IQ Level 2 Certificate in Principles of Contact Centre Operations (QCF) Specification

IQ Level 2 Certificate in Principles of Contact Centre Operations (QCF) Specification Qualification No: 600/6813/9 Page 1 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

Contents Page Industry Qualifications... 3 Introduction... 3 About this Qualification (Description, Objectives, Aims, Purpose)... 4 Structure (Credit, Rules of Combination, Guided Learning Hours)... 4 Barred Units... 5 Delivery... 5 Assessment... 5 Age range and Geographical Coverage... 5 Learner entry requirements... 5 Tutor requirements... 6 Centre Requirements... 6 Unit 1: Principles of personal effectiveness in a contact centre T/503/0356... 7 Unit 1 Guidance on Delivery and Assessment... 9 Unit 2: Principles of health and safety in a contact centre A/503/0360... 10 Unit 2 Guidance on Delivery and Assessment... 12 Unit 3: Principles of personal responsibilities and working in a business environment L/601/7638... 13 Unit 3 Guidance on Delivery and Assessment... 18 Unit 4: Principles of using systems and technology in a contact centre Y/503/0365... 19 Unit 4 Guidance on Delivery and Assessment... 21 Unit 5: Principles and processes of systems and technology in a contact centre T/503/0373... 22 Unit 5 Guidance on Delivery and Assessment... 24 Unit 6: Principles of communication and customer service in a contact centre L/503/0377... 25 Unit 6 Guidance on Delivery and Assessment... 28 Unit 7: Principles of selling in a contact centre M/503/0386... 29 Unit 7 Guidance on Delivery and Assessment... 32 Unit 8: Principles of customer service in a contact centre F/503/0389... 33 Unit 8 Guidance on Delivery and Assessment... 36 Unit 9: Principles of sales activities and customer support in a contact centre J/503/0393... 37 Unit 9 Guidance on Delivery and Assessment... 42 Unit 10: Principles of handling incidents through a contact centre M/503/0405... 43 Unit 10 Guidance on Delivery and Assessment... 46 Unit 11: Principles of legal, regulatory and ethical requirements of a contact centre F/503/0411... 47 Unit 11 Guidance on Delivery and Assessment... 49 Appendix A... 50 Resources... 52 Page 2 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

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 www.industryqualifications.org.uk 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: www.industryqualifications.org.uk) Enquiries: 01952 457452 Version number Please ensure that you have the latest and most up to date version of documents. Please check the website for the most up to date version. To check which version you have please see the footer which will give you the version number Page 3 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

About this Qualification (Description, Objectives, Aims, Purpose) The IQ Level 2 Certificate in Principles of Contact Centre Operations (QCF) is a qualification aimed at individuals who intend to develop and gain formal recognition of their knowledge and understanding of the contact centre environment. The qualification is generic, so it is suitable for individuals working or intending to work in a variety of contact centre roles. In the mandatory units, all learners will cover the essentials of personal effectiveness, health and safety and the personal responsibilities relevant to working in a business environment. There are a range of optional units allowing learners scope to choose those areas most relevant to them, including systems, technology, communication, customer service and support, sales activities, handling incidents and legal, regulatory and ethical requirements. 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 is the knowledge component of the Intermediate Apprenticeship in Contact Centre Operations. Structure (Credit, Rules of Combination, Guided Learning Hours) To achieve the IQ Level 2 Certificate in Principles of Contact Centre Operations (QCF), learners must achieve a minimum of 13 credits, of which at least 10 credits must be at level 2. Learners must achieve 7 credits from the Mandatory Group and a minimum of 6 credits from the Optional Group. 1 2 3 4 5 6 Unit Level Credit Guided Learning Hours Mandatory Group Principles of personal effectiveness in a contact centre Principles of health and safety in a contact centre Principles of personal responsibilities and working in a business environment Optional Group Principles of using systems and technology in a contact centre Principles and processes of systems and technology in a contact centre Principles of communication and customer service in a contact centre 2 2 14 2 1 8 2 4 32 2 3 21 3 4 26 2 2 12 7 Principles of selling in a contact centre 2 2 14 8 9 10 Principles of customer service in a contact centre Principles of sales activities and customer support in a contact centre Principles of handling incidents through a contact centre 3 4 26 3 4 24 2 3 18 Page 4 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

11 Principles of legal, regulatory and ethical requirements of a contact centre 2 2 15 Barred Units A number of optional units within this qualification are barred. Barred units exist to allow learners greater choice in how to meet the required number of credits to achieve a qualification. However, because barred units feature a significant overlap of content, learners are not allowed to take more than one unit of a barred set. The following table displays all of the optional barred units that can be taken with this qualification; only one unit from each pair/set can count towards the learner s achieved credits. Unit Numbers Principles of using systems and technology in a contact centre (Y/503/0365) Principles of communication and customer service in a contact centre (L/503/0377) Principles of selling in a contact centre (M/503/0386) Barred Against Principles and processes of systems and technology in a contact centre (T/503/0373) Principles of customer service in a contact centre (F/503/0389) Principles of sales activities and customer support in a contact centre (J/503/0393) Delivery Guided learning hours are 93-104. 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 All units in this qualification are 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 and competence is available to download from the IQ website/ on request. All assessment criteria of the selected units must be met and mapped and the location of the evidence must be indicated in the achievement record. Assessment must be in accordance with the CfA Assessment Strategy for Contact Centre Operations January 2012 (see Appendix A at the end of this document). This qualification is not graded, successful learners achieve a pass. Age range and Geographical Coverage This qualification is approved for learners 14 plus in England, Wales and Northern Ireland. 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 Page 5 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

Learners who achieve this qualification can progress to the Level 2 NVQ Certificate in Contact Centre Operations, which forms the competence component of the apprenticeship. They can also progress to a variety of higher level knowledge qualifications including: Level 3 Certificate in Contact Centre Operations (QCF) Level 3 Certificate in Principles of Contact Centre Operations (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. Centre Requirements Centres must be approved by IQ in order to offer this qualification. Page 6 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

Unit 1: Principles of personal effectiveness in a contact centre T/503/0356 Guided Learning Hours: Unit Level: Unit Credit: 14 2 2 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Know the process for improving personal effectiveness in a contact centre 1.1 List the expectations defined by the job role for working in a contact centre 1.2 Describe the steps in identifying development needs and improving personal effectiveness Expectations defined by job role working in a contact centre: Including: delivering high quality customer service consistently, operating telephone/ computerised systems efficiently, disseminating knowledge of products/ services to customers, being open and welcoming, adhering to specific job contract, regulatory requirements and policies, procedures and ethos of organisation etc. Steps in identifying development needs/ improving personal effectiveness: Including: self-assessment, formal/ informal feedback, mystery shopper/ visits, inspections, customer comments/ complaints, peer reviews, training sessions, study etc. 1.3 Describe the steps in performance review processes Steps in performance review processes: Including: preparation, assessment, measuring progress against previous targets, reviewing documents, consulting management for their feedback, setting new SMART (specific, measureable, achievable, relevant and timeconstrained) objectives in agreement with management, identifying sources of support etc. 1.4 Describe how personal development needs are affected by changes in products, services, business processes or legislative/regulatory developments 1.5 Identify the types of learning resources available for improving personal effectiveness in the job role How personal development needs are affected by product, service, process or regulatory changes: Including: training in the use of new equipment, familiarising with new products/ services to inform customers, updating skills, reviewing personal development plans etc. Types of learning resources available for improving personal effectiveness in job role: Information: articles, leaflets, publications, websites, notice boards; people to consult: sector experts, suppliers, customers, managers and peers. Page 7 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

2. Understand the role of a team in improving personal effectiveness in a contact centre 2.1 Describe the responsibilities of self, manager and team for developing personal effectiveness 2.2 Explain how everyday work in a team leads to learning and personal development opportunities 2.3 Describe the importance of feedback on performance to the learning process 2.4 Explain the link between personal development and team effectiveness Responsibilities of self, manager and team for developing personal effectiveness: Including: using initiative, self-assessment, following through on agreed actions, providing/ accepting feedback, communicating to team members any changes affecting the organisation, coaching, mentoring, attending/ arranging workshops, training sessions and other opportunities for developing effectiveness. How everyday teamwork leads to learning/ personal development opportunities: Shadowing, buddying, mentoring, discussions, circulating information on best practices, offering advice, suggestions and constructive criticism. Importance of feedback on performance to the learning process: Providing encouragement, identifying areas needing improvement, determining whether objectives are being met, suggesting new techniques, resources and further information. Link between personal development and team effectiveness: Engaging in personal development improves effectiveness of the team; including: motivation, supporting team members, identifying and using opportunities to achieve team goals etc. Page 8 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

Unit 1 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge and understanding of the role of a team and process for improving personal effectiveness in a contact centre. Assessment The method of assessment is portfolio in compliance with the CfA Contact Centre Assessment Strategy. See Appendix A at the end of this document. 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 upon the Contact Centre NOS Unit 1: Improve your personal effectiveness at work in a contact centre. Page 9 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

Unit 2: Principles of health and safety in a contact centre A/503/0360 Guided Learning Hours: Unit Level: Unit Credit: 8 2 1 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Understand health and safety procedures in a contact centre 2. Understand how to minimise health and safety risks relating to the job role in a contact centre 1.1 Explain the procedures and techniques relating to health and safety 1.2 Explain how health and safety legislation and/or regulation has an impact on job roles 1.3 Explain the importance of adhering to the manufacturer s instructions for the use of equipment and tools 2.1 Explain the difference between a risk and a hazard in the workplace Procedures/ techniques relating to health and safety: Covering: appropriate use of computers, furniture and electronic equipment; fire safety, prevention and evacuation; reporting accidents/ dangerous incidents; conducting risk assessments and responding to emergencies. How health and safety legislation impacts on job roles: Including: Health and Safety at Work Act 1974, Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995, the Control of Substances Hazardous to Health Regulations 2002, Health and Safety (Display Screen Equipment) Regulations 1992 etc. Importance of adhering to manufacturer s instructions for the use of equipment/ tools: To reduce possibility of accidents, dangerous incidents, illness or damage; ensuring the safety and wellbeing of self and others; implications of not adhering (dismissal, fines, prosecution etc.). Difference between risk and hazard in the workplace: Hazard: Anything which could potentially cause harm e.g. electric cables, stairs, spillages etc. Risk: The chance a certain hazard will cause harm; it can be high or low. 2.2 List the types of hazard relevant to a contact centre Hazards relevant to a contact centre: Including: computers (eye strain, liquid spillages), ventilation (overcrowded offices, staying at desk during breaks), stress (customer complaints, unrealistic sales targets) impaired speaking/ hearing (too much background noise, constant talking on the telephone) etc. 2.3 State the actions to be taken if hazards are identified Actions to take if hazards are identified: Completing a report/risk assessment, informing management, removing the hazard/ issuing warnings (signs, Page 10 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

2.4 Explain the importance of following health and safety procedures to minimise risk 2.5 Describe the importance of adhering to standards for cleanliness, tidiness, noise and the use of hazardous substances in the workplace 2.6 Describe the responsibilities of different roles for health, safety and the minimisation of risk barriers, posters); observing legislative requirements and policies and procedures of the organisation. Importance of following health and safety procedures to minimise risk: Preventing/ reducing possibility of accidents, dangerous incidents and damage; complying with legislative requirements and ensuring they are covered by policies and procedures of the organisation; avoiding negative legal/ financial implications of failure to follow procedures etc. Importance of adhering to standards for cleanliness, tidiness, noise and use of hazardous substances: Including: reducing emergence of hazards, avoiding prosecution, making the business more professional in image, streamlined, efficient and profitable. Responsibilities of different roles for health, safety and minimisation of risk: Including: self (adhering to policies and procedures, identifying and reporting known risks), managers (ensuring policies and procedures are up-to-date and mapped to legislation) etc. Page 11 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

Unit 2 Guidance on Delivery and Assessment Delivery This unit develops the learner s understanding of health and safety procedures and how to minimise health and safety risks relating to the job role in a contact centre Assessment The method of assessment is portfolio in compliance with the CfA Contact Centre Assessment Strategy. See Appendix A at the end of this document. 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 upon the Contact Centre NOS Unit 4: Comply with relevant health and safety procedures in a contact centre. Page 12 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

Unit 3: Principles of personal responsibilities and working in a business environment L/601/7638 Guided Learning Hours: Unit Level: Unit Credit: 32 2 4 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Know the employment rights and responsibilities of the employee and employer 1.1 Identify the main points of contracts of employment Main points of contract of employment: Covering: pay, working hours/ days, holiday, probation, notice period, sickness/ absence; form of contract: verbal/ written, permanent/ temporary etc. 1.2 Identify the main points of legislation affecting employers and employees 1.3 Identify where to find information on employment rights and responsibilities both internally and externally 1.4 Describe how representative bodies can support the employee Main points of legislation affecting employers/ employees: Equality Act 2010, Working Time Regulations 2007, Equal Pay Act 1970, National Minimum Wage Act 1998, Working Time Directive; covering pay, holidays, sickness, maternity, redundancy and discrimination on the grounds of race, gender, sexuality etc. Finding information on employment rights/ responsibilities: Internally: Human Resources, line managers, policies and procedures of organisation, terms of employment contract, handbooks, information posters, trade unions etc. Externally: Government agencies, the Department for Business, Innovation and Skills (BIS), National Archives website (for all UK legislation), the Advisory, Conciliation and Arbitration Service (ACAS), the Citizens Advice Bureau (CAB), the Work Foundation etc. How representative bodies can support the employee: Including: associations, trade unions etc.: covering: negotiating terms of employment, provision of legal services, tackling misconduct/ bullying etc. Page 13 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

2. Understand the purpose of health, safety and security procedures in a business environment 1.5 Identify employer and employee responsibilities for equality and diversity in a business environment 1.6 Explain the benefits of making sure equality and diversity procedures are followed in a business environment 2.1 Identify employer and employee responsibilities for health, safety and security in a business environment 2.2 Explain the purpose of following health, safety and security procedures in a business environment Employer/ employee responsibilities for equality and diversity: Employer: Applying policies and procedures reflecting latest legislation; Equality Act 2010. Employee: Adhering to policies and procedures; respecting others regardless of disabilities, ethnicity, gender, sexuality etc.; cultural awareness; developing working relationships. Benefits of making sure equality/ diversity procedures are followed: Stronger working relationships, happier workforce, increased productivity, varied ideas/ talents appreciated within organisation, more openness/ mutual respect with business partners/ customers of differing backgrounds, greater market share. Responsibilities for health, safety and security: Employer: Adhering to regulations and incorporating them into the policies and procedures of the organisation, risk assessments, provision of personal protective equipment, ensuring emergency procedures are practical and understood, staff are appropriately trained, safety/ security positions appointed, machinery safe to use and procedures followed etc. Employee: Taking reasonable steps to ensure own safety and that of colleagues, following the advice/ instructions of appointed safety officers/ managers etc., reporting accidents, dangerous incidents and hazards, using equipment safely in accordance with training etc. Purpose of following health, safety and security procedures: Ensuring the organisation is complying with legislation including: Health and Safety at Work Act 1974, Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995, the Control of Substances Hazardous to Health Regulations 2002, the Data Protection Act 1998 etc.; implications of not following including: accidents, loss of business/ reputation, fines, prosecutions etc.; covering: ensuring data is stored securely, the safety/ welfare of people and property, meeting the requirements of own job description/ contract of employment. Page 14 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

3. Understand how to communicate effectively with others 4. Understand how to work with and support colleagues 2.3 Identify ways of maintaining a safe and secure environment in a business environment Ways of maintaining a safe/ secure environment in business: Adhering to policies and procedures of organisation and legal requirements; covering: passwords, locks, data protection, identification checks, personal conduct etc. 3.1 Describe different methods of communication Methods of communication: Verbal: one-on-one meetings, group discussions, telephone, videoconferencing etc.; non-verbal: email, written reports, letters, posters/ instructions; body language, facial expressions; communication can be formal or informal. 3.2 Explain how to choose the most appropriate method of communicating with others Choosing the most appropriate method of communication: Including: level of authority of the person, visual impairments, ease of access to computers, preferences of the individual, degree of urgency, appropriateness to length of message/ level of detail etc. 3.3 Describe ways of actively listening Ways of actively listening: Including: positive body language/ facial expression (smiling, nodding, using arms, open posture etc.), repeating information in acknowledgement, asking questions; avoiding: making assumptions, distractions and interruptions. 4.1 Explain the purpose of agreeing standards for own work with others 4.2 Explain the purpose of taking on new challenges and adapting to change 4.3 Explain the purpose of treating others with honesty and consideration Purpose of agreeing standards for own work with others: Ensuring levels of service/ organisation standards are maintained, targets are met, customers/ clients are treated consistently, employees are more aware of details of own role (so mutual support is more readily available), own limits of authority/ role are understood etc. Purpose of taking on new challenges/ adapting to change: Personal/ business development, being more competitive, variation stimulates interest/ productivity, coping with changes in sector, being able to deal with the unexpected (customer complaints, technical difficulties, new opportunities), job security etc. Purpose of treating others with honesty/ consideration: Creating an open environment, receiving reciprocal behaviour, improving productivity, acknowledging gaps in knowledge allows others to help etc.; including: peers, managers, customers, visitors etc. Page 15 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

5. Know how to plan own work and be accountable to others 5.1 Explain the purpose of meeting work standards and deadlines when completing tasks Purpose of meeting work standards/ deadlines when completing tasks: Improving: productivity, working relationships, consistency, organisation reputation, market share, employee confidence, career advancement; reducing: micro-management, confusion, customer/ client complaints etc. 5.2 Identify ways of planning own work Ways of planning own work: Updating: charts, calendars, diaries, personal targets, lists (electronic/ paper-based); including: prioritisation, methods, co-ordination with others, deadlines set by others, externally set/ regulatory requirements and contingencies. 6. Understand the purpose of improving own performance in a business environment and how to do so 5.3 Compare ways of keeping other people informed about progress 6.1 Explain the purpose of continuously improving own performance in a business environment 6.2 Describe ways of improving own performance in a business environment 6.3 Identify different types of career pathways that are available Ways of keeping people informed of progress: Including: formally/ informally, verbally/ indirectly etc.; covering: written reports, group meetings, one-on-one discussions, phone calls, conference calls, virtual environments, emails, charts, memos, lists etc. Purpose of continuously improving own performance: To improve: standards, customer/ client satisfaction, sense of personal achievement, skills set, job security/ career advancement, productivity and market share. Ways to improve own performance: Self-assessing performance, seeking feedback (from managers, colleagues, customers etc.), personal study (internet, external sources, human resources etc.) continuous professional development, attending training sessions, shadowing experienced colleagues, creating personal development plans and using all available training resources. Types of career pathways that are available: Within company/ external opportunities, further education or training courses providing access to new positions; including: administration, management, marketing, customer service, secretarial, human resources, accounting, purchasing, IT/ technical support, reception, personal assistant etc. 7. Understand the types of problems that may occur in a business environment and how to deal with them 7.1 Identify the types of problems that may occur in a business environment Types of problem that may arise in a business environment: E.g. health and safety, security, conflicts of interest; inadequate amount of staff, time, training, money or resources; lack of leadership, unclear objectives/ procedures, duplication of work, deadlines, distractions; failure of equipment, IT systems and data loss; personal issues, Page 16 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

7.2 Explain ways of dealing with problems that may occur in a business environment 7.3 Explain how and when to refer problems to relevant colleagues personality clashes, conflict, staff distractions etc. Ways of dealing with problems that may occur in a business environment: Clarifying the problem, identifying possible solutions, implementing solutions in accordance with training, using initiative, reprioritising tasks and deferring to others if beyond own authority/ expertise. Referring problems to relevant colleagues: When: problems are unsolvable, require additional expertise or exceed own authority; how: identifying relevant person to refer to (colleague, supervisor, manager), in writing, urgently/ within a timescale, observing legal requirements and policies and procedures of organisation. Page 17 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

Unit 3 Guidance on Delivery and Assessment Delivery This unit is about understanding employment rights; health, safety and security; how to work with others and how to manage and improve own work in a business environment. Assessment The method of assessment is portfolio in compliance with the CfA Contact Centre Assessment Strategy. See Appendix A at the end of this document. 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 based upon the CfA NOS for Business and Administration: Standard BAA231and BAF172. Page 18 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

Unit 4: Principles of using systems and technology in a contact centre Y/503/0365 Guided Learning Hours: Unit Level: Unit Credit: 21 2 3 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Know how to use features of systems and technology to handle customer contacts in a contact centre 2. Understand contact centre systems and technology 1.1 Describe the purpose of a contact distribution system and how it works 1.2 State procedures for accessing customer information and customer contact handling 1.3 Describe how to adjust individual system settings to facilitate communication with customers 1.4 Describe the functionality of a contact distribution system that facilitates customer service 2.1 Describe the customer and contact information needed to produce work plans 2.2 Describe the features of systems used to produce customer information and contact handling reports Purpose of a contact distribution system/ how it works: Spreading the workload fairly across employees, allowing effective monitoring of individual employee performance, returning repeat callers to a certain employee etc. Procedures for accessing customer information/ customer contact handling: Covering: observing the policies and procedures of organisation, adhering to the Data Protection Act 1998 and legislation specific to the sector. Adjusting individual system settings to facilitate communication with customers: Covering: volume, ringtones, placing on hold, transferring, muting, conference calls, sharing computer screens, recording calls for training purposes etc. Functionality of a contact distribution system that facilitates customer service: Automatic links to e-mails/ databases to access information promptly, routing to specific employees based upon the needs of the caller/ repeat customer, profiling etc. Customer and contact information needed to produce work plans: Including: profile, frequency/ length of previous calls, purchasing habits, interest in specific new products etc. Features of systems used to produce customer information/ contact handling reports: Voice recognition, computer/ web telephony integration, sharing access to information, maintaining customer relationships etc. Page 19 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

2.3 Explain the importance of checking reports before distribution 2.4 Explain the benefits of systems and technology to customers and contact centres Importance of checking reports before distribution: Observing the policies and procedures of organisation, ensuring accuracy, making the organisation run more efficiently, providing a high quality of customer service etc. Consequences of not checking the reports. Benefits of systems/ technology to customers and contact centres: Providing relevant information to customers promptly; ensuring appropriate allocation of contact centre employees to customers according to availability, relationship with customer and expertise; monitoring progress of individual employees, teams and organisation; identifying reoccurring problems to address etc. Page 20 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

Unit 4 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge and understanding of how to use features of systems and technology to handle customer contacts in a contact centre. Assessment The method of assessment is portfolio in compliance with the CfA Contact Centre Assessment Strategy. See Appendix A at the end of this document. 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 upon the Contact Centre NOS Unit 9: Use systems and technology during customer contact in a contact centre. Page 21 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

Unit 5: Principles and processes of systems and technology in a contact centre T/503/0373 Guided Learning Hours: Unit Level: Unit Credit: 26 3 4 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Understand how to design reports in a contact centre 2. Understand how to optimise performance in a contact centre through systems and technology 1.1 Explain how to identify metrics to be included in reports How to identify metrics to be included in reports: Relating to specific aims/ objectives or the team/ organisation, areas of concern/ interest based on own experience, seeking advice from colleagues, supervisors etc. 1.2 Explain what needs to be included in reports What needs to be included in reports: Misdirected calls, call durations, response times, quality, subject of caller, profiles of callers, successful sales, complaints, types/ number of questions, repeat calls; averages and frequencies. 1.3 Describe standards and guidelines for the presentation of reports 2.1 Explain how coaching/buddying activities improve colleagues use of systems and technology 2.2 Explain the effects of alterations to applications and systems 2.3 Explain how routing rules can be adjusted to meet changing priorities and resources Standards/ guidelines for the presentation of reports: As specified in the policies and procedures of the organisation; covering: formatting, fonts, text, tables, charts etc. How coaching/ buddying activities improve colleagues use of systems/ technology: Not repeating mistakes made by others, copying best practices, improving confidence and use of initiative, reducing time needed to learn how to use systems etc. Effects of alterations to applications and systems: Including: updating guidelines/ procedures to reflect changes, organising and carrying out training/ up-skilling of staff, changing metrics, amending the information to be included in reports etc. How routing rules can be adjusted to meet changing priorities/ resources: Covering: skills set of particular contact centre staff, equitable distribution of workloads, geographical/ time constraints, call queues, priorities, general, specific or follow-up enquiries etc. Page 22 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

3. Understand the use of contact centre systems and technology 2.4 Explain how to identify data flow changes and why this is important 3.1 Describe how systems and technology address changes resulting from legislation and regulation How to identify data flow changes and why this is important: Recording the frequency, duration, subject and profiling of calls; importance: to allow adjustments to be made to better serve the customers, efficiency etc. How systems/ technology address changes resulting from legislation/ regulation: Covering: the capability of existing systems, making amendments/ upgrades, changes made once can be automatically replicated for all customers, ensuring staff are complying with latest legislation etc. 3.2 Explain parameters for system configuration Parameters for system configuration: Types of products/ services, skills sets, priorities, universal queues, call blending, outbound/ inbound services etc. 3.3 Explain the importance of predictive contact queuing to efficient operations Importance of predictive contact queuing to efficient operations: Ensuring appropriate workloads/ realistic expectations, adhering to publicised service level agreements, ensuring customer satisfaction etc. Page 23 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

Unit 5 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge and understanding of designing reports in a contact centre and optimising performance through systems and technology. Assessment The method of assessment is portfolio in compliance with the CfA Contact Centre Assessment Strategy. See Appendix A at the end of this document. 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 upon the Contact Centre NOS Unit 10: Support team use of contact centre systems and technology. Page 24 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

Unit 6: Principles of communication and customer service in a contact centre L/503/0377 Guided Learning Hours: Unit Level: Unit Credit: 12 2 2 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Know the rules of communication and customer service in a contact centre 2. Understand how to deliver customer service through a contact centre 1.1 Describe procedures for greeting and identifying customers and closing and recording customer contact 1.2 Describe the regulatory requirements for dealing with customers Procedures for greeting/ identifying customers and closing and recording customer contract: Covering: standard greeting, empathy, politeness and active listening; meeting targets; collecting information regarding customer identities, trends, interests, queries and selected purchases; ensuring needs have been met, seeking customer confirmation, agreeing follow-up actions/ further communication etc. Regulatory requirements for dealing with customers: Including: the Data Protection Act (1998), Financial Services Act (2010), The Consumer Protection (Distance Selling) Regulations 2000 etc.; any legislation relevant to the specific sector, products and services with which the contact centre operates. 1.3 Describe what is meant by a service offer Definition of service offer: The services customers can expect to be offered by organisation; including: the ranges of products/ services, price comparisons with competitors, timescales, geographical coverage, guarantees, follow-up technical support etc. 1.4 Describe how the service offer is communicated to customers 2.1 Explain the features and benefits of products and/or services offered or supported by a contact centre How the service offer is communicated to customers: Advertisements: newspapers, websites, leaflets, magazine articles, television, radio etc.; directly: emails to existing customers, e-bulletins, links to online newsletters, text messages, by conversation with staff etc. Features/ benefits of products/ services offered or supported by a contact centre: Features: multiple offer deals, comparisons with competitors, loyalty discounts etc.; benefits: customer retention, expansion of services for existing customers, strong reputation/ new customers, increasing sales volumes etc. Page 25 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

3. Know how to communicate with internal or external customers in written or electronic form in a contact centre 2.2 Explain why it is important to identify and confirm customers needs 2.3 Explain how to make matches to products and/or services from information provided by customers 2.4 Explain the importance of informing customers of what is happening and the reasons for any constraints or limitations 2.5 Explain the techniques for establishing a rapport with customers 3.1 Describe how to identify when a customer would benefit from written or electronic communication 3.2 Describe the importance of adhering to guidelines for written or electronic communications Why it is important to identify/ confirm customer s needs: To reach/ exceed customer expectations promptly, choose appropriate services/ products tailored to the customer, acknowledge at early stage timescales/ limitations and communicate them to the customer/ defer to a colleague if appropriate etc. How to make matches to products/ services from information provided by customers: Using active listening, taking into account barriers in communication (linguistic differences, sensory impairment etc.), asking follow-up questions, identifying key areas of interest, adapting to suit the customer s needs, offering relevant services etc. Importance of informing customers of what is happening: Ensuring expectations are met/ exceeded, keeping a strong reputation for the organisation, customer retention, expanding the customer base and reducing occurrence of customer queries/ complaints. Reasons for constraints/ limitations: Unforeseen difficulties (absences, mistakes etc.), limits of own authority in making certain decisions, insufficient funding/ resources, the need to attend to different customers and ensuring the interests of the organisation are guaranteed. Techniques for establishing rapport with customers: Greeting them, showing empathy, using active listening, remembering repeat customers, speaking clearly etc. How to identify when a customer would benefit from written/ electronic communication: If the customer asks for it, if they have hearing impairments, more time is needed to read legal documents etc., access to a phone is limited, ease of decision-making/ clarification of key points in writing; communication including: emails, letters, text messages, leaflets, websites etc. Importance of adhering to guidelines for written/ electronic communications: Including: presenting a professional image of self/ organisation, abiding by policies/ procedures of organisation, ensuing clarity and understanding and adhering to relevant regulatory requirements. Page 26 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

3.3 Describe how the language used in written or electronic communication affects customers attitudes 3.4 Describe the importance of proof-reading before sending written or electronic communications How language used in written/ electronic communication affects customer s attitudes: Inappropriate language e.g. sarcasm, jargon, irrelevance, being patronising etc. causes confusion, mistakes, unnecessary questions and complaints; appropriate language e.g. friendly, clear, at a level appropriate to customer etc. encourages positive relationships, clear decision-making, favourable feedback and desire to repeat/ expand business with the organisation. Importance of proof-reading before sending written/ electronic communications: Avoiding sending incomplete/ draft versions, spelling mistakes, misleading information, confidential information to wrong customers etc.; negative consequences of not proof-reading: breaching regulatory requirements and policies and procedures of organisation, complaints, loss of business etc. Page 27 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

Unit 6 Guidance on Delivery and Assessment Delivery This unit develops the learner s knowledge and understanding of the rules of communication and customer service, delivering customer service and communicating with internal or external customers in written or electronic form in the context of a contact centre. Assessment The method of assessment is portfolio in compliance with the CfA Contact Centre Assessment Strategy. See Appendix A at the end of this document. 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 upon the Contact Centre NOS Unit 14: Deliver customer service through a contact centre and Unit 24: Communicate information to customers in different but familiar contexts through a contact centre. Page 28 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

Unit 7: Principles of selling in a contact centre M/503/0386 Guided Learning Hours: Unit Level: Unit Credit: 14 2 2 Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Know the process of selling in a contact centre 1.1 Describe procedures for greeting and identifying customers, authorising payment and closing and recording customer contacts 1.2 Describe the regulatory requirements for selling to customers Procedures for greeting/ identifying customers, authorising payment and closing/ recording customer contracts: Standard greetings, being polite/ empathetic, following scripts; use of passwords, personal details or secret questions to identify customers; maintaining confidentially; taking card payment details accurately; seeking confirmation from customers, inviting further questions/ offering additional products, clarifying timescales; maintaining an electronic/ written log. Regulatory requirements for selling to customers: Including: the Data Protection Act (1998), Financial Services Act (2010), the Consumer Protection (Distance Selling) Regulations 2000, the Consumer Credit Act (2006), the Supply of Goods and Services Act 1982 etc.; any legislation relevant to the specific sector, products and services with which the contact centre operates. 1.3 Describe what is meant by a service offer Definition of service offer: The services customers can expect to be offered by organisation; including: the ranges of products/ services, price comparisons with competitors, timescales, geographical coverage, guarantees, follow-up technical support etc. 1.4 Describe how the service offer is communicated to customers How the service offer is communicated to customers: Advertisements: newspapers, websites, leaflets, magazine articles, television, radio etc.; directly: emails to existing customers, e-bulletins, links to online newsletters, text messages, by conversation with staff etc. Page 29 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ

2. Understand the use of information for sales activities in a contact centre 3. Understand how to make sales through a contact centre 2.1 Describe the information needed about products and/or services needed to support sales activities 2.2 Explain how to obtain sufficient information from customers to enable a sale 2.3 Explain the link between product and/or service and customer information and sales opportunities 2.4 Explain how to find new customers for products and/or services 3.1 Describe the purpose of explaining to customers the features and benefits of products and/or services offered or supported 3.2 Explain why it is important to identify and confirm customers needs Information needed about products/ services to support sales activities: Including: function, size, weight etc.; geographical coverage, timescales, availability; prices, special offers, benefits versus competitors, discounts; returns policies, insurance schemes, warranty, post-sales support services etc. Obtaining sufficient information from customers to enable a sale: Asking them for their requirements, welcoming comments, picking up on subtleties, clarifying their existing use of products from own organisation/ competitors, identifying budget limitations, matching these details appropriately to product range etc. Link between product/ service and customer information/ sales opportunities: Familiarity/ access to full list of products/ potential products, identifying customer requirements, suggesting appropriate products, pitching, completing sales, exceeding expectations etc. How to find new customers: Including: market research, identifying consumer trends/ changing needs, exploiting niches in the market, targeted advertising, analysing existing demand for similar/ competitor services and emphasising benefits of switching to own organisation etc. Purpose of explaining to customers the features/ benefits of products offered/ supported: To generate/ retain interest in organisation, give them confidence in self/ organisation, map their requirements to the best products, correct any misconceptions, making sales and encouraging further business. Importance to identify/ confirm customer s needs: Needs can only be addressed if known, recommendations/ alternatives can be suggested, complaints/ misunderstanding avoided, time saved dealing with each customer etc. 3.3 Explain how to make matches to products and/or services from information provided by customers How to make matches to products/ services from information provided by customers: Asking questions, active listening, noting areas of interest/ appropriateness to customer, making suggestions if information is incorrect, being familiar with products/ services offered by own organisation and matching them customers according to their information and product features. Page 30 of 52 IQB/0.2/120 Version 1.0 06/11/2012 Author CZ