TVET CERTIFICATE IV in NETWORKING · 2020. 1. 12. · LU 2: Describe the operating system 13 LU 3: Customize computer features 21 LU 1: Protect computer system 26 CCMQS401 - PROVIDING

4

TVET CERTIFICATE IV in

NETWORKING

CODE

ICTNEW4001

Kigali November, 2014

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ICTNEW4001-TVET CERTIFICATE IV

Networking

REQF Level 4 CURRICULUM

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© Workforce Development Authority, 2014

Copies available from:

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

Fax: (+250) 255113365

Email: [email protected]

Web: www.wda.gov.rw

Original published version updated:

November, 2014

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Copyright

The Competent Development Body of this Curriculum is © Workforce Development Authority

(WDA). Reproduced with permission.

The following copyright warning applies to the material from the Training Package:

All rights reserved. This work has been produced initially with WDA. This work is copyright, but

permission is given to trainers and teachers to make copies by photocopying or other

duplicating processes for use with their own training organizations or in a workplace where the

training is being conducted. This permission does not extend to the making of copies for use

outside the immediate training environment for which they are made, nor the making of copies

for hire or resale to third parties. The views expressed in this version of the work do not

necessarily represent the views of WDA. The competent Body does not give warranty nor

accept any liability.

The WDA owns the copyright on all Curricula. Schools may reproduce this program in part or in

full for bona fide study or classroom purposes only. Acknowledgement of the WDA copyright

must be included on any reproductions. Learners may copy reasonable portions of the

curriculum for the purpose of study. Any other use of this curriculum must be referred to

theWDA. Ph: (+250) 255113365; fax: (+250) 255113365.

© Workforce Development Authority (WDA) 2014

Published by

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

Internet: http:// www.wda.gov.rw

http://www.wda.gov.rw/

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Table of Contents

C o p y r i g h t i i

T a b l e o f C o n t e n t s i i i

L i s t o f a b b r e v i a t i o n s v i i

A c k n o w l e d g m e n t s x

1 . G E N E R A L I N T R O D U C T I O N 1

2 . Q U A L I F I C A T I O N D E T A I L S 2

2.1 Description 2

2.2 Minimum entry requirements 2

2.3 Information about pathways 2

2.4 Job related information 2

2.5 Employability skills and life skills 2

2.6 Information about competencies 4

3 . T R A I N I N G P A C K A G E 5

3.1 Course structure 5

3.2Competencies chart 5

3.3 Flowchart 7

4 . A S S E S S M E N T G U I D E L I N E S 8

4.1 Assessment Methodology 8

4.2 Portfolio 8

C C M C S 4 0 1 - C O M P U T E R S K I L L S 1 1

LU 2: Describe the operating system 13

LU 3: Customize computer features 21

LU 1: Protect computer system 26

C C M Q S 4 0 1 - P R O V I D I N G Q U A L I T Y C U S T O M E R S E R V I C E 3 2

LU 1: Develop and maintain product, service and market knowledge. 35

LU 2 : Provide a quality service experience to customers. 42

LU 3:Deal with complaints and difficult customer service situations. 49

LU 4:Manage and use information about clients and customers. 57

C C M H E 4 0 1 - I M P L E M E N T I N G S . H . E . P O L I C I E S A N D P R O C E D U R E S 6 1

LU 1: Identify hazardous areas to be improved. 63

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LU 2 : Apply SHE practices. 69

LU 3: Assess and control risks. 77

LU 4: Awareness of SHE in working place. 82

C C M E N 4 0 1 - I N T E R M E D I A T E W O R K P L A C E E N G L I S H 8 8

LU 1: Write factual, descriptive, and explanatory texts. 91

LU 2: Apply a range of listening strategies to understand predictable messages. 99

LU 3: Discuss general and trade-related topics. 104

LU 4: Read medium texts on general and trade-related topics. 110

C C M K N 4 0 1 - I K I N Y A R W A N D A C Y ’ U M U N Y A M W U G A 1 1 6

LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi. 119

LU 2: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ibyiza by’ikoranabuhanga mu iterambere

ry’umwuga no kugaragaza intêgo y’izina mbonera. 126

LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko

no kugaragaza amategeko y’igenamajwi mu izina mbonera. 135

LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza

ibidukikije. 141

Imbumbe 148

LU 5: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no

kwandika yubahiriza imyandikire y’Ikinyarwanda. 148

C C M B P 4 0 1 - B U S I N E S S P L A N D E V E L O P M E N T 1 5 6

LU 1: Identify elements of business plan. 159

LU 2: Write a business plan in line with the identified elements 166

LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan). 178

LU 4: Present a business plan 185

N E W I A 4 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 1 9 1

LU 1: Apply for internship/employment 193

LU 2:Demonstrate appropriate workplace behavior and attitudes 197

LU 3: Respect worker’s and employer’s rights and responsibilities 202

LU 4: Organize and evaluate one’s internship 208

G E N A M 4 0 1 - B A S I C A N A L Y S I S 2 1 4

LU 1: Determine and analyze numerical functions 217

LU 2: Apply fundamentals of differentiation 223

LU 3: Apply natural logarithmic functions 228

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LU 4: Apply exponential functions 234

N E W N F 4 0 1 - N E T W O R K F U N D A M E N T A L S 2 4 1

LU 1:Introduce Network Concepts 243

LU 2:Apply network protocols and communications 248

LU 3:Apply IP addressing (IP v4&IPv6) 252

N E W N M 4 0 1 - N E T W O R K M A I N T E N A N C E 2 5 7

LU 1:Conduct site survey 259

LU 2: Determine and implement solutions 264

LU 3:Document the work done 268

Summative Assessment 273

N E W S L 4 0 1 - L A N 2 7 7

LU 1:Apply basics of Computer networking and set up a LAN 279


LU 3:Configure and troubleshoot a LAN 292


LU 5:Troubleshoot router 301

N E W P R 4 0 1 - R O U T I N G 3 0 6

LU 1: Introduce routing and packet forwarding 308


LU 3:Configure and verify Routing Protocols 320




N E W P S 4 0 1 - S W I T C H I N G 3 3 8

LU 1:Introduction to switched networks 341


LU 3: Describe Basic switching concepts and configuration 352

LU 4: Introduce VLANs configurations 359

LU 5:Perform VTP configurations 364

LU 6:Perform STP configurations 368

LU 7:ImplementInter-VLAN routing 372

LU 8:Perform VTP configurations 376

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N E W W I 4 0 1 - W I R E L E S S N E T W O R K I N D O O R 3 8 9

LU 1:Apply wireless network Concepts 391

LU 2:Plan and Conduct Site survey 396

LU 3:Configure and maintain wireless network 402



G L O S S A R Y a

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List of abbreviations

AIDS Acquired Immunodeficiency Syndrome

ANSI American National Standard Institute

ARP Attacks Address Resolution Protocol attacks

BGP Border Gateway Protocol

BPDU Timers Bridge Protocol Data Units

CCITT Consultative Committee for International Telephony and Telegraphy

CCM Complementary Competencies

CD Compact Disk

CDU Curriculum Development Unit

CIDR Classless Inter-Domain Router

CLI Command Line Interface

CPU Control Processing Unit

DHCP Dynamic Host Control Protocol

DNS Domain Name service

DoS Denial of service

DVD Digital Video Disc

EIGRP Enhanced Interior Gateway Routing Protocol

GUI Graphical User Interface

HIV Human Immunodeficiency Virus

HSRP Hot standby router protocol

I/O Input/output

ICT Information Communication Technology

ICTNW ICT sector Networking sub sector

IEEE Institute of Electrical Electronics Engineers

IGRP Interior Gateway Routing Protocol

ILO International Labor Organization

IOS Internetwork Operating System

IP Internet Protocol

IP v4 Internet Protocol version4

IPv6 Internet Protocol version 6

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IS-IS Interconnection System to Interconnection System

ISL Inter-switch Link

ISO International Organization of standards

ISP Internet service provider

IT Information Technology

LAN Local Area Network

LEDs Light Emitting Diode

LLC Logical link control

MAC Address Media access control Address

MAN Metropolitan Area Network

MAU Media Access Unit

NAT Network Address Translation

NICs Network Interface Cards

NTQF National Technical Qualification Framework

OSI model Open Systems Interconnection

OSPF Open Shortest Path First

OSPFv2 Open Shortest Path First Version2

PC Personal Computer

PCI Payment Card Industry

PDA Personal Digital Assistance

PDAs Personal Digital Assistant

PoE Path of Exile

PPE Personal Protective Equipment

PVST Per-VLAN Spanning Tree

RAM Random Access Memory

REQF Rwandan Education Qualification Framework

RF Radio Frequency

RFID Radio-frequency identification

RIPv1 Introduction to Routing Information Protocol version1

RIPv2 Introduction to Routing Information Protocol

ROM Read Only Memory

SOHO Small Office Home Office

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SSH Secure Shell

STI Sexual Transmission Infection

STP Shielded Twisted Pair

TCP/IP Transmission Control Protocol/Internet Protocol

TSS Technical Secondary School

TVET Technical and Vocational Education and Training

USB Universal Serial Bus

VGA Video Graphical Adapter

VLAN Virtual Local Area Network

VPN Virtual Private Network

VSO Voluntary Service Overseas

WAN Wide Area Network

WLAN Wireless Local Area Network

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Acknowledgments

Workforce Development Authority wishes to thank the following persons who participated in

the development of this curriculum:

Coordination

HABIMANA Theodore, Director of TVET-WDA

MUHIRE JMV, Head Curriculum Development Unit- WDA

Facilitators

RWAMASIRABO Aimable, Curriculum Developer –WDA

NIKUZE Bernadette, Curriculum Developer –WDA

Curriculum Development Team

Name Function Institution/Occupation

MUDAHERANWA Herve IT Peace plan

NDAGIJIMANA Straton Trainer ES Nyarusange

HABUMUGISHA Patrick Instructor IPRC Kigali

BUJERERI Didier IT World vision/Rwanda

HABYARIMANA Jean IT LPS

SHARAMANZI Simon Pierre IT Manager New Africa Gaming Ltd

HABUMUGISHA Fulgence Instructor IPRC Kigali

NIYONGABO Ezekiel

N.CE Ltd

NTWALI Yves Network

Administrator RPPA

NSENGIMANA Lindiro Giscar IT Computer Union Technology Ltd

MUGISHA Martin Network Officer Global communities

MUKUNDWA Alice

INILAK

MUGUME Arthur

Rwanda Network

HATANGIMBABAZI Hilaire Trainer GS Indangaburezi

NKUBANA Alphonse IT AfricaMinerals supplies Ltd

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1. GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competencies to

acquire to perform the occupation ofaNetwork Technician. It is designed with

an approach that takes into account the training needs, the work situation, as

well as the goals and the means to implement training.

The modules of the curriculum include a description of the expected results at the end of

training. They have a direct influence on the choice of the theoretical and practical learning

activities. The competencies are the targets of training: the acquisition of each is required for

certification.

The curriculum is the reference to carry out the assessment of learning. Assessment tools of

learning are developed on the basis of this document.

The curriculum consists of three parts. The first part is of general interest and shows the nature

and goals of a program and the key concepts and definitions used in the document. The second

part presents the qualification, its level in the qualification framework, its purpose, its rationale

and the list of modules it comprises. The third part deals with the training package. It includes

the competencies chart, the sequencing of module learning, the description of each module

and the course structure.

The pages describing the modules are the heart of a curriculum. They present the title of the

module, the length of training, the amount of credits, the context in which the competency is

performed, the prerequisite competencies, the learning units and the performance criteria.

In each module, a course structure is provided. The course structure describes the learning

outcomes (knowledge, skills and attitude) and the learning contents related to each learning

unit. Also, the learning activities and resources for learning are suggested.

Finally, the assessment specifications and guidelines are included in each module.

Section

1

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Section

2 2. QUALIFICATION DETAILS

2.1 Description

This qualification provides the skills and

knowledge for an individual to install and

manage small and medium scale networks

and other various jobs in networking field,

either as an independent Network

technician or as part of a team. The

individuals with this qualification can enter

the TVET Certificate V in order to be

equipped with the necessary competences

to function as Network Administrator,

Senior IT technician.

At the end of this qualification, qualified

learners will be able to:

Implement health safety and environment precaution

Develop business plan

Provide quality customer service

Apply Computer Skills

Use Intermediate English at workplace

Gukoresha i Kinyarwanda cy’ umunyamwuga

Apply Basic Analysis

Apply Network fundamentals Set up LAN Perform Routing Perform Switching Setup Wireless Network indoor Perform Network Maintenance

Integrate the workplace

2.2 Minimum entry requirements

The minimum entry requirement to this

qualification is to be physically and mentally

fit with broad knowledge, skills and attitude

of ICT background.

Title: TVET Certificate IV in Networking

Level: REQF Level 4

Credits: 121

Sector: Information Technology

Sub-sector: Networking

Issue date: November, 2014

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2.3 Information about pathways

2.4 Job related information

This qualification prepares individuals to integrate his/her knowledge in all ICT related fields. This

qualification again offers the opportunity to execute the works as computer maintenance (Soft and

Hardware units), computer security and its apparatuses, Electronic machines/devices installation and

monitoringsuch as (CCTVs, MODEMs and ANALOG and DIGITAL Phones) while ensuring that safety,

security and environmental regulations are respected.

2.5 Employability skills and life skills

Through the generic modules, individuals with this qualification have acquired the life and

employability skills to meet the following industry or enterprise requirements:

Communication

Documenting technical work in plain English

Possible jobs related to this qualification

IT support

Network Technician

IT Technician

Cabling Technician

Preferred pathways for candidates entering

this qualification include:

Candidates enter this qualification

after achieving TVET Certificate III in

Computer System technology or other

relevant qualifications or through

Recognition of Prior Learning in

Computer and Networking field.

Progression route of candidates achieving

this qualification include:

Candidate’s exit this qualification is

able to enter TVET Certificate V in

Networking or a range of other

related TVET Certificate V

qualifications.

Pathways into the qualification

Pathways from the qualification

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Writing and presenting reports

Safety and security precautions

Working collaboratively with project team members

Health and environment

Health reproduction

Rwanda environmental protection, practices rules and regulations

Business Plan

Producing a small IT business plan

Planning and organizing

Preparing feasibility reports that take into account project scope, time, cost, quality,

communications and risk management

Self-management

Taking responsibility for own outputs in relation to specified quality standards

Working according to the Rwandan Computer Society Code of Ethics regarding

security, legal, moral and ethical issues

Technology

Manipulate computer

Using internet

Languages other than Kinyarwanda

Using English as the medium of communication in the working environment

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Number of competencies: 14 Core competencies : 8 Complementary competencies : 6 The total number of Credits: 121

2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMCS401 Apply Computer skills 3

2 CCMQS401 Provide quality customer service 3

3 CCMHE401 Implement SHE policies and procedures 3

4 CCMEN401 Use intermediate English at workplace 3

5 CCMKN401 Gukoresha I Kinyarwanda cy’umunyamwuga 3

6 CCMDB401 Develop business plan 3

Total 18

No Code Core competencies Credit

GEN

ERA

L

1 GENMA401 Apply Basic Analysis 10

2 NEWNF401 Apply Network fundamentals 8

SPEC

IFIC

3 NEWSL401 Set up LAN 12

4 NEWPR401 Perform Routing 12

5 NEWPS401 Perform Switching 12

6 NEWWI401 Setup Wireless Network indoor 12

7 NEWNM401 Perform Network Maintenance 7

8 NEWIA401 Integrate workplace 30

Total 103

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3. TRAINING PACKAGE

The training package includes the competencies chart, the flowchart, the

modules, the course structure, and the assessment guidelines.

3.1 Course structure

The course structure describes the learning outcomes for each learning unit. These learning

outcomes are the essential skills and knowledge to be acquired. The contents to be covered for

each learning outcome are prescriptive. The Learning Activities contain a series of suggestions,

usually with several options, that will guide the learner and the trainer.

3.2Competencies chart

The competencies chart is a table that presents an overview of the specific competencies, the

general competencies, the work process and the time allocated to each competency. This table

provides an overall view of the competencies of the training program and allows identification

of the logical sequence of the learning of these competencies.

The competencies chart shows the relationship between general competencies and specific

competencies that are particular to the occupation, as well as the key stages of the work

process. It shows the links between the elements in the horizontal axis and those in the vertical

axis. The symbol (ο) marks a relationship between a general competency and specific

competency. The symbol (∆) indicates a relationship between a specific competency and a step

in the process of work. When the symbols are darkened, it indicates that the link is taken into

account in the description of the specific competency.

The competencies chart allows the trainer to consider the complexity of the competencies in

the organization of the progress of learning. Therefore, the vertical axis shows the specific

competencies in the order they should be acquired.

This is the starting point of the presentation of the competencies in the flowchart presented in

the following pages.

Section

3

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NETWORK TECHNITIAN PROCESS GENERAL AND COMPLEMENTARY

COMPETENCIES

SPECIFIC COMPETENCIES Du

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2

3

4

5

6

7

8

Duration ( 360Hrs) 30

30

30

30

30

30

10

0

80

1 Set up LAN 120 ∆ ∆ ∆ ∆ ∆ ○ ○ ○ ○ ○ ● ●

2 Perform Routing 120 ∆ ∆ ∆ ∆ ∆ ○ ○ ○ ○ ○ ● ●

3 Perform Switching 120 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ● ●

4 Setup Wireless Network indoor 120 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ● ●

5 Perform Network Maintenance

70 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ● ●

6

Integrate work place

300 ▲ ▲ ▲ ▲ ▲ ●

● ● ● ● ● ● ●

Figure 1: Competencies chart

Between the process and particular competencies| Between general and particular competencies

▲:Functional link application ●: Functional link application

∆: Functional link existence ο: Functional link existence

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3.3 Flowchart

The flowchart of sequencing of learning is a schematic representation of the order of

acquisition of the competencies. It provides an overall planning of the entire training

programme and shows the relationship between the modules. This type of planning is to ensure

consistency and progression of learning. For each module, the flowchart shows the learning

that is already in place, the learning that is to take in parallel or later. The positions defined will

have a decisive impact on all subsequent pedagogical choices. The flowchart of the sequence of

learning of the modules of the training programme is presented on the following page.

Figure 2: Flowchart

Computer skills 3 Providing quality customer service 3

Implementing S.H.E. Policies and procedures 3 Intermediate workplace english 3

Ikinyarwanda cy’umunyamwuga 3

Network fundamentals 8

LAN 12 Routing 12

Switching 12

Wireless Network indoor 12

Network Maintenance 7

Basic analysis 10

Business plan development 3

Industrial Attachment Program -AIP 30

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4. ASSESSMENT GUIDELINES

4.1 Assessment Methodology

To assess knowledge, practical, and application skills through a jury system of continuous

evaluation that encourages learners to display understanding of the principles in application to

set practical tasks and their attendant theory to assess self-learning.

4.2 Portfolio

A portfolio is a collection of learner work representing learner performance. It is a folder (or

binder or even a digital collection) containing the learner’s work as well as the learner’s

evaluation of the strengths and weaknesses of the work. Portfolios reflect not only work

produced (such as papers and assignments, direct demonstration, indirect demonstration,

products, documents), but also it is a record of the activities undertaken over time as part of

learner learning. The portfolio is meant to show learner growth, development, and

achievements in the education system. It also shows that you have met specific learning goals

and requirements. A portfolio is not a project; it is an ongoing process for the formative

assessment. The portfolio output (formative assessment) will be considered only as enough for

complementary and general modules. Besides, it will serve as a verification tool for each

candidate that he/she attended the whole training before he/she undergoes the summative

assessment for specific modules.

There are two types of assessment (Formative Assessment and Summative/Integrated

Assessment). Each assessment has its own rule for passing to be declared competent.

Formative Assessment

This is applied on all types of modules (e.g. Complementary, General and Specific modules)

A trainee to be competent for a formative module must have at least 70% on checked

items or “yes” in indicators (e.g. questions, indicators in the checklist)

Each trainee should be competent on all formative assessments to be declared competent

on that module

All formative assessment should be declared competent before taking the

summative/integrated assessment

Section

4

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Summative/Integrated Assessment

All Summative/Integrated assessment should match with the content of the module in the

curriculum.

Summative/Integrated Assessment is always in practical, giving it as a theoretical type of

assessment is not acceptable.

The integrated situation provided in the curriculum is a sample of the assessment to be

carried out, the Trainer/Teacher has the role of developing another one referring to the

task to be carried out in the integrated situation in accordance to the circumstances inside

school, but the integrated situation should stick on the components of a task.

During Summative/Integrated assessment, assessor panel members should be three (3).

This Summative/Integrated assessment can be seen in specific modules and the Trainee

can be declared competent by the following rules:

For YES or NO scoring of indicators in Summative/Integrated Checklist

The trainee can be declared competent based on the assessment CRITERIA and its respective

assessment indicators

Assessment Criteria Passing Line in the

assessment indicators

Quality of Process 90%

Quality of Product 100%

Relevance 90%

Rest of Criteria/ any other criteria

(example: Safety)

100%

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Note: the Assessor should check if the 10% indicator (Quality of Process and Relevance) in

which the Trainee was not able to meet during Summative/Integrated Assessment should not

be among those indicators that can cause any hazard, or the one indicator that is performed

poorly where there is room for improvement.

1. During assessment, trainees with special needs (e.g. people with disability) should be

assisted accordingly.

2. Deputy School Manager in-charge of Studies, Class Teacher, and Trainer should consider

the status (competent/not yet competent) of trainees before delivering the next module

with pre-requisites.

3. Respect of flowchart particularly in considering the delivery of modules which has

prerequisite of a following/subsequent module is considered in issuing TVET certificate,

otherwise other modules can be given anytime.

4. All evidences during assessment (e.g. quiz, checklist, forms) should have a written form

that is compiled in the Trainer (source) and Trainee (result) portfolio. Portfolio is the

responsibility of School, Class Teacher, and Trainees. It should be given to trainees after

certification.

5. Industrial Attachment Program (IAP)

- All Trainees should finish and declared competent on all modules before taking IAP

module.

- Trainees should finish and declared competent on the 30 hours content of IAP

module written in the curriculum before they go to workplace or industry.

- The school should organize visit for all trainees in the workplace or industry to

confirm and assist IAP especially in filling up the logbook.

- An interview to the trainee should be conducted in the school after the IAP has

been completed and should be documented in the trainee portfolio.

- All completed logbooks should be part of the trainee portfolio.

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Competence

C C M C S 4 0 1 - COMPUTER SKILLS

CCMCS401 Apply Computer Skills

REQF Level: 4 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date: November, 2017

Purpose statement

The use of ICT in several areas has grown appreciably in recent years. ICT products are now used by most people, ranging from mobile phones and digital TVs through to personal computers and the World Wide Web. This qualification focuses on providing skills, experience and confidence for those learners who struggle to make the most of technology to demonstrate creative thinking, problem solving and knowledge construction. It focuses on completing workplace tasks, such as creating documents with text, graphics and numerical information using commonly used tools such as: Microsoft Office – Excel, PowerPoint. Also the leaner will have the skills on how to protect the data in the computer systems.

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Learning assumed to be in place

Not applicable

Elements of competency and performance criteria

Learning units describe the essential outcomes of a competency.

Performance criteria describe the required performance needed to demonstrate achievement

of the learning unit.

By the end of the module, the trainee will be able to:

Elements of competency Performance criteria

1.Describe the operating system

1.1 Proper description of operating system components

1.2 Proper description of characteristics of an Operating System

1.3 Proper description of operating system types

1.4 Proper description of operating system functions

1.5 proper description of operating system file system

2.Customize the computer

features

2.1 Proper identification of customer requirements for an

operating system

2.2 Proper Identification of Minimum Hardware Requirements

for operating system to be used

2.3 Proper customization of operating system

3. Protect computer system

3.1 Proper installation of software utilities according to the

manufacturer specifications

3.2 Regular scanning of computer and elimination of virus as

per safety standards

3.3 Accurate backup of computer data based on OS installation

3.4 Appropriate restoration of computer data based on OS

installed

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Learning unit

LU 2: Describe the operating system

1 Learning Outcomes:

1. Describe components of operating system 2. Describe the characteristics of operating system 3. Describe the types of operating system 4. Describe the functions of operating system 5. Describe the operating system file system 15 Hours

Learning Outcome 1.1:Describe components of operating system

User interface Graphical user interface

(GUI). Shell(CLI)

Kernel micro kernel monolithic kernel

File management system Disk-based Network-based Virtual

o Brainstorming on components of operating system

o Demonstration on components of operating system

o Group discussions on

components of operating

system

- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet

Formative Assessment 1.1

Assessor may collectamong the following evidences and make judgements on whether the

performance criterion has been achieved.

Performance criterion

Proper description of components of operating system

Resources Learning activities Content

14 | P a g e

Types of evidence Portfolio assessment tools

Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation )

Checklist Score Yes No

Indicator: User interface is described

Graphical user interface (GUI).

Shell(CLI)

Indicator: kernel is described

Micro kernel

Monolithic kernel

Indicator : File management system is described

Disk-based

Network-based

Virtual

Observation

Learning Outcome 1.2: Describe the characteristics of operating system

Multi-user

Multitasking

Multiprocessing

Multithreading

o Brainstorming on

characteristics of operating system


characteristics of operating system



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Written evidence

Oral evidence

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)


Indicator: Multi-user computer is described Indicator:Multitasking computer is described Indicator:Multiprocessing computer is described Indicator:Multithreading computer is described

Observation


Proper description of characteristics of an operating system

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Learning Outcome 1.3: Describe the types of operating system

Single-user, single task Android Blackberry iOS(iPhone OS) Windows 8 phone

Multi-user, multi-task Unix Lunix

Real Time Operating Systems

Industrial machine Laboratories

machine

Single-user, Multi-tasking Windows xp Windows vista Windows 7 Windows 8 Windows 10 Mac OS

o Demonstration on types of operating system

o Group discussions on types of operating system

- Computer - Projector - software - Text books - Lecture notes - Papers - Internet





Written evidence

Oral evidence



Proper description of operating system types


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Indicator: Single-user, single task operating system are described

Android

Blackberry iOS(iPhone OS) Windows 8 phone

Indicator : Multi-user, multi-task operating system are described Unix Lunix

Indictor: Real Time Operating Systems operating system are described Industrial machine Laboratories machine

Indicator : Single-user, Multi-tasking operating system are described Windows xp Windows vista Windows 7 Windows 8 Windows 10

Observation

Learning Outcome 1.4: Describe the functions of operating system


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Basic functions of operating system Intermediator Process Management File Management Memory Management Security Job Scheduling

o Group discussions on functions of operating system

o Brainstorming on functions of operating system

- Computer - Projector - software - Text books - Internet





Written evidence

Oral evidence

Multiple choice True or false question Matching Sentence completion

Ticking

Expose (presentation)


Indicator: Basic functions of operating system are described

Intermediator Process Management File Management Memory Management Security Job Scheduling

Observation


Proper description of operating system functions

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Learning Outcome 1.5: Describe the operating system file system

File system role

File system types File Allocation

Table(FAT12,FAT16,FAT32,exFAT)

New Technology File System (NTFS).

Apple file system (APFS) Hierarchical file system(HFS

and HFS Plus) Veritas File System(VFS)

o Demonstration on number and mathematical calculations

o Group discussions on addition, multiplication and division operations.

o Practical exercises on number and mathematical calculations

o Practical exercises on

mathematical

function(average, minimum,

maximum and count

numbers






Written evidence

Oral evidence



Indicator : File system types are described

File Allocation Table(FAT12,FAT16,FAT32,exFAT)


Proper description of operating system file system


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New Technology File System (NTFS). Apple file system (APFS) Hierarchical file system(HFS and HFS Plus) Veritas File System(VFS)

Observation

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Learning unit

LU 3: Customize computer features


1. Identify the customer requirement for an operating system 2. Identify the minimum hardware requirements for operating system

for operating system to be sued 3. Customize the operating system

10 Hours

Learning Outcome 2.1:Identify the customer requirement for an operating system

Requirements to be

considered

Budget constraints

Compatibility with

current hardware

Compatibility with

new hardware

How the computers

will be used

Compatibility with

existing applications

Types of new

applications to be

used

o Brainstorming on operating system customer requirements

o Group discussions on operating system customer requirements

o Demonstration on operating

system customer requirements

- Computer - Projector - software - Text books



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Written evidence

Oral evidence

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation


Indicator: Customer requirement for an operating system are identified

Budget constraints

Compatibility with current hardware

Compatibility with new hardware

How the computers will be used

Compatibility with existing applications

Types of new applications to be used

Observation

Learning Outcome 2.2: Identify minimum hardware requirements for operating system to be used

Possible hardware upgrades RAM capacity Hard drive size CPU


minimum hardware requirements




Proper identification of customer requirements for an operating system

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Video card memory and speed

Motherboard





Written evidence

Oral evidence



Indicator: Possible hardware upgrades are identified

RAM capacity

Hard drive size

CPU

Video card memory and speed

Motherboard

Observation


Proper identification of minimum hardware requirements for operating system to be used

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Learning Outcome 2.3:Customize the operating system

User account creation

computer and windows explorer

Manage user account

Manager disk drives

Manage windows services

Schedule tasks with Task Scheduler

Check system events with Event Viewer

Verify your network shares with Shared Folders

Control panel utilities

o Brainstorming on operating system customization

o Demonstration on operating system customization

o Practical exercises on operating system customization






Written evidence

Oral evidence



Indicator: operating system is customized

User account creation

computer and windows explorer

Manage user account

Manager disk drives

Manage windows services


Proper customization of the operating system


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Schedule tasks with Task Scheduler

Check system events with Event Viewer

Observation

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Learning unit

LU 1: Protect computer system


1. Install software utilities 2. Scan and Eliminate virus 3. Backup of computer data based on OS 4. Restore computer data based on OS installed

5 Hours

Learning Outcome 3.1:Install software utilities

Description of software tools utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media

Installation of software tools\utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media

o Brainstorming on security software

o Group discussion on computer security

o Practical exercise on antivirus

installation

- Computer Lab - Projector - Computer with OS

installed - White Board - Markers - Computer Lab with

internet access - Projector - Computer with OS

installed - Antivirus



Proper installation of software utilities according to the manufacturer

specifications


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Written or Oral



Indicator: Software tools utilities are installed

Anti-virus

Anti-malware

Anti-spyware

Adware

Backup software

Backup media

Observation

Learning Outcome 3.2: Scan and Eliminate virus

Description of scan types Full system scan On demand scan On access scan

Description of san mode Manual Automatic Scheduled

Virus elimination Elimination by neutralization

o Presentation on computer virus scan types

o Brainstorming on computer virus scan

o Practical exercises on

computer virus scan

- Computer Lab with internet access

- Projector - Computer with OS

installed - Antivirus - White Board - Markers


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Elimination by deleting Elimination by quarantine





Written



Indicator: Scan type are described

Full system scan

On demand scan

On access scan

Indicator: Scan mode is described

Manual

Automatic

Scheduled

Indicator: Virus are eliminated

Neutralization

Deleting

Quarantine

Observation


Regular computer scan and elimination of virus as per safety standards

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Learning Outcome 3.3: Backup of computer data based on OS

Selection of backup types Normal/Full backup Copy backup Differential backup Incremental backup Daily backups

Selection of common backup devices Tape drive Digital audio

tape(DAT) drives Auto-loader tape

systems Magnetic optical

drives Removable disks Disk drives

o Brainstorming on backup types o Practical exercises on backup

- Computer Lab with internet access

- Projector - Computer with OS

installed - Antivirus - White Board - Markers





Written evidence

Oral

Performance

Matching Sentence completion Ticking Expose (presentation ) Task on backing up data


Accurate backup of computer data based on OS installation


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Indicator: Backup types are described

Normal/Full backup

Copy backup

Differential backup

Incremental backup

Daily backups

Indicator: Common backup devices are selected

Tape drive

Digital audio tape(DAT) drives

Auto-loader tape systems

Magnetic optical drives

Removable disks

Disk drives

Observation

Learning Outcome 3.4: Restore computer data based on OS installed

Selection restore devices HHD/SSD USB/ Flash Driver Tapes drives Magnetic optical

drives CDs DVDs Disc drives

o Brainstorming on backup types

o Practical exercises on data

restore

o Computer Lab with internet access

o Hard disk drive o Flash drive o Tape drive o CDs, DVDs o Projector o Computer with OS

installed o Antivirus



Appropriate restoring of computer data based on OS installed


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Written evidence

Oral

Performance

Matching Expose (presentation ) Task on restoring data


Indicator: Restoring devices are selections

HHD/SSD

USB/ Flash Driver

Tapes drives

Magnetic optical drives

CDs

DVDs

Disc drives

Observation

References:

1. https://www.ctdlc.org/remediation/indexComputer.html

2. https://www.ctdlc.org/remediation/mouse.html

3. https://www.ctdlc.org/remediation/software.html

4. https://www.ctdlc.org/remediation/copypaste.html

5. https://cce.sydney.edu.Sau/course/BCEI

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Competence

C C M Q S 4 0 1 - PROVIDING QUALITY CUSTOMER SERVICE

CCMQS401 Provide quality customer service

REQF Level: 4 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date:November, 2017

Purpose statement

This module describes the skills, knowledge and attitude required to provide quality customer service and deal with any matter related to business during, before and after a service delivery. The module will allow the participant to identify opportunities for products and services delivery and reflect on information received to devise changes and suggest coping strategies. Moreover, the trainee will also develop and use communication techniques intended for the management of the complaints and ways of recording customer information.

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Learning assumed to be in place

Not applicable

Elements of competency and perfomance criteria

Learning units describe the essential outcomes of a competency.

Performance criteria describe the required performance needed to demonstrate achievement

of the learning unit.

By the end of the module, the trainee will be able to:

Elements of competency Performance criteria

1. Develop and maintain product, service and market knowledge.

1.1 Proper identification of opportunities and use of formal and informal research to develop and maintain knowledge of products and services.

1.2 Appropriate use of customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.

1.3 Effective sharing of market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team.

1.4 Suggestion of ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.

2. Provide a quality service experience to customers.

1.1. Determination and clarification of customer preferences, needs and expectations.

1.2. Proper offering of accurate information about appropriate products and services to customers to meet their needs and expectations.

1.3. Anticipation of customer preferences needs and expectations throughout the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.

1.4. Offering possible extras and add-ons appropriately and provision of personalized and additional services and products where appropriate.

1.5. Proactive promotion of products and services at appropriate opportunities according to current organization goals and promotional focus and appropriate employment of selling

3. Deal with complaints

and difficult customer

3.1 Proper use of questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and

34 | P a g e

service situations. assessment of the impact on the customer of the situation. 3.2 Effective use of communication techniques to assist in the

management of the complaint and handle the situation sensitively, courteously and discreetly.

3.3 Proper determination of possible options to resolve the complaint and prompt analysis and decision on the best solution, taking into account any organization constraints.

3.4 Appropriate use of techniques to turn complaints into opportunities to demonstrate high quality customer service.

3.5 Effective provision of feedback on complaints to appropriate personnel in order to avoid future occurrence.

3.6 Reflection and evaluation of complaint and solution to enhance response to future complaints or difficult service situations.

4. Manage and use

information about

clients and customers

3.1 Proper determination and record of customer information where appropriate to provide personalized service.

3.2 Perfect development and maintaining of knowledge of organization promotional initiatives and implementation where appropriate.

3.3 Proactive provision of enhanced products and services to clients and customers based on client information.

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Learning Outcome 1.1:Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services.

Products and services knowledge and its importance

Opportunities to develop and maintain knowledge of products and services Membership of

industry associations and networks

Conventional and creative sources of information

o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer

- Role play scenario - Reference books - Online materials - Scholarly materials

Learning unit

LU 1: Develop and maintain product, service and market knowledge.


1. Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services.

2. Use customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.

3. Share market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team

4. Suggest ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.

5 Hours


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Learning Outcome 1.1: Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services. (Cont.)

Formal and informal research techniques: o Discussions with

colleagues

Reading organization information

Research of product and service information brochures

General media Attendance at

conferences, trade shows and industry events

Distributing surveys and questionnaires







Written evidence

Multiple choice True or false question Matching Sentence completion Ticking


Proper identification of opportunities and use of formal and informal

research to develop and maintain knowledge of products and services.


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Essay (short responses / extended responses)

Checklist Score

Yes No

Products and services are identified

Opportunities to develop and maintain knowledge of products and services are

identified

Use of formal research techniques

Use of informal research techniques

Observation

Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.

Products, services and promotional initiatives Tours and transport Conferences and

conventions Function facilities Entertainment Shopping services Restaurant facilities Food and beverage Add-on services Special offers or

packages.




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Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations. (Cont.)

Ways to determine customer preferences, needs and expectations:

Active listening Questioning Observation Recognition of non-

verbal signs

Factors influencing customer preferences, needs and expectations:

Age Gender Social and cultural

characteristics Prior knowledge Special needs

Ways to satisfy customer preferences, needs and expectations:

Friendliness

Courtesy

Value for money

Prompt or timely

service

Assistance

Empathy and support

Comfort

New experience

Basic needs for food,

shelter, transport or

other services.




39 | P a g e





Written

Performance

Oral

Multiple choice True or false question Matching Ticking Essay (short responses / extended responses)

Checklist Score

Yes No

Identification of promotional initiatives

Application of ways to determine customer preferences, needs and expectations

Identification of Factors influencing customer preferences, needs and

expectations

Application of ways to satisfy customer preferences, needs and expectations

Observation


Appropriate use of customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify

changes in customer preferences, needs and expectations.

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Learning Outcome 1.3: Share market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team

Reasons to share knowledge

Methods and techniques of sharing knowledge at workplace

o Group discussion

o Role play

o Presentation






Written evidence

Practical task of a team

Checklist Score

Yes No

Identification of reasons to share knowledge of market, product and service

Application of methods and techniques of sharing knowledge at workplace

Observation


Effective sharing of market, product and service knowledge obtained with

colleagues to enhance the effectiveness of the team.


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Learning Outcome 1.4: Suggest ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.

Product and Service adjustment procedure

Importance of Product and Service adjustment on customer satisfaction

o Individual reflection o Brainstorming o Large group discussion o Role play






Written evidence

Oral

Performance

Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play

Checklist Score

Yes No

Application of product and Service adjustment procedure

Identification of the importance of product and Service adjustment procedure on customer satisfaction

Observation


Suggestion of ideas to appropriate person for product and service

adjustments to meet customer needs for future planning according to

organization policy.


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Learning unit

LU 2 : Provide a quality service experience to customers.


1. Determine and clarify customer preferences, needs and expectations 2. Offer accurate information about appropriate products and services

to customers to meet their needs and expectations. 3. Anticipate customer preferences needs and expectations throughout

the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.

4. Offer possible extras and add-ons appropriately and provide personalized and additional services and products where appropriate

5. Promote products and services at appropriate opportunities according to current organization goals and promotional focus and employ selling techniques appropriately to encourage usage and purchase

10 Hours

Learning Outcome 2.1: Determine and clarify customer preferences, needs and expectations.

Customer needs and preferences

The importance of researching your customers needs and preferences

o Experience sharing o Brainstorming o Trainer guide o Individual reflection o Large group discussion o Role play




Proper determination and clarification of customer preferences, needs

and expectations.


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Written evidence

Oral evidence

Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation

Checklist Score

Yes No

Identification of customer needs and preferences

Clarification of customer needs and preferences

Identification of the importance of researching customers needs and

preferences

Observation

Learning Outcome 2.2: Offer accurate information about appropriate products and services to customers to meet their needs and expectations.

Needs and expectations of customers on products and services

General features Special features Benefits Disadvantages Price Special offers Availability How to purchase or

order

o Experience sharing o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Role play



44 | P a g e





Written evidence

Oral evidence

Performance evidence


Checklist Score

Yes No

Information about products and services to customers

Observation

Learning Outcome 2.3: Anticipate customer preferences needs and expectations throughout the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.

Steps to anticipate customer needs and preferences

Timely customer service

Importance of timely customer service

o Role play o Simulation o Brainstorming

- Role play scenario - Reference books - Online materials - Scholarly materials - Video record



Proper offering of accurate information about appropriate products and

services to customers to meet their needs and expectations.

45 | P a g e





Written evidence

Oral evidence



Checklist Score

Yes No

Application of steps to anticipate customer needs and preferences Identification of the importance of timely customer service

Observation


Anticipation of customer preferences needs and expectations throughout

the service experience and provide products and services in a timely

manner, appropriate to individual needs and preferences, and according

to organization standards.

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Learning Outcome 2.4: Offer possible extras and add-ons appropriately and provide personalized and additional services and products where appropriate.

Importance of offering extras and add-ons

Ways to improve customer service

Promoting products and services

Displays Promotions special offers and

deals menus and specials word of mouth up-selling.

Selling techniques: Serving Helping Advising building rapport with

customers

arousing interest.

o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Question and answer o Debate

- Reference books - Online materials - Scholarly materials





Written evidence

Oral evidence



Offering possible extras and add-ons appropriately and provision of

personalized and additional services and products where appropriate.


47 | P a g e

Checklist Score

Yes No

Identification of the importance of offering extras and add-ons Identification of ways to improve customer service Provision of personalized and additional services

Observation

Learning Outcome 2.5: Promote products and services at appropriate opportunities according to current organization goals and promotional focus and employ selling techniques appropriately to encourage usage and purchase.

Importance of offering extras and add-ons

Ways to improve customer service

Promoting products and services

Displays Promotions special offers and

deals menus and specials word of mouth up-selling.

Selling techniques: Serving Helping Advising building rapport with

customers arousing interest.

o Large group discussion o Question and answer o Debate o Observation o Role play

- Reference books - Online materials - Scholarly materials - Role play scenario


48 | P a g e





Written evidence

Oral evidence



Checklist Score

Yes No

Identification of methods to promote products and services Application of selling techniques

Observation


Proactive promotion of products and services at appropriate opportunities

according to current organization goals and promotional focus and

appropriate employment of selling

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Learning unit

LU 3:Deal with complaints and difficult customer service situations.


1. Use questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assess the impact on the customer of the situation.

2. Use communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.

3. Determine possible options to resolve the complaint and promptly analyse and decide on the best solution, taking into account any organisation constraints

4. Use techniques to turn complaints into opportunities to demonstrate high quality customer service.

5. Provide feedback on complaints to appropriate personnel in order to avoid future occurrence

6. Reflect on and evaluate complaint and solution to enhance response to future complaints or difficult service situations.

9 Hours

Learning Outcome 3.1: Use questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assess the impact on the customer of the situation.

Questioning techniques

When and when not to use questioning techniques

Complaints or difficult customer service situations

o Small group discussion o Individual work o Role play o Simulation

- Role play scenario - Reference books - Online materials - Scholarly materials - Video record



50 | P a g e




Written evidence

Oral evidence



Checklist Score

Yes No

Identification of questioning techniques

Application of questioning techniques while dealing with difficult customer

service situations

Observation

Learning Outcome 3.2: Use communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.

Communication techniques Listening and active

listening Asking questions to

gain information, clarify ambiguities

o Group work o Presentation o Brainstorming o Role play




Proper use of questioning techniques to establish and agree on the nature,

possible cause and details of the complaint or difficult customer service

situation with the customer and assessment of the impact on the customer

of the situation.

51 | P a g e

and adequately understand requirements

Rephrasing and repeating questions, requests and statements to confirm that they have been correctly understood

Empathizing with the customer's situation while upholding organisation policy

Non-verbal communication and recognition of non-verbal signs

Using communication techniques appropriate to different social and cultural groups

Ability to speak clearly, be understood and use appropriate language, style and tone.






Role play


Effective use of communication techniques to assist in the management of

the complaint and handle the situation sensitively, courteously and discreetly

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Checklist Score

Yes No

Application of communication techniques while handling customer complaints

Observation

Learning Outcome 3.3: Determine possible options to resolve the complaint and promptly analyse and decide on the best solution, taking into account any organisation constraints..

Organisation

constraints

Emotional and logical aspects of complaints.

Methods to manage and reduce stress when resolving complaints

Proactive complaint handling

- Small group discussion - Individual work - Role play






Written evidence

Oral evidence




Proper determination of possible options to resolve the complaint and

prompt analysis and decision on the best solution, taking into account any

organization constraints.


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Checklist Score

Yes No

Identification of organization constraints Determination of emotional and logical aspects of complaints Application of methods to manage and reduce stress while handling complaints

Observation

Learning Outcome 3.4: Use techniques to turn complaints into opportunities to demonstrate high quality customer service.

Methods of transforming complaints into additional service opportunities

High quality customer service

o Individual work o Debate o Discussion o Role play

- Reference books - Online materials - Scholarly materials - Role play scenario





Written evidence

Oral evidence




Where appropriate, proper use of techniques to turn complaints into

opportunities to demonstrate high quality customer service.


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Checklist Score

Yes No

Use of techniques of transforming complaints into opportunities

Observation

Learning Outcome 3.5: Provide feedback on complaints to appropriate personnel in order to avoid future occurrence

The importance of feedback on customer complaints

Effective feedback giving

o Group work o Presentation o Brainstorming o Role play






Written evidence

Oral evidence




Effective provision of feedback on complaints to appropriate personnel in

order to avoid future occurrence.


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Checklist Score

Yes No

Identification of the importance of feedback on customer complaints Effective feedback giving

Observation

Learning Outcome 3.6: Reflect on and evaluate complaint and solution to enhance response to future complaints or difficult service situations.

Complaint analysis May include:

Tools of analyzing customer complaints

Customer complaint checklist

Customer satisfaction

o Individual work o Debate o Discussion o Pair work






Written evidence

Oral evidence

Product evidence



Reflection and evaluation of complaint and solution to enhance response

to future complaints or difficult service situations.


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Checklist Score

Yes No

Tools of analyzing customer complaints Process to solve customer complaint to enhance response to future complaints

or difficult service situations

Observation

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Learning Outcome 4.1:Determine and record customer information where appropriate to provide personalised service.

Customer information

Collecting customer information

Storing information

Maintaining customer information

o Brainstorming o Large group discussion o Individual reflection o Pair work





Learning unit

LU 4:Manage and use information about clients and customers.


1. Determine and record customer information where appropriate to provide personalised service

2. Develop and maintain knowledge of organisation promotional initiatives and implement where appropriate

3. Proactively provide enhanced products and services to clients and customers based on client information. 2 Hours


Proper determination and record of customer information where

appropriate to provide personalized service.


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Written evidence

Oral evidence



Checklist Score

Yes No

Identification of types of customer information

Application of techniques of collecting customer information

Identification of means of storing and maintaining customer information

Observation

Learning Outcome 4.2: Develop and maintain knowledge of organisation promotional initiatives and implement where appropriate.

Importance of promotional activities

Types of promotional activities

Steps to successfully implement organisation promotional initiatives

o Brainstorming o Large group discussion o Individual reflection o Pair work o Small group activity




Perfect development and maintaining of knowledge of organization

promotional initiatives and implementation where appropriate.


59 | P a g e




Written evidence

Oral evidence


Checklist Score

Yes No

Identification of the importance of promotional activities Identification of steps to successfully implement organization promotional

initiatives

Observation

Learning Outcome 4.3: Proactively provide enhanced products and services to clients and customers based on client information.

Using stored customer information

The impact of enhanced products and services

Systems and methods of providing enhanced products and services

o Large group discussion o Individual reflection o Pair work o Small group activity o Presentation by trainer o Experience sharing

- - Reference books - Online materials - Scholarly materials



Proactive provision of enhanced products and services to clients and

customers based on client information.


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Written evidence

Oral evidence


Checklist Score

Yes No

Identification of the impact of enhanced products and services Identification of Systems and methods of providing enhanced products and

services

Observation

References:

1. Solomon, Micah (4 March 2010). "Seven Keys to Building Customer Loyalty--and Company

Profits"

2. Dall, Michael; Bailine, Adam (2004). Service this: Winning the war against customer disservice

(1st ed.). Last Chapter First. ISBN 0-9753719-0-8.

3. https://www.dalecarnegie.com/events/transforming_customer_complaints_into_opportunities/

4. https://www.customersure.com/blog/customer-complaints-online/

http://www.fastcompany.com/1

Documents

TVET CERTIFICATE IV in NETWORKING · 2020. 1. 12. · LU 2: Describe the operating system 13 LU 3: Customize computer features 21 LU 1: Protect computer system 26 CCMQS401 - PROVIDING