CODE TRLATC4001 · 2020. 1. 15. · 4 tvet certificate iv in automobile transmission & control...

4

TVET CERTIFICATE IV in

AUTOMOBILE TRANSMISSION & CONTROL SYSTEMS TECHNOLOGY

CODE

TRLATC4001 Kigali December, 2017

2 | P a g e

TRLATC4001-TVET CERTIFICATE IV

Automobile Transmission & Control systems technology

REQF Level 4 CURRICULUM

i | P a g e

© Workforce Development Authority, 2017

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:

December, 2017

ii | P a g e

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 neither extends to the making of copies for use

outside the immediate training environment for which they are made, nor to 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 neither gives warranty nor

accepts 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) 2017

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/

iii | P a g e

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 v i i i

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 3

2.4 Job related information 3

2.5 Employability skills and life skills 3

2.6 Information about competencies 6

3 . T R A I N I N G P A C K A G E 7

3.1 Course structure 7

3.2Competencies chart 7

3.3 Flowchart 9

4 . A S S E S S M E N T G U I D E L I N E S 1 0

4.1 Assessment Methodology 10

4.2 Portfolio 10

C C M C S 4 0 1 - C O M P U T E R S K I L L S 1 3

LU 1:Describe the operating system 15

LU 2:Customize computer features 22

LU 3:Protect computer system 26

C C M Q S 0 0 1 - 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

iv | P a g e

LU 2 :Apply SHE practices. 70

LU 3:Assess and control risks. 79

LU 4:Awareness of SHE in working place. 84

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 9 0

LU 1:Write factual, descriptive, and explanatory texts. 93

LU 2:Apply a range of listening strategies to understand predictable messages. 103

LU 3:Discuss general and trade-related topics. 109

LU 4:Read medium texts on general and trade-related topics. 115

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 2 1

LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi. 124

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

ry’umwuga no kugaragaza intêgo y’izina mbonera. 131

LU 3:Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no

kugaragaza amategeko y’igenamajwi mu izina mbonera. 139

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

ibidukikije. 145

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

yubahiriza imyandikire y’Ikinyarwanda. 153

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 6 1

LU 1:Identify elements of business plan. 163

LU 2:Write a business plan in line with the identified elements 170

LU 3:Establish strategies to monitor evaluate and update the businplan (Contingency plan). 183

LU 4:Present a business plan 190

A T C 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 6

LU 1:Apply for internship/employment 198

LU 2:Demonstrate appropriate workplace behavior and attitudes 202

LU 3: Respect worker’s and employer’s rights and responsibilities 207

LU 4: Organize and evaluate one’s internship 213

G E N A M 4 0 1 - B A S I C A N A L Y S I S 2 1 9

LU 1: Determine and analyze numerical functions 222

LU 2: Apply fundamentals of differentiation 227

LU 3: Apply natural logarithmic functions 232

LU 4: Apply exponential functions 238

v | P a g e

A T C A G 4 0 1 - A U T O M A T I C G E A R B O X R E P A I R I N G 2 4 4

LU 1: Describe automatic transmission system 246

LU 2: Dismount automatic transmission system components 253

LU 3: Maintain and repair automatic transmission gearbox 260

Summative Assessment 267

A T C C R 4 0 1 - C L U T C H S Y S T E M R E P A I R I N G 2 7 2

LU 1: Identify clutch system 275

LU 2: Dismount clutch components 280

LU 3: Inspect clutch components 291

LU 4: Remount clutch components 296

LU 5: Repair clutch control 301


A T C D R 4 0 1 - F I N A L D R I V E W I T H D I F F E R E N T I A L R E P A I R I N G 3 1 8

LU 1: Dismount final drive with differential 321

LU 2: Disassemble final drive with differential 335

LU 3: Repair final drive with differential components 341

LU 4: Remount and test final drive with differential 349


A T C G T 4 0 1 - M A N U A L G E A R B O X A N D T R A N S F E R B O X R E P A I R I N G 3 7 0

LU 1: Dismount manual gearbox and transfer box 373

L U 2: Disassemble manual gearbox and transfer box 385

LU 3: Repair and reassemble gearbox and transfer 391

LU 4: Mount and test gearbox and transfer 398


A T C H B 4 0 1 - H Y D R A U L I C B R A K E S Y S T E M R E P A I R I N G 4 1 2

LU 1: Identify hydraulic brake system 414

LU 2: Disassemble and inspect hydraulic brake components components 419

LU 3: Maintain and repair mechanical brake components 424

LU 4: Re Re-assemble and test mechanical brake system 429


A T C M B 4 0 1 - M E C H A N I C A L B R A K E S Y S T E M R E P A I R I N G 4 3 9

LU 1: Identify mechanical brake system 441

vi | P a g e

LU 2: Disassemble and inspect mechanical brake components 446

LU 3: Maintain and repair mechanical brake components 451

LU 4: Re-assemble and test mechanical brake system 456


A T C A G 4 0 1 - P R O P E L L E R S H A F T , D R I V E S H A F T S A N D J O I N T S R E P A I R I N G 4 6 5

LU 1: Dismount propeller shaft, drive shafts and joints 467

LU 2: Repair propeller shaft and joints 474

LU 3: Repair drive shafts and joints 479

LU 4: Fix and test propeller shaft , drive shafts and joints 484


A T C S R 4 0 1 - S U S P E N S I O N S Y S T E M R E P A I R I N G 4 9 4

LU 1: Describe suspension system 496

LU 2: Repair suspension system components 501

LU 3: Remount suspension system components 510


A T C S S 4 0 1 - S T E E R I N G S Y S T E M R E P A I R I N G 5 2 2

LU 1: Describe steering 524

LU 2: Repair steering system 529

LU 3 Remount steering system 536


G L O S S A R Y a

vii | P a g e

List of abbreviations

1 or L: First or Low

2 or S: Second

ATF: Automatic transmission fluid

B: Brake

CV: Constant velocity

CVTs: Continuous variable automatic transmissions

D: Drive

D1: Drive 1

D2: Drive 2

D3 or 3: Drive3

D4: Drive4

D5: Drive5

E: Economic

ECU: Electronic control unit

E-CVT: Electronically controlled Continuous Variable Automatic Transmissions

N: Neutral

OD: Overdrive

P: Park

PPE: Personal Protective Equipment

R: Reverse

S: Sport

SAE: Society of Automotive Engineers

W: Winter

TRLATC: Transport sector, Automobile transmission and control system technology

viii | P a g e

Acknowledgments

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

the development of this curriculum:

Coordination

RWAMASIRABO Aimable / Curriculum Coordinator, RP

Facilitators

HATEGEKIMANA Gratien, RP

MUTIJIMA Asher Emmanuel

Curriculum Development Team

# Names Company/Institution Function

1. MBONIGABA Innocent Instructor RP IPRC Kigali 2. UWIMANA Jean de Dieu Tvet Trainer ETAG TVT School

3. NIYIBARUTA Sixte Mechanic RWANDA Motor Garage 4. TWIZERE Janvier Tvet Trainer ETAG Tvt school 5. HARERIMANA Andree Mechanic Kwetu Garage / Rusizi District 6. BAPFAGUHEKA Justin Mechanic Garage Joc 7. Eng NTIGURIRWA Jean

Damascene Instructor IPRC Karongi

8. TUYIZERE Felicien Tvet Trainer ETAG TVT School

1 | P a g e

1. GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competencies to

acquire to perform the occupation of an Automobile Transmission and

Control System 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

2 | P a g e

Section

2

2. QUALIFICATION DETAILS

2.1 Description

This qualification provides theskills,

knowledge and attitudes for a learner to be

competent in a range of routine tasks and

activities that require the application of a

limited range of basic practical skills in a

defined context. An Automobile

Transmission and Control System

Technician contributes in maintaining and

repairing of clutch systems, gear box,

transfer box, transmission shafts, joints,

final drive with differential, brake system,

suspension system and steering system for

light and heavy vehicles, henceforth

contributing to the national and regional

development. Learners may work with

some autonomy or in a team but usually

with minimum supervision.

At the end of this qualification, qualified

learners will be able to:

1. Implement safety, health and environmentalpolicies and procedures

2. Develop business plan 3. Provide quality customer service 4. Apply Computer Skills 5. Use Intermediate English at workplace 6. Gukoresha Ikinyarwanda cy’

umunyamwuga 7. Apply Basic Analysis 8. Repair clutch system 9. Repair manual gearbox and transfer box 10. Repair automatic gearbox 11. Repair propeller shaft, drive shafts and

joints 12. Repair final drive with differential 13. Repair suspension system 14. Repair mechanical brake system 15. Repair hydraulic brake system 16. Repair steering system 17. 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 automobile background.

Title: TVET Certificate IV in

Automobile Transmission &

Control systems technology

Level: REQF Level 4

Credits: 120

Sector: Transport

Sub-sector: Auto Transmission & Control

systems technology

Issue date: December, 2017

3 | P a g e

2.3 Information about pathways

2.4 Job related information

This qualification prepares individuals to integrate the automobile technolgy industry with the

professionalization of auto transmission and control system techinician; this qualification again offers

the opportunity to execute the works as auto transmission and control system techiniciawhile 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:

Personal development

Understand own personal values, strengths and areas of challenge or weakness and

are able to effectively use or address them

Preferred pathways for candidates entering

this qualification include:

TVET Certificate III in Automobile

technology

Recognition of prior learning related

to this qualification

Progression route of candidates achieving

this qualification include:

TVET Certificate V in Automobile

technology

A range of other related TVET

Certificate V qualifications.

Pathways into the qualification

Pathways from the qualification

Possible jobs related to this qualification

Automobile Suspension, Steering and Braking Systems Technician

AutomobileTransmission Repair Technician

4 | P a g e

Develop, implement and evaluate progress toward personal goals;

Know own preferred way of learning, take initiative for learning new skills, and know

how to monitor own learning progress.

Interpersonal communication

Communicate and get along well with others, in a variety of settings and for a range of

purposes;

Speak and listen actively and appropriately, one-on- one and in groups;

Cooperate and work effectively within a group;

Provide good customer service.

Health, hygiene and safety

Know the standard health and safety practices and regulations in the workplace;

Maintain hygiene and personal grooming;

Identify unsafe situations;

Respond to emergencies and accidents at work;

Prevent HIV/Aids and sexual violence.

Environment sustainability

Know the environmental regulations in Rwanda;

Dispose of waste;

Recycle waste and

Report environmental hazards to appropriate person.

Integration of the workplace

Know how to apply for and present themselves for employment;

Demonstrate good time management and show up for work on time;

Demonstrate behaviour and attitudes that are appropriate for the workplace and

understand that workplaces have policies and procedures that need to be followed;

Take initiative and responsibility for own work and know how to work under and

respect supervision;

5 | P a g e

Know the rights and responsibilities of workers and employers and explore ways to

exercise rights in the workplace.

Financial fitness

Understand principles and tools behind personal and family money-management;

Understand the importance of saving and reducing expenses;

Organize and manage personal and household finances;

Create a personal budget and think strategically about their finances;

Evaluate their options for earning money and are familiar with ways to establish and maintain

personal credit;

Be aware of the risks associated with credit.

Management of a small business

Simulate income-generating activities with the basic cycles of business;

Plan for income-generating activity expenses and loan repayments;

Keep basic business financial records;

Evaluate the risks and opportunities of using credit in income generating contexts;

Distinguish between money to be used for investment into own income-generating activities,

for family expenses, and for savings;

Know the different market actors.

Computer skills

Operate a computer

Use word processing applications in the production of workplace or personal

documents

Create and use spreadsheets and charts through the use of spreadsheet software

Design electronic presentations

Send, receive and manage electronic mail (email), as well as to collaborate online using

chat rooms, intranets and instant messaging.

6 | P a g e

Number of competencies: 17 Core competencies: 11 Complementary competencies: 6 The total number of Credits: 120

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 Ikinyarwanda cy’umunyamwuga 3

6 CCMDB401 Develop business plan 3

Total 18

No Code Core competencies Credit

GEN

ERA

L

1 GENAM401 Apply Basic Analysis 10

SPEC

IFIC

2 ATCCR401 Repair clutch system 9

3 ATCGT401 Repair manual gearbox and transfer box 10

4 ATCAG401 Repair automatic gearbox 8

5 ATCPR401 Repair propeller shaft, drive shafts and joints 5

6 ATCDR401 Repair final drive with differential 7

7 ATCSR401 Repair suspension system 9

8 ATCMB401 Repair mechanical brake system 3

9 ATCHB401 Repair hydraulic brake system 5

10 ATCSS401 Repair steering system 6

11 ATCIA401 Integrate the workplace 30

Total 102

7 | P a g e

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

8 | P a g e

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

Automobile Transmission and Control System Technician

PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES

SPECIFIC COMPETENCIES Du

rati

on

(9

20

Hrs

)

Pre

par

e W

ork

pla

ce

Sele

ct t

oo

ls, m

ater

ials

an

d e

qu

ipm

ent

Car

ry o

ut

the

wo

rk

Cle

an w

ork

pla

ce t

oo

ls a

nd

eq

uip

men

t

Del

iver

th

e f

inal

wo

rk

Ap

ply

co

mp

ute

r sk

ills

Pro

vid

e q

ual

ity

cust

om

er s

ervi

ce

Imp

lem

ent

SHE

po

licie

s an

d p

roce

du

res

Use

inte

rmed

iate

En

glis

h a

t w

ork

pla

ce

Gu

kore

sha

Ikin

yarw

and

a cy

’um

un

yam

wu

ga

Dev

elo

p b

usi

nes

s p

lan

Ap

ply

Bas

ic A

nal

ysis

#

1

2

3

4

5

6

7

Duration (280Hrs) 30

30

30

30

30

30

10

0

1. Repair clutch system

90 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○

2.

Repair manual gearbox and transfer box

100 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○

3. Repair automatic gearbox

80 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○

4.

Repair propeller shaft, drive shafts and joints

50 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○

5. Repair final drive with differential

70 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○

6. Repair suspension system

90 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○

7. Repair mechanical brake system

30 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○

8. Repair hydraulic brake system

50 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○

9. Repair steering system

60 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○

10. Integrate workplace 300 ▲ ▲ ▲ ▲ ▲ ● ● ● ● ● ● ●

9 | P a g e

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

Implementing S.H.E. Policies And

Procedures 3 Quality Customer Service 3

Computer Skills 3 Intermediate Workplace English 3

Ikinyarwanda Cy’umunyamwuga 3

Basic Analysis 10

Clutch System Repairing 9 Automatic Gearbox Repairing 8

Final Drive With Differential Repairing 7 Hydraulic Brake System Repairing 5

Mechanical Brake System Repairing 3

Manual Gearbox And Transferbox Repairing 10

Suspension System Repairing 9

Propeller Shaft, Drive Shafts And Joints Repairing 5

Steering System Repairing 6

Business Plan Development 3

Industrial Attachment Program (IAP) 30

10 | P a g e

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

11 | P a g e

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%

12 | P a g e

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.

13 | P a g e

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: July, 2019

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.

Competence

14 | P a g e

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

Proper description of operating system components

Proper description of characteristics of an Operating System

Proper description of operating system types

Proper description of operating system functions

proper description of operating system file system

2.Customize the computer

features

Proper identification of customer requirements for an operating

system

Proper Identification of Minimum Hardware Requirements for

operating system to be used

Proper customization of operating system

3. Protect computer system

Proper installation of software utilities according to the

manufacturer specifications

Regular scanning of computer and elimination of virus as per

safety standards

Accurate backup of computer data based on OS installation

Appropriate restoration of computer data based on OS installed

15 | P a g e

Learning unit

LU 1: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.

Content Learning activities Resources

Performance criterion

Proper description of components of operating system

16 | 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

o Group discussions on

characteristics of operating system




17 | P a g e




Written evidence

Oral evidence

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

Checklist Score

Yes No

Indicator: Multi-user computer is described

Indicator:Multitasking computer is described

Indicator:Multiprocessing computer is described

Indicator:Multithreading computer is described

Observation

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

o Demonstration on types of operating system

o Group discussions on types of operating system

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



Proper description of characteristics of an operating system

18 | P a g e

Industrial machine Laboratories

machine

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





Written evidence

Oral evidence


Checklist Score

Yes No

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


Proper description of operating system types

19 | P a g e

Windows xp

Windows vista

Windows 7

Windows 8

Windows 10

Observation

Learning Outcome 1.4: Describe the functions of operating system

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


Content Learning

activities

Resources


Proper description of operating system functions

20 | P a g e

Checklist Score

Yes No

Indicator: Basic functions of operating system are described

Intermediator

Process Management

File Management

Memory Management

Security

Job Scheduling

Observation

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







Proper description of operating system files system

21 | P a g e


Written evidence

Oral evidence

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

Checklist Score

Yes No

Indicator: File system types are described

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)

Observation

22 | P a g e

Learning unit

LU 2: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






Proper identification of customer requirements for an operating system

23 | P a g e


Written evidence

Oral evidence

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

Checklist Score

Yes No

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

Video card memory and speed

Motherboard

o Group discussions on

minimum hardware requirements



Content Learning

activities

Resources

24 | P a g e




Written evidence

Oral evidence


Checklist Score

Yes No

Indicator:Possible hardware upgrades are identified

RAM capacity

Hard drive size

CPU

Video card memory and speed

Motherboard

Observation

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

o Brainstorming on operating system customization

o Demonstration on operating system customization

o Practical exercises on operating system customization




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

25 | P a g e

Check system events with Event Viewer

Verify your network shares with Shared Folders

Control panel utilities


Assessor may collect among the following evidences and make judgements on whether the



Written evidence

Oral evidence


Checklist Score

Yes No

Indicator: operating system is customized

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

Observation


Proper customization of the operating system

26 | P a g e

Learning unit

LU 3: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

27 | P a g e




Written or Oral


Checklist Score

Yes No

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 Elimination by deleting Elimination by quarantine

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



28 | P a g e




Written


Checklist Score

Yes No

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

29 | P a g e

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


- Projector - Computer with OS

installed - Antivirus - White Board - Markers





Written evidence

Oral

Performance

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

Checklist Score

Yes No

Indicator: Backup types are described

Normal/Full backup



Accurate backup of computer data based on OS installation

30 | P a g e

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


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

installed - Antivirus





Written evidence

Oral

Performance

Matching Expose (presentation ) Task on restoring data



Appropriate restoring of computer data based on OS installed

31 | P a g e

Checklist Score

Yes No

Indicator: Restoring devices are selections

HHD/SSD

USB/ Flash Driver

Tapes drives

Magnetic optical drives

CDs

DVDs

Disc drives

Observation

References:

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

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

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

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

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

https://www.ctdlc.org/remediation/copypaste.htmlhttps://cce.sydney.edu.sau/course/BCEI

32 | P a g e

Competence

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

CCMQS401 Provide quality customer service

REQF Level: 4 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date: July, 2019

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.

33 | P a g e

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 assessment of the impact on the customer of the situation.

34 | P a g e

service situations. 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

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

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

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

35 | P a g e

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


36 | P a g e

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:

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 Essay (short responses / extended responses)



Proper identification of opportunities and use of formal and informal

research to develop and maintain knowledge of products and services.

37 | P a g e

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.




38 | P a g e

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 satisfycustomer 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.






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

changes in customer preferences, needs and expectations.

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

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




40 | P a g e




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

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





Effective sharing of market, product and service knowledge obtained with

colleagues to enhance the effectiveness of the team.

41 | P a g e




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.

42 | P a g e

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.

43 | P a g e




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


Content Learning

activities

Resources


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.

46 | P a g e

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 andservices 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

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



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


performance criterion has been achieved


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

49 | P a g e

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,

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

clarify ambiguities 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

52 | P a g e

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.

53 | P a g e

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






Where appropriate, proper use of techniques to turn complaints into

opportunities to demonstrate high quality customer service.

54 | P a g e


Written evidence

Oral evidence



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





Effective provision of feedback on complaints to appropriate personnel in

order to avoid future occurrence.

55 | P a g e




Written evidence

Oral evidence



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




56 | P a g e




Written evidence

Oral evidence

Product evidence


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


Reflection and evaluation of complaint and solution to enhance response

to future complaints or difficult service situations.

57 | P a g e

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.

4 6 Hours Learning Outcomes:

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.



Proper determination and record of customer information where

appropriate to provide personalized service.

58 | P a g e


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




Per

Date post:	09-Feb-2021
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

CODE TRLATC4001 · 2020. 1. 15. · 4 tvet certificate iv in automobile transmission & control...

Documents