IQ Level 2 Certificate in Customer Service (QCF) Specification

Transcription

1 IQ Level 2 Certificate in Customer Service (QCF) Specification Regulation No: 600/6056/6 Page 1 of 19 IQB/0.2/091 Version /07/2012 Author CZ

2 Contents Page Industry Qualifications... 3 Introduction... 3 About this Qualification (Description, Objectives, Aims, Purpose)... 4 Structure (Credit, Rules of Combination, Guided Learning Hours)... 4 Delivery... 4 Assessment... 4 Age range and Geographical Coverage... 4 Learner entry requirements... 5 Tutor requirements... 5 Unit 1: Delivery of effective customer service J/600/ Unit 1 Guidance on Delivery and Assessment Unit 2: Supporting the customer service environment J/600/ Unit 2 Guidance on Delivery and Assessment Resources Page 2 of 19 IQB/0.2/091 Version /07/2012 Author CZ

3 Industry Qualifications IQ is approved by the UK s national regulator of qualifications Ofqual. It was launched in 2011 to provide users and learners with the objective of achieving the highest levels of assessment integrity, customer service and sector engagement. Uniquely, it is a membership based awarding organisation bringing together the best of UK vocational education in a not for profit environment. Further information can be found on the IQ web-site Introduction This specification is intended for trainers, centres and learners. General information regarding centre approval, registration, IQR (IQ s candidate management system), assessment papers, certification, reasonable adjustments, special consideration, appeals procedures, are available from the website. This document should be read in conjunction with the IQ QMS Centre guide available from the website. Website: Enquiries: Page 3 of 19 IQB/0.2/091 Version /07/2012 Author CZ

4 About this Qualification (Description, Objectives, Aims, Purpose) The IQ Level 2 Certificate in Customer Service (QCF) is a qualification aimed at those individuals who intend to develop their knowledge and understanding of customer service. It is suitable for individuals working or intending to work in a customer service role. It covers the delivery of effective customer service and supporting the customer service environment. The qualification is generic in nature and therefore relevant to a variety of customer service and associated roles. Objectives of the qualification include preparing learners to progress to a qualification in the same subject area but at a higher level or requiring more specific knowledge, skills and understanding, meeting relevant programmes of learning, preparing learners for employment and supporting a role in the workplace. This qualification forms the knowledge component of the Intermediate Apprenticeship in Customer Service. Structure (Credit, Rules of Combination, Guided Learning Hours) To achieve this qualification, learners must achieve 13 credits from the 2 mandatory units. Unit Level Credit Guided Learning Hours 1 Delivery of effective customer service Supporting the customer service environment Delivery Total Guided learning hours are 115. It is the responsibility of training centres to decide the appropriate course duration, based on their learners ability and level of existing knowledge. It is possible, therefore, that the number of Guided Learning Hours can vary from one training centre to another according to learners' needs. Guided learning hours are all times when a member of provider staff is present to give specific guidance towards the learning aim being studied on the programme. This definition includes lectures, tutorials, and supervised study. It does not include hours where supervision or assistance is of a general nature and is not specific to the study of the learners. Assessment Both of the units in this qualification are knowledge-based and assessed by portfolio (internally set and marked and quality assured by IQ). An Achievement Record for this qualification which includes the forms necessary to map and claim knowledge is available to download from the IQ website. All assessment criteria must be met and mapped and the location of the evidence must be indicated in the achievement record. This qualification is not graded, successful learners achieve a pass. All learning outcomes in this unit must be assessed using methods appropriate to the assessment of knowledge and understanding, these can be assessed by a variety of methods including: Question and answer test Multiple choice questions Question and answer verbal (ensure records are kept) Essay Other Age range and Geographical Coverage This qualification is approved for learners 14 plus in England, Wales and Northern Ireland. Page 4 of 19 IQB/0.2/091 Version /07/2012 Author CZ

5 Learner entry requirements There are no formal entry requirements. However, learners should be able to work at level 1 or above and be proficient in the use of English Language. Progression Learners who achieve this qualification can progress to the IQ Level 2 NVQ Certificate in Customer Service (QCF) which forms the competence component of the apprenticeship, or to a variety of other knowledge-based qualifications including the Level 3 Certificate in Customer Service (QCF). Tutor requirements All trainers delivering this qualification must be sector competent and possess relevant knowledge up to at least the level of this qualification. Page 5 of 19 IQB/0.2/091 Version /07/2012 Author CZ

6 Unit 1: Delivery of effective customer service J/600/1003 Guided Learning Hours: Unit Level: Unit Credit: Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Describe the principles of customer service 1.1 Identify the purpose of customer service The purpose of customer service: Selling products, offering assistance, answering questions/ providing information unprompted, resolving complaints. 1.2 Describe how customer service affects the success of the organisation How customer service affects organisation: Including: Customer retention, encouraging customers to pass on positive feedback to others, profit margins; benefits to organisation: improving reputation, increasing market share, becoming more competitive, fulfilling social/ humanitarian goals. 1.3 Describe different types of customers of an organisation Internal customers: People paid by the organisation e.g. auditors, colleagues and management External customers: People who pay the organisation e.g. regular customers, shoppers, those receiving a service. 1.4 Identify the range of customer needs Customer needs: Relating to individual: physical disabilities, visual/ hearing impairment, learning difficulties, linguistic/ cultural barriers; relating to product/ service expectations: promised timescales, previous dissatisfaction/ high expectations of service, pricing transparency, quality control, availability of further information etc. 1.5 Identify the customer service information which may be retained Customer service information which may be retained: Must be in observance of legislative requirements (Data Protection Act 1998); covering: personal information (name, address etc.), purchasing records, outstanding payments, complaints/ feedback, guarantees, upgrades and other entitlements. Page 6 of 19 IQB/0.2/091 Version /07/2012 Author CZ

7 2. Understand how customer needs and expectations are formed 1.6 Identify the difference between providing a product and providing a service Difference between providing a product and providing a service: Cost to organisation: products require physical/computerised resources, services require labour time; ownership: products are leased/bought, a service subscribed to; degree of interaction required; relationship between the two: product sold, installation/ maintenance service follows etc. 1.7 Describe what is meant by an after-sales service Defining an after-sales service: Maintaining, repairing or upgrading of products; carrying out refund transactions/ product exchanges as required; includes services provided on fixed dates/ as requested by customer following purchase, staffing help-lines, conducting visits, giving recommendations etc. observing policies and procedures of organisation, terms and conditions of contract/ warranty, legislative requirements and practical constraints throughout. 1.8 Describe what is meant by a Unique Selling Point (USP) and a Unique Service Offer (USO) 1.9 Identify the methods a customer service deliverer can use to keep product and service knowledge up-to-date 1.10 Describe how an organisation can promote its products and/or services Definition of Unique Selling Point (USP): Positive features of a product when compared to its competitors, persuasive to new customers, genuinely unique; covering: pricing, special offers, promises, reliability, compatibility with other products etc. Unique Service Offer (USO): Similar concept to USP but regards services; covering: unique problem-solving capabilities, geographical reach/ timespan of service, pricing etc. Methods for keeping product and service knowledge up-to-date: Continuous professional development, discussions with colleagues/ managers, organisation business plans, price lists, catalogues, internetbased research, customer feedback and wider research of competitors. How an organisation promotes products and services: Internet: social media marketing, blogs, e-articles; demonstrations: shopping centres, trade fairs, television adverts, videos; newspaper/ magazine adverts, leaflets, radio adverts etc. 2.1 Describe the purpose of an organisation s service offer Purpose of an organisation s service offer: Clarifying how high levels of service will be ensured; including: receiving money for products returned in good condition, increasing staff numbers to match customer numbers, responding to queries by certain deadlines, offering compensation for poor service/ failure to live up to pledges etc. Page 7 of 19 IQB/0.2/091 Version /07/2012 Author CZ

8 2.2 Describe how customer expectations are formed Customer expectations can be formed by: Information from the organisation (adverts, brochures etc.), experiences of other organisations offering similar products/ services, reports in the media, feedback from family and friends who are already customers, first impressions upon entering shops/ websites etc. and their own past experiences. 2.3 Describe the interrelationship between customer satisfaction and customer expectations Interrelationship between customer satisfaction and customer expectations: Customer expectations are managed to improve satisfaction, organisation helps to form customer expectations and develop brand, the organisation matches/ exceeds those expectations and customers are satisfied with level of service. 2.4 Describe how customer needs can be identified How customer needs can be identified: Observing body language of customer (confused, indecisive)/ overhearing customer discussions (about product choices, lack of information) and offering assistance if appropriate; listening to the customer rather than making assumptions; being empathetic, helpful and patient to encourage open conversation; prompting the customer if they are unsure of their needs; asking questions to establish details; consulting relevant research/ surveys etc. 2.5 Identify the methods of obtaining customer feedback Methods of obtaining customer feedback: Consulting customer focus groups; letters from customers; surveys, questionnaires, comments (online, by phone, shop floor); statistics (profits, sales etc. as indicators of customer satisfaction); frontline staff reports on customer interaction, comments and complaints. 2.6 Describe how an organisation can maintain customer loyalty 2.7 Identify why it is important to ensure effective customer relationships are maintained How organisations maintain customer loyalty: Loyalty schemes, store credit/ point cards, getting to know repeat customers and anticipating their requirements, responding promptly and helpfully to complaints, failures and breakages. Importance of maintaining effective customer service relationships: Maintains repeat business, increases interest in additional products/ services (based upon positive experiences of existing relationship), known customers are easier to serve and encourage others to switch loyalty. Page 8 of 19 IQB/0.2/091 Version /07/2012 Author CZ

9 3. Understand principles of responding to customers problems or complaints 2.8 Describe why it is important for a customer to be able to identify a brand 3.1 Identify common causes of customer problems and complaints Importance of customers identifying brand: Knowing what to expect of product/ service; consistency across stores, location and customer service staff; products lose relevance/ appeal if potential customers are not familiar with them, customers may turn to rivals who have well-known brands, brand must be built on positive reputation in media etc. Common causes of customer problems/ complaints: Waiting too long to be served, being passed between staff members, inexperienced staff, misleading/ incomplete/ unavailable information, faulty products, failure to follow up on queries, poorer service compared to competitors etc. 3.2 Identify different methods of communication Verbal/ body language in person: covering: tone, volume, nodding, smiling, active listening; including: shop floors, visits and product fairs. In writing: , memos, formal letters dealing with customer s problems and information leaflets. Phone calls: staff on standby/ making follow up calls; extension numbers, accessing computerised information during calls etc. 3.3 Describe the importance of adapting methods of communication and behaviour to meet the individual needs of customers 3.4 Explain how the non-verbal communication of the service deliverer can affect the behaviour of the customer 3.5 Describe how personal presentation, approach and attitude will influence the perception of the service delivered Addressing individual customers: Lack of technical knowledge, linguistic ability, age group, hearing impairment, cultural differences and mood (impatient, angry, upset etc.). Importance of adapting communication: Speaking clearly/ with suitable terminology improves understanding, remaining calm/ friendly diffuses emotional situations, adapting communication can resolve customer needs promptly and to satisfaction of customer. How non-verbal communication can effect behaviour of customer: Including: facial expression, gesturing, posture, personal space, handshakes, appearance (hairstyle, clothing etc.); effect on customer behaviour: just as important as what is said, can make them more relaxed, feel appreciated, reciprocate behaviour/ attitude of service deliverer etc. Influence of presentation, approach and attitude on perception of service delivered: Creating a positive first impression, dressing to show commitment to core values of business (e.g. fashion designers, sports facilities etc.), uniform shows consistent service across different stores, Page 9 of 19 IQB/0.2/091 Version /07/2012 Author CZ

10 4. Identify the interpersonal and team working skills required in the customer service environment 5. Identify the legislation which supports the customer service process friendly attitude conveys care for interests of customer etc. 4.1 Describe the skills required for effective team working Skills required for effective team working: Reliability to follow through on agreements, flexibility to the needs of others, communication, problemsolving, empathising with/ respecting colleagues. 4.2 Describe how to maintain effective working relationships within a team 4.3 Describe the range of inter-personal skills required for effective customer service 5.1 Identify the key aspects of the legislation relating to consumer law 5.2 Identify the main principles of equal opportunities legislation in relation to providing customer service 5.3 Identify the responsibilities of the employer and employee under the Health and Safety at Work Act How to maintain effective working relationships within a team: Listening to the advice of colleagues, offering assistance when asked/ when it would benefit the team, sharing information across the team, taking part in workshops/ social events/ team-building activities, mediating disagreements between others, preventing personal viewpoints/ interests from affecting professional relationships. Range of inter-personal skills required for effective customer service: Listening, communication (verbal, written etc.), problem solving, flexibility, negotiation, initiative, professionalism, task orientation (balancing customer relationship building with meeting targets), research (the customer s needs, available options etc.), team-building (ensuring the team interact well with one another and the customers). Key aspects of legislation relating to consumer law: Covering: quality of products, customer guarantees, false claims, use of credit to purchase, customer orders, duty of care etc.; including: Supply of Goods and Services Act 1982, Sale of Goods (Amendment) Act 1995, Consumer Protection Act 1987, Unsolicited Goods and Services (Amendment) Act 1975, Trade Descriptions Act 1968, Consumer Credit Act Main principles of equal opportunities legislation in relation to providing customer service: Treating people fairly and according to their needs; not discriminating on the basis of race, ethnicity, gender, sexual orientation, age, religion or disabilities; Equality Act Responsibilities under the Health and Safety at Work Act 1974: Employer responsibility to ensure policies and procedures abide with the law; employee responsibility to co-operate; covering: duty of care, accidents, dangerous incidents, hazardous substances, faulty equipment, evacuation procedures, fire drills etc. Page 10 of 19 IQB/0.2/091 Version /07/2012 Author CZ

11 5.4 Describe why it is important to respect customer and organisation confidentiality Why it is important to respect customer and organisation confidentiality: Legal requirements (Data Protection Act 1998); policies and procedures of organisation, covering both electronic and hard information about customers; reputation and customer retention. Consequences of not: complaints, loss of business, dismissal, prosecution. 5.5 Identify the main principles of the Data Protection Act The 8 principles of data protection covering: Fair and lawful processing, lawful purpose of obtaining, relevance and moderation, accuracy and keeping up-to-date, processed according to rights of data subjects, implementing suitable measures to restrict access/ damage and preventing data from leaving the European Economic Area. 5.6 Identify how a code of practice or ethical standards can impact upon the activities of a service deliverer How codes of practice/ ethical standards impact upon activities of a service deliverer: Advising customers intending to make complaints, procedures for responding to the complaints/ feedback, resolving problems, being honest, offering appropriate support, professionalism, supporting ethical/ social/ humanitarian goals of organisation, maintaining brand/ reputation. Page 11 of 19 IQB/0.2/091 Version /07/2012 Author CZ

12 Unit 1 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge of the delivery of effective customer service, covering customer needs, expectations, problems and complaints, the skills required in the customer service environment and relevant legislation. Assessment All the units in this qualification are knowledge-based. Assessment is by portfolio (internally set and marked and quality assured by IQ). An Achievement Record for this qualification is available from the website/ on request. All assessment criteria must be met and mapped and the location of the evidence must be indicated in the achievement record. All learning outcomes in this unit must be assessed using methods appropriate to the assessment of knowledge and understanding; these can be assessed by a variety of methods including: Question and answer test Multiple choice questions Question and answer verbal (ensure records are kept) Essay Other Links This unit is linked to the ICS National Occupational Standards: NVQ Level 2 (1, 5, 6, 9-18, 21-23, 31, 36-38). Page 12 of 19 IQB/0.2/091 Version /07/2012 Author CZ

13 Unit 2: Supporting the customer service environment J/600/0658 Guided Learning Hours: Unit Level: Unit Credit: Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Apply the practical skills required to deliver effective customer service 1.1 Identify the type of organisation Types of organisation: Third sector: charities, not-for-profit, voluntary, nongovernmental-organisations; public sector: government departments, nationalised organisation; private sector: retailers, companies; goals: profit, market share, public welfare, social/ humanitarian objectives, government/ legal targets etc. 1.2 Identify the organisation's customers including internal and/or external and those with specific needs 1.3 Illustrate a customer service supply chain within an organisation Internal customers: People paid by the organisation e.g. auditors, colleagues and management etc; External customers: People who pay the organisation e.g. regular customers, shoppers, those receiving a service; Specific needs: linguistic/ cultural differences, physical disabilities, sensory impairments, level of proficiency with technology, customer context (dissatisfied, repeat, unfamiliar etc.). Customer service supply chain within organisation: Including: manufacturing, logistics, assembly, sales, marketing, customer service, quality control etc.; sequence, timescales, interaction, division of labour (one person may have several roles in smaller organisation) and importance of all parts of chain. 1.4 Maintain established customer records Maintaining customer records: According to legal requirements and policies and procedures of organisation; maintenance including: changes in personal details, changes to regular purchasing patterns/ orders, logging complaints/ feedback, payment deadlines missed, guarantee claims etc. Page 13 of 19 IQB/0.2/091 Version /07/2012 Author CZ

14 2. Demonstrate how to meet customer needs and expectations 1.5 Suggest a unique selling point or unique service offer for a product or service 1.6 Suggest ways of promoting a product or service to increase customer awareness 1.7 Compare the strengths and weaknesses of the promotional methods available 2.1 Identify how customers demonstrate their own individual needs and expectations Unique Selling Point (USP): Positive feature of a product when compared to its competitors, persuasive to new customers, genuinely unique; covering: pricing, special offers, promises, reliability, compatibility with other products etc. Unique Service Offer (USO): Feature similar to USP but regarding service; covering: unique problem-solving capabilities, geographical reach/ timespan of service, pricing etc. Ways of promoting a product/ service: Leaflets, business cards, demonstrations (at product fairs, shop floor, malls etc.), advertisements (newspapers, television, radio, internet), phone calls. Strengths and weaknesses of promotional methods: Covering: costs of development/ implementation, accessibility to customers, ease of communication, persuasive versus aggressive/ unconvincing etc. How customers demonstrate their needs/ expectations: Formed by: media, adverts, leaflets, websites, experience with the organisation/ competitors etc.; demonstrated by: body language, mood, patience, surprise/ familiarity etc. 2.2 Identify customers with special requirements Customers with special requirements: Including: physical disability, sensory impairment etc.; identifiable by: what they say, tone of voice, posture, use of hearing aids, guide dogs etc. 2.3 Identify how to use methods of communication and behaviour to meet the individual needs of specified customers 2.4 Identify and use methods of checking customer satisfaction Using methods of communication/ behaviour to meet the individual needs of specified customers: Simplified language, speaking slowly, visual aids, written information, s, being polite, body language, adapting as appropriate. Methods of checking customer satisfaction: Asking questions/ informal feedback (while customer experience is still memorable), surveys (online, postal, shop floor), questionnaires, turnover/ sales, recorded complaints, observing online forums etc. Page 14 of 19 IQB/0.2/091 Version /07/2012 Author CZ

15 2.5 Identify ways in which an organisation might improve its reputation Ways an organisation can improve its reputation: Including: hiring/ training employees to be customer focused, maintaining relationships, reducing waiting times, producing/ observing clear policies/ warranties, responding to correspondence/ returning calls promptly, providing compensation when mistakes occur, using up-to-date use friendly technology, using feedback to identify areas for improvement. 3. Communicate effectively with customers 3.1 Use different methods of communication Verbal/ body language in person: covering: tone, volume, nodding, smiling, active listening; including: shop floors, visits and product fairs. In writing: , memos, formal letters dealing with customer s problems and information leaflets. Phone calls: staff on standby/ making follow up calls; extension numbers, accessing computerised information during calls etc. 3.2 Identify the interpersonal skills which are required for effective team-working 3.3 Describe how to adapt own behaviour to meet the individual needs of the team Interpersonal skills required for effective team-working: Active listening, information-sharing, assisting work of others, problem-solving, communication, compromising/ negotiation, sensitivity, offering praise/ constructive criticism etc. How to adapt behaviour to meet individual needs of the team: Including being: assertive, authoritative, empathetic, flexible, open-minded etc.; to meet needs of individuals who are: confident/ introverted, unfocused/ obsessive, proactive/ disengaged, stubborn/ unpredictable etc. 3.4 Use the telephone system efficiently and effectively Effective/ efficient use of telephone systems: Familiarity with protocol, policies and procedures of organisation, clarifying the purpose of the call, knowing the details of the recipient (name, previous/ new customer, expected etc.), keeping to the point, listening carefully, adjusting tone/ volume, paper ready for notes, computers for looking up details, informing the customer when going on hold/ transferring, avoiding business better conducted in person/ by correspondence and summarising agreed points at end of conversation. 3.5 Identify the personal qualities required to deal with customer problems Personal qualities for dealing with customer problems: Patience, friendliness, flexibility, positivity, empathy; showing interest/ concern for customer, being open to new ideas, listening actively. Page 15 of 19 IQB/0.2/091 Version /07/2012 Author CZ

16 4. Apply customer service improvements and develop self 3.6 Describe the skills required to deal with potentially stressful situations 3.7 Apply problem solving theories to resolving a customer service problem 3.8 Identify the process of solving a customer problem or complaint Skills for dealing with stressful situations: Staying calm, learning from experience, listening to customers carefully, repeating points customers make to demonstrate understanding, asking/ answering details, speaking clearly, apologising/ being empathetic, implementing solutions and deferring to colleagues if appropriate. Theories for resolving customer service problems: Understanding the cause, effects, possible solutions and how to implement them to solve problems, informing/ agreeing with customer throughout; Gestalt s Information-Processing theory of problem-solving. Process of solving customer problems/ complaints: Outlined by policies and procedures of organisation; ensuring all parties involved understand problem (active listening, information sharing, asking questions etc.), deciding upon a solution (considering options, choosing appropriately); courtesies throughout the process: thanking the customer for patience, apologising for problem, following-up to ensure solution has worked. 4.1 Devise a method for obtaining customer feedback Method for obtaining customer feedback: Formal/ informal; consulting customer focus groups; letters from customers; surveys, questionnaires, comments (online, by phone, shop floor); statistics (profits, sales etc. as indicators of customer satisfaction); frontline staff reports on customer interaction, comments and complaints; ensuring staff members aware of their own role in obtaining feedback. 4.2 Identify why it is important to give a positive impression to customers about changes made to customer service procedures 4.3 Identify how own behaviour might affect the behaviour of others Importance of giving a positive impression to customers about changes to customer service procedures: So customers: are confident that staff are themselves aware of changes, are impressed with/ not alarmed by changes, appreciate that their feedback has resulted in positive changes, feel appreciated; customers remain loyal/ recommend to others leading to more business. How own behaviour might affect behaviour of others: Attitude-behaviour cycle (i.e. my attitude affects my behaviour which affects your attitude which affects your behaviour); others including: customers, staff, managers etc. Page 16 of 19 IQB/0.2/091 Version /07/2012 Author CZ

17 4.4 Identify how to obtain useful and constructive feedback from others about own performance 4.5 Identify own strengths and weaknesses in relation to working within a customer service role 4.6 Apply the techniques of self-assessment to look at strengths and weaknesses Obtaining useful and constructive feedback about own performance: Methods: verbal, in writing, , formal/ informal; including: team meetings, appraisals, one-on-one discussions, reports, workshops, shadowing, training events etc.; from: peers, managers, customer relations personnel, auditors etc. Identifying strengths/ weaknesses relevant to customer service role: Methods: peer review, self-reflection, sales performance (statistics, deals agreed, loyalty of customers etc.); including: knowledge of product/ services, ability to remain calm, focusing upon customers, punctuality, presentation, communication skills etc. Using self-assessment to look at strengths/ weaknesses: Keeping a record of events, identifying recurring problems/ successes, learning from mistakes, seeking opportunities for improvement, appreciating the benefits of own strengths for future. Applying SWOT analysis: strengths, weaknesses, opportunities and threats. 4.7 Produce a Training Needs Analysis (TNA) for self Produce a TNA for self: Identifies training gaps, identifies what is required to fill gaps, assesses range of training options, analyses costs/ benefits of options; gaps including: competencies, knowledge, behaviour; training including: workshops, shadowing, simulations etc. 4.8 Prepare an individual learning/development plan which could be used as a basis for discussion with a relevant person, e.g. tutor, line manager, HR, training department Preparing a development plan to be used for discussion with relevant person: Covering: strengths/ weaknesses, all relevant information, suggestions made by others; outlining: objectives (personal/ within group, key performance indicators), requirements (actions, resources, support), deadlines, flexibility and backup plans. Page 17 of 19 IQB/0.2/091 Version /07/2012 Author CZ

18 Unit 2 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge of supporting the customer service environment, covering practical skills, meeting customer needs and expectations, communication, applying improvements and self-development. Assessment All the units in this qualification are knowledge-based. Assessment is by portfolio (internally set and marked and quality assured by IQ). An Achievement Record for this qualification is available from the website/ on request. All assessment criteria must be met and mapped and the location of the evidence must be indicated in the achievement record. All learning outcomes in this unit must be assessed using methods appropriate to the assessment of knowledge and understanding; these can be assessed by a variety of methods including: Question and answer test Multiple choice questions Question and answer verbal (ensure records are kept) Essay Other Links This unit is linked to the ICS national occupational standards: NVQ Level 2 (1, 5, 6, 9-18, 21-23, 31, 36 and 37). Page 18 of 19 IQB/0.2/091 Version /07/2012 Author CZ

19 Resources Training Resources Centres may use their own, or published learner support materials in delivering the qualification. Whatever support materials centres choose to use, they should ensure that their delivery methodology adequately prepares the learner for assessment. IQ endorses published training resources and learner support materials by submitting the materials to a rigorous and robust quality assurance process, thus ensuring such materials are relevant, valid and appropriately support the qualification. Resources and Useful websites Health and Safety Executive CfA (Council for Administration) The National Archives (for all UK legislation) Equalities and Human Rights Commissions Page 19 of 19 IQB/0.2/091 Version /07/2012 Author CZ