Pearson BTEC Level 2 Certificate in Principles of Trade ... · Principles of Trade Business Services (QCF) Specification Pearson BTEC Specialist qualification First teaching September

Pearson BTEC Level 2 Certificate in Principles of Trade Business Services (QCF)

Specification

Pearson BTEC Specialist qualification First teaching September 2013

Pearson Education Limited is one of the UK’s largest awarding organisations, offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning, both in the UK and internationally. Qualifications offered include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications, ranging from Entry Level to BTEC Higher National Diplomas. Pearson Education Limited administers BTEC qualifications.

Through initiatives such as onscreen marking and administration, Pearson is leading the way in using technology to modernise educational assessment, and to support teachers and learners.

References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

All information in this specification is correct at time of publication.

Authorised by Martin Stretton Prepared by Amy Weaver

ISBN 978 1 446 90953 9

All the material in this publication is copyright © Pearson Education Limited 2013

Contents

Purpose of this specification 1

1 Introducing Pearson BTEC Specialist qualifications 3

What are Pearson BTEC Specialist qualifications? 3

2 Qualification summary and key information 4

QCF qualification number and qualification title 5

Objective of the qualification 5

Apprenticeships 5

Relationship with previous qualifications 5

Progression opportunities through Pearson qualifications 5

Industry support and recognition 5

3 Qualification structure 6

Pearson BTEC Level 2 Certificate in Principles of Trade Business Services (QCF) 6

4 Assessment 7

5 Recognising prior learning and achievement 8

Recognition of Prior Learning 8

Credit transfer 8

6 Centre resource requirements 9

General resource requirements 9

7 Centre recognition and approval centre recognition 10

Approvals agreement 10

8 Quality assurance of centres 11

9 Programme delivery 12

10 Access and recruitment 13

11 Access to qualifications for learners with disabilities or specific needs 14

12 Units 15

Unit title 15

Unit reference number 15

QCF level 15

Credit value 15

Guided learning hours 15

Unit aim 15

Essential resources 15

Learning outcomes 15

Assessment criteria 16

Unit amplification 16

Information for tutors 16

Unit 1: Understanding How to Deliver Customer Relationships in Trade Business Services 17

Unit 2: Health and Safety Awareness in a Working Environment 23

Unit 3: Understanding Employment Responsibilities and Rights 27

Unit 4: Understanding the Use of Email in Business to Business Communication 32

Unit 5: Understanding How to Manage Stock for Customer Orders in Business to Business Services 37

Unit 6: Understanding Sales Function for Business to Business Services 41

Unit 7: Understanding the Use of Telephone Communications for Business to Business Services 46

Unit 8: Understanding the Use of IT Software for Targeting Customers in Business to Business Services 52

Unit 9: Sales Operations 56

Unit 10: Understanding How to Use Computer Aided Design Software 60

13 Further information and useful publications 64

14 Professional development and training 65

Annexe A 66

Mapping with National Occupational Standards 66

Annexe B 68

Unit mapping overview 68

Pearson BTEC Level 2 Certificate in Principles of Trade Business Services (QCF) – Specification – Issue 1 – October 2013 © Pearson Education Limited 2013

1

Purpose of this specification

The purpose of a specification as defined by Ofqual is to set out:

the qualification’s objective

any other qualification that a learner must have completed before taking the qualification

any prior knowledge, skills or understanding that the learner is required to have before taking the qualification

units that a learner must have completed before the qualification will be awarded and any optional routes

any other requirements that a learner must have satisfied before they will be assessed or before the qualification will be awarded

the knowledge, skills and understanding that will be assessed as part of the qualification (giving a clear indication of their coverage and depth)

the method of any assessment and any associated requirements relating to it

the criteria against which the learner’s level of attainment will be measured (such as assessment criteria)

any specimen materials

any specified levels of attainment.


2


3

1 Introducing Pearson BTEC Specialist qualifications

For more than 25 years, Pearson BTECs have earned their reputation as well-established, enduringly effective qualifications. They have a proven track record of improving motivation and achievement. Pearson BTECs also provide progression routes to the next stage of education or to employment.

What are Pearson BTEC Specialist qualifications?

Pearson BTEC Specialist qualifications are qualifications from Entry to Level 3 on the Qualifications and Credit Framework (QCF). They are work-related qualifications and are available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. They also provide career development opportunities for those already in work. These qualifications may be full-time or part-time courses in schools or colleges. Training centres and employers may also offer these qualifications.

Some Pearson BTEC Specialist qualifications are knowledge components in Apprenticeship Frameworks, i.e. Technical Certificates.

There are three sizes of Pearson BTEC Specialist qualification in the QCF:

Award (1 to 12 credits)

Certificate (13 to 36 credits)

Diploma (37 credits and above).

Every unit and qualification in the QCF has a credit value.

The credit value of a unit specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of the unit.

The credit value of a unit is based on:

one credit for every 10 hours of learning time

learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.


4

2 Qualification summary and key information

Qualification title Pearson BTEC Level 2 Certificate in Principles of Trade Business Services (QCF)

QCF Qualification Number (QN) 601/1224/4

Qualification framework Qualifications and Credit Framework (QCF)

Regulation start date 05/09/2013

Operational start date 01/10/2013

Approved age ranges 16–18

19+

Credit value Minimum 13

Assessment Centre-devised assessment (internal assessment)

Guided learning hours 94–124

Grading information The qualification and units are at pass grade

Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow the Pearson access and recruitment policy (see Section 10 Access and recruitment)


5

QCF qualification number and qualification title

Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).

The qualification title, unit titles and QN will appear on each learner’s final certificate. You should tell your learners this when your centre recruits them and registers them with us. There is more information about certification in the Edexcel Information Manual, available on our website: www.edexcel.com

Objective of the qualification

The Pearson BTEC Level 2 Certificate in Principles of Trade Business Services (QCF) is for learners who work in, or want to work in, a trade business environment.

It gives learners the opportunity to:

develop knowledge related to customer service in a trade business environment, including understanding the customer relationship, sales techniques and telephone and email communications

learn about health and safety in a trade business environment, computer-aided kitchen design and stock management

achieve a nationally-recognised Level 2 qualification

develop their own personal growth and engagement in learning.

Apprenticeships

Skillsmart Retail UK Ltd approves the Pearson BTEC Level 2 Certificate in Principles of Trade Business Services (QCF) as a knowledge component for the Intermediate Apprenticeship in Trade Business Services.

Relationship with previous qualifications

This qualification is a direct replacement for the Pearson BTEC Level 2 Award in Trade Business Services (QCF), which has now expired. Information about how the new and old units relate to each other is given in Annexe B.

Progression opportunities through Pearson qualifications

Learners who have achieved the Certificate can progress to the Pearson BTEC Level 3 Award in Retail Knowledge (QCF) or the Pearson BTEC Level 3 Award in Principles of Business and Administration (QCF).

Industry support and recognition

This qualification is supported by Skillsmart Retail UK Ltd, the Sector Skills Council for retail.

http://www.edexcel.com/�


6

3 Qualification structure

Pearson BTEC Level 2 Certificate in Principles of Trade Business Services (QCF)

The learner will need to meet the requirements outlined in the table below before Pearson can award the qualification.

Minimum number of credits that must be achieved 13

Number of mandatory credits that must be achieved 11

Number of optional credits that must be achieved 2

Unit Unit reference number

Mandatory units Level Credit Guided learning hours

1 J/505/3432 Understanding How to Deliver Customer Relationships in Trade Business Services

2 5 40

2 R/505/3434 Health and Safety Awareness in a Working Environment

2 3 24

3 D/602/4769 Understanding Employment Responsibilities and Rights

2 3 30

Optional units

4 Y/505/3435 Understanding the Use of Email in Business to Business Communication

2 2 14

5 D/505/3436 Understanding How to Manage Stock for Customer Orders in Business to Business Services

2 2 14

6 H/505/3437 Understanding Sales Function for Business to Business Services

2 3 24

7 K/505/3438 Understanding the Use of Telephone Communications for Business to Business Services

2 2 14

8 M/505/3439 Understanding the Use of IT Software for Targeting Customers in Business to Business Services

2 2 14

9 H/505/3440 Sales Operations 2 3 20

10 K/505/3441 Understanding How to Use Computer Aided Design Software

2 3 30


7

4 Assessment

The table below gives a summary of the assessment methods used in the qualification.

Units Assessment method

All units Centre-devised assessment

Centre-devised assessment (internal assessment)

Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must meet all the learning outcomes. Centres may find it helpful if learners index and reference their evidence to the relevant learning outcomes and assessment criteria.

Centres need to write assignment briefs for learners to show what evidence is required. Assignment briefs should indicate clearly which assessment criteria are being targeted.

Assignment briefs and evidence produced by learners must meet any additional requirements in the Information for tutors section of the unit.

Unless otherwise indicated in Information for tutors, the centre can decide the form of assessment evidence (for example, performance observation, presentations, projects, tests, extended writing) as long as the methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria.

Centres are encouraged to give learners realistic scenarios and maximise the use of practical activities in delivery and assessment.

To avoid over-assessment, centres are encouraged to link delivery and assessment across units.

There is more guidance about internal assessment on our website. See Section 13 Further information and useful publications.


8

5 Recognising prior learning and achievement

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.

Pearson encourages centres to recognise learners’ previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.

RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.

Further guidance is available in the policy document Recognition of Prior Learning Policy, which is on our website, www.edexcel.com

Credit transfer

Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.

If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of credit achievement.


9

6 Centre resource requirements

As part of the approval process, centres must make sure that the resources requirements below are in place before offering the qualification.

General resource requirements

Centres must have appropriate physical resources (for example, equipment, IT, learning materials, teaching rooms) to support the delivery and assessment of the qualification.

Staff involved in the assessment process must have relevant expertise and occupational experience.

There must be systems in place to ensure continuing professional development for staff delivering the qualification.

Centres must have appropriate health and safety policies in place relating to the use of equipment by learners.

Centres must deliver the qualifications in accordance with current equality legislation. For further details on Pearson’s commitment to the Equality Act 2010, please see Section 10 Access and recruitment and Section 11 Access to qualifications for learners with disabilities or specific needs. For full details on the Equality Act 2010, please go to the Home Office website, www.gov.uk/government/organisations/home-office

Specific resource requirements

As well as the general requirements above, there are specific resource requirements that centres must meet:

Unit Resources required

10: Understanding How to Use Computer Aided Design Software

Computer aided design software

http://www.gov.uk/government/organisations/home-office�


10

7 Centre recognition and approval centre recognition

Centres that have not previously offered Pearson qualifications need to apply for, and be granted, centre recognition as part of the process for approval to offer individual qualifications.

Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by a new qualification and the conditions for automatic approval are met.

Guidance on seeking approval to deliver Pearson BTEC qualifications is available at www.edexcel.com

Approvals agreement

All centres are required to enter into an approval agreement that is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any associated codes, conditions or regulations. Pearson will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.



11

8 Quality assurance of centres

Quality assurance is at the heart of vocational qualifications. The centre assesses Pearson BTEC qualifications. The centre will use quality assurance to make sure that their managers, internal verifiers and assessors are standardised and supported. Pearson use quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice.

For the qualifications in this specification, the Pearson quality assurance model will follow one of the processes listed below.

1 Delivery of the qualification as part of a BTEC apprenticeship (‘single click’ registration):

an annual visit by a Standards Verifier to review centre-wide quality assurance systems and sampling of internal verification and assessor decisions

2 Delivery of the qualification outside the apprenticeship:

an annual visit to the centre by a Centre Quality Reviewer to review centre-wide quality assurance systems

Lead Internal Verifier accreditation. This involves online training and standardisation of Lead Internal Verifiers using our OSCA platform, accessed via Edexcel Online. Please note that not all qualifications will include Lead Internal Verifier accreditation. Where this is the case, we will annually allocate annually a Standards Verifier to conduct postal sampling of internal verification and assessor decisions for the Principal Subject Area.

For further details, go to the UK BTEC Quality Assurance Handbook on our website.

http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx�


12

9 Programme delivery

Centres are free to offer the qualifications using any mode of delivery (for example full time, part time, evening only, distance learning) that meets their learners’ needs.

Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units.

Those planning the programme should aim to enhance the vocational nature of the qualification by:

liaising with employers to make sure a course is relevant to learners’ specific needs

accessing and using non-confidential data and documents from learners’ workplaces

developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector

giving learners the opportunity to apply their learning in practical activities

including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment

making full use of the variety of experience of work and life that learners bring to the programme.

Centres must make sure that any legislation taught is up to date.


13

10 Access and recruitment

Pearson’s policy regarding access to our qualifications is that:

they should be available to everyone who is capable of reaching the required standards

they should be free from any barriers that restrict access and progression

there should be equal opportunities for all those wishing to access the qualifications.

Centres are required to recruit learners to Pearson BTEC Specialist qualifications with integrity.

Applicants will need relevant information and advice about the qualification to make sure it meets their needs.

Centres should review the applicant’s prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.

For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 11 Access to qualifications for learners with disabilities or specific needs.

Learners may be aged between 14 and 16 and therefore potentially vulnerable. Where learners are required to spend time and be assessed in work settings, it is the centre’s responsibility to ensure that the work environment they go into is safe.


14

11 Access to qualifications for learners with disabilities or specific needs

Equality and fairness are central to our work. Pearson’s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments. It also requires our qualifications to be awarded in a way that is fair to every learner.

We are committed to making sure that:

learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic

all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.

Further information regarding Access Arrangements can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications. Further details on how to make adjustments for learners with protected characteristics are given in the Pearson Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units.

The documents are on our website at www.edexcel.com/policies


15

12 Units

Units have the following sections.

Unit title

The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

Unit reference number

Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.

QCF level

All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to Level 8. The QCF Level Descriptors inform the allocation of the level.

Credit value

When a learner achieves a unit, they gain the specified number of credits.

Guided learning hours

Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.

Unit aim

This gives a summary of what the unit aims to do.

Essential resources

This section lists any specialist resources needed to deliver the unit. The centre will be asked to make sure that these resources are in place when it seeks approval from Pearson to offer the qualification.

Learning outcomes

The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.


16

Assessment criteria

Assessment criteria specify the standard required by the learner to achieve each learning outcome.

Unit amplification

This section clarifies what a learner needs to know to achieve a learning outcome.

Information for tutors

This section gives tutors information on delivery and assessment. It contains the following subsections:

Delivery – explains the content’s relationship to the learning outcomes and offers guidance on possible approaches to delivery.

Assessment – gives information about the evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria.

Indicative resource materials – lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites.


17

Unit 1: Understanding How to Deliver Customer Relationships in Trade Business Services

Unit reference number: J/505/3432

QCF level: 2

Credit value: 5

Guided learning hours: 40

Unit aim

The purpose of this unit is to provide learners with knowledge of customer relationships and their customers’ expectations in the trade business sector. Learners will develop knowledge of the part that customer service practitioners are expected to play in delivering customer relationships in trade business organisations, best practice in the development of customer relationships, and the impact legislation and regulation have on customer relationships.

This unit aims to develop and broaden learners’ understanding of customer relationships in the trade business sector. Learners will look into the different types of internal and external customer relationships and the specific needs that each may have. It is also important to understand how organisations set internal policies and procedures to ensure that customer relationship standards are maintained by staff.

Essential resources

There are no special resources needed for this unit.

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Busi

nes

s Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2013 ©

Pea

rson E

duca

tion L

imited

2013

20

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

D

escr

ibe

how

to g

reet

a

cust

om

er in lin

e w

ith

org

anis

atio

nal

req

uirem

ents

□

Gre

etin

g c

ust

om

ers

– e

ye c

onta

ct,

smili

ng,

appro

achab

le,

liste

nin

g t

o

nee

ds,

putt

ing c

ust

om

ers

at t

hei

r ea

se.

3.2

D

escr

ibe

how

to u

se p

osi

tive

co

mm

unic

atio

n t

echniq

ues

w

ithin

the

cust

om

er

rela

tionsh

ip

□

Key

com

munic

atio

n t

echniq

ues

, eg

bod

y la

nguag

e, a

ppro

priat

e w

ord

ing,

both

writt

en a

nd o

ral, f

acia

l ex

pre

ssio

ns,

prior

cust

om

er k

now

ledge

and

etiq

uet

te.

3.3

D

escr

ibe

how

to s

how

cu

stom

ers

resp

ect

in lin

e w

ith o

rgan

isat

ional

re

quirem

ents

□

Applic

atio

n o

f th

e princi

ple

s of

com

munic

atio

n a

nd t

he

impac

t of

com

pan

y guid

elin

es a

nd r

equirem

ents

on w

ritt

en c

om

munic

atio

n.

3

Under

stan

d h

ow

to

com

munic

ate

effe

ctiv

ely

in a

tr

ade

busi

nes

s org

anis

atio

n

3.4

D

escr

ibe

how

to u

se

com

munic

atio

n s

kills

to

close

a s

ale

in lin

e w

ith

org

anis

atio

nal

req

uirem

ents

□

The

import

ance

of

follo

win

g o

rgan

isat

ional

guid

elin

es in c

losi

ng a

sal

e,

usi

ng c

orr

ect

languag

e, a

ppro

priat

e pro

cess

es a

nd p

roce

dure

s an

d

follo

w-u

p a

ctiv

itie

s.

4.1

D

escr

ibe

how

tea

mw

ork

co

ntr

ibute

s to

the

cust

om

er

rela

tionsh

ip in a

n

org

anis

atio

n

□

Impac

t of

org

anis

atio

nal

cust

om

er s

ervi

ce r

ule

s an

d p

roce

sses

on

indiv

idual

and c

olle

ctiv

e ro

les

and r

esponsi

bili

ties

within

a t

eam

.

□

Tea

m loy

alty

.

□

Tea

m c

ontr

ibutions.

□

Under

stan

din

g im

pac

t of

acts

and o

mis

sions

within

the

team

on g

row

ing

and s

ust

ainin

g c

ust

om

er r

elat

ionsh

ips.

4

Under

stan

d h

ow

org

anis

atio

nal

cu

stom

er s

ervi

ce

pro

cedure

s co

ntr

ibute

to

gro

win

g a

nd

sust

ainin

g

cust

om

er

rela

tionsh

ips

4.2

Ass

ess

how

org

anis

atio

nal

pro

cedure

s gro

w a

nd s

ust

ain

the

cust

om

er r

elat

ionsh

ip

□

How

org

anis

atio

ns

dev

elop p

olic

ies

and p

roce

dure

s to

mai

nta

in t

hei

r cu

stom

er b

ase

thro

ugh e

ffec

tive

aft

er-s

ales

ser

vice

s.

Pear

son B

TEC L

evel

2 C

ertifica

te in P

rinci

ple

s of Tra

de

Busi

nes

s Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2013 ©

Pea

rson E

duca

tion L

imited

2013

21

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.1

Id

entify

the

legis

lative

re

quirem

ents

to p

rote

ct

cust

om

er d

ata

□

Dat

a Pr

ote

ctio

n A

ct.

□

Free

dom

of

Info

rmat

ion A

ct.

□

Oth

er r

elev

ant

legis

lation.

5.2

D

escr

ibe

how

to p

rote

ct t

he

secu

rity

of

cust

om

er

info

rmat

ion in lin

e w

ith

org

anis

atio

nal

pro

cedure

s

□

How

the

Dat

a Pr

ote

ctio

n A

ct a

pplie

s in

the

org

anis

atio

n’s

polic

ies

and

pro

cedure

s.

5.3

Id

entify

how

consu

mer

le

gis

lation s

afeg

uar

ds

the

trad

e busi

nes

s cu

stom

er in

rela

tion t

o

cr

edit a

gre

emen

ts

fa

ulty

goods

des

crip

tion o

f goods

□

How

the

follo

win

g c

an p

rote

ct c

ust

om

ers

during a

nd a

fter

tra

de

busi

nes

s tr

ansa

ctio

ns:

Sal

e of

Goods

Act

1979

Consu

mer

Cre

dit A

ct 1

974

Supply

of

Goods

and S

ervi

ces

Act

1982

M

isre

pre

senta

tion A

ct 1

967

5.4

D

escr

ibe

how

the

org

anis

atio

n m

eets

co

nsu

mer

leg

isla

tive

re

quirem

ents

□

The

org

anis

atio

n’s

pro

cedure

s in

rel

atio

n t

o t

he

applic

atio

n o

f:

Sal

e of

Goods

Act

1979

Consu

mer

Cre

dit A

ct 1

974

Supply

of

Goods

and S

ervi

ces

Act

1982

M

isre

pre

senta

tion A

ct 1

967

5.5

Id

entify

how

equal

ity

and

div

ersi

ty leg

isla

tion a

pplie

s to

cust

om

er r

elat

ionsh

ips

in

the

trad

e busi

nes

s se

ctor

□

Dis

crim

inat

ion,

body

languag

e, w

ritt

en a

nd o

ral co

mm

unic

atio

n,

ster

eoty

pes

.

5

Under

stan

d

legis

lative

re

quirem

ents

that

ap

ply

to c

ust

om

er

rela

tionsh

ips

5.6

D

escr

ibe

how

to a

pply

eq

ual

ity

and d

iver

sity

le

gis

lative

req

uirem

ents

w

hen

dea

ling w

ith

cust

om

ers

□

Cust

om

er b

ase,

incl

udin

g loca

l, r

egio

nal

and n

atio

nal

div

ersi

ties

.

□

Applic

atio

n o

f th

e Equal

ity

Act

2010 a

nd t

he

org

anis

atio

n’s

polic

ies

in

rela

tion t

o it.


22


Delivery

All the outcomes lend themselves to flexible delivery. Formal training sessions should have input from the trainer/assessor to identify the theoretical material and standard information but the learner can work individually or in a group researching and gathering information about the customer service approaches and policies provided by the company. Researching the company’s policies and practices regarding customer service, observation of customer service interactions, and discussions all offer interactive approaches to learning about the products and services. Learners will be expected to have some knowledge of the legislative requirements in respect of data, product descriptions, sale and return of goods and the creation of credit agreements.

The learner will be introduced to the customer relationship, how it works and what their role is in within a team approach to secure consistently high levels of customer service within the organisational culture and approach adopted by the company.

Discussions, role play and other active training techniques provide motivational and interactive activities. By shadowing experienced members of the customer service team, learners will be able to see how to communicate with customers, build rapport, and sell products and services within the legislative and organisational constraints.

Assessment

The centre will devise and mark the assessment for this unit.

Learners must meet all assessment criteria to pass the unit.

Suggested resources

Textbooks

Bradley, Sally – NVQ/SVQ Level 2 Customer Service Candidate Handbook (Heinemann Workbased Learning, 2011) ISBN 9780435046897

Schmitt, Bernd H. – The Customer Experience Management: A Revolutionary Approach to Connecting with Your Customers (John Wiley & Sons, 2003) ISBN 9780471237747

Other

BTEC Apprenticeship Customer Service Delivery Guide, ISBN 9781446900222 download from www.edexcel.com

Websites

www.customerservicemanager.com - Customer service articles.

http://www.skillscfa.org/images/pdfs/research/lmi/Customer%20Service%20LMI%20[2012].pdf Customer Service Labour Market Report 2012, Skills CFA.

http://www.customerservicemanager.com/�

http://www.skillscfa.org/images/pdfs/research/lmi/Customer Service LMI %5b2012%5d.pdf�

http://www.skillscfa.org/images/pdfs/research/lmi/Customer Service LMI %5b2012%5d.pdf�


23

Unit 2: Health and Safety Awareness in a Working Environment

Unit reference number: R/505/3434

QCF level: 2

Credit value: 3


Unit aim

The purpose of this unit is to provide learners with an understanding of the possible health and safety issues and risks that may occur in a working environment. It aims to equip learners with an awareness of the potential hazards in a work environment, how to report these hazards and to whom and the correct procedures for dealing with any health and safety issues as they occur within the limits of their own role.

Essential resources


Pear

son B

TEC L

evel

2 C

ertifica

te in P

rinci

ple

s of Tra

de

Busi

nes

s Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2013 ©

Pea

rson E

duca

tion L

imited

2013

24

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Id

entify

the

per

sonnel

re

sponsi

ble

for

Hea

lth a

nd

Saf

ety

□

Indiv

idual

res

ponsi

bili

ty a

nd n

ame

indiv

idual

s w

ith s

pec

ific

re

sponsi

bili

ties

for

hea

lth a

nd s

afet

y.

1

Under

stan

d t

he

org

anis

atio

n’s

H

ealth a

nd S

afet

y Polic

y 1.2

D

escr

ibe

the

Hea

lth a

nd

Saf

ety

pro

cedure

s fo

r th

e org

anis

atio

n

□

Hea

lth a

nd s

afet

y polic

y, r

isk

asse

ssm

ent,

man

ual

han

dlin

g,

lifting,

VD

U

(Vis

ual

Dis

pla

y U

nit),

RID

DO

R 2

013 (

Rep

ort

ing o

f In

juries

, D

isea

ses

and

Dan

ger

ous

Occ

urr

ence

s Reg

ula

tions)

, CO

SH

H 2

002 (

Contr

ol of

Subst

ance

s H

azar

dous

to H

ealth).

2.1

D

escr

ibe

pote

ntial

haz

ards

in t

he

work

pla

ce

envi

ronm

ent

□

Mac

hin

ery,

veh

icle

s, s

tora

ge

and e

lect

rica

l eq

uip

men

t.

2.2

Id

entify

pote

ntial

haz

ards

asso

ciat

ed w

ith w

ork

ing

pra

ctic

es

□

Slip

s an

d f

alls

.

□

Man

ual

han

dlin

g a

nd s

afe

lifting.

□

Off

ice

equip

men

t (g

uill

otines

, photo

copie

rs,

IT e

quip

men

t, s

hre

dder

s et

c).

□

Haz

ardous

subst

ance

s.

2

Under

stan

d w

her

e pote

ntial

haz

ards

can o

ccur

in t

he

work

pla

ce

2.3

D

escr

ibe

the

pro

cess

of

risk

as

sess

men

t □

Id

entifica

tion o

f risk

, an

alys

is o

f risk

, pre

vention a

nd t

rain

ing.

Pear

son B

TEC L

evel

2 C

ertifica

te in P

rinci

ple

s of Tra

de

Busi

nes

s Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2013 ©

Pea

rson E

duca

tion L

imited

2013

25

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Exp

lain

the

role

that

good

house

keep

ing p

lays

in

mai

nta

inin

g a

saf

e w

ork

ing

envi

ronm

ent

□

Cle

anlin

ess

and t

idin

ess,

saf

e st

ora

ge,

use

of

han

dra

ils,

keep

ing

alle

yway

s an

d d

oors

cle

ar.

3

Know

how

to

mai

nta

in a

saf

e w

ork

ing

envi

ronm

ent

3.2

D

escr

ibe

way

s of

ensu

ring

the

work

ing e

nvi

ronm

ent

is

safe

□

Tra

inin

g,

signag

e, h

ealth a

nd s

afet

y polic

y, induct

ion,

safe

sto

rage,

obse

rvat

ion,

and p

erso

nal

res

ponsi

bili

ty.

4.1

Exp

lain

the

import

ance

of

usi

ng p

erso

nal

pro

tect

ive

equip

men

t

□

Sto

rage,

acc

iden

t pre

vention,

sight

and h

earing loss

, av

oid

ing s

lips

and

falls

.

4.2

O

utlin

e th

e co

rrec

t pro

cedure

s fo

r m

anual

han

dlin

g

□

How

to lift

corr

ectly

and s

tore

corr

ectly.

4.3

O

utlin

e th

e co

rrec

t pro

cedure

s fo

r th

e use

of

dis

pla

y sc

reen

equip

men

t

□

Inst

alla

tion,

scre

en c

olo

ur

and b

rightn

ess,

font,

hei

ght,

lig

ht

sourc

e.

4

Under

stan

d t

he

indiv

idual

’s

resp

onsi

bili

ty f

or

Hea

lth a

nd S

afet

y at

work

4.4

Exp

lain

why

it is

import

ant

to r

eport

all

acci

den

ts,

dis

ease

s an

d d

anger

ous

occ

urr

ence

s in

the

work

pla

ce

□

Red

uce

ris

k of

repet

itio

n,

safe

ty o

f oth

ers,

crim

inal

and c

ivil

liabili

ty a

nd

risk

ass

essm

ent.

5.1

O

utlin

e th

e co

rrec

t pro

cedure

for

evac

uat

ing t

he

pre

mis

es in a

n e

mer

gen

cy

□

Fire

exi

ts,

asse

mbly

poin

ts,

emer

gen

cy p

roce

dure

s, w

ho t

o c

onta

ct,

fire

m

arsh

als.

5.2

D

escr

ibe

the

key

elem

ents

of

fire

pre

vention

□

Saf

e st

ora

ge

of

chem

ical

s, f

ire

bla

nke

ts,

elec

tric

al w

irin

g,

stora

ge,

ci

gar

ette

sm

oki

ng.

5

Under

stan

d t

he

pro

cedure

s fo

r fire

pre

vention a

nd

emer

gen

cy

evac

uat

ion

5.3

Exp

lain

the

pro

cess

for

rais

ing t

he

alar

m in t

he

even

t of

fire

□

Sprinkl

er s

yste

ms,

bre

ak g

lass

, fire

mar

shal

s, f

ire

asse

mbly

poin

ts,

fire

ex

its,

fire

brigad

e.


26


Delivery

All the outcomes lend themselves to flexible delivery. Formal training sessions should have input from the trainer/assessor to identify the theoretical material and standard information but the learner can work individually or in a group researching and gathering information on health and safety, by researching the company’s health and safety policies and practices and the role of the HSE, for example. Learners will be expected to have some knowledge of the legislative requirements in respect of health and safety and should be able to describe how they affect organisations.

The learner will be introduced to health and safety, how it works and why it is important that all individuals and organisations operate in a safe way, having due regard for themselves and others.

Discussions, role play and other active training techniques provide motivational and interactive activities. By shadowing experienced members of the team, learners will be able to see how health and safety is enforced in the organisation.

Assessment



Suggested resources

Textbooks

Bradley, Sally – NVQ/SVQ Level 2 Customer Service Candidate Handbook (Heinemann Workbased Learning, 2011) ISBN 9780435046897

HSE – Your health, your safety. A brief guide for workers. (HSE, 2013) ISBN 978 0 7176 6465 8

Websites

www.hse.gov.uk - Health and Safety Executive

http://www.hse.gov.uk/�


27

Unit 3: Understanding Employment Responsibilities and Rights

Unit reference number: D/602/4769

QCF level: 2

Credit value: 3


Unit aim

This unit supports learning of employment rights and responsibilities across all occupations and sectors.

Learners should be aware of and conversant with the rules, principles and regulations governing employment rights and responsibilities to ensure they understand the conditions under which they work. This understanding protects both the employee and the employer, ensuring that work practice is undertaken in a mutually respectful and safe environment.

This unit is intended to cover the requirements of Employment Rights and Responsibilities within the Specification of Apprenticeship Standards for England. The unit has been designed to be applied to a working context.

Essential resources


Pear

son B

TEC L

evel

2 C

ertifica

te in P

rinci

ple

s of Tra

de

Busi

nes

s Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2013 ©

Pea

rson E

duca

tion L

imited

2013

28

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

O

utlin

e em

plo

yee

rights

and

resp

onsi

bili

ties

under

Em

plo

ymen

t La

w

□

Diffe

rence

bet

wee

n r

ights

and r

esponsi

bili

ties

; cu

rren

t em

plo

ymen

t le

gis

lation.

1.2

D

escr

ibe

how

rel

ated

le

gis

lation c

an s

upport

em

plo

yees

in t

he

work

pla

ce

□

Curr

ent

anti-d

iscr

imin

atio

n leg

isla

tion,

eg g

ender

, ra

ce,

relig

ion,

dis

abili

ty,

age;

work

ing h

ours

and h

olid

ay e

ntitlem

ent;

dat

a pro

tect

ion;

oth

er r

elev

ant

exam

ple

s.

1.3

D

escr

ibe

emplo

yer

resp

onsi

bili

ties

in t

he

work

pla

ce

□

Duty

of

care

to e

mplo

yees

, eg

saf

e an

d h

ealthy

work

pla

ce,

public

lia

bili

ty insu

rance

; ap

pro

priat

e tr

ainin

g a

nd d

evel

opm

ent;

adher

e to

te

rms

of

contr

act.

1

Know

the

stat

uto

ry

rights

and

resp

onsi

bili

ties

of

emplo

yees

and

emplo

yers

within

ow

n a

rea

of

work

1.4

Id

entify

sourc

es a

nd t

ypes

of

info

rmat

ion a

nd a

dvi

ce o

n

ow

n e

mplo

ymen

t rights

and

resp

onsi

bili

ties

□

HR d

epar

tmen

t; lin

e m

anag

er;

trad

e unio

n r

epre

senta

tive

; pro

fess

ional

body;

Citiz

ens

Advi

ce B

ure

au;

com

munity

legal

advi

ce;

inte

rnet

; tr

ade

mag

azin

es a

nd journ

als.

Pear

son B

TEC L

evel

2 C

ertifica

te in P

rinci

ple

s of Tra

de

Busi

nes

s Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2013 ©

Pea

rson E

duca

tion L

imited

2013

29

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Exp

lain

the

term

s an

d

conditio

ns

of

ow

n c

ontr

act

of

emplo

ymen

t

□

Ter

ms

and c

onditio

ns;

hours

; pay

rat

e; h

olid

ay e

ntitlem

ent;

form

at o

f co

ntr

act.

2.2

D

escr

ibe

info

rmat

ion s

how

n

on o

wn p

ay s

tate

men

t □

G

ross

wag

es;

ded

uct

ions;

net

pay

; per

sonal

info

rmat

ion,

eg n

atio

nal

in

sura

nce

num

ber

, em

plo

yee

num

ber

.

2.3

Exp

lain

the

pro

cedure

s to

fo

llow

in e

vent

of

a griev

ance

□

Gro

unds

for

griev

ance

; in

form

al a

ppro

ach;

form

al p

roce

dure

within

ow

n

work

pla

ce.

2.4

Id

entify

the

per

sonal

in

form

atio

n t

hat

must

be

kept

up t

o d

ate

with o

wn

emplo

yer

□

Pers

onal

dat

a, e

g n

ame,

addre

ss, te

lephone

num

ber

(s),

qual

ific

atio

ns,

nat

ional

insu

rance

num

ber

, ta

x co

de,

ban

k det

ails

, dis

abili

ties

, em

plo

ymen

t his

tory

, ab

sence

det

ails

, tr

ainin

g.

□

Per

sonal

res

ponsi

bili

ty;

dat

a pro

tect

ion c

onsi

der

atio

ns.

2

Under

stan

d a

gre

ed

way

s of

work

ing

that

pro

tect

ow

n

rela

tionsh

ip w

ith

emplo

yer

2.5

Exp

lain

agre

ed w

ays

of

work

ing w

ith e

mplo

yer

□

Work

pla

ce p

roce

dure

s fo

r le

ave

entitlem

ent,

eg h

olid

ay,

mat

ernity,

pat

ernity,

com

pas

sionat

e; p

roce

dure

s to

dea

l w

ith b

ully

ing o

r dis

crim

inat

ion;

pro

cedure

s fo

r se

lf-c

ertifica

tion.

Pear

son B

TEC L

evel

2 C

ertifica

te in P

rinci

ple

s of Tra

de

Busi

nes

s Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2013 ©

Pea

rson E

duca

tion L

imited

2013

30

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

D

escr

ibe

the

effe

ct o

f ow

n

role

on s

ervi

ce p

rovi

sion

□

Ow

n job d

escr

iption,

org

anis

atio

n’s

aim

.

3.2

D

escr

ibe

how

ow

n r

ole

lin

ks

to t

he

wid

er s

ecto

r □

Aim

s an

d o

bje

ctiv

es o

f th

e em

plo

ymen

t se

ctor.

3.3

D

escr

ibe

the

mai

n r

ole

s an

d

resp

onsi

bili

ties

of

repre

senta

tive

bodie

s th

at

influen

ce t

he

wid

er s

ecto

r

□

Tra

de

unio

ns,

pro

fess

ional

bodie

s, H

ealth a

nd S

afet

y Exe

cutive

.

3.4

O

utlin

e diffe

rent

view

poin

ts

around a

n iss

ue

of

public

co

nce

rn r

elev

ant

to t

he

sect

or

or

occ

upat

ion

□

Consi

der

the

effe

ct o

f re

cent

hig

h-p

rofile

eve

nts

on t

he

indust

ry.

3

Know

how

ow

n

role

fits

within

the

wid

er c

onte

xt o

f th

e se

ctor

3.5

D

escr

ibe

how

iss

ues

of

public

conce

rn h

ave

alte

red

public

vie

ws

of

the

sect

or

or

occ

upat

ion

□

Intr

oduct

ion o

f le

gis

lation a

nd g

ood p

ract

ice,

eg C

rim

inal

Rec

ord

Bure

au

chec

ks,

risk

ass

essm

ent;

hea

lth a

nd s

afet

y le

gis

lation,

dis

abili

ties

and

effe

cts

on b

uild

ing r

egula

tions.

4.1

D

escr

ibe

occ

upat

ional

opport

unitie

s w

ithin

ow

n

sect

or

and r

elat

ed s

ecto

rs

□

Progre

ssio

n r

oute

s w

ithin

ow

n s

ecto

r; p

rogre

ssio

n r

oute

s w

ithin

rel

ated

se

ctors

; im

port

ance

of

continuin

g p

rofe

ssio

nal

dev

elopm

ent.

4.2

Id

entify

sourc

es o

f in

form

atio

n r

elat

ed t

o a

ch

ose

n c

aree

r pat

hw

ay

□

Line

man

ager

, Sec

tor

Ski

lls C

ounci

ls,

Job C

entr

es,

rele

vant

web

site

s.

4

Know

car

eer

pat

hw

ays

avai

lable

w

ithin

ow

n a

nd

rela

ted s

ecto

rs

4.3

Id

entify

nex

t st

eps

in o

wn

care

er p

athw

ay

□

Cre

ate

a dev

elopm

ent

pla

n;

consu

lt r

elat

ed w

ebsi

tes.


31


Delivery

This unit includes general topics and those that apply specifically to the learner’s workplace. Input should be as varied as possible making good use of internet resources and websites, together with group work, individual study and team activities as well as more traditional written tasks. Learners should be encouraged to read around the subject to gain more understanding of the contents of the relevant legislation.

Visiting speakers, who work in various parts of the organisation or who work for associated organisations, would greatly enliven the programme. All study should be related to the workplace.

Assessment



Naturally occurring evidence should be used where possible. It is likely that learners will undertake an induction process for any work role or work placement. Learners could build a portfolio of evidence or produce a workbook that, as well as showing evidence of achievement, could be used as a point of reference for their future work.

Suggested resources

Textbooks

Mitchell Sack S – The Employee Rights Handbook (Warner Books, 2000) ISBN 978-0446673266

Mitchell Sack S – The Employee Rights Handbook: Effective Legal Strategies to Protect Your Job from Interview to Pink Slip (Legal Strategies Inc, 2010) ISBN 978-0963630674


32

Unit 4: Understanding the Use of Email in Business to Business Communication

Unit reference number: Y/505/3435

QCF level: 2

Credit value: 2


Unit aim

The purpose of this unit is to provide learners with knowledge and understanding of the importance of email and how it can be used to increase sales within trade businesses. It covers how email can be used as a tool to generate customer leads as well as communicate with existing customers.

Essential resources


Pear

son B

TEC L

evel

2 C

ertifica

te in P

rinci

ple

s of Tra

de

Busi

nes

s Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2013 ©

Pea

rson E

duca

tion L

imited

2013

33

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

D

escr

ibe

pote

ntial

ben

efits

of

com

munic

atin

g a

tra

de

even

t to

a d

istr

ibution lis

t

□

Direc

t to

cust

om

er,

no ‘lo

st in p

ost

’, c

an t

arget

spec

ific

cust

om

er t

ype

(est

ablis

hed

, new

busi

nes

s, lap

sed)

by

use

of

dis

trib

ution lis

ts,

no ‘gat

e-ke

eper

’.

□

Eas

ier

to e

valu

ate

impac

t co

mpar

ing s

ent

mai

l ta

rget

s to

incr

ease

d s

ales

on p

roduct

.

□

Tar

get

tra

de

busi

nes

s ev

ents

to w

ide

spec

trum

of

busi

nes

ses.

□

Eas

ier

to a

dd a

nd r

emove

cust

om

er info

rmat

ion f

rom

dis

trib

ution lis

ts.

□

Eas

y to

sen

d p

rom

otional

fly

ers.

□

Quic

k an

d t

ime

effe

ctiv

e usi

ng d

raft

docu

men

ts.

Info

rmat

ion c

an b

e re

-se

nt

quic

kly.

Guar

ante

ed a

quic

k tu

rnar

ound o

n q

uote

s an

d p

roposa

ls.

1

Under

stan

d h

ow

em

ail is

use

d t

o

gen

erat

e busi

nes

s in

a b

usi

nes

s to

busi

nes

s en

viro

nm

ent

1.2

Exp

lain

the

adva

nta

ges

and

dis

adva

nta

ges

of

emai

ling

acco

unt

info

rmat

ion t

o

cust

om

ers

in c

om

par

ison t

o

oth

er m

ethods

□

Adva

nta

ges

: an

effic

ient

com

munic

atio

n m

ethod f

or

updat

ing a

ccount

stat

us

info

rmat

ion t

o n

ew a

nd e

xist

ing c

ust

om

ers,

inte

ract

ive

so t

hat

peo

ple

can

res

pond,

bes

poke

to t

he

trad

e busi

nes

s, q

uic

k an

d c

hea

p.

□

Dis

adva

nta

ges

: poorly

mai

nta

ined

dis

trib

ution lis

t, info

rmat

ion s

ent

to

wro

ng c

ust

om

er t

arget

, im

per

sonal

, unem

otional

, ca

n’t r

espond t

o

ques

tions,

eas

y w

ay o

ut,

tak

es t

he

pla

ce o

f fa

ce-t

o-f

ace

or

voic

e-to

-vo

ice

cust

om

er inte

ract

ion,

det

ached

, m

isin

form

atio

n c

ircu

late

d,

ove

r-use

d,

less

bra

nd c

ontr

ol, incr

ease

s th

e risk

that

the

trad

e busi

nes

s m

ay

stop t

alki

ng t

o c

ust

om

ers,

anonym

ous

to t

he

trad

e busi

nes

s an

d

reci

pie

nt

if n

ot

signed

by

sender

.

Pear

son B

TEC L

evel

2 C

ertifica

te in P

rinci

ple

s of Tra

de

Busi

nes

s Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2013 ©

Pea

rson E

duca

tion L

imited

2013

34

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

D

escr

ibe

the

diffe

rent

purp

ose

s fo

r se

ndin

g

inte

rnal

cust

om

er e

mai

ls

□

Com

munic

atio

n,

info

rmat

ion,

clar

ific

atio

n,

launch

of

new

pro

duct

s,

mar

keting a

nd s

ales

, polic

ies

and p

roce

dure

s.

2.2

D

escr

ibe

the

diffe

rent

purp

ose

s fo

r se

ndin

g

exte

rnal

cust

om

er e

mai

ls

□

Mar

keting a

nd s

ales

, pro

motions,

lau

nch

of

new

pro

duct

s, p

roduct

re

call,

net

work

ing,

com

plia

nce

.

2.3

D

escr

ibe

the

conte

nt

and

stru

cture

req

uired

for

diffe

rent

types

of

emai

l

□

Form

al e

mai

ls t

hat

inco

rpora

te o

rgan

isat

ional

polic

y.

□

Info

rmal

em

ails

that

inco

rpora

te o

rgan

isat

ional

polic

y.

2.4

D

escr

ibe

the

import

ance

of

usi

ng in-h

ouse

sty

le(s

) fo

r se

ndin

g e

mai

ls

□

In-h

ouse

tem

pla

tes,

corp

ora

te c

ulture

, bra

ndin

g.

2.5

Id

entify

the

most

effec

tive

pro

cess

es f

or

emai

ling

diffe

rent

types

of

info

rmat

ion t

o c

ust

om

ers

□

Cre

atio

n o

f co

nta

cts

listings.

□

Att

achm

ents

.

□

Rea

d a

nd r

ecei

pt

reques

ts.

□

Gro

up e

mai

ls.

□

Addre

ss b

ook.

2

Know

how

to

crea

te a

nd

dis

trib

ute

em

ails

2.6

D

escr

ibe

the

com

pan

y guid

elin

es f

or

the

use

of

emai

l sy

stem

s

□

Org

anis

atio

n’s

polic

ies

that

tak

e ac

count

of:

D

ata

Prote

ctio

n A

ct (

1998),

Fre

edom

of

Info

rmat

ion A

ct (

2000)

org

anis

atio

n’s

com

munic

atio

n p

olic

y

dis

closu

re o

f se

nsi

tive

info

rmat

ion.

Pear

son B

TEC L

evel

2 C

ertifica

te in P

rinci

ple

s of Tra

de

Busi

nes

s Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2013 ©

Pea

rson E

duca

tion L

imited

2013

35

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

D

escr

ibe

the

pote

ntial

re

sults

of

inef

fici

ent

use

of

emai

l co

mm

unic

atio

n o

n

busi

nes

s

□

Cust

om

ers

rece

ive

liter

ature

irr

elev

ant

to t

hei

r busi

nes

s.

□

Mis

sed a

ppoin

tmen

ts.

□

Tra

de-

day

eve

nts

under

-att

ended

.

3

Under

stan

d t

he

pote

ntial

im

pac

t of

poor

emai

l co

mm

unic

atio

n o

n

busi

nes

s 3.2

D

escr

ibe

the

pote

ntial

re

sults

of

inco

rrec

t use

of

emai

l co

mm

unic

atio

n o

n

busi

nes

s

□

Impac

t (l

oss

of

busi

nes

s, infr

ingem

ent

of

Dat

a Pr

ote

ctio

n A

ct (

1998);

im

pac

t of

the

Free

dom

of

Info

rmat

ion A

ct (

2000),

im

pac

t of

soci

al

net

work

s, loss

of

reputa

tion/c

ust

om

er loya

lty)

.

□

Inco

rrec

t ac

count

stat

us

info

rmat

ion t

o c

ust

om

er.

□

Mai

l-sh

ots

tar

get

ed inco

rrec

tly,

cust

om

ers

rece

ive

inco

rrec

t tr

ade

pro

motions,

aggra

vate

d c

ust

om

ers,

loss

of

cust

om

er a

ccounts

, lo

ss o

f new

busi

nes

s th

rough m

isin

form

atio

n,

pro

posa

ls a

nd/o

r quota

tions

sent

to t

he

wro

ng c

ust

om

er.


36


Delivery

All the learning outcomes can be delivered flexibly. Learners will be introduced to email, how it works and what their role is in a team approach to secure consistent use of company policy.

Formal training sessions should include input from the trainer/assessor to identify the theoretical material and standard information, but learners can work individually or in a group researching and gathering information about the use of email and associated policies provided by the company. Researching the company’s policies and practices regarding email, observation of use of emails in the company, and discussions on the effective use of email all offer interactive approaches to learning about the role email plays in developing customer service, improving communications and generating sales. Learners will be expected to have some knowledge of the legislative requirements in respect of the use of email, and the limitations and potential negative impact it can have on a trade business organisation.

Discussions, role play and other active training techniques provide motivational and interactive activities. By shadowing experienced members of the customer service team, learners will be able to see how to communicate with customers using email to build a rapport, and sell products and services using company guidelines.

Assessment



Suggested resources

Textbooks

Allman E et al – BTEC First in Information and Creative Technology Student Book (Pearson, 2013) ISBN 9781446901878

Brown M and Sharpe K – BTEC Entry 3/Level 1 IT Users Student Book (Pearson, 2010) ISBN 9781846909238

Fox S – Business Etiquette for Dummies (John Wiley & Sons, 2008) ISBN 9780470147092

Websites

www.e-skills.com – e-skills UK

Other

NVQ Levels 1 and 2 IT Practitioners and NVQ Level 3 IT Professionals CD ROM – Pearson

http://www.e-skills.com/�


37

Unit 5: Understanding How to Manage Stock for Customer Orders in Business to Business Services

Unit reference number: D/505/3436

QCF level: 2

Credit value: 2


Unit aim

The purpose of this unit is to provide learners with the knowledge and understanding of stock control processes and procedures in relation to customer orders within trade business services. It includes the typical trading format of trade business services. The stock control process is typically undertaken by warehouse support staff working within these depots, following company procedures. This unit also covers the necessary reporting and recording procedures.

Essential resources


Pear

son B

TEC L

evel

2 C

ertifica

te in P

rinci

ple

s of Tra

de

Busi

nes

s Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2013 ©

Pea

rson E

duca

tion L

imited

2013

38

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1

Know

how

to o

rder

st

ock

for

busi

nes

s to

busi

nes

s cu

stom

ers

1.1

D

escr

ibe

the

pro

cedure

for

ord

erin

g s

tock

for

busi

nes

s to

busi

nes

s cu

stom

ers

□

Corr

ect

use

of

EPO

S s

yste

m (

Ele

ctro

nic

Poin

t of

Sal

e).

□

Supplie

r le

ad t

imes

.

□

Supply

chai

n v

iew

of

stock

req

uirem

ent

criter

ia.

□

Cust

om

er r

equired

dat

e in

conju

nct

ion w

ith loca

l st

ock

ava

ilabili

ty.

2.1

D

escr

ibe

how

sto

ck is

allo

cate

d o

nce

it

has

arr

ived

□

G

oods-

inw

ards

polic

y.

2.2

Exp

lain

the

impac

t of

allo

cation o

n s

tock

hold

ing

□

Cost

of

stock

, sp

ace

utilis

atio

n.

2.3

Exp

lain

how

to b

ook

and

rece

ive

stock

tra

nsf

ers

to

and f

rom

com

pan

y st

ora

ge

faci

litie

s

□

Booki

ng a

nd r

ecei

pt

of

purc

has

e ord

ers.

□

Corr

ection o

f del

iver

y er

rors

.

□

Booki

ng a

nd r

ecei

pt

of

inte

r-bra

nch

tra

nsf

ers.

□

Booki

ng a

nd r

ecei

pt

of

cust

om

er r

eturn

s an

d e

xchan

ges

.

2

Know

the

allo

cation a

nd

tran

sfer

of

stock

in

a busi

nes

s to

busi

nes

s en

viro

nm

ent

2.4

Exp

lain

the

line

chec

k pro

cess

□

Sto

ck t

akin

g a

nd o

rder

ing a

dditio

nal

sto

ck t

o m

eet

antici

pat

ed a

nd

actu

al c

ust

om

er d

eman

d.

Pear

son B

TEC L

evel

2 C

ertifica

te in P

rinci

ple

s of Tra

de

Busi

nes

s Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2013 ©

Pea

rson E

duca

tion L

imited

2013

39

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

D

escr

ibe

how

to u

pdat

e st

ock

rec

ord

s □

Sto

ck a

udit p

repar

atio

n.

□

Sto

ck f

ile c

hec

ks a

nd a

men

dm

ents

usi

ng E

POS s

yste

m.

□

Isola

tion a

nd d

isposa

l of

dam

aged

/dis

continued

pro

duct

.

□

Product

gro

upin

g.

□

Sto

ck r

ota

tion.

3

Under

stan

d t

he

mai

nte

nan

ce o

f st

ock

rec

ord

s in

a

busi

nes

s to

busi

nes

s en

viro

nm

ent

3.2

Exp

lain

the

import

ance

of

mai

nta

inin

g u

p-t

o-d

ate

stock

rec

ord

s

□

Acc

ura

te p

icki

ng a

nd a

ssem

bly

of

cust

om

er o

rder

s.


40


Delivery

All the outcomes lend themselves to flexible delivery. Formal training sessions should have input from the trainer/assessor to identify the theoretical material and standard information, but learners can work individually or in a group researching and gathering information about the customer service approaches and policies provided by the company. Researching the company’s policies and practices regarding stock control, observation of stock taking, and discussions all offer interactive approaches to learning about managing stock for customer orders. Learners will be expected to have some knowledge of picking, packing, use of EPOS systems and stock rotation.

Learners will be introduced to stock control, how it works, what their role is the management of stock, and the importance of accuracy in the picking of customer orders to ensure consistently high levels of customer service within the organisational culture and approach adopted by the company.

Discussions, role plays and other active training techniques provide motivational and interactive activities. By shadowing experienced members of the warehouse team, learners will be able to see how to communicate with customers, build rapport and accurately pick products using the organisational guidelines.

Assessment



Suggested resource

Textbooks

Mulcahy D E – Warehouse Distribution and Operations Handbook (McGraw-Hill Education, 1993) ISBN 9780070440029

Websites

www.cism-ng.org – Certified Institute of Warehousing & Materials Management

http://www.cism-ng.org/�


41

Unit 6: Understanding Sales Function for Business to Business Services

Unit reference number: H/505/3437

QCF level: 2

Credit value: 3


Unit aim

The purpose of this unit is to provide learners with the knowledge and understanding of the various sales and customer accounts processes used in a trade business environment. It covers production of quotes, sales orders, refunds and paperwork used.

Essential resources


Pear

son B

TEC L

evel

2 C

ertifica

te in P

rinci

ple

s of Tra

de

Busi

nes

s Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2013 ©

Pea

rson E

duca

tion L

imited

2013

42

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

D

escr

ibe

the

pro

cedure

for

pro

duci

ng q

uote

s □

O

rgan

isat

ion’s

appro

ach.

□

Writt

en a

nd v

erbal

quota

tions.

□

Chec

k under

stan

din

g w

ith t

he

cust

om

er.

□

Note

any

tim

e lim

it.

1.2

D

escr

ibe

the

pro

cedure

for

pro

duci

ng s

ales

ord

ers

□

Org

anis

atio

n’s

appro

ach.

□

Acc

ura

cy c

hec

k w

ith c

ust

om

er.

□

Cost

s.

□

VAT a

nd n

on V

AT.

□

Del

iver

y dat

e.

□

Conta

ct d

etai

ls.

□

Corr

ect

des

crip

tion o

f goods

and n

um

ber

s.

1

Know

how

to

pro

cess

busi

nes

s to

busi

nes

s sa

les

ord

ers

1.3

D

escr

ibe

the

pro

cess

for

refu

nds

□

O

rgan

isat

ion’s

appro

ach.

□

Writt

en r

ecei

pt.

□

Rea

sons

for

refu

nd.

□

Paym

ent

met

hod a

nd r

ecord

ing.

Pear

son B

TEC L

evel

2 C

ertifica

te in P

rinci

ple

s of Tra

de

Busi

nes

s Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2013 ©

Pea

rson E

duca

tion L

imited

2013

43

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

D

escr

ibe

how

to p

roce

ss

cash

adju

stm

ents

□

O

rgan

isat

ion’s

appro

ach.

□

Ove

rchar

gin

g.

□

Ref

unds.

2

Know

how

to

mai

nta

in t

he

bal

ance

of

the

tills

2.2

D

escr

ibe

pro

cedure

s fo

r m

ovi

ng c

ash b

etw

een t

ills,

ch

ecki

ng,

clea

ring a

nd

closi

ng t

ills

□

Org

anis

atio

n’s

appro

ach.

□

Ove

rchar

gin

g.

□

Ref

unds.

□

End-o

f-day

bal

ance

.

□

Tra

nsf

er o

f ca

sh t

o b

ank.

3.1

D

escr

ibe

how

to p

roce

ss

acco

unt

pay

men

ts

□

Org

anis

atio

n’s

appro

ach.

□

Rec

ord

ing.

□

Counte

r si

gnat

ure

s.

3.2

D

escr

ibe

how

to p

roce

ss

trad

e se

rvic

e ex

pen

se

pay

men

ts

□

Elig

ible

evi

den

ce o

f sp

ends.

□

Org

anis

atio

n’s

exp

ense

s polic

y.

□

Counte

r si

gnat

ure

.

□

Paym

ent

met

hod a

nd p

aym

ent

dat

e.

3

Know

how

to

man

age

busi

nes

s to

busi

nes

s ac

counts

3.3

D

escr

ibe

the

pro

cess

for

corr

ecting a

pay

men

t er

ror

□

Org

anis

atio

n’s

appro

ach.

□

Rec

ord

ing t

he

erro

r.

□

Counte

r si

gnat

ure

.

Pear

son B

TEC L

evel

2 C

ertifica

te in P

rinci

ple

s of Tra

de

Busi

nes

s Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2013 ©

Pea

rson E

duca

tion L

imited

2013

44

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

D

escr

ibe

how

to o

pen

cu

stom

er a

ccounts

□

O

rgan

isat

ion’s

polic

y.

□

Elig

ibili

ty.

□

Cust

om

er d

etai

ls.

□

Cre

dit lim

its.

□

Paym

ent

met

hods

and t

imes

cale

s.

4.2

D

escr

ibe

the

import

ance

of

monitoring a

ccount

stat

us

and r

eport

ing a

ny

dis

crep

anci

es

□

Org

anis

atio

n’s

polic

y.

□

Late

pay

men

t notifica

tion.

□

Bad

deb

ts.

4.3

D

escr

ibe

how

to p

roduce

a

stat

emen

t of

acco

unt

□

Org

anis

atio

n’s

polic

y.

□

Sal

es.

□

Cust

om

er d

etai

ls.

□

VAT.

4

Know

how

to

man

age

busi

nes

s to

busi

nes

s cu

stom

er a

ccounts

4.4

Exp

lain

how

to p

roduce

st

atem

ent

rem

itta

nce

s □

O

rgan

isat

ion’s

polic

y.

□

Cust

om

er d

etai

ls.

□

Paym

ents

mad

e.


45


Delivery

All the outcomes lend themselves to flexible delivery. Formal training sessions should have input from the trainer/assessor to describe the legal and fiscal requirements of account management and handling of cash. Learners need to be able to understand how account management supports customer loyalty and a long-term customer relationship.

Learners will be introduced to how account management functions within the organisation in which they work. They will understand how to balance a till and the basic principles of banking money on a daily basis.

Discussions, role plays and other active training techniques provide motivational and interactive activities. By shadowing experienced members of the team, learners will be able to see how to manage accounts, build rapport, and sell products and services within legislative and organisational constraints.

Assessment



Suggested resource

Textbooks

Bird T and Cassell J – Brilliant Selling: What the Best Salespeople Know, Do and Say (Pearson Business, 2012) ISBN 9780273771203

BTEC First Business Unit 5 Sales and Personal Selling (Pearson, 2013) ISBN 9781446902059

Websites

www.cim.co.uk – The Chartered Institute of Marketing

http://www.pearsonschoolsandfecolleges.co.uk/FEAndVocational/BusinessandAdministration/BTEC/BTEC-Firsts-Business-2012/ISBN/TeachingAssessmentPacks/ BTECFirstBusinessUnit5Salesandpersonalselling.aspx - BTEC First Business Unit 5 Sales and Personal Selling

http://www.cim.co.uk/�

http://www.pearsonschoolsandfecolleges.co.uk/FEAndVocational/BusinessandAdministration/BTEC/BTEC-Firsts-Business-2012/ISBN/TeachingAssessmentPacks/�BTECFirstBusinessUnit5Salesandpersonalselling.aspx�




46

Unit 7: Understanding the Use of Telephone Communications for Business to Business Services

Unit reference number: K/505/3438

QCF level: 2

Credit value: 2


Unit aim

The purpose of this unit is to provide learners with the knowledge and understanding of the importance of telephone communications for a trade business organisation and the impact they have upon the marketplace.

The unit covers the benefits of effective communications with customers, as well as the conventions and processes for preparing and conducting telephone calls and using SMS text messaging.

Essential resources


Pear

son B

TEC L

evel

2 C

ertifica

te in P

rinci

ple

s of Tra

de

Busi

nes

s Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2013 ©

Pea

rson E

duca

tion L

imited

2013

47

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

D

escr

ibe

pote

ntial

effec

ts o

n

busi

nes

s of

poor

tele

phone

com

munic

atio

n t

echniq

ues

□

Loss

of

cust

om

er.

□

Sal

es a

nd p

rofits

dec

reas

e.

□

Rep

uta

tion in m

arke

t.

1

Under

stan

d t

he

impac

t of

usi

ng

tele

phone

com

munic

atio

ns

in

a busi

nes

s to

busi

nes

s en

viro

nm

ent

1.2

D

escr

ibe

the

adva

nta

ges

of

usi

ng t

he

tele

phone

with

cust

om

ers

□

Obje

ctio

ns

dea

lt w

ith im

med

iate

ly.

□

Quic

ker

dec

isio

ns/

resp

onse

s.

□

Pers

onal

.

□

Build

s re

lationsh

ips,

incr

ease

in c

ust

om

er loya

lty

and c

ust

om

er r

apport

.

□

Direc

t.

□

Incr

ease

in s

ales

.

Pear

son B

TEC L

evel

2 C

ertifica

te in P

rinci

ple

s of Tra

de

Busi

nes

s Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2013 ©

Pea

rson E

duca

tion L

imited

2013

48

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

D

escr

ibe

des

ired

outc

om

es

of

diffe

rent

types

of

calls

□

Pu

rpose

of

call

(appoin

tmen

t se

ttin

g,

firs

t co

nta

ct,

pro

motion o

f new

pro

duct

ions/

offer

s, d

ebt

colle

ctio

n,

pro

ble

m s

olv

ing,

feed

bac

k,

info

rmat

ion).

2.2

D

escr

ibe

the

pro

toco

l an

d

etiq

uet

te f

or

talk

ing t

o

cust

om

ers

on t

he

tele

phone

□

Org

anis

atio

nal

polic

y.

□

Sm

ile b

efore

you p

hone.

□

Pre

par

atio

n f

or

the

call.

□

Use

of

open

and c

lose

d q

ues

tions.

□

Cal

l cl

osu

re.

□

Rec

ord

ing a

ctio

ns

and o

utc

om

es.

2

Under

stan

d h

ow

to

pre

par

e an

d

conduct

tel

ephone

calls

for

busi

nes

s to

busi

nes

s se

rvic

es

2.3

D

escr

ibe

the

stru

cture

and

conte

nt

required

for

diffe

rent

types

of

calls

□

Tone.

□

Form

of

addre

ss.

□

Sm

iling.

□

Rap

port

build

ing.

□

Corr

ect

gre

etin

g.

Pear

son B

TEC L

evel

2 C

ertifica

te in P

rinci

ple

s of Tra

de

Busi

nes

s Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2013 ©

Pea

rson E

duca

tion L

imited

2013

49

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

D

escr

ibe

diffe

rence

s bet

wee

n o

pen

and c

lose

d

ques

tions

□

Open

, cl

ose

d,

pro

bin

g,

lead

ing,

liste

nin

g,

hea

ring a

nd q

ual

ifyi

ng.

3

Under

stan

d h

ow

ques

tionin

g s

kills

ca

n b

e use

d f

or

tele

phone

com

munic

atio

ns

3.2

D

escr

ibe

adva

nta

ges

and

dis

adva

nta

ges

of

usi

ng

lead

ing q

ues

tions

in

busi

nes

s to

busi

nes

s te

lephone

com

munic

atio

ns

□

Adva

nta

ges

:

Pr

om

otion o

f a

pro

duct

or

serv

ice

D

emonst

rate

s a

know

ledge

of

cust

om

er n

eeds

Cro

ss-s

ellin

g

O

ptim

isin

g t

he

valu

e of

the

sale

.

□

Dis

adva

nta

ges

:

Pu

ttin

g c

ust

om

er loya

lty

at r

isk

Tra

nsa

ctio

nal

rat

her

than

cust

om

er r

elat

ionsh

ip b

uild

ing

Cust

om

er d

issa

tisf

action

Lo

ss o

f cu

stom

.

Pear

son B

TEC L

evel

2 C

ertifica

te in P

rinci

ple

s of Tra

de

Busi

nes

s Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2013 ©

Pea

rson E

duca

tion L

imited

2013

50

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

Id

entify

situat

ions

wher

e SM

S t

exting is

the

pre

ferr

ed

met

hod o

f co

mm

unic

atio

n

for

the

org

anis

atio

n a

nd

cust

om

er

□

To a

dvi

se n

ew c

ust

om

ers

of

acco

unt

set-

up,

rem

ind c

ust

om

ers

of

appoin

tmen

ts,

follo

w u

p lea

ds,

advi

se c

ust

om

ers

of

in-s

tock

ord

ers,

ar

range

del

iver

ies,

advi

se o

f tr

ade/

pro

motional

eve

nts

, co

nfirm

re

quirem

ents

, ad

vise

of

new

/dis

counte

d p

roduct

s.

4.2

D

escr

ibe

busi

nes

s ben

efits

of

effe

ctiv

e use

of

SM

S t

ext

mes

sagin

g

□

Quic

k, d

irec

t, t

ime

effici

ent,

res

ponsi

ve t

o b

usi

nes

s nee

ds,

rea

ctiv

e to

ch

ange,

‘finds’

cust

om

er q

uic

kly,

can

tar

get

one

or

man

y, e

asy

and

quic

k to

chan

ge

cust

om

er d

etai

ls,

eval

uat

e ag

ainst

pro

duct

sal

es

incr

ease

, tr

ade

acco

unt

incr

ease

, new

pro

duct

sal

es,

inex

pen

sive

ad

vert

isin

g m

ethod.

4

Under

stan

d t

he

ben

efits

of

SM

S

text

ing in b

usi

nes

s to

busi

nes

s se

rvic

es

4.3

Exp

lain

the

pote

ntial

im

pac

t of

inco

rrec

t la

nguag

e, t

one

and s

pel

ling o

n b

usi

nes

s

□

Bre

ach o

f dat

a pro

tect

ion,

annoys

cust

om

ers,

wro

ng info

rmat

ion,

inco

rrec

t cu

stom

er t

arget

ed,

loss

of tr

adin

g a

ccounts

, m

iss

out

on n

ew

busi

nes

s, loss

of

lead

s, m

isse

d a

ppoin

tmen

ts,

poor

atte

ndan

ce a

t tr

ade

even

ts,

unpro

duct

ive

repre

senta

tive

appoin

tmen

ts.


51


Delivery

All the outcomes lend themselves to flexible delivery. Formal training sessions should have input from the trainer/assessor to identify the theoretical material and standard information, but learners can work individually or in a group researching and gathering information about the customer service approaches and policies provided by the company. Researching the company’s policies and practices regarding use of the telephone and text, observation of customer service interactions by telephone and text, and discussions all offer interactive approaches to learning about the products and services. Learners will be expected to have some knowledge of the benefits and disadvantages of using telephone and text.

Learners will be introduced to how the telephone and text can improve business communications, grow new business and retain client contact while retaining consistently high levels of customer service within the organisational culture and approach adopted by the company.

Discussions, role plays and other active training techniques provide motivational and interactive activities. By shadowing experienced members of the customer service team, learners will be able to see how to communicate with customers, build rapport, and sell products and services within legislative and organisational constraints.

Assessment



Suggested resource

Textbooks

BTEC Apprenticeship Business & Administration Delivery Guide (Pearson) ISBN 9781446900215, www.edexcel.com

Carysforth C et al – BTEC First Business Student Book (Pearson, 2013) ISBN 9781446901366


Websites

www.skillscfa.org – Skills CFA


http://www.skillscfa.org/�


52

Unit 8: Understanding the Use of IT Software for Targeting Customers in Business to Business Services

Unit reference number: M/505/3439

QCF level: 2

Credit value: 2


Unit aim

The purpose of this unit is to give learners knowledge and understanding of how IT can be used to generate and increase revenue within a trade business.

The unit specifically covers how e-shots and databases are utilised in order to target new and existing clients for increased sales activities as well as monitoring business performance.

Essential resources


Pear

son B

TEC L

evel

2 C

ertifica

te in P

rinci

ple

s of Tra

de

Busi

nes

s Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2013 ©

Pea

rson E

duca

tion L

imited

2013

53

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1

Under

stan

d t

he

busi

nes

s ben

efits

of

usi

ng I

T t

o

targ

et c

ust

om

ers

in a

busi

nes

s to

busi

nes

s en

viro

nm

ent

1.1

D

escr

ibe

the

busi

nes

s ben

efits

of

usi

ng I

T t

o t

arget

cu

stom

ers

□

Spee

d o

f co

nta

ct,

targ

etin

g a

nd m

arke

t se

gm

enta

tion,

follo

w-u

ps,

la

unch

of

new

pro

duct

s, r

ight

firs

t tim

e in

com

munic

atio

n o

f in

form

atio

n,

afte

r-sa

les

serv

ice,

build

ing c

ust

om

er r

elat

ionsh

ips,

up-s

ellin

g a

nd

pro

motional

eve

nt

com

munic

atio

n.

2.1

D

escr

ibe

the

purp

ose

of

e-sh

ots

□

Pr

om

otional

act

ivity

to e

xist

ing c

ust

om

ers

and n

ew c

ust

om

ers.

□

Bra

nd a

war

enes

s.

□

Cust

om

er c

om

munic

atio

n.

□

Com

pet

itor

adva

nta

ge.

□

Spee

d o

f co

mm

unic

atin

g p

ote

ntial

sal

es t

o a

lar

ge

audie

nce

.

2.2

D

escr

ibe

what

mak

es a

n

effe

ctiv

e e-

shot

□

Cle

ar c

om

munic

atio

n,

visu

als,

follo

w-u

p a

ctiv

ity,

know

ledge

of

cust

om

er

bas

e.

2.3

D

escr

ibe

the

org

anis

atio

n’s

guid

elin

es f

or

com

pili

ng

e-sh

ots

□

Org

anis

atio

n’s

polic

y fo

r cr

eation a

nd u

se o

f e-

shots

.

2.4

D

escr

ibe

the

syst

ems

for

man

agin

g c

ust

om

er

resp

onse

s

□

Dev

elopm

ent,

updat

ing a

nd c

lean

sing o

f CRM

sys

tem

s.

□

Follo

w u

p c

om

munic

atio

ns

and r

ecord

ing o

f ac

tions.

2

Under

stan

d h

ow

to

des

ign a

nd u

se

effe

ctiv

e e-

shots

to

incr

ease

sal

es in a

busi

nes

s to

busi

nes

s en

viro

nm

ent

2.5

D

escr

ibe

the

impac

t of

e-sh

ots

on s

ales

and r

even

ue

gen

erat

ion

□

Adva

nta

ges

of

its

use

, co

sts,

incr

ease

d c

ust

om

er b

ase.

□

Org

anis

atio

n’s

pla

nned

and a

ctual

sal

es a

nd r

even

ue

targ

ets.

Pear

son B

TEC L

evel

2 C

ertifica

te in P

rinci

ple

s of Tra

de

Busi

nes

s Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2013 ©

Pea

rson E

duca

tion L

imited

2013

54

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Id

entify

em

plo

yer

requirem

ents

for

com

plia

nce

w

ith c

urr

ent

dat

a pro

tect

ion

legis

lation

□

Dat

a Pr

ote

ctio

n A

ct.

□

Org

anis

atio

nal

polic

y.

3.2

Id

entify

em

plo

yee

requirem

ents

for

com

plia

nce

w

ith c

urr

ent

dat

a pro

tect

ion

legis

lation

□

The

org

anis

atio

n’s

polic

y.

□

Non-d

iscl

osu

re o

f se

nsi

tive

clie

nt

info

rmat

ion.

□

Non-d

iscl

osu

re o

f co

nfiden

tial

info

rmat

ion.

3.3

D

escr

ibe

the

impac

t cu

stom

er d

atab

ases

can

hav

e on t

rade

busi

nes

ses

□

Applic

atio

n o

f th

e princi

ple

s of

dat

abas

e dev

elopm

ent,

im

pac

t of

the

Dat

a Pr

ote

ctio

n A

ct a

nd F

reed

om

of In

form

atio

n A

ct,

report

writing,

updat

ing e

ntr

ies

and t

rend a

nal

ysis

.

3.4

D

escr

ibe

the

import

ance

of

mai

nta

inin

g u

p-t

o-d

ate

cust

om

er d

atab

ases

□

Tar

get

ed p

rom

otion,

know

ing y

our

cust

om

er b

ase,

pro

duct

dev

elopm

ent,

bra

ndin

g,

follo

w-u

p/a

fter

-sal

es s

ervi

ce,

gro

win

g c

ust

om

er

loya

lty.

3.5

D

escr

ibe

how

cust

om

er

dat

abas

es c

an b

e use

d t

o

incr

ease

sal

es

□

Tar

get

ed m

arke

ting,

cust

om

er s

egm

enta

tion,

pro

motions

and r

esea

rch

for

futu

re p

roduct

dev

elopm

ent.

3.6

D

escr

ibe

the

import

ance

of

monitoring b

usi

nes

s per

form

ance

□

Mee

ting a

nnual

tar

get

s, b

usi

nes

s co

ntinuity

and b

usi

nes

s gro

wth

, co

mpet

itor

adva

nta

ge.

3

Under

stan

d h

ow

cu

stom

er

dat

abas

es a

re

use

d t

o incr

ease

sa

les

and m

onitor

busi

nes

s per

form

ance

in a

busi

nes

s to

busi

nes

s en

viro

nm

ent

3.7

D

escr

ibe

how

busi

nes

s per

form

ance

can

be

monitore

d

□

Busi

nes

s re

port

ing,

mar

ket

shar

e, c

om

pet

itor

anal

ysis

.


55


Delivery

All the outcomes lend themselves to flexible delivery. Formal training sessions should have input from the trainer/assessor to identify the theoretical material and standard information, but learners can work individually or in a group researching and gathering information about the impact of IT on growing customer relationships. Researching the company’s IT policies and practices regarding use of IT as a targeting tool, observation of targeted interactions using IT, and discussions all offer interactive approaches to learning about the products and services. Learners will be expected to have some knowledge of the legislative requirements in respect of data protection and freedom of information and should be able to describe how to set up and use a database to grow customer relationships.

Learners will be introduced to database management, how it works and what its role is in growing customer relationships within the organisational culture and approach adopted by the company.

Discussions, role plays and other active training techniques provide motivational and interactive activities. By shadowing experienced members of the team, learners will be able to see how to communicate with customers using IT, build rapport, and sell products and services within legislative and organisational constraints.

Assessment



Suggested resource

Textbooks


Heathcote F R – Right from the Start Access 2007 (Payne-Gallway Publishers Limited, 2007) ISBN 9781905292363

Heathcote F R – Right from the Start Excel 2007 (Payne-Gallway Publishers Limited, 2007) ISBN 9781905292370

Richards R P – Word 2002 Right from the Start (Payne-Gallway Publishers Limited, 2002) ISBN 9781903112779

Websites

www.e-skills.com – e-skills UK

http://www.e-skills.com/�


56

Unit 9: Sales Operations

Unit reference number: H/505/3440

QCF level: 2

Credit value: 3


Unit aim

This unit provides the learner with the understanding and skills they need to ensure product knowledge that enables them to sell products effectively and provide good customer service. This includes knowing the company’s structure and mission, knowing that work has to be carried out safely, having knowledge of the products and services offered by the company, and understanding what customers require.

So that they are able to highlight the advantages of their company’s products and services. learners need to know how the products and services differ from those on offer from competitor companies.

Learners need to establish customer requirements. By understanding the company’s products and services and what else is available in the marketplace, learners can then target customers and offer them suitable products and services from the company’s range. It is important to match product and service features to customers’ needs, sales staff have to communicate the benefits to customers of purchasing the products and services. Learners can target both new and existing customers with the possibility of repeat sales opportunities. As well as knowing what customers require, staff must have a positive approach when dealing with them as this will contribute towards ensuring that the company’s purposes are met.

Essential resources


Pear

son B

TEC L

evel

2 C

ertifica

te in P

rinci

ple

s of Tra

de

Busi

nes

s Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2013 ©

Pea

rson E

duca

tion L

imited

2013

57

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

D

escr

ibe

the

pro

duct

s an

d

serv

ices

pro

vided

by

the

org

anis

atio

n

□

Sto

ck lev

els.

□

Product

typ

es.

1.2

O

utlin

e th

e fe

ature

s of

pro

duct

s an

d s

ervi

ces

pro

vided

by

the

org

anis

atio

n

□

Sty

le,

finis

h,

colo

ur,

pro

duct

spec

ific

atio

ns.

1.3

Id

entify

sim

ilar

pro

duct

s offer

ed b

y co

mpet

itors

□

Know

ledge

of

com

pet

itors

and t

he

import

ance

of

mai

nta

inin

g c

om

pet

itor

adva

nta

ge.

1

Know

the

char

acte

rist

ics

of

pro

duct

s

1.4

Id

entify

the

ben

efits

of

the

pro

duct

s an

d s

ervi

ces

pro

vided

by

the

org

anis

atio

n

in c

om

par

ison t

o c

om

pet

itor

offer

ings

□

Cost

, av

aila

bili

ty.

□

Qual

ity

stan

dar

ds;

des

ign s

ervi

ces;

saf

ety

stan

dar

ds.

Pear

son B

TEC L

evel

2 C

ertifica

te in P

rinci

ple

s of Tra

de

Busi

nes

s Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2013 ©

Pea

rson E

duca

tion L

imited

2013

58

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Id

entify

sal

es

repre

senta

tive

s’

resp

onsi

bili

ties

□

Build

cust

om

er r

elat

ionsh

ips;

pro

spec

ting f

or

new

cust

om

ers;

sourc

es o

f new

cust

om

er info

rmat

ion (

esta

te a

gen

ts,

inte

rnet

, new

spap

ers,

re

ferr

als,

com

pet

itor

site

s, info

rmal

conta

cts,

com

pan

y dat

abas

e);

follo

win

g u

p o

n lea

ds;

tro

uble

shooting;

selli

ng p

roduct

s an

d s

ervi

ces;

pro

duct

know

ledge

(fea

ture

s, b

enef

its)

; so

urc

es o

f pro

duct

info

rmat

ion;

implic

atio

ns

of

inad

equat

e kn

ow

ledge.

2.2

D

escr

ibe

how

to w

ork

saf

ely

when

sel

ling

□

Em

plo

yer

duty

of

care

; ow

n r

esponsi

bili

ties

; per

sonal

pro

tect

ive

equip

men

t; r

esponsi

bili

ties

; en

tering a

site;

site

report

ing;

carr

ying

stock

in v

ehic

les;

han

dlin

g p

roduct

s.

2

Know

the

resp

onsi

bili

ties

and

pro

cedure

s as

soci

ated

with

sale

s re

pre

senta

tive

s

2.3

Exp

lain

how

to u

se t

he

org

anis

atio

n’s

dat

abas

es

□

Cust

om

ers;

pro

duct

s; m

akin

g e

nquirie

s (l

oggin

g o

n,

use

r nam

es,

pas

sword

s, u

sing t

he

enquiry

scre

ens)

; se

ttin

g u

p a

ccounts

; ty

pe

of

cust

om

er,

cust

om

er d

etai

ls r

equired

; su

pplie

rs;

supplie

r pat

tern

s;

supplie

r num

ber

s; s

ales

rep

ort

s; c

all lo

gs;

exp

ense

s cl

aim

ing.

3.1

Exp

lain

the

diffe

rent

appro

aches

nee

ded

for

diffe

rent

types

of

cust

om

er

□

Equal

ity

and d

iver

sity

, new

and e

xist

ing c

ust

om

ers,

iden

tifica

tion o

f pote

ntial

cust

om

ers

in r

espec

t of

diffe

rent

pro

duct

s.

□

Diffe

rent

types

of

com

munic

atio

n,

languag

e an

d p

rom

otional

act

ivity.

3.2

Exp

lain

how

to e

stab

lish

cust

om

ers’

nee

ds

□

Typ

e of

cust

om

er (

clie

nt,

rep

eat,

one-

tim

e, p

rosp

ective

).

□

Antici

pat

ing c

ust

om

er q

uer

ies.

3

Know

how

to

pro

vide

cust

om

ers

with a

ppro

priat

e pro

duct

s

3.3

D

escr

ibe

met

hods

of

dea

ling

with c

ust

om

er q

uer

ies

and

com

pla

ints

□

Org

anis

atio

nal

polic

y.

□

Info

rmal

appro

aches

.

□

Form

al a

ppro

aches

.

□

Feed

bac

k an

d a

gre

ed a

ctio

ns.


59


Delivery

All the learning outcomes can be delivered flexibly. Formal training sessions have input from the trainer/assessor to identify the theoretical material and standard information, but learners can work individually and in a group researching and gathering information about matters related to the products and services provided by the company. Researching products and services, practical work, case studies, business simulations, in-tray exercises and discussions all offer interactive approaches to learning about the products and services. Learners will be expected to have some knowledge of their own company, other companies and the industry.

Learners will be introduced to the range of products and services together with details of their features and the benefits they provide to customers. Consideration is then given to responsibilities of sales representatives and their role in the company in ensuring the company’s purposes are met. Finally, learners will be introduced to customer service and its importance in sales if selling is to be successful.

Discussions, role play and other active training techniques provide motivational and interactive activities. The use of new technologies, especially the company’s own systems, will be similarly engaging as well as providing additional practical expertise in their use when identifying products, services and customers. By shadowing experienced sales representatives or sales managers, learners will be able to see how customers are targeted for specific products and services and how staff convey product and service information in a sales environment by tailoring it to the customers’ needs and how they win business.

Assessment



Suggested resources

Textbooks

Bird T and Cassell J – Brilliant Selling: What the Best Salespeople Know, Do and Say (Pearson Business, 2012) ISBN 9780273771203

Bradley S – NVQ/SVQ Level 2 Customer Service Candidate Handbook (Heinemann Workbased Learning, 2011) ISBN 9780435046897

Websites

www.cim.co.uk – The Chartered Institute of Marketing

Other

BTEC Apprenticeship Customer Service Delivery Guide, ISBN 9781446900222, download from www.edexcel.com or order from the resources section of the Edexcel website

http://www.cim.co.uk/�



60

Unit 10: Understanding How to Use Computer Aided Design Software

Unit reference number: K/505/3441

QCF level: 2

Credit value: 3


Unit aim

This unit provides the learner with the understanding and skills they need to be able to use computer aided design (CAD) software to produce kitchen designs that meet customer requirements.

Design staff need to be proficient in a range of areas. They need to identify customers’ requirements by eliciting customers’ needs and as work will involve site visits, learners need to work safely. They need to be able to measure accurately so that the measurements can be incorporated into the designs.

Work requires discussion with clients, so learners will need to use customer service skills in their dealings with clients to ensure that they win the business and that value-added products can be sold. Knowledge of the organisation’s range of products will allow the designer to match the products to customer requirements.

The designer needs to be able to use the CAD software to realise the customer’s design. There are also design requirements specific to kitchens, such as safety and access requirements, and knowledge of ergonomics. Some CAD is specific to building and kitchen design and offers an array of customised tools that speeds the design work by automating some of it. The CAD software allows the alternative designs that can be developed and discussed with clients to ensure optimal solutions that meet client needs.

By fulfilling a customer’s design requirements, the company will gain business and ensure that further business is generated through recommendation and that the company’s purposes are met.

Essential resources

For this unit, centres need to ensure that appropriate computer aided design software is available.

Pear

son B

TEC L

evel

2 C

ertifica

te in P

rinci

ple

s of Tra

de

Busi

nes

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vice

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CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2013 ©

Pea

rson E

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2013

61

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

D

escr

ibe

the

pro

duct

s an

d

serv

ices

pro

vided

by

the

org

anis

atio

n

□

Room

s, a

pplia

nce

s, f

looring,

sinks

and s

anitar

y w

are,

doors

and join

ery,

fe

ature

s (s

tyle

, finis

h,

colo

ur,

pro

duct

spec

ific

atio

ns)

.

□

Ben

efits

(cost

, av

aila

bili

ty).

□

Qual

ity

stan

dar

ds;

des

ign s

ervi

ces;

com

pan

y des

ign s

tandar

ds;

saf

ety

stan

dar

ds.

□

Sourc

es o

f pro

duct

know

ledge.

□

Com

par

ison w

ith c

om

pet

itor

pro

duct

s.

1

Under

stan

d h

ow

to

esta

blis

h a

cu

stom

er’s

re

quirem

ents

1.2

D

escr

ibe

how

to e

stab

lish

the

cust

om

er’s

des

ign

requirem

ents

□

Dis

cuss

ion w

ith c

ust

om

er:

cust

om

er r

equirem

ents

(ca

bin

ets,

applia

nce

s,

work

tops,

sin

ks,

taps,

flo

oring,

surf

ace

equip

men

t; lig

hting,

ventila

tion;

extr

action,

spec

ial re

quirem

ents

); r

oom

shap

e; o

bst

ruct

ions;

sty

le;

atm

osp

her

e; look;

lifes

tyle

nee

ds;

mat

eria

ls;

finis

hes

; budget

; la

yout.

2.1

Id

entify

the

funct

ion o

f co

mpute

r ai

ded

des

ign

soft

war

e to

ols

□

CAD

soft

war

e fo

r ro

om

des

ign:

open

ing t

he

applic

atio

n;

crea

ting a

file

; open

ing e

xist

ing f

iles;

sav

ing f

iles;

exi

ting t

he

applic

atio

n;

title

bar

; m

enu b

ar;

win

dow

contr

ol;

mode

sele

ctio

n;

mode

pal

ette

; to

olb

ar;

butt

ons

and t

hei

r fu

nct

ions;

auto

fea

ture

s; f

ilter

s; c

urs

or

contr

ol.

2

Under

stan

d h

ow

to

use

com

pute

r ai

ded

des

ign

soft

war

e

2.2

D

escr

ibe

how

to u

se

com

pute

r ai

ded

des

ign

soft

war

e to

ols

to lay

out

a des

ign

□

Des

ign:

wal

ls;

angle

d w

alls

; la

yout;

flo

ors

; st

epped

flo

ors

; ce

ilings;

ce

iling w

edges

; an

gle

d c

eilin

gs;

doors

; w

indow

s (s

tandar

d,

Vel

ux,

dorm

er);

nic

hes

; al

cove

s; u

nits;

fill

ers;

plin

ths;

corn

ices

; pan

els;

w

ork

tops;

flo

or

cove

rings;

wal

l co

verings;

lig

hting (

auto

, m

anual

, gro

up,

task

); s

hel

ving;

open

ings;

clo

sure

s; isl

ands;

corn

er s

olu

tions;

push

to

corn

er;

applia

nce

s; c

ubic

cap

acity;

ele

vations;

pla

ns;

per

spec

tive

s;

multi-

view

s, d

imen

sionin

g;

annota

tion;

duplic

atio

n.

Pear

son B

TEC L

evel

2 C

ertifica

te in P

rinci

ple

s of Tra

de

Busi

nes

s Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2013 ©

Pea

rson E

duca

tion L

imited

2013

62

Learn

ing

ou

tco

mes

Ass

ess

men

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Un

it a

mp

lifi

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3.1

D

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how

to inte

rpre

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cust

om

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des

ign

spec

ific

atio

n

□

Org

anis

atio

nal

appro

ach t

o m

eeting c

ust

om

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eques

ts t

hro

ugh u

se o

f co

mpute

r ai

ded

des

ign.

□

Tak

ing a

n idea

and p

roduci

ng a

des

ign p

lan.

3.2

D

escr

ibe

how

to m

easu

re a

si

te f

or

inst

alla

tion

□

Room

lay

outs

(st

raig

ht,

gal

ley,

L-s

hap

ed,

U-s

hap

ed,

isla

nd);

colli

sion

area

s; e

ntr

ies;

exi

ts;

wal

kway

s; w

ork

ing s

equen

ces;

dim

ensi

on

requirem

ents

(sa

fety

, ap

ertu

res,

doors

).

□

Legal

and r

egula

tory

req

uirem

ents

; units;

corn

er p

ost

s; p

ipe

work

; el

ectr

ical

inst

alla

tion;

safe

ty m

argin

s; a

cces

s; b

udget

const

rain

ts.

3

Under

stan

d h

ow

to

des

ign

3.3

Exp

lain

how

to p

roduce

a

des

ign t

hat

mee

ts a

cu

stom

er’s

req

uirem

ents

□

Under

stan

din

g c

ust

om

er n

eeds,

chec

king a

t ea

ch s

tage

that

the

des

ign

mee

ts t

he

cust

om

er’s

req

uirem

ents

, use

of

appro

priat

e la

nguag

e in

ques

tionin

g a

nd c

hec

king.

□

Com

munic

ate

to t

he

cust

om

er h

ow

the

des

ign m

eets

thei

r re

ques

t.


63


Delivery

All the learning outcomes can be delivered flexibly. Formal training sessions should have input from the trainer to identify some of the theoretical material and standard information relating to design, as well as describing how the software works. Learners can work individually and in a group researching and gathering information about matters related to the products and services provided by the company when carrying out design work for customers. Researching products and services, practical work, case studies, business simulations, in-tray exercises and discussions all offer interactive approaches to learning about kitchen design. Up-to-date materials are available about the company’s products and services and it is normally possible to identify what similar products and services are available from competitor organisations as well as developments in kitchen design that reflect current customer demands. Learners will be expected to have some knowledge of their own company and of the kitchen design industry.

Learners will be introduced to kitchen design by identifying how to establish customer requirements and the nature of the work to be done. Consideration is then given to how to use the CAD software by identifying what it offers and how it is used. Finally, learners will be required to design a kitchen that meets a customer’s design specification.

Discussions, simulations, practical work and other active training techniques provide motivational and interactive activities. The use of computers and software tools on the company’s own system will provide the necessary practical expertise in their use when designing kitchens.

Assessment



Suggested resources

Textbooks

Byrnes D – AutoCAD 2013 for Dummies (John Wiley & Sons, 2012) ISBN 978-1118281123

Parsons A, Wise J and MacLellan T – BTEC Level 2 First Art and Design Student Book (Pearson, 2010) ISBN 9781846906121

Tooley R and O’Dwyer N – Edexcel Diploma: Engineering: Level 2 Higher Diploma ADR with CDROM (Pearson, 2008) ISBN 9780435756215


64

13 Further information and useful publications

To get in touch with us visit our ‘Contact us’ pages:

Pearson Edexcel: www.edexcel.com/contactus

Pearson BTEC: www.btec.co.uk/contactus

Pearson Work Based Learning: www.pearsonwbl.com/contactus

Books, software and online resources for UK schools and colleges: www.pearsonschools.co.uk/contactus

Other sources of information and publications available include:

Pearson Equality Policy

Edexcel Information Manual (updated annually)

Reasonable Adjustment and Special Considerations for BTEC and Edexcel NVQ Qualifications

Recognition of Prior Learning Policy

Quality Assurance Handbook (updated annually)

Publications on the quality assurance of Pearson BTEC qualifications are available on our website at www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx

Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/Pages/home.aspx

Additional resources

If you need further learning and teaching materials to support planning and delivery for your learners, there is a wide range of BTEC resources available.

Any publisher can seek endorsement for their resources, and, if they are successful, we will list their BTEC resources on our website at: www.edexcel.com/resources

http://www.edexcel.com/contactus�

http://www.edexcel.com/quals/BTEC/Pages/Contactus.aspx�

http://www.pearsonwbl.com/contactus�

http://www.pearsonschools.co.uk/contactus�

http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx�

http://www.edexcel.com/resources/Pages/home.aspx�

http://www.edexcel.com/resources�


65

14 Professional development and training

Pearson supports UK and international customers with training related to Pearson BTEC qualifications. This support is available through a choice of training options offered in our published training directory, or through customised training at your centre.

The support we offer focuses on a range of issues, including:

planning for the delivery of a new programme

planning for assessment and grading

developing effective assignments

building your team and teamwork skills

developing learner-centred learning and teaching approaches

building functional skills into your programme

building in effective and efficient quality assurance systems.

The national programme of training we offer is on our website at: www.edexcel.com/training. You can request customised training through the website or you can contact one of our advisors in the Training from Edexcel team via Customer Services to discuss your training needs.

BTEC training and support for the lifetime of the qualifications

Training and networks: our training programme ranges from free introductory events through sector-specific opportunities to detailed training on all aspects of delivery, assignments and assessment. We have designed our new network events programme to allow you to share your experiences, ideas and best practice with other BTEC colleagues in your region. Sign up to the training you need at: www.btec.co.uk/training

Regional support: our team of Curriculum Development Managers and Curriculum Support Consultants, based around the country, are responsible for providing advice and support in centres. They can help you with planning and curriculum developments. If you would like your Curriculum Development Manager to contact you, please get in touch with your regional office on: 0844 463 2535.

Your Pearson BTEC support team

Whether you want to talk to a sector specialist, browse online or submit your query for an individual response, there’s someone in our Pearson BTEC support team to help you whenever – and however – you need:

Subject Advisors: find out more about our subject advisor team – immediate, reliable support from a fellow subject expert – at: www.edexcel.com/subjectadvisors

Ask Edexcel: submit your question online to our Ask Edexcel online service www.edexcel.com/ask and we will make sure your query is handled by a subject specialist.

http://www.edexcel.com/resources/training/Pages/home.aspx�

http://www.btec.co.uk/training�

http://www.edexcel.com/subjectadvisors�

http://www.edexcel.com/ask�

Pear

son B

TEC L

evel

2 C

ertifica

te in P

rinci

ple

s of Tra

de

Busi

nes

s Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2013 ©

Pea

rson E

duca

tion L

imited

2013

66

An

nexe A

Map

pin

g w

ith

Nati

on

al O

ccu

pati

on

al S

tan

dard

s

The

grid b

elow

map

s th

e kn

ow

ledge

cove

red in t

he

Pea

rson B

TEC L

evel

2 S

pec

ialis

t qual

ific

atio

n in P

rinci

ple

s of

Tra

de

Busi

nes

s Ser

vice

s ag

ainst

the

under

pin

nin

g k

now

ledge

of

the

Nat

ional

Occ

upat

ional

Sta

ndar

ds

in R

etai

l, I

T a

nd C

ust

om

er S

ervi

ce.

Cen

tres

can

use

this

map

pin

g

when

pla

nnin

g h

olis

tic

del

iver

y an

d a

sses

smen

t ac

tivi

ties

.

KEY

#

indic

ates

par

tial

cove

rage

of

know

ledge

in t

he

NO

S u

nit

A b

lank

spac

e in

dic

ates

no c

ove

rage

of

the

know

ledge

Pears

on

BTEC

Sp

eci

ali

st u

nit

s

NO

S

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

Unit 10

1

CFA

CSD

1 D

evel

op C

ust

om

er R

elat

ionsh

ips

#

2

PRO

HSK1 B

asic

Haz

ard A

war

enes

s

#

3

ESKIE

ML2

Usi

ng E

mai

l

#

4

SSR.B

412 M

anag

e th

e Supply

of

Sto

ck f

or

Sal

e

#

5

SSR.C

218 R

econci

le R

etai

l Cust

om

er A

ccounts

#

6

SSR.C

217 P

roce

ss P

aym

ents

Mad

e to

Ret

ail Cust

om

er

Acc

ounts

#

7

CFA

BAA621 M

ake

and R

ecei

ve T

elep

hone

Cal

ls

#

8

SLS

57 C

om

munic

ate

Usi

ng M

ultip

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igital

M

arke

ting/S

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Chan

nel

s

#

#

Pear

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TEC L

evel

2 C

ertifica

te in P

rinci

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s of Tra

de

Busi

nes

s Ser

vice

s (Q

CF)

–

Spec

ific

atio

n –

Iss

ue

1 –

Oct

ober

2013 ©

Pea

rson E

duca

tion L

imited

2013

67

Pears

on

BTEC

Sp

eci

ali

st u

nit

s

NO

S

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

Unit 10

9

SSR.C

205 H

elp C

ust

om

ers

Choose

Pro

duct

s in

a R

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ign S

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#


68

Annexe B

Unit mapping overview

The table below shows the relationship between the new QCF qualification in this specification and the predecessor qualifications: Pearson BTEC Level 2 Award in Trade Business Services (last registration 31/08/2013).

Old units

New units U

nit

1

Un

it 2

Un

it 3

Un

it 4

Un

it 5

Unit 1

Unit 2

Unit 3

Unit 4 X

Unit 5 F

Unit 6 F

Unit 7 F

Unit 8 F

Unit 9

Unit 10

KEY

P – Partial mapping (some topics from the old unit appear in the new unit)

F – Full mapping (topics in old unit match new unit exactly or almost exactly)

X – Full mapping + new (all the topics from the old unit appear in the new unit, but new unit also contains new topic(s))

Db311013\LT\PD\Specialist quals\9781446909539_BTEC_Splt_L2_PTBS\9781446909539_BTEC_Splt_L2_PTBS.doc.1-73/1

October 2013 For more information on Edexcel and BTEC qualifications please visit our websites: www.edexcel.com and www.btec.co.uk BTEC is a registered trademark of Pearson Education Limited Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: Edinburgh Gate, Harlow, Essex CM20 2JE. VAT Reg No GB 278 537121


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Pearson BTEC Level 2 Certificate in Principles of Trade ... · Principles of Trade Business Services (QCF) Specification Pearson BTEC Specialist qualification First teaching September