Unit Specification UNIT Skills for Customer Care (SCQF level 4) CODE F38W 10 SUMMARY This Unit may be delivered as part of a National Qualification Group Award or as a 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. OUTCOMES Explain 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 While entry is at the discretion of the centre, learners would be expected to have good communication and interpersonal skills. CREDIT VALUE 1 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 SKILLS There 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 1 Explain the importance of customer care to an organisation.
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 UNIT This Unit may be delivered as part of a National Qualification Award or as a 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 DEVELOPMENT In this Unit, learners will 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 UNIT The 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