Qualification Specification. TQUK Level 2 Diploma in Customer Service (QCF) 601/4936/X

Transcription

1 Qualification Specification TQUK Level 2 Diploma in Customer Service (QCF) 601/4936/X 1

2 Contents Page no: 1. INTRODUCTION 3 2. QUALIFICATION SPECIFICATIONS 3 3. INTRODUCTION TO THE QUALIFICATION 4 4. PROGRESSION 4 5. STRUCTURE 5 6. ASSESSMENT 7 7. CENTRE APPROVAL 8 8. COURSE DELIVERY CENTRE QUALITY ASSURANCE THE TQUK MANAGEMENT SUITE USEFUL WEBSITES UNIT OF ASSESSMENT APPENDIX 1 - Skills CFA Assessment Strategy APPENDIX A - Realistic Working Environment Guidelines APPENDIX B - Simulation: A List of Units APPENDIX 2 - ITQ Assessment Strategy for England, Wales and Northern Ireland March APPENDIX 3 - Skills CFA Assessment Strategy 2010 Sales Standards (updated January 2013) APPENDIX 4 - Skills CfA Assessment Strategy Contact Centre Operations January

3 Introduction Welcome to TQUK. TQUK is an Awarding Organisation recognised by the Office of Qualifications and Examinations Regulation (Ofqual) in England and by the Welsh Government. TQUK offers qualifications on the Qualifications and Credit Framework (QCF). Qualifications regulated by Ofqual are listed on the Register of Regulated Qualifications ( We aim to provide qualifications that meet the needs of industry which are designed by leading professionals and delivered to centres and learners with integrity and compliance in mind. To accompany the qualification, TQUK will provide centres with world class customer service to support the delivery of our qualifications. Please visit our website for news of our latest developments. Qualification Specifications Qualification Specifications Each qualification which TQUK offers is supported by a specification that includes all the information required by a centre to deliver a qualification. Information in the specification includes unit information, assessment and learning outcomes. The aim of the Qualification Specification is to guide a centre through the process for delivering the qualification. Please read alongside the TQUK Centre Handbook. Further details of TQUK s procedures and policies can be found on our website and accessed via a centre s homepage in the Management Suite. TQUK expects all centres to familiarise themselves with the specification and the Centre Handbook as they will assist in the administration, preparation, delivery and assessment of the qualification. All TQUK literature will be provided through the medium of English. On request, materials can be supplied in Welsh or Irish. Qualification specifications can be found on the TQUK website Please check the website regularly to ensure that you are using the most up to date version. This qualification may be eligible for public funding. If you are applying for funding you should use the QN number. For further advice on funding, contact TQUK. If you have any further questions please contact TQUK. 3

4 Use of TQUK Logo, Name and Qualifications TQUK is a professional organisation and use of its name and logo is restricted. TQUK s name may only be used by approved centres to promote any TQUK qualifications. When using TQUK s logo, there must be no changes or amendments made to it, in terms of colour, size, border and shading. Only the logo given as part of centre approval should be used. Approved centres must only use the logo for promotional materials such as on corporate/business letterheads, pages of a centre's web site relating to TQUK qualifications, printed brochures, leaflets or exhibition stands. If a centre no longer has TQUK approved centre status, it must immediately discontinue the use of TQUK s logo. Introduction to the Qualification Introduction to the Qualification The TQUK Level 2 Diploma in Customer Service (QCF) is regulated by Ofqual. Qualification Purpose The purpose of the qualification is develop learners customer service skills and to raise customer service standards. It is suitable for all learners whose job role includes customer service as it develops knowledge, understanding and skills in the key concepts of customer service and how to apply customer service knowledge and skills in the workplace. 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. Entry Requirements There are no specific entry requirements however learners should have a minimum of Level one in literacy and numeracy or equivalent. The qualification is suitable for learners of 16 years of age and above. Progression Successful learners can progress to other qualifications such as: TQUK Level 2 Diploma in Business Administration (QCF) TQUK Level 3 Diploma in Business Administration (QCF) TQUK Level 2 Diploma in Team Leading (QCF) TQUK Level 3 Diploma in Customer Service (QCF).or to other qualifications in the areas of customer service, business administration or management 4

5 Structure Learners must achieve a minimum of 45 credits: 19 credits from the Mandatory Group, a minimum of 3 credits from Optional Group A, and a minimum of 16 credits from Optional Group B. A maximum of 7 credits can come from Optional Group C. Mandatory Unit Unit(s) Unit ref. Level Guided Learning Hours Credit value Deliver customer service A/506/ Understand customers F/506/ Principles of customer service J/506/ Understand employer organisations A/506/ Manage personal performance and development L/506/ Optional Unit Group A Unit(s) Unit ref. Level Guided Learning Hours Credit value Communicate verbally with customers D/506/ Communicate with customers in writing T/506/ Optional Unit Group B Unit(s) Unit ref. Level Guided Learning Hours Credit value Deal with incoming telephone calls from customers H/506/ Make telephone calls to customers K/506/ Promote additional products and/or L/506/

6 services to customers Process information about customers R/506/ Exceed customer expectations Y/506/ Deliver customer service whilst working on customers premises T/506/ Carry out customer service handovers T/506/ Resolve customer service problems A/506/ Deliver customer service to challenging customers F/506/ Develop customer relationships Y/506/ Support customer service improvements T/506/ Support customers through real-time online customer service Use social media to deliver customer service A/506/ J/506/ Resolve customers complaints R/506/ Gather, analyse and interpret customer feedback Support customers using self-service equipment Provide post-transaction customer service D/506/ H/506/ K/506/ Optional Unit Group C Unit(s) Unit ref. Level Guided Learning Hours Credit value Health and Safety Procedures in the Workplace T/505/ Manage diary systems L/506/ Provide reception services H/506/ Contribute to the organisation of an L/506/

7 event Buddy a colleague to develop their skills M/506/ Employee rights and responsibilities L/506/ Develop working relationships with colleagues Principles of equality and diversity in the workplace R/506/ J/506/ Processing sales orders M/502/ Meeting customers after sales needs R/502/ Handling objections and closing sales M/502/ Deal with incidents through a contact centre Carry out direct sales activities in a contact centre K/503/ L/503/ Negotiate in a business environment H/506/ Bespoke Software F/502/ Guided Learning Hours The credit value of a qualification can be used to determine how long it will take a learner to achieve, as one credit corresponds to 10 hours of learning. These hours are made up of contact time with a teacher/assessor, referred to as guided learning hours (GLH), and non-contact time for study and assessment activities. Assessment Assessment must meet the requirements of the Skills CFA Assessment Strategy (Appendix 1) and where indicated the requirements of the: ITQ Assessment Strategy (Appendix 2) Skills CFA Assessment Strategy 2010 Sales Standards (Appendix 3) Skills CfA Assessment Strategy Contact Centre Operations (Appendix 4) This qualification requires assessment of both knowledge and competence therefore: Assessment decisions for competence based learning outcomes (e.g. those beginning with to be able to ) must be made in a real work environment by an occupationally competent assessor. Any knowledge evidence integral to these learning outcomes may be generated outside of the work environment but the final assessment decision must be within the real work environment. 7

8 Assessment decisions for competence based learning outcomes must be made by an assessor qualified to make assessment decisions. Competence based assessment must include direct observation as the main source of evidence. Therefore the assessment must be carried out in real time. The observation cannot be recorded and assessment judgements made at a later date. Assessment of knowledge based learning outcomes (e.g. those beginning with know or understand ) may take place in or outside of a real work environment. Assessment decisions for knowledge based learning outcomes must be made by an occupationally knowledgeable assessor. Assessment decisions for knowledge based Learning Outcomes must be made by an assessor qualified to make assessment decisions. Centres should refer to TQUK s Assessment Guidance document which can be found on the TQUK Management Suite. This document details the types of assessment and evidence which are acceptable. Recording documents for the assessments can be found on the TQUK Management Suite. These include an Observation Record. Observations for assessment can be made using Skype but it is expected that at least one observation for each unit is carried out with the assessor present in the workplace. All learning outcomes must be met to achieve a Pass - there is no grading Centre Approval Approval To offer any TQUK qualification each centre must be registered with TQUK and meet centre and qualification approval criteria. Approval must be confirmed prior to any assessment of learners taking place. It is essential that centres provide learners with access to appropriate support in the form of specialist resources. Approved centres must seek approval for each qualification they wish to offer. The approval process requires centres to demonstrate that they have the resources, including staff, to deliver and assess the qualification. Centre Policies In order to obtain centre approval from TQUK, an approved centre must have a range of policies in place. A full list of these policies can be found on the centre s homepage of the TQUK Management Suite in the downloads 8

9 section. It is a centre s responsibility to ensure that all employees are aware of the policies and procedures and that they are adhered to at all times. Learners should also be informed, by the centre, of policies that are relevant to them such as complaints and appeals. Failure to enforce or adhere to these policies could result in a centre s approval status being withdrawn. TQUK has policies and procedures in place to support centres. Definitions and details can be found in the Centre Handbook and on the TQUK website. These include: Equality and Diversity If a centre does not have an Equality and Diversity Policy, TQUK can provide one. Learners should be made aware that this policy is available to them should they choose to view it. Reasonable Adjustments and Special Considerations TQUK is committed to complying with all current and relevant legislation in relation to the development and delivery of our qualifications which at the time of writing includes, but is not limited to, the Equality Act We seek to uphold human rights relating to race relations, disability discrimination and special educational needs of our learners and to provide equal reasonable adjustments and special considerations for all learners registered on our qualifications. TQUK expect all approved centres to have in place an Equality and Diversity Policy, which includes the following principles and guidelines: Assessment should be a fair test of learners knowledge and what they are able to do. For some learners the usual format of assessment may not be suitable. We ensure that our qualifications and assessments do not bar learners from taking our qualifications. We recognise that reasonable adjustments or special considerations may be required at the time of assessment where:- learners have a permanent disability or specific learning needs learners have a temporary disability, medical condition or learning needs learners are indisposed at the time of the assessment. The provision for reasonable adjustments and special consideration arrangements is made to ensure that learners receive recognition of their achievement provided that the equity, validity and reliability of the assessments can be assured. Such arrangements are not concessions to make assessment easier for learners, or to provide any learner with unfair advantage. For full details of TQUK's policy and the process for requesting reasonable adjustments and/or special considerations, please refer to the Reasonable Adjustments and Special Considerations Policy on the homepage on the TQUK Management Suite. 9

10 Appeals Policy TQUK s Appeals Policy is aimed at our customers, including learners, who are delivering, enrolled on or have taken a TQUK approved qualification or unit. It sets out the process a centre should follow when submitting appeals to TQUK and the process TQUK will follow when responding to enquiries and appeals. It is important that staff involved in the management, assessment and quality assurance of TQUK s qualifications are aware of the contents of TQUK s policy. For details of TQUK's policy and procedure on appeals, please refer to the homepage on the TQUK Management Suite. To be approved by TQUK, a centre must have in place an internal Appeals Policy that is shared with learners. Complaints For details of TQUK's policy and procedure on complaints, please refer to the homepage on the TQUK Management Suite. Support from TQUK Approved centres will be able to access support from TQUK whenever necessary. External Verifier visits will be undertaken on a regular basis. TQUK also offer approved centres the service of an Account Manager. An Account Manager s role is to support centres with any administration queries or qualification support. Course Delivery Pre-Course Information All learners should be given appropriate pre-course information regarding any TQUK qualifications. The information should explain about the qualification, the fee, the form of the assessment and any entry requirements or resources needed to undertake the qualification. Initial Assessment Centres should ensure that any learner registered on a TQUK qualification undertakes some form of initial assessment. The initial assessment should be used to inform a teacher/trainer on the level of the learner s current knowledge and/or skills. Initial assessment can be undertaken by a teacher/trainer in any form, depending on the qualification to be undertaken by the learner/s. It is the centre's responsibility to make available forms of initial assessment that are valid, applicable and relevant to TQUK qualifications. All initial assessment findings should be analysed by a teacher/trainer and the information obtained should be used to inform teaching and learning approaches, content delivery and assessment strategies. Initial assessment will be reviewed during the IV and EV process. Learner Registration 10

11 Learner Registration Once approved to offer a qualification, the centre should register learners before any assessment can take place. Approved centres must follow TQUK s procedures for registering learners on the homepage of the Management Suite. For short courses, TQUK offer the option of registering a course and booking a number of places. Learners are then added once the course has taken place, thus acknowledging situations where substitutions are made at short notice to meet business needs. Resources Learners will need access to the following:- Course manual ICT resources if applicable Equipment at the venue Appropriate general and subject specific texts A suitably equipped venue and resources Other resources to support identified needs of learners. Resources to support the delivery of the qualification This list is not final, additional resources may be added to meet the needs of the learners. Training Requirements Training must be delivered following quality detailed lesson plans. All lesson plans must include:- Aim (a clear concise statement to show what the learners are to achieve by the end of the course) Objectives (to give the learners a step by step guide as to how they are going to achieve the aim of the course) Length of time allocated for each individual session Learner activities during the session Training methods, resources and equipment to be used Methods of assessing the level of knowledge/skills the learners have gained. Trainer/Assessor Requirements The role of a teacher, trainer, tutor or assessor is to deliver TQUK qualifications to learners. They must be qualified in the subject area they are delivering. Any centre staff delivering a qualification must also hold relevant experience of delivery of that qualification or work experience in the qualification subject. The responsibility of a trainer, teacher, tutor or assessor is to ensure that learners gain knowledge and/or skills when studying a TQUK qualification. They must ensure that they follow TQUK s qualification specifications and deliver an interesting and informative course to learners. They must ensure learners receive the correct support and/or advice to assist them in achieving their qualification. All TQUK qualifications must be delivered in a professional manner. It is a teacher/trainer s responsibility to ensure that all sessions are fully planned and prepared and that all resources are available to learners. 11

12 In order to gain approval by TQUK to deliver the Level 2 Diploma in Customer Service (QCF) trainers/assessors must:- meet the requirements of the Skills CFA Assessment Strategy (Appendix 1) and where indicated the requirements of the: ITQ Assessment Strategy (Appendix 2) Skills CFA Assessment Strategy 2010 Sales Standards (Appendix 3) Skills CfA Assessment Strategy Contact Centre Operations (Appendix 4) be occupationally competent in the subject area being delivered show current evidence of continuing professional development in assessment and quality assurance and hold the qualification (or equivalent ) they are assessing and have successfully assessed learners for other qualifications; if assessing quality assurance roles, they must have experience as a qualified quality assurance practitioner of carrying out internal or external quality assurance of qualifications for a minimum of two assessors and a teaching qualification such as: o o o o Further and Adult Education Teachers Certificate Cert Ed/PGCE/B Ed/M Ed PTLLS/CTLLS/DTLLS Level 3 Award/4 Certificate/5 Diploma in Education and Training and be occupationally competent in the training and/or assessing and operating within Learning and Development NOS 9 Assess Learner Achievement, evidenced by one or more of the following or equivalent qualifications: o Level 3 Award in Assessing Competence in the Work Environment (QCF) o Level 3 Award in Assessing Vocationally Related Achievement (QCF) o Level 3 Award in Understanding the Principles and Practices of Assessment (QCF) o Level 3 Certificate in Assessing Vocational Achievement (QCF) o A1 or D32/D33 or attend a CPD event for trainer/assessors held by TQUK 12

13 Assessment Policy A centre must ensure that assessment is valid, reliable and does not disadvantage or advantage any group of learners or individuals. The assessment procedure should be open, fair and free from bias. There should also be accurate and detailed recording of assessment decisions. In order to do this, the centre should:- Assess learner s evidence using only the published assessment criteria Ensure that assessment decisions are impartial, valid and reliable Develop assessment procedures that will minimise the opportunity for malpractice Maintain accurate and detailed records of assessment decisions Maintain a robust and rigorous internal verification procedure Annually provide samples for external verification, as required by the awarding body Monitor external verifier reports and undertake any remedial action required Share good assessment practice between all training teams Ensure that assessment methodology is understood by all staff Provide resources to ensure that assessment can be performed accurately and appropriately All centre devised assessments must be approved by TQUK before use. Results and Certification Results and certificates will be issued to centres once they have undertaken the required internal quality assurance procedures and have undergone external quality assurance activities, necessary for each qualification. It is a centre s responsibility to ensure learners are notified about the result of any assessment outcomes. Approved centres must also fully inform learners regarding how and when they are able to obtain any results and/or certificates after successfully completing a course. Once all course documentation has been received and quality assured, certificates will be dispatched and should be received at the centre within 48 hours. To inform TQUK of learners who have passed, centres should use the Registering a Group of Learners section on the homepage of the TQUK Management Suite. Should exceptional circumstances arise and a certificate is lost or damaged, learners may request a replacement certificate. Replacement certificates will have the same standing as original certificates and will incur a fee. An approved centre should make replacement certificate requests to TQUK. Centre Quality Assurance TQUK require each centre to have in place a functioning quality system that is appropriate to the centre s size and volume of learners. The centre should also maintain sufficient records which demonstrate the use of quality systems and the outcomes of key monitoring activities. All qualifications should be delivered to a high standard and assessment and internal quality assurance/verification must be embedded throughout a centre s quality assurance system. 13

14 Each approved centre must employ staff who can undertake a number of specific roles that allow the centre to function effectively. Some centre roles can be undertaken by different individuals or the same person, depending on the size of the centre and the volume of TQUK qualification being delivered. Full details of centre and TQUK responsibilities for quality assurance can be found on the TQUK website and in the Centre Handbook. Internal Verifier The role of an Internal Verifier (IV) is at the heart of the quality assurance and management systems of each approved TQUK Centre. There are three main aspects of the Internal Verifier role: Verifying assessment Developing and supporting teachers, trainers, tutors and assessors Managing the quality of delivery Verifying assessment is concerned with maintaining the quality of assessment for all learners. In most centres this forms the core part of the Internal Verifier s duties, and is by far the most time consuming. There are three strands to verifying assessment: - sampling assessments, monitoring assessment practice and standardising assessment judgements. IVs should offer advice and guidance on best practice to trainers and assessors. IVs will undertake regular observations of trainers and assessors. They will also review learner portfolios and undertake standardisation activities as part of this support. IVs will be expected to devise and undertake sampling activities in line with centre approval responsibilities. They are also responsible for managing the quality of delivery by trainers, to ensure that learners are receiving the best possible teaching and learning. IVs set best practice standards in centres. Full details of TQUK's requirements for Internal Verification can be found in the Centre Handbook. Internal Verifier Requirements Internal verifiers must have relevant experience in delivering and/or assessing the subject they are internally verifying. This includes having a working knowledge of the requirements of the qualification, and a thorough knowledge and understanding of the role of tutors/assessors and internal quality assurance. Internal verifiers must support tutors and assessors in their delivery and assessment of a qualification. They should also observe assessments. All those who quality assure this qualification internally must: Meet the requirements of the Skills CFA Assessment Strategy (Appendix 1) and where indicated the requirements of the: ITQ Assessment Strategy (Appendix 2) Skills CFA Assessment Strategy 2010 Sales Standards (Appendix 3) Skills CfA Assessment Strategy Contact Centre Operations (Appendix 4) 14

15 Have up-to-date working knowledge and experience of best practice in assessment and quality assurance Show current evidence of continuing professional development in assessment and quality assurance Hold or be working towards one of the following qualifications or their recognised equivalent: o Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice, or o Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice, or o V1 Conduct internal quality assurance of the assessment process or o D34 Internally verify the assessment process or o attend a CPD event for IVs held by TQUK It is best practice that those who quality assure the qualification also hold one of the following qualifications or their recognised equivalent: Level 3 Award in Assessing Competence in the Work Environment or Level 3 Certificate in Assessing Vocational Achievement, or A1 Assess candidate performance using a range of methods, or D32 Assess candidate performance and D33 Assess candidate using differing sources of evidence Internal verifiers who do not hold one of the internal quality assurance qualifications listed above, must follow the principles set out in Learning and Development NOS 11 - Internally monitor and maintain the quality of assessment. External Quality Assurance/Verification External quality assurance (EQA) is carried out to ensure a centre is using valid, reliable, fair and ethical assessment and internal quality assurance processes. External quality assurers/verifiers (EVs) will be appointed by TQUK to approve a centre, and to monitor delivery, assessment and internal quality assurance. Annual EV visits are provided free. Additional support visits can be requested at any time which will incur a charge. Additional support can include specific advice regarding particular qualification requirements, and/or assessment and internal quality assurance guidance. If centres have any specific qualification questions, they should contact TQUK. TQUK will make contact with a centre to arrange external quality assurance activities and may request information in advance of an EV visit. Malpractice & Maladministration Policy Definition of Malpractice Malpractice is any activity or practice which deliberately contravenes regulations and compromises the integrity of the internal or external assessment process and/or the validity of certificates. It covers any deliberate actions, neglect, default or other practice that compromises, or could compromise: 15

16 the assessment process the integrity of a regulated qualification the validity of a result or certificate the reputation and credibility of TQUK the qualification or the wider qualifications community Malpractice may include a range of issues from the failure to maintain appropriate records and systems to the deliberate falsification of records in order to claim certificates. It also covers misconduct and forms of unnecessary discrimination or bias towards certain or groups of learners. Definition of Maladministration Maladministration is any activity or practice which results in non-compliance with administrative regulations and requirements and includes the application of persistent mistakes or poor administration within a centre (e.g. inappropriate learner records). Centre s Responsibility It is important that centre staff involved in the management, assessment and quality assurance of TQUK qualifications, and learners, are fully aware of the contents of the policy and that centres have arrangements in place to prevent and investigate instances of malpractice and maladministration. A failure to report suspected or actual malpractice/maladministration cases, or have in place effective arrangements to prevent such cases, may lead to sanctions being imposed on a centre (see TQUK s Sanctions Policy in the downloads section of the TQUK Management Suite for details of the sanctions that may be imposed). TQUK can provide centres with guidance/advice/support on how to prevent, investigate, and deal with malpractice and maladministration. A centre s compliance with this policy, and how it takes reasonable steps to prevent and/or investigate instances of malpractice and maladministration, will be reviewed by TQUK periodically through ongoing centre monitoring arrangements. Should an investigation be undertaken into a centre, the head of centre must: respond speedily and openly to all requests relating to the allegation and/or investigation co-operate and ensure that staff cooperate fully with any investigation and/or request for information. For full details of TQUK's policy on malpractice and maladministration, please refer to the homepage on the TQUK Management Suite. 16

17 The TQUK TQUK Management Management Suite Suite Once a centre registers with TQUK they will be given a centre login to the Management Suite where they will enter their centre details. The TQUK Management Suite holds information regarding the centre approval process. The booking and management of a centre's qualifications with TQUK is user friendly and designed to help in the administration of qualifications. Centres will be able to register learners and course details via their homepage on the Management Suite. A centre will be able to register:- Course details Trainer/Tutor/Assessor and IV details Learner details Results for certification Management Suite training will be given to each new centre, once approved. Websites Useful Websites Health and Safety Executive Office of Qualifications and Examinations Regulation Register of Regulated Qualifications Skills CfA (Council for Administration) - e-skills UK (Sector Skills Council for Business and Information Technology) Equalities and Human Rights Commissions The National Archives (For all UK legislation) The Institute of Customer Service For further details regarding approval and funding eligibility please refer to the following websites: o Skills Funding Agency for public funding information for 19+ learners in England o Learning Aim Reference Service (LARS) o DAQW Database of Approved Qualifications for public funding in Wales o Department for Employment and Learning or Department of Education for public funding in Northern Ireland. 17

18 Units of Assessment Units of Assessment Mandatory Unit Unit 1 Title: Deliver customer service A/506/2130 Level: 2 Credit value: 5 Guided learning hours: 27 Learning outcomes Assessment criteria The learner will: 1. Understand customer service delivery The learner can: 1.1 Explain the relationship between customers needs and expectations and customer satisfaction 1.2 Describe the features and benefits of an organisation s products and/or services 1.3 Explain the importance of treating customers as individuals 1.4 Explain the importance of balancing promises made to customers with the needs of an organisation 1.5 Explain when and to whom to escalate problems 1.6 Describe methods of measuring their own effectiveness in the delivery of customer service 2. Understand the relationship between customer service and a brand 2.1 Explain the importance of a brand to an organisation 2.2 Explain how a brand affects an organisation s customer service offer 2.3 Explain the importance of using customer service language that supports a brand promise 2.4 Identify their own role in ensuring that a brand promise is delivered 3. Be able to prepare to deal with customers 3.1 Keep up to date with an organisation s products and/or services 18

19 3.2 Prepare resources that are necessary to deal with customers before starting work 4. Be able to provide customer service 4.1 Maintain organisational standards of presentation and behaviour when providing customer service 4.2 Adapt their own behaviour to meet customers needs or expectations 4.3 Respond to customers requests in line with organisational guidelines 4.4 Inform customers of the progress of their requests 4.5 Confirm that customers expectations have been met in line with the service offer 4.6 Adhere to organisational policies and procedures, legal and ethical requirements when providing customer service 5. Be able to support improvements to customer service delivery 5.1 Identify ways that customer service could be improved for an organisation and individuals 5.2 Share information and ideas with colleagues and/or service partners to support the improvement of service delivery Assessment requirements: All Assessment Criteria must be met and assessed in line with Skills CFA Assessment Strategy. 19

20 Unit 2 Title: Understand customers F/506/2131 Level: 2 Credit value: 2 Guided learning hours: 17 Learning outcomes Assessment criteria The learner will: 1. Understand different types of customers The learner can: 1.1 Explain the distinctions between internal and external customers 1.2 Explain how cultural factors can affect customers expectations 1.3 Describe the characteristics of challenging customers 1.4 Explain how to identify dissatisfied customers 2. Understand the value of customers and their loyalty 2.1 Explain how the achievement of the customer service offer contributes to enhancing customer loyalty 2.2 Explain the relationship between customer satisfaction and organisational performance 2.3 Explain how the reputation and image of an organisation affects customers perceptions of its products and/or services 2.4 Explain the potential consequences of customers dissatisfaction 2.5 Describe different methods of attracting customers and retaining their loyalty 20

21 Unit 3 Title: Principles of customer service J/506/2132 Level: 2 Credit value: 4 Guided learning hours: 34 Learning outcomes Assessment criteria The learner will: The learner can: 1. Understand customer service 1.1 Explain the purpose and scope of customer service 1.2 Define the term service offer 1.3 Explain the value of a service offer to an organisation 1.4 Explain the importance of delivering consistently high quality customer service 1.5 Explain the importance of keeping up to date with knowledge of competitors activities 1.6 Explain barriers to providing effective customer service 1.7 Describe the features of effective follow-up service 2. Understand how legal and ethical requirements relate to customer service 2.1 Describe how sales and consumer-related legislation and regulations affect the delivery of customer service 2.2 Describe how health, safety and environmental legislation affects customer service delivery 2.3 Explain how ethical considerations affect customer service 2.4 Explain how equality legislation affects customer service 2.5 Describe how legislation affects the use and storage of customer information 21

22 3. Understand how to deliver effective customer service 3.1 Explain the difference between customers wants, needs and their expectations 3.2 Explain how to identify customers needs and expectations 3.3 Explain the importance of managing customers expectations 3.4 Explain how to behave in a way that meets customers expectations 3.5 Describe techniques that can be used to put customers at ease and gain their trust 3.6 Explain the importance of following up actions and keeping promises when delivering customer service 4. Understand the management of customer service information 4.1 Explain how customer service information can be used 4.2 Explain the importance of systems to manage customer service information 4.3 Explain the uses of systems to manage customer service information 4.4 Identify the features of an effective customer complaints process 4.5 Describe the uses of a customer complaints process 22

23 Unit 4 Title: Understand employer organisations A/506/1964 Level: 2 Credit value: 4 Guided learning hours: 40 Learning outcomes Assessment criteria The learner will: The learner can: 1. Understand organisational structures 1.1 Explain the differences between the private sector, public sector and voluntary sector 1.2 Explain the functions of different organisational structures 1.3 Describe the features of different types of legal structures for organisations 2. Understand the organisational environment 2.1 Describe the internal and external influences on organisations 2.2 Explain the use of different models of analysis in understanding the organisational environment 2.3 Explain why change in the business environment is important Assessment requirements: All Assessment Criteria must be met and assessed in line with Skills CFA Assessment Strategy. 23

24 Unit 5 Title: Manage personal performance and development L/506/1788 Level: 2 Credit value: 4 Guided learning hours: 18 Learning outcomes Assessment criteria The learner will: 1. Be able to manage personal performance The learner can: 1.1 Agree specific, measurable, achievable, realistic and time-bound (SMART) objectives that align with business needs with line manager 1.2 Agree criteria for measuring progress and achievement with line manager 1.3 Complete tasks to agreed timescales and quality standards 1.4 Report problems beyond their own level of competence and authority to the appropriate person 1.5 Take action needed to resolve any problems with personal performance 2. Be able to manage their own time and workload 2.1 Plan and manage workloads and priorities using time management tools and techniques 2.2 Take action to minimise distractions that are likely to limit the effective management of time and the achievement of objectives 2.3 Explain the benefits of achieving an acceptable work-life balance 3. Be able to identify their own development needs 3.1 Identify organisational policies relating to personal development 3.2 Explain the need to maintain a positive attitude to feedback on performance 3.3 Explain the potential business benefits of personal development 24

25 3.4 Identify their own preferred learning style(s) 3.5 Identify their own development needs from analyses of the role, personal and team objectives 3.6 Use feedback from others to identify their own development needs 3.7 Agree specific, measurable, achievable, realistic and time-bound (SMART) development objectives that align with organisational and personal needs 4. Be able to fulfil a personal development plan 4.1 Agree a personal development plan that specifies actions, methods, resources, timescales and review mechanisms 4.2 Make use of formal development opportunities that are consistent with business needs 4.3 Use informal learning opportunities that contribute to the achievement of personal development objectives 4.4 Review progress against agreed objectives and amend plans accordingly 4.5 Share lessons learned with others using agreed communication methods Assessment requirements: All Assessment Criteria must be met and assessed in line with Skills CFA Assessment Strategy. 25

26 Unit 6 Title: Communicate verbally with customers D/506/2119 Level: 2 Credit value: 3 Guided learning hours: 14 Learning outcomes Assessment criteria The learner will: 1. Understand how to communicate verbally with customers The learner can: 1.1 Explain the importance of effective communication in customer service 1.2 Explain how tone of voice, choice of expression and body language can affect the way customers perceive their experience 1.3 Explain why customer service language is used 1.4 Describe different questioning techniques that can be used when communicating with customers 1.5 Describe verbal and non-verbal signals that show how a customer may be feeling 1.6 Describe the types of information needed when communicating verbally with customers 2. Be able to use customer service language to communicate with customers 2.1 Identify customers wants and priorities 2.2 Listen actively to what customers are saying 2.3 Communicate clearly, concisely and professionally with customers 2.4 Use a tone of voice and expression that reinforces messages when communicating with customers 2.5 Use language that reinforces empathy with customers 2.6 Adapt their response in accordance with customers changing behaviour 26

27 2.7 Provide information and advice that meets customers needs 2.8 Maintain organisational standards of behaviour and communication when interacting with customers 2.9 Check that customers have understood what has been communicated 2.10 Adhere to organisational policies and procedures, legal and ethical requirements when communicating verbally with customers Assessment requirements: All Assessment Criteria must be met and assessed in line with Skills CFA Assessment Strategy. 27

28 Unit 7 Title: Communicate with customers in writing T/506/2126 Level: 2 Credit value: 3 Guided learning hours: 20 Learning outcomes Assessment criteria The learner will: 1. Understand how to communicate with customers in writing The learner can: 1.1 Explain why it is necessary to use different forms of written communication for different purposes 1.2 Describe practices for producing different forms of written communications 1.3 Describe the potential benefits and limitations associated with communicating with customers in writing 1.4 Explain the implications of confidentiality and data protection in communicating with customers in writing 2. Be able to plan written communications to customers 2.1 Identify the objective(s) of the communication 2.2 Gather the information needed to draft the communication 2.3 Select the form of written communication that is most likely to lead to customer satisfaction within the service offer 3. Be able to communicate with customers in writing 3.1 Produce communications that recognise customers points of view in accordance with organisational standards, styles and tone 3.2 Use language that is clear and concise, adapting it to meet identified customer needs 3.3 Record decisions and actions taken and the reasons for them 3.4 Adhere to organisational policies and procedures, 28

29 legal and ethical requirements when communicating with customers in writing Assessment requirements: All Assessment Criteria must be met and assessed in line with Skills CFA Assessment Strategy. 29

30 Unit 8 Title: Deal with incoming telephone calls from customers H/506/2154 Level: 2 Credit value: 3 Guided learning hours: 16 Learning outcomes Assessment criteria The learner will: 1. Understand how to deal with incoming customer calls The learner can: 1.1 Explain why an organisation should have guidance on dealing with telephone calls 1.2 Explain why an organisation should have an identity checking process 1.3 Explain the importance of keeping customer information up to date 1.4 Explain the importance of keeping customers informed of the progress of their call 1.5 Describe how body language and facial expressions can be detected over the telephone 1.6 Describe different questioning techniques used when dealing with incoming calls 1.7 Explain how to handle abusive calls 2. Be able to establish the purpose of incoming customer calls 2.1 Verify the identity of callers in line with organisational guidelines 2.2 Speak clearly, concisely and politely using speech and tone to create a rapport 2.3 Adapt their own communication style to meet customers needs 2.4 Listen actively to what customers are saying to collect as much information as possible 2.5 Use questioning techniques that are appropriate to the conversation 30

31 2.6 Record information in line with organisational guidelines 3. Be able to deal with customer questions and requests 3.1 Respond in a way that best meets customer and organisational requirements 3.2 Give clear and concise information that meets customers needs 3.3 Manage the length of the conversation 3.4 Confirm that the customer is satisfied with the outcomes of the conversation 3.5 Complete agreed post-call follow up actions Assessment requirements: All Assessment Criteria must be met and assessed in line with Skills CFA Assessment Strategy. 31

32 Unit 9 Title: Make telephone calls to customers K/506/2155 Level: 2 Credit value: 3 Guided learning hours: 16 Learning outcomes Assessment criteria The learner will: 1. Understand how to make telephone calls to customers The learner can: 1.1 Explain the legislation and regulations relating to the use of customer information when planning to make calls 1.2 Explain the importance of keeping customer information up to date 1.3 Explain the reasons for organisational guidance on dealing with telephone calls 1.4 Explain the reasons for organisational identity checking processes 1.5 Explain how body language and facial expressions can be detected over the telephone 1.6 Describe different questioning techniques when dealing with customers 1.7 Explain organisational guidelines for what can and cannot be said or promised 1.8 Explain how to handle abusive calls from customers 2. Be able to plan telephone calls to customers 2.1 Identify the objective(s) of calls 2.2 Prepare the information needed to make calls 2.3 Plan the structure of calls 2.4 Identify customers likely responses and how they can be dealt with 3. Be able to make telephone calls to 3.1 Use telecommunications equipment in accordance customers with organisational standards 32

33 3.2 Confirm the identity of customers in line with organisational guidelines 3.3 Make the customer aware of the purpose of the call as early as possible 3.4 Speak clearly, concisely and politely, using speech and tone to create rapport 3.5 Adapt their own communication style to meet customers needs 3.6 Listen actively to what customers are saying to collect as much information as possible 3.7 Give clear and concise information that meets customers needs 3.8 Record information in line with organisational guidelines 3.9 Complete agreed follow up actions after closing the telephone call Assessment requirements: All Assessment Criteria must be met and assessed in line with Skills CFA Assessment Strategy. 33

34 Unit 10 Title: Promote additional products and/or services to customers L/506/2133 Level: 2 Credit value: 2 Guided learning hours: 14 Learning outcomes Assessment criteria The learner will: 1. Understand the promotion of additional products and/or services to customers The learner can: 1.1 Describe organisational policies and procedures on the promotion of additional products and/or services 1.2 Explain the importance of keeping product/service knowledge up to date 1.3 Explain how to match products and/or services to customer needs 1.4 Describe techniques to promote additional products and/or services 2. Be able to promote additional products and/or services to customers 2.1 Identify opportunities to promote additional products and/or services that are likely to improve the customer experience 2.2 Promote the benefits of additional products and/or services that are likely to be of interest to customers 2.3 Provide information to customers that will help them to decide whether to select additional products and/or services 2.4 Adhere to organisational policies and procedures, legal and ethical requirements when promoting products and/or services Assessment requirements: All Assessment Criteria must be met and assessed in line with Skills CFA Assessment Strategy. 34

35 Unit 11 Title: Process information about customers R/506/2134 Level: 2 Credit value: 3 Guided learning hours: 14 Learning outcomes Assessment criteria The learner will: 1. Understand how to process customer information The learner can: 1.1 Describe the functions of customer information systems 1.2 Explain the way in which legislation and regulatory requirements affect the processing of customer information 1.3 Explain different responsibilities and levels of authority for processing customer service information 1.4 Explain the reliability of sources of customer information 1.5 Explain the validity of customer information 2. Be able to process customer information 2.1 Record information about customers in line with organisational standards and procedures 2.2 Keep customer information up to date 2.3 Respond to requests for customer information from authorised people in a timely manner 2.4 Retrieve customer information that meets the requirements of the request 2.5 Supply customer information in a format appropriate for the recipient 2.6 Adhere to organisational policies and procedures, legal and ethical requirements when processing customer information 35