification BTEC Specialist qualification First teaching January 2015 Issue 2

2 Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualifications website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus About Pearson Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com This specification is Issue 2. Key changes are listed in the summary table on the next page. We will inform centres of any changes to this issue. The latest issue can be found on the Pearson website: qualifications.pearson.com References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) All information in this specification is correct at time of publication. These qualifications were previously known as: Pearson BTEC Level 1 Award and Certificate in Principles of Customer Service (QCF) The QNs remain the same. ISBN All the material in this publication is copyright Pearson Education Limited 2017

3 Summary of Pearson BTEC Level 1 Award and Certificate in Principles of Customer Service specification Issue 2 changes Summary of changes made between previous issue and this current issue Page/section number All references to QCF have been removed throughout the specification Definition of TQT added Section 1 Definition of sizes of qualifications aligned to TQT Section 1 TQT value added Section 2 GLH range removed and replaced with lowest GLH value for the Section 2 shortest route through the qualification QCF references removed from unit titles and unit levels in all units Section 12 Guided learning definition updated Section 12 Earlier issue(s) show(s) previous changes. If you need further information on these changes or what they mean, contact us via our website at: qualifications.pearson.com/en/support/contact-us.html.

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5 Contents Purpose of this specification 1 1 Introducing BTEC Specialist qualifications 3 What are BTEC Specialist qualifications? 3 2 Qualification summary and key information 4 Qualification Number and qualification title 6 Qualification objective 6 Relationship with previous qualifications 7 Progression opportunities through Pearson qualifications 7 Industry support and recognition 7 3 Qualification structures 8 Pearson BTEC Level 1 Award in Principles of Customer Service 8 Pearson BTEC Level 1 Certificate in Principles of Customer Service 9 4 Assessment 10 5 Recognising prior learning and achievement 11 Recognition of Prior Learning 11 6 Centre resource requirements 12 General resource requirements 12 Specific resource requirements 12 7 Centre recognition and approval 13 Approvals agreement 13 8 Quality assurance of centres 14 9 Programme delivery Access and recruitment Access to qualifications for learners with disabilities or specific needs Units 18 Unit title 18 Unit reference number 18 Level 18 Credit value 18

6 Guided learning hours 18 Essential resources 18 Learning outcomes 18 Assessment criteria 19 Unit amplification 19 Information for tutors 19 Unit 1: Customer Service Principles 21 Unit 2: Understanding How to Work in a Customer Service Role 28 Unit 3: Communicating With Customers 36 Unit 4: Understanding How to Manage Personal Performance and Development 43 Unit 5: Career Progression 49 Unit 6: Health and Safety at Work 54 Unit 7: Understanding How to Deal with Customers Requests, Queries and Problems 60 Unit 8: Principles of Social Media for Business Use 67 Unit 9: Investigating Rights and Responsibilities at Work 74 Unit 10: Using a CV and Covering Letter to Apply for a Job Further information and useful publications Professional development and training 86 Annexe A 87 Unit mapping overview 87

7 Purpose of this specification The purpose of a specification as defined by Ofqual is to set out: the qualifications objective any other qualification that a learner must have completed before taking the qualifications any prior knowledge, skills or understanding that the learner is required to have before taking the qualifications units that a learner must have completed before the qualifications will be awarded and any optional routes any other requirements that a learner must have satisfied before they will be assessed or before the qualifications will be awarded the knowledge, skills and understanding that will be assessed as part of the qualifications (giving a clear indication of their coverage and depth) the method of any assessment and any associated requirements relating to it the criteria against which the learner s level of attainment will be measured (such as assessment criteria) any specimen materials any specified levels of attainment. 1

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9 1 Introducing BTEC Specialist qualifications What are BTEC Specialist qualifications? BTEC Specialist qualifications are work-related qualifications available from Entry to Level 3 in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment in a specific occupational area. The qualifications also provide career development opportunities for those already in work. The qualifications may be offered as full-time or part-time courses in schools or colleges. Training centres and employers may also offer these qualifications. Total Qualification Time (TQT) For all regulated qualifications, Pearson specifies a total number of hours that it is estimated learners will require to complete and show achievement for the qualification: this is the Total Qualification Time (TQT). Within TQT, Pearson identifies the number of Guided Learning Hours (GLH) that we estimate a centre delivering the qualification might provide. Guided learning means activities, such as lessons, tutorials, online instruction, supervised study and giving feedback on performance, that directly involve teachers and assessors in teaching, supervising and invigilating learners. Guided learning includes the time required for learners to complete external assessment under examination or supervised conditions. In addition to guided learning, other required learning directed by teachers or assessors will include private study, preparation for assessment and undertaking assessment when not under supervision, such as preparatory reading, revision and independent research. As well as TQT and GLH, qualifications can also have a credit value equal to one tenth of TQT, rounded to the nearest whole number. TQT and credit values are assigned after consultation with users of the qualifications. BTEC Specialist qualifications are available in the following sizes: Award a qualification with a TQT value of 120 or less (equivalent to a range of 1 12 credits) Certificate a qualification with a TQT value in the range of (equivalent to a range of credits) Diploma a qualification with a TQT value of 370 or more (equivalent to 37 credits and above). 3

10 2 Qualification summary and key information Qualification title Pearson BTEC Level 1 Award in Principles of Customer Service Qualification Number (QN) 601/5304/0 Accreditation start date 01/01/2015 Approved age ranges Credit value 6 Assessment Centre-devised assessment (internal assessment). Total Qualification Time (TQT) 60 Guided learning hours 49 Grading information Entry requirements The qualification and units are at pass grade. No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow our access and recruitment policy (see Section 10 Access and recruitment). 4

11 Qualification title Pearson BTEC Level 1 Certificate in Principles of Customer Service Qualification Number (QN) 601/5303/9 Accreditation start date 01/01/2015 Approved age ranges Credit value 13 Assessment Centre-devised assessment (internal assessment). Total Qualification Time (TQT) 130 Guided learning hours 102 Grading information Entry requirements The qualification and units are at pass grade. No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow our access and recruitment policy (see Section 10 Access and recruitment). 5

12 Qualification Number and qualification title Centres will need to use the Qualification Number (QN) when they seek public funding for their learners. Every unit in a qualification has a unit reference number (URN). The qualification title, unit titles and QN are given on each learner s final certificate. You should tell your learners this when your centre recruits them and registers them with us. There is more information about certification in our UK Information Manual, available on our website at: Qualification objective The Pearson BTEC Level 1 Award in Principles of Customer Service is designed to provide learners with an introduction to the underpinning knowledge and attitudes required for working within a customer service environment. The qualification is suitable for learners who have little or no experience or training in customer service, and so are likely to want a short introductory course to help them better understand the sector in order to support their career choices. The qualification would be suitable for inclusion in a traineeship with a customer service vocational element. It gives learners the opportunity to: develop knowledge of the role and importance of customer service and the different ways in which customer service may be delivered develop knowledge of the requirements for working in a customer-facing job role, including the standards of professionalism, effective team working and the use of organisational procedures and practices in delivering customer service. achieve a nationally-recognised Level 1 qualification. The Pearson BTEC Level 1 Certificate in Principles of Customer Service builds on the focus from the Level 1 Award to provide learners with underpinning occupational knowledge and skills as well as wider knowledge and skills to support learners employability and career progression in the sector. The qualification is suitable for learners who are likely to be new to their first customer service role, intending to return to work after unemployment, NEET learners, learners on work experience/job placement and those looking to progress into an apprenticeship programme. It gives learners the opportunity to: develop occupational knowledge and skills in communicating with customers and dealing with customers queries and problems develop knowledge and skills that support employability and career progression, including how to manage personal performance and development, health and safety at work, rights and responsibilities at work and how to apply for jobs. achieve a nationally-recognised Level 1 qualification. Achievement of this qualification prepares learners for employment in the customer service sector for the potential job roles listed under Progression opportunities through Pearson qualifications, including a customer service apprenticeship, or for a cross-sector job role that involves basic elements of customer service delivery. 6

13 Relationship with previous qualifications These qualifications are a direct replacement for the Pearson BTEC Level 1 Award in Customer Service, which expires in December Information about how the new and old units relate to each other is given in Annexe B. Progression opportunities through Pearson qualifications Learners who have achieved the Pearson BTEC Level 1 Award/Certificate in Principles of Customer Service could progress on to a Pearson BTEC Level 1 Certificate in Customer Service that demonstrates occupational competency for the potential job roles listed below at this level. Learners could also progress on to Level 2 qualifications in Customer Service, which are designed for learners to demonstrate a broad set of occupational skills when carrying out customer service related tasks. Level 2 qualifications in this sector further develop learners knowledge and understanding of the principles that underpin working in a customer service role, including understanding customers and employers. Qualifications include: Pearson BTEC Level 1 Certificate in Customer Service (knowledge and competence apprenticeship qualification) Pearson BTEC Level 2 Award in Principles of Customer Service Pearson BTEC Level 2 Certificate in Principles of Customer Service Pearson BTEC Level 2 Diploma in Customer Service (knowledge and competence apprenticeship qualification). Potential job roles for those working towards this qualification are: Customer Service Assistant Telesales Operative Help Desk Assistant Call Centre Operative. Industry support and recognition These qualifications are supported by Skills CFA, the SSC for the customer service sector. 7

14 3 Qualification structures Pearson BTEC Level 1 Award in Principles of Customer Service The learner will need to meet the requirements outlined below before Pearson can award the qualification. 6 credits must be achieved from the two mandatory units. Unit Unit reference number Mandatory units Level Credit Guided learning hours 1 M/506/8863 Customer Service Principles T/506/8864 Understanding How to Work in a Customer Service Role

15 Pearson BTEC Level 1 Certificate in Principles of Customer Service The learner will need to meet the requirements outlined in the table below before Pearson can award the qualification. Minimum number of credits that must be achieved 13 Number of mandatory credits that must be achieved 8 Minimum number of optional credits that must be achieved 5 Unit Unit reference number Mandatory units Level Credit Guided learning hours 1 M/506/8863 Customer Service Principles T/506/8864 Understanding How to Work in a Customer Service Role A/506/8865 Communicating with Customers Optional units 4 F/506/8866 Understanding How to Manage Personal Performance and Development F/503/2837 Career Progression F/505/6927 Health and Safety at Work L/506/8837 Understanding How to Deal with Customers Requests, Queries and Problems 8 R/505/0890 Principles of Social Media for Business Use 9 K/503/2847 Investigating Rights and Responsibilities at Work 10 J/505/6931 Using a CV and Covering Letter to Apply for a Job

16 4 Assessment The table below gives a summary of the assessment methods used in the qualifications. Units All units Assessment method Centre-devised assessment Centre-devised assessment (internal assessment) Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must meet all of the unit s learning outcomes. Centres may find it helpful if learners index and reference their evidence to the relevant learning outcomes and assessment criteria. Centres need to write assignment briefs for learners to show what evidence is required. Assignment briefs should indicate clearly which assessment criteria are being targeted. Assignment briefs and evidence produced by learners must meet any additional requirements given in the Information for tutors section of each unit. Unless otherwise indicated in Information for tutors, the centre can decide the form of assessment evidence (for example performance observation, presentations, projects, tests, extended writing) as long as the methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria. Centres are encouraged to give learners realistic scenarios and to maximise the use of practical activities in delivery and assessment. To avoid over-assessment, centres are encouraged to link delivery and assessment across units. There is more guidance about internal assessment on our website. For details please see Section 13 Further information and useful publications. 10

17 5 Recognising prior learning and achievement Recognition of Prior Learning Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning. Pearson encourages centres to recognise learners previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning. RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid. Further guidance is available in our policy document Recognition of Prior Learning Policy and Process, available on our website at: 11

18 6 Centre resource requirements As part of the approval process, centres must make sure that the resource requirements below are in place before offering the qualification. General resource requirements Centres must have appropriate physical resources (for example IT, learning materials, teaching rooms) to support delivery and assessment. Staff involved in the assessment process must have relevant expertise and occupational experience. There must be systems in place that ensure continuing professional development (CPD) for staff delivering the qualifications. Centres must have in place appropriate health and safety policies relating to the use of equipment by learners. Centres must deliver the qualifications in accordance with current equality legislation. For further details on Pearson s commitment to the Equality Act 2010, please see Section 10 Access and recruitment and Section 11 Access to qualifications for learners with disabilities or specific needs. For full details of the Equality Act 2010, please go to Specific resource requirements As well as the general resource requirements given above, there are specific resources that centres must provide. They are listed by unit below. Unit Resources required 5: Career Progression Career-related resources such as websites and publications, and tutors and careers advisers 6: Health and Safety at Work The Health and Safety Toolbox, published by The Health & Safety Executive (2013) 8: Principles of Social Media for Business Use Access to suitable social media platforms and monitoring tools 12

19 7 Centre recognition and approval Centres that have not previously offered Pearson qualifications need to apply for, and be granted, centre recognition as part of the process for approval to offer individual qualifications. Existing centres will be given automatic approval for a new qualification if they are already approved for a qualification that is being replaced by a new qualification and the conditions for automatic approval are met. Guidance on seeking approval to deliver BTEC qualifications is given on our website. Approvals agreement All centres are required to enter into an approval agreement that is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any associated codes, conditions or regulations. Pearson will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval. 13

20 8 Quality assurance of centres Quality assurance is at the heart of vocational qualifications. The centre assesses BTEC qualifications. The centre will use quality assurance to make sure that their managers, internal verifiers and assessors are standardised and supported. Pearson use quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice. For the qualifications in this specification, the Pearson quality assurance model will follow one of the processes listed below. 1 Delivery of the qualification as part of a BTEC Apprenticeship ( single click registration): an annual visit by a Standards Verifier to review centre-wide quality assurance systems and sampling of internal verification and assessor decisions. 2 Delivery of the qualification outside the Apprenticeship: an annual visit to the centre by a Centre Quality Reviewer to review centre-wide quality assurance systems Lead Internal Verifier accreditation this involves online training and standardisation of Lead Internal Verifiers using our OSCA platform, accessed via Edexcel Online. Please note that not all qualifications will include Lead Internal Verifier accreditation. Where this is the case, each year we will allocate a Standards Verifier to conduct postal sampling of internal verification and assessor decisions for the Principal Subject Area. For further details please see the UK Vocational Quality Assurance Handbook on our website. 14

21 9 Programme delivery Centres are free to offer these qualifications using any mode of delivery (for example full-time, part-time, evening only, distance learning) that meets their learners needs. Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units. Those planning the programme should aim to enhance the vocational nature of the qualification by: liaising with employers to make sure that a course is relevant to learners specific needs accessing and using non-confidential data and documents from learners workplaces developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector giving learners the opportunity to apply their learning in practical activities including sponsoring employers in the delivery of the programme and, where appropriate, in assessment making full use of the variety of experience of work and life that learners bring to the programme. Where legislation is taught, centres must ensure that it is current and up to date. 15

22 10 Access and recruitment Pearson s policy regarding access to our qualifications is that: they should be available to everyone who is capable of reaching the required standards they should be free from any barriers that restrict access and progression there should be equal opportunities for all those wishing to access the qualifications. Centres are required to recruit learners to BTEC Specialist qualifications with integrity. Applicants will need relevant information and advice about the qualification to make sure it meets their needs. Centres should review the applicant s prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification. For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 11 Access to qualifications for learners with disabilities or specific needs. Learners may be aged between 14 and 16 and therefore potentially vulnerable. Where learners are required to spend time and be assessed in work settings, it is the centre s responsibility to ensure that the work environment they go into is safe. 16

23 11 Access to qualifications for learners with disabilities or specific needs Equality and fairness are central to our work. Pearson s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments. It also requires our qualifications to be awarded in a way that is fair to every learner. We are committed to making sure that: learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers. Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments. Further information on access arrangements can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications. Details on how to make adjustments for learners with protected characteristics are given in the document Pearson Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units. Both documents are on our website at: 17

24 12 Units Units have the following sections. Unit title This is the formal title of the unit that will appear on the learner s certificate Unit reference number Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications. Level All units and qualifications have a level assigned to them. The level assigned is informed by the level descriptors by Ofqual, the qualifications regulator. Credit value When a learner achieves a unit, they gain the specified number of credits. Guided learning hours Guided Learning Hours (GLH) is the number of hours that a centre delivering the qualification needs to provide. Guided learning means activities that directly or immediately involve tutors and assessors in teaching, supervising, and invigilating learners, for example lectures, tutorials, online instruction and supervised study. Unit aim This gives a summary of what the unit aims to do. Essential resources This section lists any specialist resources needed to deliver the unit. The centre will be asked to make sure that these resources are in place when it seeks approval from Pearson to offer the qualification. Learning outcomes The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning. 18

25 Assessment criteria Assessment criteria specify the standard required by the learner to achieve each learning outcome. Unit amplification Unit amplification sets out the range of subject material required for the programme of learning and specifies the knowledge and understanding required for achievement of the unit. It enables centres to design and deliver a programme of learning that will enable learners to achieve each learning outcome and to meet the standard determined by the assessment criteria. Where relevant and/or appropriate, unit amplification is informed by the underpinning knowledge and understanding requirements of related National Occupational Standards (NOS). Relationship between amplification and assessment criteria Although it is not a requirement that all of the amplification is assessed, learners should be given the opportunity to cover it all. However, the indicative amplification (see below) will need to be covered in a programme of learning to enable learners to meet the standard determined in the assessment criteria. Legislation Legislation cited in the units is current at time of publication. The most recent legislation should be taught and assessed internally. Information for tutors This section gives tutors information on delivery and assessment. It contains the following subsections. Delivery explains the content s relationship to the learning outcomes and offers guidance on possible approaches to delivery. Assessment gives information about the evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria, learning outcomes and unit amplification. Suggested resources lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites. 19

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27 Unit 1: Customer Service Principles Unit reference number: M/506/8863 Level 1 Credit value: 3 Guided learning hours: 21 Unit aim This unit will develop learners knowledge of customer service principles and why they are important to an organisation. Learners will find out about how to meet customer expectations and how standards of presentation and behaviour affect customer satisfaction and expectations. Learners will also learn about current legislative, regulatory and organisational requirements, including the importance of data protection. This unit provides valuable progression opportunities as the knowledge it offers is transferable within a customer service environment and across different sectors. Essential resources There are no special resources needed for this unit. 21

28 Learning outcomes, assessment criteria and unit amplification To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. Learning outcomes Assessment criteria Unit amplification 1 Know the importance of good customer service 1.1 State the meaning of customer service 1.2 State the importance of good customer service to an organisation Customer service: definition (meeting customer needs and expectations, producing customer satisfaction) Importance: repeat business; organisation s reputation and image; customer confidence in dealing with organisation; customer satisfaction 22

29 Learning outcomes Assessment criteria Unit amplification 2 Know how customer satisfaction is achieved 2.1 State how the needs of customers may be different Types of customer: internal customers; external customers; individuals; groups; organisations Customer needs: definition (customer requirement to solve a problem); varying factors, e.g. cultural, language, special needs (visual, hearing, mobility, speech impairments), age, religion 2.2 State the relationship between customer expectations and customer satisfaction Customer expectations: definition (customer beliefs about quality and value); factors affecting beliefs, e.g. previous experiences, advertising, promises made by staff, level of service from other organisations in the industry, personal and cultural factors; customer needs and wants Customer satisfaction: level of happiness with the service received, e.g. right goods at the right price, good service and care, positive and helpful communications Relationship: customer expectations used as a measure for customer satisfaction; customer service delivery in line with customer expectations to provide satisfaction 2.3 Describe features of customer service delivery that would contribute to customer satisfaction Positive customer service delivery: features, e.g. fair and consistent service delivery, products/services fit for purpose, quick problem resolution, queries answered promptly and correctly, easy access to products and services, knowledgeable and helpful staff, good after sales service (warranties, help lines) 2.4 Describe customer service delivery that would not meet customer expectations Aspects of poor customer service delivery: e.g. long delays, staff being unavailable, staff lacking knowledge, incorrect product or price information, confusing information (industry jargons), misleading advertisements 23

30 Learning outcomes Assessment criteria Unit amplification 3 Know how customer service is organised and delivered 3.1 State what is meant by a service offer Service offer: definition (extent and standard of work that the organisation promises to customers); aspects of a service offer, e.g. policy on refunds, waiting times, quality of goods and service; service level agreements (SLAs); how organisations are differentiated from competitors; links to customer expectations 3.2 Identify the different ways in which organisations provide customer service Providing customer service: different methods of interaction, e.g. faceto-face on organisational premises, over the telephone, via , online messaging; provision of goods and services, e.g. electronic downloads, face-to-face in a retail environment, catalogue ordering, online shops, shopping channels, on customer premises; follow-up services, e.g. aftersales service, helplines, answering queries and resolving problems and complaints; providing related goods or services, e.g. delivery service, offering payment options, online tips and advice 3.3 Describe how staff are organised to ensure the delivery of effective customer service Organising staff: customer service teams; roles and responsibilities of different team members, e.g. assistant, adviser, team leader, manager; team rota to cover holidays and sickness; sharing of knowledge and expertise in a team 3.4 Outline key practices and procedures used to ensure effective customer service Key practices: limits of own role and responsibility (job description), escalation policy (when to escalate, who to escalate to); reporting relationship based on organisation chart; use of organisational policies, e.g. refund policy, policy for dealing with security risks, contractual agreement with customers Procedures: procedures for customer service, e.g. refunds procedures, returns procedures, handling financial transactions, procedures for dealing with challenging customers 24

31 Learning outcomes Assessment criteria Unit amplification 3.5 Describe how health and safety regulations relate to the delivery of customer service Regulations: six pack regulations under the Health and Safety at Work Act (1974), COSHH, RIDDOR; impact on service delivery, e.g. what to do or who to report to in the event of an accident or fire, spotting and reporting hazards and risks to keep customers and others safe, wearing the appropriate personal protective clothing, using safe working methods (safe VDU usage, correct manual handling techniques), following personal hygiene requirements, if applicable 3.6 State the key legislation and regulations that relate to the delivery of customer service Legislation: Sale of Goods Act (1979), Trade Descriptions Act (1968), Supply of Goods and Services Act (1982), Consumer Contracts Regulations (2014), Consumer Protection Act (1987), Data Protection Act (1998), Equality Act (2010) Impact on customer service delivery: establishes customer's legal and statutory rights; establishes organisation s legal and statutory responsibilities; products and/or services must meet regulations and legislation; staff need to follow clear procedures in order to remain compliant 25

32 Information for tutors Delivery Learning outcome 1 gives learners the opportunity to investigate customer service principles. Learners could work in small groups to discuss and research what customer service is and its importance. They could present their findings in the form of a talk, or group feedback or a group presentation. For learning outcome 2, the assessor could prepare a presentation and facilitate a group discussion on the issues around customer satisfaction and how it is achieved. The presentation should focus on the implications of not meeting customer expectations. For learning outcome 3, learners could look at real examples of methods of customer service delivery and consider the pros and cons of each. This could be delivered through case studies of relevant organisations or video clips, followed by whole-class discussions. Tutors are also encouraged, where appropriate, to arrange visits from speakers or external visits to different work/business environments so that learners can see customer service in action in a business environment. Although this is a knowledge unit, it still offers the chance for assessors to develop learners knowledge through role play and applied learning, to bring learning to life in a meaningful context. Assessment The centre will devise and mark the assessment for this unit. For assessment criteria 1.1 and 1.2, learners could produce a definition of the meaning of customer service and give a statement on why they believe good customer service is important in any customer service situation. This could be in the form of a short report. For assessment criteria 2.1, 2.2, 2.3 and 2.4, learners could work in small groups to carry out research on good and bad customer service and how customer satisfaction and expectations are met. They could produce their findings in the form of a group presentation. For assessment criterion 2.3, learners should describe at least four features of customer service delivery that would contribute to customer satisfaction. For assessment criteria 3.1, 3.2, 3.3, 3.4, 3.5 and 3.6, learners could produce a booklet from a case study of an organisation for new employees in a customer service environment which clearly identifies how the business delivers customer service consistently and to the standards required. The booklet could contain details of the organisation s service offer, and how staff are organised to ensure that customer service is effective and consistent. They could give details of the legislation and health and safety issues that must be adhered to and how the organisation ensures that they are adhered to. Learners should identify at least three different ways in which organisations provide customer service (3.2) and should outline at least two practices and at least two procedures used to ensure effective customer service (3.4). 26

33 Suggested resources Books Bacal R Perfect Phrases for Customer Service, Second Edition (Perfect Phrases Series) (McGraw-Hill Professional, 2011) ISBN Bounds A The Snowball Effect: Communication Techniques to Make You Unstoppable (Capstone, 2013) ISBN Cockerell Lee The Customer Rules: The 39 Essential Rules for Delivering Sensational Service (Profile Books, 2013) ISBN Evenson R Customer Service Training 101: Quick and Easy Techniques That Get Great Results (Amacom, 2010) ISBN McManus S Customer Service Pocketbook (Management Pocketbooks, 2013) ISBN Websites Customer Service Excellence home to the government's customer service standard Information on valuable customer service skills Information on freedom of information and data protection The Institute of Customer Service is the professional body for customer service Information on different jobs including customer service The Sector Skills Council for retail Customer service skills and information 27

34 Unit 2: Understanding How to Work in a Customer Service Role Unit reference number: T/506/8864 Level: 1 Credit value: 3 Guided learning hours: 28 Unit aim This unit will develop learners' knowledge of working in a customer service role by covering key aspects of customer service with which learners will need to be familiar. Learners will be introduced to the different job roles within a customer service setting and types of behaviours that could mean the difference between good and bad customer service. They will learn about the need to maintain high standards at all times. Teamwork is vital if good customer service is to be achieved and learners will look at how effective teamwork is maintained. Being able to identify customer expectations and knowing how to exceed them is an important feature of this unit, as is the ability to work within organisational policies and procedures to ensure that all customers receive the same high standard experience. Essential resources There are no special resources needed for this unit. 28

35 Learning outcomes, assessment criteria and unit amplification To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. Learning outcomes Assessment criteria Unit amplification 1 Know the standards of professionalism required in customer service roles 1.1 Describe different job roles within a customer service team Customer service assistant: entry level job; job description, e.g. answering queries and providing information to customers, escalating complaints, taking orders, handling payments, arranging product displays, supporting customer promotions and events, general administrative tasks; face to face, by telephone, , or using the internet Customer service adviser: job description, e.g. handling customer queries and complaints, recommending products/services to meet customer needs, informing customers of available products/services, helping to promote the organisation, updating customer records, carrying out administrative functions; face to face, by telephone, , or using the internet Customer service manager, supervisor or team leader: job description, e.g. leading and motivating the team, handling more complex complaints and queries, helping to build good customer relations, helping to develop customer service policies and procedures, recruiting and training staff, managing customer information, authorising refunds or compensation to customers Different types of organisation and sector: e.g. retail, hospitality, telesales, bank, call centre, airport 29

36 Learning outcomes Assessment criteria Unit amplification 1.2 Describe personal behaviours that can positively affect the customer experience 1.3 State the standards of personal presentation expected of customer service staff 1.4 State the importance of professionalism when delivering customer service Personal behaviours: politeness; openness and honesty; compliance with health and safety requirements; taking responsibility; confidentiality; showing concern for customer needs (empathy); acting fairly; showing initiative; willingness to help; being attentive; reliability Impact on customer: influences customer trust and loyalty; customer satisfaction; customers tell others about their positive experience; customer s choice to do business with the organisation in the future Personal presentation: appropriate clothing, e.g. uniforms, smart clothing, hygiene clothing, name badge; personal hygiene, e.g. clean and tidy appearance, fresh breath, no body odour; professional language, e.g. no slang or text speak; good posture and body language; tidy work area Professionalism in customer service: characteristics e.g. positive personal behaviours, appropriate standard of personal presentation, positive attitude, following organisational policies and procedures, knowledge of the organisation s products/services Importance: customer satisfaction; organisation s reputation; ensuring repeat business; first impressions count 30

37 Learning outcomes Assessment criteria Unit amplification 2 Know how to work in a team in customer service 2.1 Describe how individual behaviour can affect teamwork Impact of positive behaviour: improvement in team customer service standards; achievement of team targets; positive working relationships; effective delivery of customer service Impact of negative behaviour: team conflict; poor working relationships in the team; negative impact on customer service standards; potential for inconsistent work standards 2.2 Identify factors that lead to effective teamwork Factors for effective teamwork: common goals; support and encouragement; positive and open communication techniques; mutual respect and tolerance; listening to each other s opinions and suggestions; being patient and flexible; recognising and appreciating each other s roles; accepting constructive criticism; being able to motivate others; accepting responsibility 2.3 State ways of helping colleagues to carry out customer service tasks Ways of helping colleagues: e.g. finding the correct paperwork, passing information to another colleague, helping with administrative tasks, reminding colleagues where to find information or resources, sending s, attending to waiting customers 31

38 Learning outcomes Assessment criteria Unit amplification 3 Know the information required to deliver effective customer service 3.1 Identify the information necessary to meet customer needs and expectations Types of information: knowledge of the range of products or services and prices; product/service availability; product/service instructions; contact details ( addresses, telephone numbers); payment options; organisational policies and procedures; directions; organisational lines of reporting (line manager, supervisor) 3.2 Explain why knowledge of an organisation s products and services is important in ensuring effective customer service Knowledge of products and services: product/service features and benefits; instructions for use; ways to access products/services; price Importance of having knowledge of an organisation s products and services: professionalism; meeting customer expectations; effect on reputation; effect on business; possible legal implications of giving incorrect information 3.3 Identify different sources of information on an organisation s products and services Sources of information: brochures; leaflets; electronic, e.g. intranet, internet, web pages; colleagues, e.g. managers, supervisors; customers; trade organisations 32

39 Learning outcomes Assessment criteria Unit amplification 4 Know how to follow organisational practices and procedures in delivering customer service 4.1 State the importance of maintaining confidentiality when providing customer service 4.2 Outline ways of protecting the safety of customers personal information Confidential information: customer information, e.g. name, address, telephone number, credit and debit card details Importance of confidentiality: for customers, e.g. security of personal information, avoiding fraud; for organisations, e.g. compliance with the Data Protection Act 1998, duty of care to customer Safety: methods of protecting customers personal information, e.g. password security, lockable storage for filing, not keeping full credit card details on file, being alert to impersonators, disposing of personal information safely, encrypting data on computers 4.3 Describe when customer service issues should be referred to a line manager Referring to line manager: when outside limits of own authority, e.g. giving refunds, offering compensation, giving complimentary products; when lacking the required information, e.g. unable to answer customer query 4.4 State the importance of treating customers equally when delivering customer service Treating customers equally: equal opportunities; not discriminating because of race, religious belief or sexual orientation Importance: compliance with legislation; company reputation; customers feel welcome and at ease; moral obligation; repeat business 4.5 State how following organisational procedures contributes to good customer service Procedures for customer service: refunds procedures; returns procedures; handling financial transactions; procedures for dealing with challenging customers Benefits of following procedures: consistent level of customer service; guidance on how to deal with customers; compliance with legislation and regulations; customer satisfaction 33

40 Information for tutors Delivery Delivery of this unit would benefit from a variety of different delivery methods, including visiting speakers and visits to, for example, a retail outlet, an office, a call centre, where there is a strong emphasis on customer service and teamwork. Tutors could deliver learning outcome 1 using an external speaker from a local organisation where there are a number of roles working within a team in a customer service environment. The speaker could discuss the different job roles available and the behaviours that must be demonstrated, along with the importance of professionalism within the customer service environment. A visiting speaker could also focus on team-working aspects of customer service covered in learning outcome 2. Videos could be used to reinforce the teamwork issues. Learning outcome 3 could be delivered using small-group discussions using scenario briefs of well-known organisations where customer service plays a key role. This could be followed by group discussions and a Q&A session. A series of role-play scenarios could be developed for learning outcome 4 where learners play a series of different roles in different situations, for example dealing with customer problems, treating all customers fairly and equally, maintaining customer confidentiality. A presentation could also be used for this learning outcome along with a whole-class or small-group discussion, allowing learners to further investigate the policies and procedures that need to be followed at key times. Assessment The centre will devise and mark the assessment for this unit. To achieve assessment criterion 1.1, learners could research the key roles within customer service settings in a particular organisation. They could produce a report that describes each role and how these roles work within a larger team. For assessment criterion 1.2, learners could build on the information gathered for 1.1 and include the positive behaviours required for each of the roles identified, focusing on the personal behaviour that needs to be displayed and the impact that this behaviour could have on the customer. For assessment criterion 1.3, learners could write a short report on what they believe is important in terms of personal presentation when working in a customer service environment. This could also link to 1.2, where learners could investigate standard of personal presentation required of customer service staff, and to 1.4, where learners could include evidence of what they believe to be the appropriate levels of professionalism required when delivering customer service and the importance of this. Assessment criteria 2.1, 2.2 and 2.3 could be assessed through giving learners a case study of a customer service team where teamwork plays a vital role in day-today activities. Learners could either write a short report or answer a series of questions relating to the case study. At least 4 factors should be identified that lead to effective teamwork (2.2) and at least three ways of helping colleagues to carry out customer service tasks should be stated (2.3). 34