Unit 2 Customer care
Unit Title:
Customer care
OCR unit number:
2
Unit reference number:
D/601/8728
Level:
3
Credit value:
7
Guided learning hours:
45
Unit aim
The aim of this unit is that learners will:
Know how to analyse customer types and requirements
Know how to manage customer expectations
Be able to research the varying workplace cultures that exist
Be able to apply communication techniques
Learning Outcomes
Assessment Criteria
The Learner will:
1 Know how to analyse
customer types and
requirements
The Learner can:
1.1 Compare types of
customers as appropriate
to organisations
1.2 Describe individuals and
their job roles employed to
support the customer
within an identified
organisation
1.3 Detail different types of
customer support
requirements and the
environment in which they
will occur
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Knowledge, understanding
and skills
a range of criteria that
differentiates different types
of customers such as:
- age
- gender
- location e.g. local,
regional, national
- cultural considerations
e.g. ethnicity, creed,
language
- specialist groups e.g.
software developers,
cabling experts
the different types of
customer support
personnel:
- team members e.g.:
colleagues, supervisor,
manager
- others – internal or
external, security
personnel, suppliers,
contractors, distributors
- themselves
1
Learning Outcomes
Assessment Criteria
Knowledge, understanding
and skills
the wide range of customer
support needs:
- training requirements
- technical support
- location of technical
information
- new hardware and
software requirements
2
Know how to manage
customer expectations
2.1 Identify the factors that
influence customer
expectations
2.2 Describe how a range of
these can be managed to
ensure customer
satisfaction
the factors both positive
and negative that influence
or affect customer
expectations and how these
expectations can be formed
over time. For example:
- previous experiences
within similar support
scenarios
- competitors
performance
other influences i.e.
- colleagues
- word of mouth
- historical data
- communication and
accuracy of information
- specifications and work
details given
- meeting timescales
how customer expectations
can be met
3
Be able to research the
varying workplace cultures
that exist
3.1 Research how a range of
workplace cultures have
developed over time within
different workplaces or
sectors
3.2 Explain why these
workplace cultures may
not be transferable across
a range of customer types
different workplace cultures
that exist e.g.:
- dress code
- men attending all
women environments
and vice versa
- language barriers
- secure location access
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Learning Outcomes
Assessment Criteria
4
4.1 Describe how
communication techniques
may need to be adapted
across a range of
customer types
4.2 Explain what makes these
communication techniques
effective
4.3 Compare a range of
methods of sourcing data
to be communicated to
and maintained for ongoing customer support
4.4 Describe methods used to
communicate technical
and specialist issues within
and across teams
4.5 Develop documentation for
supporting a customer
4.6 Create a multi-page
customer support
document to assist
customers
Be able to apply
communication techniques
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Knowledge, understanding
and skills
the need to adapt their
methods and styles of
communication to suit the
customer type and situation
how information should be
stored to support
colleagues, customers and
future customers and to
reduce the work
implications in their support
role
a variety of sources of
information including:
- online
- written
- others (telephone-help
lines, manufacturers,
verbal)
- manual logs
- call logging software
- electronic submission
- verbal
how to create customer
support documents
the methods used to
provide information to
customers (internal and
external):
FAQ’s
support documentation
databases
user guides
3
Assessment
The qualification has been designed to develop knowledge, understanding and skills in the full
range of functions involved in the planning and control, hardware, software and systems
installation, software solutions and the production of customer support materials. It also provides
opportunities for learners to study towards system and network management, to specialise in one
or more specific programming languages in addition to being able to take units that are vendor
specific.
Each unit within the specification is designed around the principle that candidates will build a
portfolio of evidence relating to progression towards meeting the unit assessment objectives. The
unit assessment objectives reflect the demands of the learning outcomes for each unit.
In order for candidates to be able to effectively progress towards meeting the requirements of each
assessment objective, tutors must make sure that the supporting knowledge, understanding and
skills requirements for each objective are fully addressed. The identified knowledge, understanding
and skills are not exhaustive and may be expanded upon or tailored to particular contexts to which
the unit is being taught and the assessment objective applied.
We recommend that teaching and development of subject content and associated skills be
referenced to real vocational situations, through the utilisation of appropriate industrial contact,
vocationally experienced delivery personnel, and real life case studies.
All the learning outcomes and assessment criteria must be clearly evidenced in the submitted
work, which is externally moderated by OCR.
Results will be Pass or Fail.
Guidance on assessment
Candidates do not have to achieve units in any particular order and tutors should tailor learning
programmes to meet individual candidate needs. It is recommended that, wherever possible,
centres adopt a holistic approach to the delivery of the qualification and identify opportunities to link
the units.
Centres are free to deliver this qualification using any mode of delivery that meets the needs of
their candidates. Whatever mode of delivery is used, centres must ensure that learners have
appropriate access to appropriate resources and consider the candidates’ complete learning
experience when designing learning programmes. This is particularly important in relation to
candidates studying part time alongside real work commitments where candidates may bring with
them a wealth of experience that should be utilised to maximum effect by tutors and assessors.
It is difficult to give a detailed answer to how much evidence is required as it depends on the type
of evidence collected and the judgement of assessors. The main principles, however, are as
follows: for a candidate to be judged competent in a unit, the evidence presented must satisfy:
all the items listed, in the section ‘Learning Outcomes’
all the areas in the section ‘Assessment Criteria’
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Questioning the candidate is normally an ongoing part of the assessment process, and is
necessary to:
test a candidate’s knowledge of facts and procedures
check if a candidate understands principles and theories and
collect information on the type and purpose of the processes a candidate has gone through
candidate responses must be recorded
The quality and breadth of evidence provided should determine whether an assessor is confident
that a candidate is competent or not. Assessors must be convinced that candidates working on
their own can work independently to the required standard.
Evidence could be in the form of:
a report
audio/visual recording
annotated screenshots
a component part of a presentation with speaker notes
a leaflet
Additional information
For further information regarding administration for this qualification, please refer to the OCR
document ‘Admin Guide: Vocational Qualifications’ on the OCR website www.ocr.org.uk .
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