Unit Specification - Skills Development Scotland
Tutor PackSkills for Customer CareUNIT CODE F38W 10971550143510Acknowledgments and Copyright informationWe are grateful for the contribution of the Scottish Qualifications Authority in the compilation of these materials, specifically for its permission to reproduce Unit Specifications and assessment materialThanks are also due to West Lothian College for their significant input to developing, quality and equality checking these materials. Copyright? Skills Development Scotland 2013Copyright for this pack is held by the Skills Development Scotland Co. Ltd. However, tutors have permission to use the pack and reproduce items from the pack provided that this is to support teaching and learning processes and that no profit is made from such use. If reproduced in part, the source should be acknowledged. Further information regarding this Course, including the Course and Unit Specifications, National Assessment Bank materials, Assessment Support Materials, Centre Approval and certification, can be obtained from:The Scottish Qualifications AuthorityOptima Building58 Robertson StreetGlasgowG2 8DQAssessment MaterialsWe strongly recommend that you utilise the SQA ASP materials for the assessment of this Award which can be accessed by SQA approved centres on their secure website. You can gain further information on this by contacting your SQA Business ManagerWhilst every effort has been made to ensure the accuracy of this Support Pack, tutors should satisfy themselves that the information passed to candidates is accurate and in accordance with the current SQA arrangements documents. SDS will accept no responsibility for any consequences deriving either directly or indirectly from the use of this Pack.Contents in this packUnit SpecificationPrior verificationLesson planTutor notes Assessment Record SheetsUnit assessment class recordInternal Verification ReportAdditional materialsUnit SpecificationUNITSkills for Customer Care (SCQF level 4)CODEF38W 10SUMMARYThis Unit may be delivered as part of a National Qualification Group Award or as a free-standing Unit. The Unit is intended for learners who wish to develop skills, knowledge and understanding of customer care. Learners will consider how to identify customers, their needs and how these needs can be met. Procedures for dealing with dissatisfied customers are also considered. The practical nature of this Unit allows learners to gain a real insight into customer care.OUTCOMESExplain the importance of customer care to an organisation.Establish the needs of external customers.Provide information to external customers.Respond to dissatisfied external customers in specified circumstances.RECOMMENDED ENTRYWhile entry is at the discretion of the centre, learners would be expected to have good communication and interpersonal skills.CREDIT VALUE1 credit at Intermediate 1 (6 SCQF credit points at SCQF level 4*).*SCQF credit points are used to allocate credit to qualifications in the Scottish Credit and Qualifications Framework (SCQF). Each qualification in the Framework is allocated a number of SCQF credit points at an SCQF level. There are 12 SCQF levels, ranging from Access 1 to Doctorates.CORE SKILLSThere is no automatic certification of Core Skills in this Unit.Opportunities for developing aspects of Core Skills are highlighted in Guidance on Learning and Teaching Approaches for this Unit. Acceptable performance in this Unit will be the satisfactory achievement of the standards set out in this part of the Unit Specification. All sections of the statement of standards are mandatory and cannot be altered without reference to SQA.OUTCOME 1Explain the importance of customer care to an organisation.Performance CriteriaIdentify examples of internal and external customers in an organisation.Explain the positive effects of good customer care to an organisation.Explain the negative effects poor customer care would have on an organisation.OUTCOME 2Establish the needs of external customers.Performance CriteriaIdentify needs of external customers through appropriate questions.Maintain a positive and helpful attitude and appropriate tone throughout customer interactions.Follow organisational customer care procedures throughout interactions.OUTCOME 3Provide information to external customers.Performance CriteriaIdentify relevant information to meet the established needs of external municate this information clearly and accurately using appropriate communication methods.Maintain a positive and helpful attitude and appropriate tone throughout customer interactions.Follow organisational customer care procedures throughout interactions.OUTCOME 4Respond to dissatisfied external customers in specified circumstances.Performance CriteriaIdentify the reasons for dissatisfaction of specific customers.Explain clearly to customers the organisational procedure for dealing with customer dissatisfaction.Respond appropriately to specific customer problems, in line with organisational policy and procedures.Maintain a positive and helpful attitude and appropriate tone throughout customer interactions.Follow organisational customer care procedures throughout interactions.EVIDENCE REQUIREMENTS FOR THIS UNITPerformance evidence and written/oral recorded evidence which covers all the Outcomes and Performance Criteria is required.Outcome 1Learners are required to provide written or oral recorded evidence to demonstrate that they are able to:give examples of internal and external customers in an organisationprovide an explanation of the positive effects of good customer care on that organisation, and the negative effects poor customer care would have on itThis assessment should take place in controlled open-book conditions. Where the learner answers orally, the assessor must complete an assessor checklist.Outcomes 2, 3 and 4Learners will be required to demonstrate evidence through performance that when dealing with customers they are able to:ask relevant questions to identify the needs of an organisation’s customeridentify information to meet the needs of an organisation’s customer and articulate it clearly to the customer using appropriate communication methodsidentify the reasons for the dissatisfaction of an organisation’s customer, explain the organisation’s procedure for dealing with the customer’s dissatisfaction and respond appropriately to the customer, clearly explaining the next steps. This will involve a customer problem or complaint in circumstances specified by the centremaintain a positive and helpful attitude and appropriate tone while interacting with these customersThe information to be provided may be about a product or service of the organisation. Communication may be oral (e.g. by telephone or face-to-face) or in writing (e.g. e-mail).Performance evidence can be produced through a range of real or simulated practical scenarios, either in a realistic working environment or a workplace environment. An assessor observation checklist must be used to provide evidence of performance. Questioning may be used to supplement performance evidence. For Outcome 4, the circumstances should be specified by the centre and learners will demonstrate that they can explain and follow the organisation’s procedure for dealing with dissatisfied customers.This part of the Unit Specification is offered as guidance. The support notes are not mandatory.While the exact time allocated to this Unit is at the discretion of the centre, the notional design length is 40 hours.GUIDANCE ON THE CONTENT AND CONTEXT FOR THIS UNITIt is important that content of this Unit is contextualised for learners.Outcome 1 considers the importance of good customer care to an organisation. Both internal and external customers of an organisation should be identified, for example, colleagues in another part of the organisation or external customers using the organisation’s products and/or services. Learners should be asked to draw on their own experience as customers to gain an appreciation of their expectations of good customer service. The importance of customers to the success of an organisation should also be explored.Outcome 2 offers the opportunity to establish the needs of different types of customer by asking appropriate questions. These could be oral in a face-to-face situation or on the telephone, or in writing, for example via e-mail. Various ways of establishing customer needs should be considered and learners should practise appropriate methods of identifying exactly what the customer requires.In Outcome 3, learners are required to meet customers’ needs by providing appropriate information about a product or service of the organisation. Learners should look at different types of information that customers commonly require, for example, the quality and features of the organisation’s products and/or services and how they are delivered to thecustomer. Different ways of gaining this information should be considered, with respect to access, time and organisational procedures.In Outcome 4, learners examine how to identify the reasons for customer dissatisfaction and the organisation’s procedure for dealing with this. Having identified the reasons for the customer’s dissatisfaction, which could be a problem or complaint, learners will explain the organisation’s procedure for dealing with such a situation and respond appropriately to the customer.Outcomes 2, 3 and 4 are also concerned with the need to follow organisational procedures, which could be in the form of an organisational policy or guidelines — and may cover personal appearance- at all times in a customer care setting. Learners should understand that a consistent level of good practice is required in maintaining good customer care, and should maintain a positive and helpful attitude and appropriate tone while dealing with customers. Non-spoken communication, e.g., the effects of positive and negative body language on customers, should be considered.GUIDANCE ON LEARNING AND TEACHING APPROACHES FOR THIS UNITThis Unit may be delivered as part of a National Qualification Group Award or as a free-standing Unit.It is important to contextualise the content to make it as relevant as possible to the learner’s area of study. A range of delivery techniques can be employed, including group discussion, and learners should be encouraged to draw on any experience they have in the workplace — both as customers and of delivering customer care. The use of real or fictional case studies/scenarios will aid them to put their learning into a practical context. It would be advantageous for learners to be able to experience a real or simulated customer service environment. Alternatively, learners could role play similar situations. It may be possible to link this Unit with any relevant work experience which the learner undertakes as part of their programme of study.It would be helpful for learners to visit an organisation with a good reputation for customer care as part of their studies. Good practice could be identified and used as discussion points within the class. It may be useful for a speaker from a relevant industry to talk to learners about how their organisation plans, implements and improves customer care.OPPORTUNITIES FOR CORE SKILL DEVELOPMENTIn this Unit, learners will carry out practical activities that involve interacting with customers. These are good opportunities for developing communication and problem solving skills.GUIDANCE ON APPROACHES TO ASSESSMENT FOR THIS UNITThe practical assessment for this Unit could take place in a customer care environment and effort should be made to make the situation as real as possible. It may be possible to link this assessment to work experience which the learner carries out as part of the programme of study. Alternatively, a role play situation could be used. It may be possible to develop scenarios in which learners could provide the evidence for Outcomes 2, 3 and 4. These could be in the form of role plays or case studies. Questioning may be used to supplement performance evidenceRestricted response questions may be used to gather evidence of the underpinning knowledge needed. This assessment should take place in controlled open-book conditions.Opportunities for the use of e-assessmentE-assessment may be appropriate for some assessments in this Unit. By e-assessment we mean assessment which is supported by information and communications technology (ICT), such as e- testing or the use of e-portfolios or e-checklists. Centres who wish to use e-assessment must ensure that the national standard is applied to all learner evidence and that conditions of assessment as specified in the Evidence Requirements are met, regardless of the mode of gathering evidence. Further advice is available in SQA Guidelines on Online Assessment for Further Education (AA1641, March 2003), SQA Guidelines on e-assessment for Schools (BD2625, June 2005).LEARNERS WITH DISABILITIES AND/OR ADDITIONAL SUPPORT NEEDSThe additional support needs of individual learners should be taken into account when planning learning experiences, selecting assessment instruments, or considering alternative Outcomes for Units. Further advice can be found in the SQA document Guidance on Assessment Arrangements for Learners with Disabilities and/or Additional Support Needs .ukASSESSMENT MATERIALS We strongly recommend that you utilise the SQA ASP materials for this Unit which can be accessed by SQA approved centres on their secure website. You can gain further information on this by contacting your SQA Business ManagerSCHEME OF WORKNote that the session lengths will vary according to your learners’ needs. For some learners it may be appropriate to combine these sessions into one, in others you may wish to break them down further. You should add and subtract your own planned learning activities as required. None of the formative learning activities outlined in the exemplar scheme of work are mandatory requirements. The notional time for the delivery and assessment for this unit is 40 hours.Prior verification should take place before the delivery of the unit to ensure that all materials are current and up-to-date including all legislation, URLs and websites.REPORT ON PRIOR VERIFICATION OF ASSESSMENT INSTRUMENTSUnit Title: ________________________ Delivering Lecturer(s): ________________________YesNoN/AActionBy whenCurrent unit specification/standardStaff information form fully completed and signed, including details of any assessment conditions and arrangements for remediation and re-assessmentScheme of Work/Delivery PlanAssessment instruments/test specifications for unit – internally verified, stamped and signedMarking scheme/marking guidelines/exemplar solutions - IV stamped for validityAlternative assessments – internally verified, stamped and signedMarking scheme/guidelines/solutions for alternative assessments – IV stamped for validityAssessment Schedule for unit (and assessment plan for programme/award, where appropriate)Assessment checklist(s) – space for learner’s name, assessor’s signature, dateActions completed from previous IV reportsActions completed from previous EV reportsTeaching and learning materials meet QEID principlesNo action requiredAction requiredSigned (Internal Verifier) DateRequired actions completedSigned (Internal Verifier)DateLESSON PLAN Skills for Customer CareDate of lesson: Lecturer’s name:Class name/programme: No of learners in group: To meet Skills for Customer CareLesson context/ general aim:To improve customer care skillsLesson objectives/ specific learning goalsUnderstand what good customer care isIdentify who their customers areExamine good and bad customer careConsider ways of providing good customer careIdentify why customers complain and how they feelLook at ways of dealing with customer complaintsMethods to be used to judge if objectives have been met. How will you know?(include informal/ formative assessment and any summative)Outcome one of Skills for Customer Care Open Book AssessmentOutcome two and three assessed Role PlayResources requiredFlip chartPens/paperPaperworkLearner PackTIMED BREAKDOWN OF APPROACHES AND ACTIVITIES:Approx. durationApproaches and lesson activitiesInvolving whom15 mins Discussing aims and objectivesAll10 minsActivity one – Customer Care, what is it? - group or individual activity.Group or Individual5- 10 minsExplain Internal and External customers Tutor to Group20 minsActivity two – Who are your customers - pairs Large group DiscussionPairs and Group40 minsActivity three – Good and bad Customer Care – pairsLarge Group DiscussionPairs and Group60 minsInstruments of Assessment 1AssessmentOutcome OneOpen Book30 minsActivity four – What is the best thing to do? – small groups and then large group discussionSmall group20 minsActivity 5 – large group discussion – Why do customers complainGroup15 minsActivity 6 and 7 Discuss how they thing customers feel when they are making a complaint. Individual or pairs40 minsActivity 8 – Read over handout – “remedy for complaints” see role playing optionTutor and small groups30 minsActivity 9 – Telephone skills worksheetIndividuals30 minsActivity 10 – Customer satisfactionIndividuals120 minsInstruments of Assessment 2 Role play120 minsInstruments of Assessment 3Role playtutor notes- Customer CareACTIVITY 1 - Customer Care – What is it?We all know what it is like to receive good customer care.It’s that nice feeling we get when we are helped to select the right product, when a repair is done properly and on time, when we are not left waiting for ages. When people take the time to tell us what is happening.Customer Care is not only about giving people what they want. It is also about telling people when things are not possible and handling complaints in such a way that they feel satisfied with what has happened even though they have not got what they wanted.Group Activity – On flip chart – An individual activity is available in learner pack,As a group think of as many words or phrases you think would be used when describing customer care.Answers might includeA good description of Customer Care includes some of the following words:Treating people as individuals, Fair treatment, Good service, Putting faults right, Courtesy, Politeness, Listening, Honesty, Taking trouble with things.You might want to discuss any that were not identified.Internal and External CustomersNeed to explain the following informationWHO ARE YOUR CUSTOMERS?Your customers depend on the type of organisation or company you work for and your role within it.For example: If you work as a hospital porter your main customers will be patients, but you could also say that visitors and nurses are also your customers because you will also be providing a service for these people.If you work as a receptionist your customers will also vary, your will be serving the needs of the public but will also be providing a service to other persons within the organisation.Customers, therefore fall into two groups:Internal customers External customers.ACTIVITY 2 – In pairs or individuals- Who are your customers? See learner packThink about who your customers are within the work placement.Identify who is an Internal Customer and who is an External Customer. Large group discussion ACTIVITY 3 – In pairs - Good and Bad Customer CareDuring the past year there will have been many occasions when you will have been a customer for either goods or services. Think of:An example of what you regard as EXCELLENT customer careAn example of what your regards as POOR customer careFor each example:Identify the key factors that contributed to the experiencesDescribe your feelings and reactions at the timeDescribe your feelings and reactions nowExample 1Excellent Customer CareExample 2Poor customer CareBriefly describe the circumstancesBriefly describe the circumstancesList the factors that contributed to this being an excellent customer care experienceList the factors that contributed to this being a poor customer care experienceMy feelings and reactions at the timeMy feelings and reactions at the timeMy feelings and reactions nowMy feelings and reactions nowLarge Group – Discuss the answersThe Group must now complete Instruments of Assessment 1 Learners get one hour to complete in open book conditions.Give out Case Study and ask learners to complete this assessment.ACTIVITY 4 - What is the best thing to do? See Learner PackSmall groups or individuals ask the learners to complete activity four in their learner pack.Large group – Discuss responses.ACTIVITY 5 - Why Do Customers Complain?There are a number of reasons why customers complain. Ask the large group to try to think of some of the complaints your organisation or company receive and write on flip chart. There is an individual activity in learner pack if required.Discuss with the groupSome common reasons for customer complaints are:Customers have not got the treatment they expected at your company/organisationCustomers want to be treated to a certain standard and expect courtesy and politeness when dealing with professionalsThey felt the service they received when they arrived was unsatisfactoryIf a customer is not dealt with straight away they may feel they are not important.The staff have been rude or ignored the customerIf the staff do not acknowledge a customer, they may be seen as being rudeCustomers have misunderstood information/instructionsCustomers may not have listened to what they have been told and carried out instructions wrongly, they often do not want to admit it is their mistake so will blame you.Appointments are not running on timeIf customer makes an appointment for a specific time, they expect to be seen at this time.The phone may have been answered in an abrupt mannerSometimes when we are busy, the phone ringing feels like a nuisance, if we answer the phone with an abrupt tone, customers will pick up on this and feel like they are being a burden, this will upset them.The tone of voice used on the telephone may have upset themSometimes it’s not what we say; it’s how we say it!ACTIVITY 6- How Do Complaining Customers Feel?Remind the group that most customers are reasonable. There are few who will not be satisfied whatever you do. And ask them - How do you think customers feel when they are complaining?Identify as many examples as they can relate to how they think customers may be feeling:What do customers expect?Discuss with the group In all situations customers expect the following:To be listened toTo be treated with courtesyTo be taken seriouslyFor you to be calmNot to be interrupted when they are initially trying to explain the problemNot to be kept waitingFor the problem to be followed upTo get a reasonable explanation as to what can be done or why the problem cannot be put rightHandling Complaints SensiblyACTIVITY 7 – How do you currently handle complaints?Group discussion on:How do you currently handle complaints?Is there room for improvement?ACTIVITY 8 – Read over handout “remedy for complaints”Depending on time you could role play answering the telephone to enable practice for role playing assessment and/or break up the session.ACTIVITY 9 – Telephone skills worksheet- In Learner Pack Pairs or small groups followed by discussionACTIVITY 10– Customer satisfactionLarge group – Discussion- Consider their placements- do they think the organisations are giving good customer service?Do they know if organisation has a complaints procedure?Do they know your complaints procedure- they might want to be reminded that they are your customers etc.Learners are now ready to be assessed using Instruments of Assessment 2 and 3This is a role playing exercise which involves learners planning and then undertaking a role play which is assessed by the tutor.Assessment record sheetsLearner Unit assessment recordBusiness: Skills for Customer Care (SCQF Level 4)ClassGroupLearner nameLearner IDRecord of performanceOutcomes*Achieved/ not achievedComments1Explain the importance of customer care to an organisation.2Establish the needs of external customers.3Provide information to external customers.4Respond to dissatisfied external customers in specified circumstances.*(Enter A or NA in the box to indicate whether the learner has achieved or not achieved each Outcome. The comments column can be used to highlight any reassessment that may be needed.)Overall commentsAssessor nameAssessor signatureDateUnit assessment class recordBusiness: Skills for Customer Care (SCQF Level 4)ClassGroupLearner surnameLearner forenameLearner IDOutcomesOverall achievement*12341AN/A2AN/A3AN/A4AN/A5AN/A6AN/A7AN/A8AN/A9AN/A10AN/A11AN/A12AN/A13AN/A14AN/A15AN/A16AN/A17AN/A18AN/A19AN/A20AN/A21AN/A22AN/A23AN/A24AN/A25AN/A* Mark A or N/A as appropriateINTERNAL VERIFICATION REPORT ON ASSESSMENT SAMPLETo:Lecturer/AssessorUnit TitleUnit NoProgramme Name YesNoCommentsAssessment evidence and materials availableAll learners work verifiedStandards consistently appliedIf no, list learners where standards applied were inconsistentLearners’ NamesReason for inconsistencyMaterials satisfactorily verifiedYes/NoUndernoted action required by __________________________ (date)Internal VerifierDateAbove action satisfactorily completedYes/NoInternal Verifier _______________DateADDITIONAL MATERIALSHandout 1 Remedy for ComplaintsSTAGE 1Listen carefully to what they are saying.Avoid the temptation to interrupt or give explanations at this time.Allow the customer to state their views and feelings.They will not be prepared to listen to anything you have to say until you have done this.Do use encouraging phrases and sounds to reassure them of your interest.STAGE 2Use neutral phrases showing you understand the problem. (I can see you are in a predicament, I can understand your feelings, and I appreciate your concerns) This will calm them down giving you a basis for constructive dialogue.Apologise at this stage ONLY IF APPROPRIATE. Avoid apologising repeatedly as this will give them impression of grovelling.STAGE 3Providing the customer has stated their views/feelings, and care has been taken to avoid head on arguments the customer should have calmed down enough to discuss the problem logically.Use straightforward language to explain solutions and discuss the plans of action. If it is necessary to give bad news try and counter this with something good.Ensure any action required by you is done as quickly as possible.Customer Service on the TelephoneHow to answer the telephoneThe way a company answers the telephone tells the whole story about the kind of service you can expect to receive from them.How you answer the telephone sets the tone of the entire call. The correct phrases said in the right order can give a positive first impression and convey an immediate message about your company.The basic rules are as follows:Pick up the telephone within three ringsGreet the callerGive your name/company nameAsk the customer if you can helpSMILE!One way to positively affect the inflection in your voice is to smile, when you answer the telephone. The reason for doing so is not psychological but physiological. When you smile, the soft palate at the back of your mouth raises and makes the sound waves more fluid.Smiling helps your voice sound friendly, warm and receptive.IT’S NOT WHAT YOU SAY; IT’S HOW YOU SAY IT!Almost the entire message a customer picks up over the telephone is from your voice, so, it doesn’t take long for the customer to pick up your attitude.Your first words sets the sceneNo matter what words you actually use, the tone of your voice reveals what you think and feel. For example:A monotone and flat voice says to the customer:“I’m bored and have absolutely no interest in what you are talking about”Slow speed and low pitch says:“I’m depressed and really want to be left alone”A high pitched and emphatic voice says:“I’m enthusiastic about the subject”An abrupt speed and very loud tone says:“I’m angry and not open to input” ................
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