Qualification Specification. TQUK Level 4 NVQ Diploma in Customer Service (QCF) 601/5198/5

Transcription

1 Qualification Specification TQUK Level 4 NVQ Diploma in Customer Service (QCF) 601/5198/5 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 - Assessment Strategy - Skills CFA Assessment Strategy 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 APPENDIX 5 - Additional Requirements for Qualifications that use the title NVQ within the QCF September

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 TQUKs procedures and policies can be found on our website and accessed via a centres 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. TQUKs name may only be used by approved centres to promote any TQUK qualifications. When using TQUKs 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 TQUKs logo. Introduction to the Qualification Introduction to the Qualification The TQUK Level 4 NVQ Diploma in Customer Service (QCF) is regulated by Ofqual. Qualification Purpose The TQUK Level 4 NVQ Diploma in Customer Service (QCF) develops learners skills to enable them to develop and implement customer service strategies at an operational level. Learners main job role is likely to involve ensuring that policies, processes and practice are in place to achieve and continually improve customer service across a team, department or organisation, managing change when it occurs. This may involve the use of appropriate software. Learners will develop the skills to manage and resolve customers challenging issues. The qualification is composed of mandatory and optional units so that learners can select topics which are most relevant to their job role and organisation. Entry Requirements There are no specific entry requirements however learners should be able to work at this level and are likely to have prior work experience and /or qualifications in a business environment The qualification requires assessment of competence therefore learners must have access to a workplace in either an employed or voluntary capacity. The qualification is suitable for learners of 18 years of age and above. Progression Successful learners can progress to other qualifications such as: Institute of Leadership and Management (ILM) qualifications Qualifications in other work-related areas such as Administration, Retail, Contact Centres Accounting or IT or into employment in senior management working at strategic level 4

5 Structure Learners must achieve a minimum of 50 credits: 14 credits from Mandatory Group A and a minimum of 20 credits from Optional Group B. A maximum of 16 credits can come from Optional Group C. Mandatory Units Unit(s) Unit ref. Level Guided Learning Hours Credit value Manage customer service operations M/506/ Champion customer service D/506/ Manage personal and professional development T/506/ Optional Units Group B Unit(s) Unit ref. Level Guided Learning Hours Credit value Review the quality of customer service F/506/ Build and maintain effective customer relations R/506/ Develop a customer service strategy J/506/ Manage a customer service award programme Manage the use of technology to improve customer service Develop a social media strategy for customer service Develop customer service through social media Develop resources to support consistency of customer service delivery Use service partnerships to deliver customer service L/506/ Y/506/ D/506/ H/506/ Y/506/ D/506/

6 Resolve customers problems K/506/ Resolve customers complaints R/506/ Gather, analyse and interpret customer feedback Monitor the quality of customer service interactions D/506/ K/506/ Optional Units Group C Unit(s) Unit ref. Level Guided Learning Hours Credit value Encourage learning and development M/506/ Initiate and implement operational change T/506/ Manage a project R/506/ Manage business risk L/506/ Support environmental sustainability in a business environment Manage Health and Safety in own area of responsibility Manage incident management systems in a contact centre Promote equality, diversity and inclusion in the workplace R/506/ D/504/ H/503/ T/506/ Manage team performance A/506/ Manage individuals performance J/506/ Negotiating, handling objections and closing sales Obtaining and analysing sales-related information F/502/ R/502/ Buyer behaviour in sales situations K/502/ Manage incidents referred to a contact K/503/ centre 6

7 Design business processes D/506/ Manage direct sales operations in a contact centre Y/503/ Bespoke Software J/502/ Encourage innovation J/506/ 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 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) Additional Requirements for Qualifications that use the title NVQ within the QCF (Appendix 5) also apply to this qualification. 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. 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. 7

8 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 TQUKs 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 Centre 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 centres homepage of the TQUK Management Suite in the downloads section. It is a centres 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 centres 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. 8

9 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. Appeals Policy TQUKs 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 TQUKs qualifications are aware of the contents of TQUKs 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. 9

10 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 Managers role is to support centres with any administration queries or qualification support. Course Delivery 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 learners 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 Once approved to offer a qualification, the centre should register learners before any assessment can take place. Approved centres must follow TQUKs 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. 10

11 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 TQUKs 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/trainers responsibility to ensure that all sessions are fully planned and prepared and that all resources are available to learners. In order to gain approval by TQUK to deliver the Level 4 NVQ 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 11

12 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 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 learners 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 centres responsibility to ensure learners are notified about the result of any assessment outcomes. 12

13 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 Centre Quality Assurance TQUK require each centre to have in place a functioning quality system that is appropriate to the centres 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 centres quality assurance system. 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 Verifiers 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. 13

14 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) 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. 14

15 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: 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). Centres 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 TQUKs 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 centres 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 cooperate 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. 15

16 The TQUK Management Suite The TQUK Management 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. Useful 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. 16

17 Units of Assessment Units of Assessment Mandatory Unit Unit 1 Title: Manage customer service operations M/506/2898 Level: 4 Credit value: 7 Guided learning hours: 23 Learning outcomes Assessment criteria The learner will: 1. Understand the management of customer service operations The learner can: 1.1 Explain the basis for allocating resources 1.2 Assess the suitability of a range of methods to monitor customer service operations 1.3 Explain the strategies needed to deliver seamless customer service 1.4 Explain techniques used to develop solutions to problems 1.5 Evaluate sources of information on customer performance data 1.6 Analyse a range of techniques to identify patterns and trends in customer behaviour and customer service performance 1.7 Analyse a range of possible improvements to customer service operations 2. Be able to plan customer service operations 2.1 Define the service offer to meet identified customer expectations 2.2 Develop plans that will enable sustainable and consistent customer service operations to agreed standards 2.3 Develop contingencies that address identified risks 2.4 Specify targets, objectives, key performance 17

18 indicators (KPIs) and monitoring arrangements 2.5 Communicate objectives, targets, standards and procedures to staff 3. Be able to manage customer service operations 3.1 Allocate resources according to agreed priorities 3.2 Keep staff informed of developments in the customer service offer 3.3 Keep staff informed of developments in best practice for the delivery of customer service 3.4 Maintain positive working relationships amongst staff 3.5 Carry out monitoring activities in accordance with plans 3.6 Manage deviations from expected performance and service failures in accordance with contingency plans 3.7 Use feedback from staff and customers to make improvements 3.8 Take action within the limits of their responsibility to make improvements to customer service performance 4. Be able to prepare staff for the delivery of customer service 4.1 Confirm that staff understand the vision, objectives, roles, plans, standards and procedures to deliver customer service 4.2 Provide training and support that will enable staff to deliver customer service to the required standards 4.3 Communicate to staff their roles, responsibilities and work plans in line with delivery plans 5. Be able to measure customer service performance 5.1 Take action to ensure that systems to collect agreed performance data are in place 5.2 Identify trends of customer behaviour and customer service performance from performance data 5.3 Benchmark performance against agreed measures 5.4 Address identified anomalies and problems 5.5 Identify areas for improvement within customer service Assessment requirements: All Assessment Criteria must be met and assessed in line with Skills CFA Assessment Strategy. 18

19 Unit 2 Title: Champion customer service D/506/2153 Level: 4 Credit value: 4 Guided learning hours: 17 Learning outcomes Assessment criteria The learner will: 1. Understand how to champion customer service The learner can: 1.1 Evaluate the importance of viewing operations from the customers viewpoint 1.2 Analyse the role of service partners in providing customer service 1.3 Evaluate the effectiveness of information collection systems and reports 1.4 Describe organisational decision-making processes and limits of their own authority 1.5 Assess the suitability of a range of monitoring techniques to identify opportunities for customer service improvements 1.6 Describe activities that give added value to the service chain 2. Be able to identify the scope for improvements to customer service 2.1 Monitor customer service delivery to identify issues that are important to customer service 2.2 Analyse the implications of improvements to customer service 2.3 Identify customer service issues relating to new products and/or services 2.4 Identify the strategic and managerial implications of changes to customer service and the service offer 3. Be able to champion customer service 3.1 Promote the role of customer service within an organisations operational plans 20

20 3.2 Inform individual staff members about their role in championing customer service 3.3 Promote the benefits of effective customer service 3.4 Provide validated customer service advice and information to colleagues 3.5 Support others to identify areas for improvement to customer service 3.6 Monitor the effectiveness of advice and information given 3.7 Take actions to ensure that customer service delivery meets agreed standards Assessment requirements: All Assessment Criteria must be met and assessed in line with Skills CFA Assessment Strategy. 21

21 Unit 3 Title: Manage personal and professional development T/506/2952 Level: 3 Credit value: 3 Guided learning hours: 12 Learning outcomes Assessment criteria The learner will: 1. Be able to identify personal and professional development requirements The learner can: 1.1 Compare sources of information on professional development trends and their validity 1.2 Identify trends and developments that influence the need for professional development 1.3 Evaluate their own current and future personal and professional development needs relating to the role, the team and the organisation 2. Be able to fulfil a personal and professional development plan 2.1 Evaluate the benefits of personal and professional development 2.2 Explain the basis on which types of development actions are selected 2.3 Identify current and future likely skills, knowledge and experience needs using skills gap analysis 2.4 Agree a personal and professional development plan that is consistent with business needs and personal objectives 2.5 Execute the plan within the agreed budget and timescale 2.6 Take advantage of development opportunities made available by professional networks or professional bodies 3. Be able to maintain the relevance of a personal and professional 3.1 Explain how to set specific, measurable, achievable, realistic and time-bound (SMART) objectives 22

22 development plan 3.2 Obtain feedback on performance from a range of valid sources 3.3 Review progress toward personal and professional objectives 3.4 Amend the personal and professional development plan in the light of feedback received from others Assessment requirements: All Assessment Criteria must be met and assessed in line with Skills CFA Assessment Strategy. 23

23 Unit 4 Title: Review the quality of customer service F/506/2176 Level: 4 Credit value: 4 Guided learning hours: 20 Learning outcomes Assessment criteria The learner will: 1. Understand how to review the quality of customer service The learner can: 1.1 Explain the value of measuring the quality of customer service 1.2 Analyse the criteria for and factors involved in setting customer service standards 1.3 Explain how to construct representative samples 1.4 Analyse methods of validating information and information sources 1.5 Explain how to set and use customer service performance metrics 1.6 Explain the use of customer feedback in the measurement of customer service 1.7 Analyse the advantages and disadvantages of a range of data analysis methods 2. Be able to plan the measurement of customer service 2.1 Identify the features of customer service against which customer satisfaction can be measured 2.2 Select data collection methods that are valid and reliable 2.3 Specify monitoring techniques that measure customer satisfaction 2.4 Establish evaluation objectives and key performance indicators (KPIs) in the measurement of customer service 24

24 2.5 Specify the information to be collected 3. Be able to evaluate the quality of customer service 3.1 Validate the information collected to identify useable data 3.2 Use information analysis methods that are appropriate to the nature of the information collected 3.3 Identify instances of effective customer service, shortfalls and gaps from the information analysis against agreed criteria 3.4 Develop recommendations that address identified areas for improvement supported by evidence Assessment requirements: All Assessment Criteria must be met and assessed in line with Skills CFA Assessment Strategy. 25

25 Unit 5 Title: Build and maintain effective customer relations R/506/2179 Level: 4 Credit value: 6 Guided learning hours: 25 Learning outcomes Assessment criteria The learner will: 1. Understand how to build effective relationships with customers The learner can: 1.1 Analyse stakeholder mapping techniques 1.2 Analyse the features of influencing techniques 1.3 Explain how influencing techniques can be used to improve the relationship with customers 1.4 Evaluate the benefits and value of relationships with customers and customer loyalty 1.5 Explain how techniques to manage expectations are applied to the management of customers 1.6 Explain different types of acceptable compromise 1.7 Evaluate the benefits of adopting a customercentred approach 2. Be able to determine the scope for building effective relationships with customers 2.1 Identify the customers with whom relationships should be developed 2.2 Identify the interests and concerns of customers with whom relationships should be developed 2.3 Evaluate the scope for and limitations of building relationships with different types of customer 3. Be able to develop effective relationships with customers 3.1 Behave in a way that creates mutual trust and respect 3.2 Provide information and perform actions within agreed timescales 26

26 3.3 Take account of feedback provided by customers 3.4 Keep customers up to date with new products and/or services and developments 3.5 Assess regularly the extent to which customers expectations are met 3.6 Use personal influence and authority to ensure that customer needs are met or exceeded 4. Be able to review and improve relationships with customers 4.1 Monitor customer relationships and developments 4.2 Take action to ensure that others complete agreed actions within agreed timescales 4.3 Address changes to customer service methods that may have an effect on customer relationships 4.4 Collect feedback from customers on their levels of satisfaction 4.5 Recommend improvements to customer service based on analyses of the effectiveness of customer relationships Assessment requirements: All Assessment Criteria must be met and assessed in line with Skills CFA Assessment Strategy. 27

27 Unit 6 Title: Develop a customer service strategy J/506/2180 Level: 4 Credit value: 6 Guided learning hours: 25 Learning outcomes Assessment criteria The learner will: 1. Understand the development of a customer service strategy The learner can: 1.1 Explain the relationship between a customer service strategy and an organisations overall business strategy 1.2 Assess sources of information about customers and their expectations 1.3 Analyse the value of customer loyalty 1.4 Evaluate practices that can help build customer loyalty 1.5 Explain the components of an effective customer service strategy 1.6 Explain the relationship between customer expectations and the service offer as defined in the business strategy 2. Be able to develop a customer service strategy 2.1 Evaluate current thinking on good practice in customer service from research 2.2 Identify organisational values, aims and objectives to be considered in developing the customer service strategy 2.3 Assess the implications of legal and regulatory requirements, codes of practice and ethical considerations for customer service 2.4 Develop a customer service strategy that is consistent with best practice and organisational 28

28 values, aims and objectives 2.5 Analyse the roles of those responsible for achieving different parts of the customer service strategy 2.6 Specify mechanisms to evaluate the customer service strategy 2.7 Evaluate the implications of a customer service strategy for the organisation 2.8 Obtain approval for the customer service strategy from decision makers Assessment requirements: All Assessment Criteria must be met and assessed in line with Skills CFA Assessment Strategy. 29

29 Unit 7 Title: Manage a customer service award programme L/506/2181 Level: 4 Credit value: 4 Guided learning hours: 15 Learning outcomes Assessment criteria The learner will: 1. Understand the management of a customer service award programme The learner can: 1.1 Justify the reasons for an award programme 1.2 Explain how to make use of a customer service award programme as a promotional tool 1.3 Explain the likely impact of organisational culture on a customer service award programme 1.4 Explain the requirements of a business case for a customer service award programme 2. Be able to plan a customer service award programme 2.1 Define specific, measurable, achievable, realistic and time-bound (SMART) objectives for the award programme 2.2 Evaluate the benefits, drawbacks and costs of different options for a customer service award programme 2.3 Select the option that best meets the objectives of the award programme 2.4 Develop a plan that specifies roles, responsibilities, actions, resources, contingencies and timescales 2.5 Develop award criteria that are transparent and fair 3. Be able to manage a customer service award programme 3.1 Promote the award programme with the dual purpose of motivating team members and engaging customers 3.2 Take action to ensure that award winners are recognised in a way that demonstrates 30

30 organisational commitment to excellent customer service 3.3 Evaluate the effectiveness of a customer service award programme Assessment requirements: All Assessment Criteria must be met and assessed in line with Skills CFA Assessment Strategy. 31

31 Unit 8 Title: Manage the use of technology to improve customer service Y/506/2183 Level: 4 Credit value: 4 Guided learning hours: 14 Learning outcomes Assessment criteria The learner will: 1. Understand how to manage the use of technology to improve customer service The learner can: 1.1 Analyse developments in information and communication technology that relate to customer service 1.2 Analyse the features, functions and implications of technology for customer service delivery 1.3 Explain how to monitor the use of technology to improve customer service 2. Be able to identify opportunities for customer service improvement through the use of technology 2.1 Review the effectiveness of customer service delivery against agreed criteria 2.2 Identify how customer service delivery could be improved by the introduction or adaptation of technology 2.3 Assess the costs of changes in the use of technology to improve customer service delivery 2.4 Make recommendations for changes in the use of technology through a costed business case 3. Be able to implement changes in technology to improve customer service 3.1 Plan the implementation of changes in the use of technology in a way that minimises disruption to business 3.2 Update colleagues on the implementation and expected benefits of new technology 3.3 Provide staff with training in the use of new technology 32

32 3.4 Monitor the implementation of changes in the use of technology in line with the plan 3.5 Evaluate the effectiveness of changes in the use of technology against agreed evaluation criteria Assessment requirements: All Assessment Criteria must be met and assessed in line with Skills CFA Assessment Strategy. 33

33 Unit 9 Title: Develop a social media strategy for customer service D/506/2184 Level: 4 Credit value: 5 Guided learning hours: 16 Learning outcomes Assessment criteria The learner will: 1. Understand the development of a customer service social media strategy The learner can: 1.1 Explain the role of social media within an organisations customer service strategy 1.2 Analyse the components and scope of a social media strategy and its links with other aspects of an organisation 1.3 Explain the importance of marketing and brand values for the organisations strategy 1.4 Explain the functionality and features of external social media tools 1.5 Analyse media management tools in relation to social networking 1.6 Evaluate the way in which an organisations use of social media contributes to business performance 2. Be able to develop a customer service social media strategy 2.1 Evaluate the factors affecting the development of a customer service social media strategy 2.2 Assess the suitability of different methods of engaging customers using social media 2.3 Analyse competitor presence and activity in social media 2.4 Formulate a vision for a social media strategy that takes account of an organisations operating environment and practical constraints 34

34 2.5 Develop a strategy that is consistent with an organisations overall business strategy and objectives and addresses identified risks 2.6 Evaluate the extent to which existing organisational structures and processes are capable of delivering the strategy 3. Be able to promote the benefits of social media networking to customer service 3.1 Evaluate the benefits and drawbacks of using social media for dissemination purposes 3.2 Analyse the benefits and consequences of social media engagement with customers 3.3 Promote on-going dialogue with customers through social networking 3.4 Act as a social media champion within an organisation 3.5 Analyse the risks attached to the use of social media Assessment requirements: All Assessment Criteria must be met and assessed in line with Skills CFA Assessment Strategy. 35

35 Unit 10 Title: Develop customer service through social media H/506/2185 Level: 4 Credit value: 4 Guided learning hours: 16 Learning outcomes Assessment criteria The learner will: 1. Understand the use of social media for customer service 2. Be able to identify the scope for improvements to customer service through the use of social media 3. Be able to develop customer service provision through social The learner can: 1.1 Assess the role of social media in achieving organisational objectives 1.2 Describe how mainstream and niche social media platforms are used by customers 1.3 Explain the legislation and regulations that affect the use of social media 1.4 Explain the etiquette required when engaging customers via different social media platforms Explain how to establish key performance 1.5 indicators (KPIs) to measure improvements in customer service performance 2.1 Identify social media platforms that are most likely to be used by the organisations customers Identify developments within the organisation 2.2 that could benefit from promotion through social media networks 2.3 Analyse how the organisation and its competitors use social media 2.4 Develop profiles of how customers and potential customers use social media Define improvements to customer service that 2.5 could be achieved through the organisations use of social media 2.6 Specify objectives and organisational policy for participating in social media networks Develop a plan for the enhanced use of social 3.1 media to deliver customer service based on analyses of data gathered and profiles 36