TVET CERTIFICATE IV in NETWORKING · 2018. 10. 22. · LU 4: Introduce VLANs configurations 340 LU...

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 the

WDA. 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

3.2 Competencies 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 O L 0 0 1 - O C C U P A T I O N A N D L E A R N I N G P R O C E S S 1 1

LU 1: Participate as part of a team and respect the rules of the training environment. 13

LU 2: Explain the occupation and learning process 17

LU 3: Respect the facilitation and apply learning methods. 20

LU 4: Develop personal plans based on self-assessment practices 23

C C M C S 4 0 1 - C O M P U T E R S K I L L S 2 9

LU 1: Protect computer system 31

LU 2: Use Spreadsheet. 37

LU 3: Use Presentation 46

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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 5 2

LU 1: Develop and maintain product, service and market knowledge. 55

LU 2: Provide a quality service experience to customers. 62

LU 3: Deal with complaints and difficult customer service situations. 69

LU 4: Manage and use information about clients and customers. 77

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 8 1

LU 1: Identify hazardous areas to be improved. 83

LU 2: Apply SHE practices. 89

LU 3: Assess and control risks. 97

LU 4: Awareness of SHE in working place. 102

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 1 0 8

LU 1: Write factual, descriptive, and explanatory texts. 111

LU 2: Apply a range of listening strategies to understand predictable messages. 119

LU 3: Discuss general and trade-related topics. 124

LU 4: Read medium texts on general and trade-related topics. 129

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 3 4

LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi. 137

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

ry’umwuga no kugaragaza intêgo y’izina mbonera. 143

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

kugaragaza amategeko y’igenamajwi mu izina mbonera. 150

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

ibidukikije. 157

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

kwandika yubahiriza imyandikire y’Ikinyarwanda. 163

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 7 0

LU 1: Identify elements of business plan. 172

LU 2: Write a business plan in line with the identified elements 178

LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan). 189

LU 4: Present a business plan 195

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C C M 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 ) 2 0 0

LU 1: Investigate and secure industrial attachment place. 202

LU 2: Deal with workplace challenges. 209

LU 3: Get briefed on industrial attachment program. 213

LU 4: Develop one’s competencies on the workplace. 217

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 2 1

LU 1: Introduce Network Concepts 223

LU 2: Apply network protocols and communications 228

LU 3: Apply IP addressing (IP v4&IPv6) 232

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 3 7

LU 1: Conduct site survey 239

LU 2: Determine and implement solutions 244

LU 3: Document the work done 248

Summative Assessment 253

N E W S L 4 0 1 - L A N 2 5 7

LU 1: Apply basics of Computer networking and set up a LAN 259


LU 3: Configure and troubleshoot a LAN 272


LU 5: Troubleshoot router 281

N E W P R 4 0 1 - R O U T I N G 2 8 6

LU 1: Introduce routing and packet forwarding 288


LU 3: Configure and verify Routing Protocols 300




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N E W P S 4 0 1 - S W I T C H I N G 3 1 9

LU 1: Introduction to switched networks 322


LU 3: Describe Basic switching concepts and configuration 333

LU 4: Introduce VLANs configurations 340

LU 5: Perform VTP configurations 345

LU 6: Perform STP configurations 349

LU 7: ImplementInter-VLAN routing 353

LU 8: Perform VTP configurations 357



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 7 0

LU 1: Apply wireless network Concepts 372

LU 2: Plan and Conduct Site survey 377

LU 3: Configure and maintain wireless network 383



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

MUHIRE JMV

Facilitators

RWAMASIRABO Aimable

NIKUZE Bernadette

Curriculum Development Team

MUDAHERANWA Herve

NDAGIJIMANA Straton

HABUMUGISHA Patrick

BUJERERI Didier

HABYARIMANA Jean

SHARAMANZI Simon Pierre

HABUMUGISHA Fulgence

NIYONGABO Ezekiel

NTWALI Yves

NSENGIMANA Lindiro Giscar

MUGISHA Martin

MUKUNDWA Alice

MUGUME Arthur

HATANGIMBABAZI Hilaire

NKUBANA Alphonse

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1. GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competencies to

acquire to perform the occupation of Networking. 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:

Describe the occupation and learning process

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 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: 114

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 the interior design industry with the

professionalization of floor, wall and ceiling design; this qualification again offers the opportunity to

execute the works as wall finishing designer, floor designer and ceiling designer 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

Writing and presenting reports

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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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 : 6 Complementary competencies : 8 The total number of Credits: 114

2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMOL001 Describe the occupation and learning process 3

2 CCMCS401 Apply Computer skills 3

3 CCMQS401 Provide quality customer service 3

4 CCMHE401 Implement SHE policies and procedures 3

5 CCMEN401 Use intermediate English at workplace 3

6 CCMKN401 Gukoresha I Kinyarwanda cy’umunyamwuga 3

7 CCMDB401 Develop business plan 3

8 CCMIA401 Integrate the workplace 30

Total 51

No Code Core competencies Credit

GEN

ERA

L

1 NEWNF401 Apply Network fundamentals 8

SPEC

IFIC

2 NEWSL401 Set up LAN 12

3 NEWPR401 Perform Routing 12

4 NEWPS401 Perform Switching 12

5 NEWWI401 Setup Wireless Network indoor 12

6 NEWNM401 Perform Network Maintenance 7

Total 63

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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.

3.2 Competencies 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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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

Dur

atio

n (

550

Hrs

)

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t th

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ork

Test

the

wor

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Doc

umen

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ork

done

Des

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e th

e oc

cupa

tion

and

lear

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pro

cess

Guk

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Kiny

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Impl

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and

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Ap

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Com

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ills

Use

Int

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nglis

h at

wor

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Prov

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Inte

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Ap

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Net

wor

k fu

ndam

enta

ls

1 2 3 4 5 6 7 8 80

Duration (590 Hrs) 30 30 30 30 30 30 30 300

80

1 Set up LAN 120 ▲ ▲ ▲ ▲ ▲ ○ ○ ● ● ○ ○ ○ ● ●

2 Perform Routing 120 ▲ ▲ ▲ ▲ ▲ ○ ○ ● ● ○ ○ ○ ● ●

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

4 Setup Wireless Network

indoor120 ▲ ▲ ▲ ▲ ▲ ○ ○ ● ● ○ ○ ○ ● ●

5 Perform Network Maintenance 70 ▲ ▲ ▲ ▲ ▲ ○ ○ ● ● ○ ○ ○ ● ●

NETWORK TECHNICIAN

Mapping technician

SPECIFIC COMPETENCIES

#

GENERAL AND COMPLEMENTARY COMPETENCIESPROCESS

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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

Occupation and learning process 3

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

Business plan development 3

Industrial attachment program (IAP) 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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C C M O L 0 0 1 - OCCUPATION AND LEARNING PROCESS

CCMOL001 Describe the occupation and learning process

REQF Level: All Learning hours

Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

This module is covered first in all qualifications. It allows the learner to get to know the other

participants to the training programme and to understand himself/herself as part of a team.

Also, the trainee will develop a comprehensive and clear vision of the occupation and the

training programme. The module will allow the participant to avoid mistakes of career

guidance and confirm or deny his/her choice from the start. The training and learning

methods are presented to the learner. This approach encourages greater motivation and,

subsequently, a better integration of various learning.

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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. Participate as part of a team

and respect the rules of the

training environment

1.1 Proper introduction of oneself

1.2 Appropriate integration in team

1.3 Appropriate participation in setting rules and adhere

to them

2. Explain the occupation and

learning process

2.1 Proper description of the main/major elements of

occupation

2.2 Adequate explanation about the one’s qualification

3. Respect the facilitation and

apply learning methods

3.1 Proper engagement in active and participatory

learning methods

3.2 Adequate description of the assessment procedures

4. Develop personal plans

based on self-assessment

practices

4.1 Proper identification of values, skills and interests

4.2 Proper assessment of values, skills and interests

4.3 Correct Setting of goals

4.4 Proper development of plans in order to reach the

set goals

4.5 Proper assessment of one’s learning style

4.6 Adequate identification of learning strategies

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LU 1: Participate as part of a team and respect the rules of the training environment.

1 Learning Outcomes:

1. Introduce oneself and get to know one another 2. Intergrate in team 3. Participate in setting rules and adhere to them

6 Hours

Learning Outcome 1.1: Introduce oneself and get to know one another

Introductions

Expectations about the

training

o Introduction

o Game

Presentation of trainees’ expectations

- Trainer manual

Formative Assessment 1.1

Performance criterion

Proper introduction of one self.

Resources Learning activities Content

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

performance criterion has been achieved.

Types of evidence Portfolio assessment tools

Written or performance

Written assessment (Recommendation: ranking exercise)

Group work (e.g. role play or scenario)

Checklist Score

Yes No

Learner opens introduction with a greeting

Learner says their name

Learner includes his/her background (academic, technical & work qualifications)

Learner closes introduction (e.g. “I am happy to be with you”)

Learner demonstrates consistent eye contact

Learner displays appropriate body language

Speaks in at an audible level

Learner is able to express his/her expectations

Learner is able to share his/her hobbies/interests

Learner is able to link his/her background to his/her future interests

Learner is able to advocate for his/her abilities, skills, interests

Learner uses advanced body language techniques

Observation

Learning Outcome 1.2: Intergrate in team

Working as a team

Building trust

o Game

o Group discussions

- Trainer manual


15 | P a g e





Performance

Practical task of a team

Checklist Score

Yes No

Closeness/cohesion

Active participation

Responsibilities taker

Mutual collaboration with others

Openness/free expression

Open to criticism/flexibility

Contribution of someone

Complying with rules set

Observation

Learning Outcome 1.3: Participate in setting rules and adhere to them

Rules of the classroom

Group responsibilities

o Brainstorming

o Discussions

o Assign class tasks

- Trainer manual




Appropriate integration in team.

16 | P a g e




Written evidence


Checklist Score

Yes No

Signed commitment contract

Occupation title

Duties and responsibilities

Observation


Appropriate participation in setting rules and adhere to them.

17 | P a g e

LU 2: Explain the occupation and learning process


1. Describe the main/major elements of occupation 2. Explain about the one’s qualification

12 Hours

Learning Outcome 2.1: Describe the main/major elements of occupation

Characteristics of the occupation

Place of the occupation in the sector

The impact/importance of the occupation in economic development

Working conditions

o Group discussion o Personal research o Visit of a business in the

neighborhood

- Pictures of people in working situation

- Documents describing the occupation

- Documents describing the sector



Proper description of the main/major elements of occupation


18 | P a g e




Written evidence

Oral evidence

Essay

Verbal explanation (interview)

Checklist Score

Yes No

Working conditions

Equipment tools and materials


REQF level


Award certificate

Observation

Learning Outcome 2.2: Explain about the one’s qualification

Rationale of the qualification

Content of the training programme (modules)

Duration Flowchart

Pathways (exit level & further learning)

Presentation of the timetable

Presentation of the classrooms and workshops

o Presentation by the teacher o Research o Visits of the premises of the

school.

- Overview of the training programme

- Testimonies of people performing the occupation

- School year calendar - Timetable


19 | P a g e





Written evidence

Oral evidence

Written exercise


Checklist Score

Yes No

Entry requirement

Pathways into the qualification

Duration

Qualification details

Pathways after the qualification

Following instructions


Social interdependence

Commitment of learners

Observation


Adequate explanation about the qualification

20 | P a g e

LU 3: Respect the facilitation and apply learning methods.


1. Engage in active and participatory learning methods 2. Describe the assessment procedures

2 Hours

Learning Outcome 3.1: Engage in active and participatory learning methods

Overview of the active and participatory teaching and learning methods

Experiential learning cycle

o Experience sharing. o Presentation by the trainer

- Trainer manual



Proper engagement in active and participatory learning methods


21 | P a g e




Written evidence

Scenarios of learning style analysis Role play on engagement and participatory learning methods

Checklist Score

Yes No

Results of assignment

Active participation


Openness/free expression

Formative assessment

Summative assessment

Observation

Learning Outcome 3.2: Describe the assessment procedures

Assessment procedures Timing Assessors/verifiers Assessment tools

(portfolio & integrated situation)

o Presentation by the trainer - Assessment manual





Adequate description of the assessment procedures


22 | P a g e


Written evidence

Oral evidence

written assessment


Checklist Score

Yes No

Time of assessment

Roles of Assessors

Roles of verifiers

List values

List of skills

Observation

23 | P a g e

LU 4: Develop personal plans based on self-assessment practices


1. Identify values, skills and interests 2. Assess values, skills and interests 3. Set goals 4. Develop plans 5. Assess one’s learning style

10 Hours

Learning Outcome 4.1: Identify values, skills and interests

Values, skills and interests

Relating values, skills and interests to the workplace





Written evidence

values, skills and interest identification exercise scenario/case study analysis


Proper identification of values, skills and interests


24 | P a g e

Checklist Score

Yes No

List of interest

List of qualities

Own strengths

areas of improvement

Observation

Learning Outcome 4.2: Assess values, skills and interests

Skills & qualities assessment

Acceptance of diversity, self-esteem & confidence

o Individual work o Exercise on we are all unique

- individual assessment checklist





Written evidence values, skills and interest self-assessment exercise

JOHARI window assessment


Proper assessment of values, skills and interests


25 | P a g e

Checklist Score

Yes No

List of interest

List of qualities

Own strengths

areas of improvement

Observation

Learning Outcome 4.3: Set goals

SMART goals

Identification of goals Short term Long term

Process for setting and achieving goals:

Identifying steps Time frame Resources

o Group work o Tree drawing & interpretation o Discussion about displayed

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on developing personal plans

- Trainer manual





Written evidence

Written exercise

Project work


Correct Setting of goals


26 | P a g e

Checklist (Correct Setting of goals) Score

Yes No

Medium term SMART goals set

Long term SMART goals set

Strategies to reach set goal

Roadmap/timeframe

Medium term SMART goals set

Observation

Learning Outcome 4.4: Develop plans

SMART goals

Identification of goals Short term Long term

Process for setting and achieving goals:

Identifying steps Time frame Resources

o Group work o Tree drawing & interpretation o Discussion about displayed

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on developing personal plans

- Trainer manual


Checklist (Proper development of plans in order to reach the set goal) Score

Yes No

Resources required

Activities to be performed

Possible obstacles

follow up on goal/progress report against set goal Action to be taken

One's learning style type (s)

features of one's learning styles (s)

Observation


27 | P a g e

Learning Outcome 4.5: Assess one’s learning style

Types of learning styles

Determining one’s preferred way of learning

Strategies for using one’s learning style in workplace/school

o Paper folding activities o Completing self-assessment

learning style o Scenario based activities

- Trainer manual





Written evidence

VARK questionnaire

Scenario analysis

Checklist Score

Yes No

Learning style

Kinaesthetic

Observation


Proper assessment of one’s learning style


28 | P a g e

Learning Outcome 4.6: Identification of learning strategies





Written evidence

Performance evidence

Scenario analysis

Checklist Score

Yes No

Auditory

Visual

Learning strategies for each style

Observation

Reference books: 1. Work Readiness Training Programme – Trainer’s Manual, Akazi Kanoze – Youth Livelihoods

Project. 2. Work Readiness Training Programme – Participant’s Manual, Akazi Kanoze – Youth Livelihoods

Project.


Adequate identification of learning strategies


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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


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.

30 | P a g e


Not applicable

Elements of competency and perfomance criteria






1. Participate as part of a team

and respect the rules of the

training environment

1.1 Proper introduction of oneself

1.2 Appropriate integration in team

1.3 Appropriate participation in setting rules and adhere

to them

2. Explain the occupation and

learning process

2.1 Proper description of the main/major elements of

occupation

2.2 Adequate explanation about the one’s qualification

3. Respect the facilitation and

apply learning methods

3.1 Proper engagement in active and participatory

learning methods

3.2 Adequate description of the assessment procedures

4. Develop personal plans

based on self-assessment

practices

4.1 Proper identification of values, skills and interests

4.2 Proper assessment of values, skills and interests

4.3 Correct Setting of goals

4.4 Proper development of plans in order to reach the

set goals

4.5 Proper assessment of one’s learning style

4.6 Adequate identification of learning strategies

31 | P a g e

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 1.1: 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


32 | P a g e





Written or Oral

Multiple choice

True or false question

Matching

Sentence completion

Ticking

Expose (presentation)

Checklist Score

Yes No

Description of software tools utilities

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

Observation


Proper installation of software utilities according to the manufacturer

specifications

33 | P a g e

Learning Outcome 1.2: Scan and Eliminate virus

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

Description of san mode Manual Automatic Scheduled

Description of 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

o Computer Lab with internet access

o Projector o Computer with OS

installed o Antivirus o White Board o Markers





Performance

Written

Oral

Multiple choice

Expose /presentation

Task on scanning viruses

Checklist Score

Yes No

Description of scan types and san mode

Description of virus elimination

Virus elimination Elimination by neutralization Elimination by deleting Elimination by quarantine

Observation


Regular computer scan and elimination of virus as per safety standards


34 | P a g e

Learning Outcome 1.3: 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


o Projector o Computer with OS installed o Antivirus o White Board o 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


35 | P a g e

Checklist Score

Yes No

Selection of backup types

Selection of common backup devices

backup on various devices Tape drive Digital audio tape(DAT) drives Auto-loader tape systems Magnetic optical drives Removable disks Disk drives

Observation

Learning Outcome 1.4: 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 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


36 | P a g e


Written evidence

Oral

Performance

Matching


Task on restoring data

Checklist Score

Yes No

Selection of restoring devices

Restoring of data on HHD/SSD USB/ Flash Driver Tapes drives Magnetic optical drives CDs DVDs Disc drives

Observation

37 | P a g e

LU 2: Use Spreadsheet.


1. Describe elements of spreadsheet application 2. Use basic spreadsheet tasks 3. Format cell and their contents 4. Manage Sheets in workbook 5. Use essential functions 6. Optimize data (sorting, filtering, contiguous data) 15 Hours

Learning Outcome 2.1: Describe elements of spreadsheet application

Description of Workbooks and

Worksheets Cells Headings Formula bar Formatting tool Formula bar Colum headers Row headers Active Cell reference status bar application bar Spreadsheets tab Horizontal scroll bar Vertical scroll bar

o Brainstorming on elements of spreadsheet application

o Demonstration on elements of spreadsheet application

o Group discussions on elements

of spreadsheet application

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


38 | P a g e





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Description of Workbooks and Worksheets

Description of Cells

Description of Headings

Description of Formula bar

Description of Formatting Tools

Description of Formula bar

Description of Colum headers

Description of Row headers

Description of Active Cell reference

Description of status bar

Description of application bar

Description of Spreadsheets tab

Description of Horizontal scroll bar

Observation


Proper description of elements of spreadsheet application

39 | P a g e

Learning Outcome 2.2: Use basic spreadsheet tasks

Open

Close

New document

Undo

Save

Save as….

Sheet

Selecting a cell

Deleting Cell contents

Modifying cell contents

Selecting group of cells

Increase and reduce the cell size

Delete row and Colum

Duplicate cell

o Brainstorming on basic spreadsheet tasks

o Group discussions on opening, closing, new document, save and save us a new document.

o Practical exercises on selecting, deleting, modifying a group of cells

o Practical exercises on deleting

row ad Colum

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





Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking



Proper formatting of cells and their content


40 | P a g e

Checklist Score

Yes No

Formatting of text and cells Choice font, size, color Adjustment of Cow height Alignment of cell Formatting of Number Insertion of rows Merging cells Creating of border

Observation

Learning Outcome 2.3: Format cell and their contents

Formatting text and cells

Choosing font, size, color

Adjusting Cow height

Alignment of cell

Formatting Number

Inserting rows

Merging cells

Creating borders

Patterns

o Demonstration on formatting, text and cells

o Group discussions on choosing font, size and color.

o Practical exercises on Inserting

and formatting row ,number,

creation of border and partners

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





Proper management of sheets in workbook


41 | P a g e


Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Selection of Sheet Renaming of a Sheet Insertion of new sheets Moving of a Sheet in a workbook Deleting a sheet

Observation

Learning Outcome 2.4: Manage Sheets in workbook

Selecting a Sheet

Renaming a Sheet

Insert new sheets

Moving a Sheet in a workbook

Deleting a sheet

o Demonstration on selection of sheets

o Group discussions on inserting new sheet

o Practical exercises on inserting and formatting sheets

o Practical exercises on moving

sheet in workbook.

- Computer - Projector - software - Text books - Internet



Adequate using of essential functions


42 | P a g e




Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Use of Numbers and Mathematical calculations Use of Addition operation Use of Multiplication operation Use of Division operation Use of Subtraction operation Use of AutoSum operation Use of Function operation Use of Average operation Use of Min operation use of Max operation

Observation

43 | P a g e

Learning Outcome 2.5: Use essential functions

Use of Numbers and

Mathematical calculations

Addition Multiplication Division Subtraction AutoSum Function Average Minimum Maximum Count numbers

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

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





Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking



Proper optimization of data


44 | P a g e

Checklist Score

Yes No

Sorting of data by multiple columns at the same time Creation of customized list and performing a custom sort Automatically filter of list in place Application of filter options to a list Use of automatic sub-totaling features Expanding, collapsing outline detail levels

Observation

Learning Outcome 2.6: Optimize data (sorting, filtering, contiguous data)

Sorting data by multiple columns at the same time

Creation of customized list and performing a custom sort

Automatically filter of list in place

Application of filter options to a list

Use of automatic sub-totalling features

Expanding, collapsing outline detail levels

o Brainstorming on data optimizations(sorting, filtering, contiguous data )

o Demonstration on sorting by multiple columns and creation of customized list

o Group discussions on application of filter options to a list

o Practical exercises data

optimization

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



Proper optimization of data


45 | P a g e




Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Sorting of data by multiple columns at the same time Creation of customized list and performing a custom sort Automatically filter of list in place Application of filter options to a list Use of automatic sub-totaling features Expanding, collapsing outline detail levels Sorting of data by multiple columns at the same time Creation of customized list and performing a custom sort Automatically filter of list in place

Observation

46 | P a g e

LU 3: Use Presentation


1. Describe elements of presentation application 2. Manage a slide 3. Use Templates 4. Apply Animation and sound in presentation

10 Hours

Learning Outcome 3.1: Describe elements of presentation application

Title Bar

Menu Bar

Toolbars

Formatting tool bar

Standard toolbar

Outline slides tabbed planes

View button

Status bar

Tri-panel view

Drawing toolbar

Office asset

Task pane

Help

o Brainstorming on elements of presentation application

o Group discussions on elements of presentation application

o Demonstration on elements of

presentation application

o Computer o Projector o software o Text books



Proper description of elements of presentation application


47 | P a g e




Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking

Expose (presentation

Checklist Score

Yes No

Description of Title Bar

Description of Menu Bar

Description of Toolbars

Description of Formatting tool bar

Description of Standard toolbar

Description of Outline slides tabbed planes

Description of View button

Description of Status bar

Description of Tri-panel view

Description of Drawing toolbar

Description of Office asset

Description of Task pane

Observation

Learning Outcome 3.2: Manage a slide

Creating a new slide

Modifying a slide

Duplicate selected slides

Slide from outline

Reusing slides

Entering a text

Formatting a slide

o Demonstration on creation, formatting of a new slide

o Group discussions on modification, duplication of slides

o Practical exercises on slide management

o Computer o Projector o software o Text books o Internet


48 | P a g e





Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Creation of a new slide

Modification of slide

Duplication of selected slides

Slide from outline

Reuse of slides

Entering a text

Formatting of slide

Observation


Proper slides formatting

49 | P a g e

Learning Outcome 3.3: Use Templates

Design new template

Insert a template

Remove a template

Editing a template

o Brainstorming on use of templates

o Demonstration on design of new slide

o Practical exercises on design template, inserting templates, removing a new template and editing a template






Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Design of new template

Insertion of a template

Removing a template

Editing of a template

Observation


Proper using of templates


50 | P a g e

Learning Outcome 3.4: Apply Animation and sound in presentation

Slide translation

Translation sound

Translation speed

Custom animation

o Brainstorming on slide translation

o Demonstration on translation sound

o Group discussions on elements of spreadsheet application

o Practical exercises on animation and sound in slides






Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Translation of Slide

Translation of sound

Translation of speed

Custom animation

Observation


Proper application of Animation and sound in presentation


51 | P a g e

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.au/course/BCEI

6. http://www.ecdl.ch/

7. https://www.google.rw/search?q=spreadsheet+application+parts&dcr=0&source=lnms&tbm=is

ch&sa=X&ved=0ahUKEwjUnLiHu5_XAhXG1hQKHecWCmsQ_AUICigB&biw=1366&bih=662

8. https://www.thoughtco.com/excel-step-by-step-basic-tutorial-3123501

9. https://chandoo.org/wp/excel-basics/

10. https://www.google.rw/search?q=powerpoint+presentation+parts&dcr=0&source=lnms&tbm=i

sch&sa=X&ved=0ahUKEwin-

fHhu5_XAhWI8RQKHdqPAN4Q_AUICigB&biw=1366&bih=662#imgrc=boZUYisyVUdFkM:

11. http://emerald.tufts.edu/as/tampl/program99/workshops/ws5_components.html

http://emerald.tufts.edu/as/tampl/program99/workshops/ws5_components.html

52 | P a g e

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


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.

53 | P a g e


Not applicable

Elements of competency and perfomance 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.

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

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

2.3. 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.

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

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

54 | P a g e


3. Deal with complaints and difficult

customer service situations.

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.

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 4.1 Proper determination and record of customer

information where appropriate to provide personalized service.

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

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

55 | P a g e

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

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


56 | 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: 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


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.


57 | 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.




58 | 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 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.




59 | P a g e





Written

Performance

Oral

Multiple choice


Matching

Ticking


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.

60 | P a g e

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


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.


61 | P a g e

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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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


Matching

Ticking


Presentation

Checklist Score

Yes No

Identification of customer needs and preferences

Clarification of customer ne

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