Skills for Work: Customer Service
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg Open Awards.
Customer Service is an Open Awards Skills for Work unit offered at 5 levels, Entry Level 1 to Level 2, each a separate 20 guided learning hour unit. Learners move from recognising helpful behaviour and greeting customers to explaining the effects of good and poor service, adapting communication for different customers and handling complaints, with Level 2 adding a written first impression and reflection. Most evidence is role play and observed practice, collected in a portfolio. Digital demand is low: email, online messaging and online reviews appear only as examples, and no criterion needs a device.
- Corff dyfarnu
- Open Awards
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Isel
- Manyleb
- Agor y fanyleb
Sut mae'r uned hon yn cael ei hasesu
- Entry Level 1 (CBM216): Four learning outcomes: recognise helpful and unhelpful behaviour, identify a positive greeting and appropriate gestures and state a question to ask customers, identify a customer service problem and who to tell, and show how to help a customer and respond to a query with support. Evidence through matching, picture selection, supported demonstration and short verbal responses. 20 guided learning hours, 2 credits.
- Entry Level 2 (CBM217): Three learning outcomes: identify an example of good service and state its positive effect, identify an example of poor service and state its negative effect, and show positive greetings, give a question a customer may ask, respond appropriately and state what to do if a customer has a problem. 20 guided learning hours, 2 credits.
- Entry Level 3 (CBM218): Three learning outcomes: give examples of good service and explain why it matters, give examples of poor service and explain its impact, and demonstrate verbal and non-verbal greetings, good service behaviours and a response to a familiar complaint, for example through role play and observation. 20 guided learning hours, 2 credits.
- Level 1 (CBM219): Three learning outcomes: outline why good service matters, explain first impressions and outline the effects of poor service on customers and organisations, describe ways of communicating with customers, explain positive communication and describe how to adapt style, and demonstrate good service and respond to a query and a complaint following a policy. 20 guided learning hours, 2 credits.
- Level 2 (CBM220): Three learning outcomes and 10 criteria: describe how good service builds confidence, compare good and poor service and explain the economic impact of poor service, explain first impressions and demonstrate one face to face, on the telephone and in writing, apply communication styles for different customers, and describe approaches to complaints, respond to a complaint and reflect on what went well and what could improve. 20 guided learning hours, 2 credits.
Y sgiliau digidol yn y cymhwyster hwn
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Choosing between face to face, phone, email and online messaging
Level 1 learners describe ways of communicating with customers, and the examples include face to face, telephone, email and online messaging, with approaches for customers with different communication needs. Level 2 learners demonstrate a positive first impression in person, on the telephone and in writing. Email and online messaging are named examples, so a learner can meet the criteria without them.
DCF: Cyfathrebu, Creu cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils sort customer situations, such as a lost order or a quick question, into whether a phone call, email or chat message suits each best.
- Blwyddyn 8
- Pupils write a polite email reply to a customer asking about opening hours, with a clear subject line and sign-off.
- Blwyddyn 9
- Pupils reply to a complaint by email in a formal structure, then compare it with a live chat reply and explain how the tone changes.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Level 1 (CBM219), AC 2.1 indicative content, page 21; Level 2, AC 2.2, page 24
“replying to an email enquiry promptly and respectfully”
Cam cynnydd 3
Rwy'n gallu dangos dealltwriaeth o fanteision ac anfanteision gwahanol ffurfiau ar gyfathrebu ar-lein a phryd y mae'n briodol eu defnyddio, e.e. esbonio pryd y gallai cynadledda fideo fod yn fwy priodol nag e-bost, ac fel arall; esbonio manteision ac anfanteision defnyddio negeseuon sydyn mewn cyd-destunau cymdeithasol; siarad am ddiben a chynulleidfa.
Rwy'n gallu cyfnewid cyfathrebiadau ar-lein, gan ddefnyddio ystod gynyddol o nodweddion sydd ar gael, e.e. ychwanegu atodiadau neu hyperddolenni, newid fformatio.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio gwahanol ddulliau cyfathrebu ar-lein at ddibenion penodol, a hynny gyda lefel uwch o fedrusrwydd, e.e. creu a rheoli llyfr cyfeiriadau, trefnu cysylltiadau, defnyddio nodweddion uwch y darparwr e-bost (llofnod, ateb awtomatig, derbynneb darllen, wijets).
Rwy'n gallu archwilio a datblygu ystod o strwythurau dogfennau testun ffurfiol ar gyfer gwahanol gynulleidfaoedd a dibenion.
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Understanding online reviews and reputation
Level 1 learners outline how poor service affects customers and organisations, and the example says ignoring a customer may lead to complaints or negative online reviews. Entry Level 3 and Level 2 examples also mention bad reviews and lost reputation. Understanding that customers share experiences online, and that reviews last and spread, explains why poor service matters. These are examples, not requirements.
DCF: Hunaniaeth, delwedd ac enw da, Iechyd a lles, Ymddygiad ar-lein a bwlio ar-lein
Paratoi disgyblion
- Blwyddyn 7
- Pupils read 3 made-up online reviews of a cafe and say how each might make other customers feel.
- Blwyddyn 8
- Pupils discuss whether a business should reply to a bad online review and write a calm, polite reply.
- Blwyddyn 9
- Pupils investigate how one viral review affected a business and explain how online posts can be searched, copied and shared long after they are written.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Level 1 (CBM219), AC 1.3 indicative content, page 21; Level 2, AC 1.3, page 24
“may lead to complaints or negative online reviews”
Cam cynnydd 3
Rwy'n gallu meddwl yn feirniadol am wybodaeth a gaiff ei rhoi ar-lein, e.e. effaith rhannu delweddau a fideos, metadata o ddelweddau a fideos.
Rwy'n gallu adnabod dylanwadau cadarnhaol a negyddol ehangach technoleg, e.e. ar fy mywyd, ar gymdeithas, ar yr amgylchedd.
Cam cynnydd 4
Rwy'n gallu deall bod gen i ôl-troed digidol ac y gellir chwilio am yr wybodaeth hon, a'i chopïo a'i hanfon ymlaen.
Rwy’n gallu deall goblygiadau gweithredoedd ar-lein, gan gynnwys fy ôl-troed digidol a goblygiadau cyfreithiol rhannu deunydd amhriodol.
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Keeping an e-portfolio of role play evidence
Learners collate evidence in a portfolio that can be digital or paper, and e-portfolios are encouraged wherever possible. Video of role plays, written replies to customers and reflections can be stored together, which suits a unit assessed largely through observation of practice. The format is a recommendation, not a criterion.
DCF: Cyfnewid a rhannu gwybodaeth
Paratoi disgyblion
- Blwyddyn 7
- Pupils record a short greeting role play on a tablet and save it to a named class folder.
- Blwyddyn 8
- Pupils upload a role play video and a written reflection to the same folder and name both files consistently.
- Blwyddyn 9
- Pupils organise an e-portfolio of 3 customer service role plays, adding a short note to each file to say which skill it shows.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Assessment Approach, page 7
“Wherever possible, e-portfolios are encouraged.”
Cam cynnydd 3
Rwy'n gallu rheoli ffeiliau a ffolderi yn lleol neu ar-lein, e.e. symud ffeiliau i ffolder.
Rwy'n gallu lanlwytho ffeiliau o yriant lleol i storfa ar-lein.
Cam cynnydd 4
Rwy'n gallu defnyddio dulliau rheoli ffeiliau datblygedig, e.e. hanes fersiynau, adfer y fersiwn flaenorol, tagio, cywasgu.
Da gwybod
- Each level is a separate 2 credit, 20 guided learning hour unit, CBM216 to CBM220: "Guided Learning Hours: 20" (Unit Content, pages 11 to 23; Qualification Guide, Qualification Units, page 22).
- Only one level counts in a qualification: "units with the same title at different levels are barred for completion within the same qualification" (Qualification Guide, Qualification Units, page 17).
- The provider writes the tasks, pre-course verification must confirm they cover every criterion, and "No partial award can be made if any assessment criteria is not met" (Assessment Approach, page 7).
- Evidence goes in a portfolio, digital or paper: "Wherever possible, e-portfolios are encouraged." Much of the evidence is role play and observation of practice (Assessment Approach, pages 7 to 10).
- The Welsh context is built in: greetings include "Bore Da", and the cross-cutting theme asks learners to think about customer service "in terms of living in Wales (ie communicating in Welsh) and outside Wales" (Entry Level 1, pages 12 to 13).
- Digital channels are examples only: Level 1 ways of communicating "could include" email and online messaging, and a Level 2 complaint "can be demonstrated in writing, in person or over the phone" (pages 21 and 25).
- A computer is a listed resource: "access to a computer or laptop for digital resources" (Physical Resources, page 6).
- Every level lists Literacy and Digital as its cross-curricular skills, written "Literacy / Digital" at Entry Level 1 (Unit Content, pages 13 to 25).
- The Entry Level 2 table of suggested assessment tasks is a word for word copy of the Entry Level 1 table (Assessment Approach, page 8).
- Level 2 indicative content labels two paragraphs "AC 1.3", the first of which is really AC 1.2, and says "how to creative a positive first impression" (page 24). Entry Level 1 has "AC 4.2 .2" and "show to help a customer" (page 13), and calls the Principles of Progression "Progress step" (page 11).
- The specification says nothing about the use of AI or about referencing sources. The text opens with the stray heading "Faith and Belief in the Community".
Cysylltiadau â chymwysterau eraill
Pearson and WJEC both have a Customer service unit at 20 hours, and both are rated low for digital; the Open Awards unit adds a Level 2 demonstration of first impressions face to face, by phone and in writing, and a structured reflection on a complaint. It sits closest to the WJEC VCSE and Foundation in Retail and Customer Service and to the hospitality and business strands of GCSE Business and GCSE Hospitality and Catering. Within the Open Awards suite it pairs with Work Experience and Enterprise Venture.
Ffynhonnell: Open Awards Skills for Work Unit Specification, Customer Service, Entry Level 1 to Level 2 (units CBM216 to CBM220).