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Level 2 Higher Diploma in Business, Administration and Finance
 

Level 2 Higher Diploma in Business, Administration and Finance

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    Level 2 Higher Diploma in Business, Administration and Finance Level 2 Higher Diploma in Business, Administration and Finance Document Transcript

    • Level 2 Higher Diploma in Business, Administration and Finance Unit 2 Communicating in a Customer Focused Business Environment Guided Learning Hours: 60 (45 for teaching and learning, 15 for assessment activities) Unit aims Being able to communicate with other people is an essential life skill. The aim of this unit is to develop your skills in communicating with external customers, as well as fellow workers and managers, to ensure that you get the correct message across in a businesslike manner. In this unit you will also explore the importance of customer service for the business and will develop the skills and techniques to deliver effective customer service. There is an important focus on adaptation and interpretation of different circumstances; this will contribute towards the development of enterprise skills in innovation and creativity. Assessment Method This unit is internally assessed The assessment for the unit requires learners doing and reviewing communication and customer service activities. This will include reviewing the importance of customer service and the requirements for effective communication within businesses. For further information about the requirements for this unit, including controls, teachers must refer to the Internal Assessment Specification. EDI has produced sample assessment material to further specify the requirements for centres.
    • Learning Outcomes Learners will: 1. Be able to communicate with colleagues and customers Assessment Criteria Taught Content Learners can: Learners need to develop skills in selecting methods and styles of communication, according to the circumstances. Learners will then 1.1 Select methods and styles of develop skills in selecting the most suitable communication methods communication to suit for different circumstances. This could be to both internal and external circumstances stakeholders within a business and will include a wide range of different formal and informal methods. The communication methods 1.2 Produce business documents and style will vary according to the different functional areas of the business. Other factors affecting the selection of a communication 1.3 Review own communication method will include purpose of communication, recipient of and identify improvements communication, cost, corporate image, efficiency. This must include (RL3) the dos and don’ts of using electronic communication. Learners need to develop skills in displaying a professional external image when communicating face-to-face. This includes a: business- like manner when dealing with staff and customers, appropriate dress code, personal hygiene, organisational skills and time management. Learners should also develop skills in using appropriate styles of communication within their chosen method. For example, when communicating face to face the style may be different when chatting to a colleague, compared with the style adopted when conversing with a customer about a complaint. Learners should develop skills in producing various documents for communicating information letters, memos, minutes, reports, purchase requisitions, invoices. Documents prepared should adopt suitable layouts, be fit for purpose, suitable for the audience, make appropriate use of different word processing tools: eg different fonts, headings, images, charts, headers and footers. Learners must develop knowledge of the types of language that are appropriate for different situations. Learners need to develop skills in reviewing their own communication and identifying improvements. Learners must consider the factors that underpin effective business communication. Factors include positive reactions of others, suitability of language and effectiveness of outcomes. Examples are included throughout this section, however these are not intended to be exhaustive lists and centres may use alternative examples where appropriate.
    • Learning Outcomes Learners will: 2 Be able to provide services to business customers Assessment Criteria Taught Content Learners can: Learners also need to develop skills in adapting behaviour and communication methods in order to be sensitive to others including 2.1 Adapt behaviour and cultural/ethical/religious/disability considerations. Learners should also communication styles for develop skills in demonstrating sensitivity and adapting behaviour and different roles (TW3) communication methods according to an individual’s needs or the situation. Different types of customers should be considered including 2.2 Interpret the needs of individuals, different age groups and business to business. customers (EP4) Learners will need to develop skills in interpreting and responding to 2.3 Assess own contribution to customer needs. Examples are: identifying customer needs, providing customer satisfaction assistance and help, ensuring adequate product/service knowledge, dealing with specific needs, dealing with problems, health, safety and security. This will also involve learners developing skills in identifying improvements to the provision of customer service which would benefit individual customers. Learners will need to develop skills in assessing own contribution in customer service situations. This will include considering the importance of and extent to which they have followed policies and procedures. Learners should also develop skills in assessing the overall outcome and reactions of individuals and understand the importance of their personal contribution. Examples are included throughout this section, however these are not intended to be exhaustive lists and centres may use alternative examples where appropriate.
    • Learning Outcomes Learners will: 3 Understand the importance of customer service for businesses Assessment Criteria Taught Content Learners can: Learners will need to develop understanding of the role of effective, responsive and sensitive customer service in respect of its 3.1 Compare methods and importance to business in terms of customer satisfaction. This must procedures used to achieve include understanding of common methods and procedures used to effective customer service achieve effective customer service in organisations and their advantages and disadvantages. Procedures include customer service 3.2 Explain the relationship policies that are in place, as well as different aspects within them. between internal and external Different organisations will all aim for effective customer service but the customers in the provision of meaning of effective customer service will be different in different customer service organisations. For example, a fast food restaurant will have a very different definition of effective customer service than a fine dining 3.3 Describe the impact of restaurant. statutory and contractual rights and obligations It is important to consider the different types of customer, including both internal and external customers and the relationship between them. An internal customer may be another employee, but the service given will impact directly on the internal customer and indirectly on external customers. For example, if service to internal customers is poor then this will lead to low morale and therefore lower quality work. Learners will need to develop understanding of statutory and contractual obligations for the employee, business and the customer. Some examples include: organisational, industry and ethical. Learners need to develop an understanding of how these policies, procedures and codes of practice, contribute to and monitor customer satisfaction. Learners will also need to understand the influence on customer service of legislation related to health and safety, consumer rights, equal rights and employee protection,. Examples are included throughout this section, however these are not intended to be exhaustive lists and centres may wish to use alternative examples where appropriate.
    • Learning Outcomes Learners will: 4 Understand the requirements for customer focused business communications Assessment Criteria Taught Content Learners can: Learners will need to develop understanding of the features of effective communication. This must be in terms of both verbal and 4.1 Explain the features of non-verbal methods of communicating with customers. To determine effective communications whether communication is effective it must fulfil its aims as far as is possible. Verbal methods of communication rely on a range of 4.2 Compare the requirements for interpersonal skills and their effective application, including the ability communicating with to reactively change communication depending upon the situation colleagues and customers faced. Non-verbal methods of communication must be in an appropriate, language, format and the information presented must be 4.3 Describe the impact on clear. Effective communication must as far as possible fulfil the role it businesses of electronic was designed to fill. forms of communication Learners will develop understanding of the differing requirements for communicating with colleagues and customers. Learners must understand that some of the requirements will be the same, for example demonstrating sensitivity, accurate and timely assistance, adaptation for different circumstances, developing rapport/building good relationships, providing accurate product/service knowledge. However, there will be some requirements that will differ, for example customers will need advice and information, often at a basic level about products and services. It may also be necessary to demonstrate a more formal approach when communicating with customers, but communication with colleagues will be different depending on the situation. Learners will need to develop understanding of the use of electronic forms of communication in the global business environment. This will include use of email, internet and intranet as a means of communicating information. Learners will develop understanding of the benefits associated with the use of electronic forms of communication including speed, size of audience, direction to specific audiences, reduction in costs, marketing opportunities. They will also need to develop an understanding of the disadvantages of electronic forms of communication including data protection issues, threat of viruses and security issues, loss of personal contact, junk emails. Examples are included throughout this section, however these are not intended to be exhaustive lists and centres may use alternative examples where appropriate.
    • Higher Diploma in Business, Administration and Finance Level 2 Unit 2 Communicating in a customer focused business environment At each level, the three bands indicate the differences in learner achievement. Assessors should use the information in the table to decide which mark band best describes a learner’s work then refer to the guidance to determine whether to place the mark at the top or bottom of the mark band. A compensatory system operates, where an item missing from one band can be compensated by work fulfilling the criteria for a higher band. Band 3 Band 2 Band 1 Total The learner The learner The learner Learning Outcome 1 Selects some effective methods Selects some appropriate methods Selects a range of appropriate and styles of communication to suit and styles of communication to suit methods and styles of some circumstances. some circumstances. communication to suit some Be able to circumstances. communicate Produces some adequate business Produces some appropriate 15 with customers documents. business documents. Produces a range of appropriate and colleagues business documents. Reviews own communication and Reviews own communication and identifies some relevant identifies some significant Reviews own communication and improvements (RL3). improvements (RL3). identifies a range of significant (7-10) improvements (RL3). (0-6) (11-15)
    • Learning Adapts some behaviour and Adapts some behaviour and Adapts a range of behaviour and Outcome 2 communication styles adequately communication styles appropriately communication styles appropriately for different roles (TW3). for different roles (TW3). for different roles (TW3). Be able to provide services Interprets the needs of some Interprets the needs of some Interprets the needs of a range of to business customers with support (EP4). customers effectively with some customers effectively and customers support (EP4). independently (EP4). 15 Assesses some general aspects of own contribution to customer Assesses some significant aspects Assesses a range of significant satisfaction. of own contribution to customer aspects of own contribution to satisfaction. customer satisfaction. (0-6) (7-11) (12-15) Learning Compares some general methods Compares with some application Compares with effective application Outcome 3 and procedures used to achieve some specific methods and a range of specific methods and effective customer service. procedures used to achieve procedures used to achieve Understand the effective customer service. effective customer service. importance of Explains the general relationship customer between some internal and Explains with some application the Explains clearly with effective 15 service for external customers in the relationship between some specific application the relationship between businesses provision of customer service. internal and external customers in a range of specific internal and the provision of customer service. external customers in the provision Describes the general impact of of customer service. statutory and contractual rights Describes with some application the and obligations. specific impact of some of the main Describes in detail with effective statutory and contractual rights and application the specific impact of a obligations. range of the main statutory and contractual rights and obligations. (0-6) (7-10) (11-15)
    • Learning Explains in general terms, some Explains with some application Explains, with effective application, Outcome 4 features of effective some key features of effective a range of key features of effective communications. communications. communications. Understand the requirements for Compares, with effective customer Compares some general Compares, with some application, application, a range of specific focused requirements for communicating some specific requirements for requirements for communicating 15 business with colleagues and customers. communicating with colleagues and with colleagues and customers. communications customers. Describes with effective application Describes some general elements Describes, with some application, a range of significant elements of of impact on businesses of some some significant elements of impact impact on businesses of a range of electronic forms of communication. on businesses of some electronic electronic forms of communication. forms of communication. (12-15) (0-6) (7-11) Totals 24 18 18 60
    • Guidance for Centres Development Opportunities PLTS EDI has embedded Personal, Learning and Thinking Skills in specific assessment criteria within this unit. This is to ensure learners have the opportunity to develop these generic skills and competences within the context of learning experiences specifically related to communicating in a customer-focused business environment. The identification and application of specific PLTS within individual learning outcomes and assessment criteria also allow learners to plan and review their personal achievement and development. There are further opportunities for a range of PLTS to be developed through the teaching and delivery of this unit. The following sections highlight some of these additional opportunities for PLTS development and provide guidance for how these development opportunities can be implemented. Further information about PLTS and their application within the principal learning for the Diploma in Business, Administration and Finance can be found in the guidance document. Assessed PLTS The following PLTS are assessed as part of the requirements of individual learning outcomes and assessment criteria and it is therefore necessary that they are delivered as part of the taught content. Reflective learners (3) The outcome statement for this particular PLTS, as identified in AC1.3 requires young people to “review progress, acting on the outcomes” (RL3). At level 2 and within AC1.3 this will involve learners in reviewing their own communication style and techniques in order to identify improvements. Learners will be required to review their ability to communicate appropriately with individuals in different situations. Team workers (3) The outcome statement for this particular PLTS as identified in AC2.1 requires young people to “adapt behaviour to suit different roles and situations, including leadership roles” (TW3). At level 2 and within AC2.1 this will entail the learners in selecting appropriate communication methods and behaviour and adapting them according to the requirements of the situation and the individuals they are communicating with. In order to do this, learners will need to understand the range of interpersonal skills and communication methods available to them and understand how to adapt and use these methods in different situations.
    • Effective participators (4) The outcome statement for this particular PLTS, as identified in AC2.2, requires young people to “identify improvements that would benefit others as well as themselves.” (EP4). At level 2 and within AC2.2 this will involve the learners understanding the needs and expectations of a range of potential customers. Learners will need to identify and interpret the customers’ potential needs and use that information to develop strategies which will improve customer satisfaction. Developed PLTS There are a range of PLTS which can be developed through the teaching and delivery of this unit. Some opportunities for PLTS development are highlighted below, although the examples listed do not form an exhaustive list. Independent enquirers (2) (4) (5) Learners should be provided with opportunities, through the delivery of this unit, to develop skills in processing and evaluating information as part of investigations into customer needs and draw conclusions about the best way to respond to these. In particular, learners should be encouraged to “analyse and evaluate information, judging its relevance and value” (IE4) when researching and comparing methods used to achieve effective customer service as part of AC3.1. Before learners can successfully complete the requirements for AC3.1, they will need to “plan and carry out research, appreciating the consequences of decisions” (IE2) into the different methods of customer service that are appropriate for different organisations within Business, Administration and Finance and the types of customer they serve. Similarly, learners will need to develop skills in considering “the influence of circumstances, beliefs and feelings” (IE5) on customers’ needs and requirements. This will allow learners to effectively interpret the needs of customers, as required in AC2.2. Self managers (3) Developing skills in self organisation, personal responsibility and enterprise are essential skills for young people wishing to start a career within business. Learners should therefore be provided with the opportunity to develop these skills through the delivery of this unit. In particular, the development of skills in producing business documents will allow learners to develop skill in organising “time and resources, prioritising actions” (SM3). Learners will need to develop skills in effective time management in order to communicate with colleagues and produce business documents efficiently and to meet deadlines.
    • Functional Skills Learners at this level must achieve ‘mastery’ in the functional skills of English, ICT and Maths at Level 2. ‘Mastery’ means that the learners are able to apply their skills in English, ICT and Maths at that level, in any situation related to living and working. Each functional skill has a separate, externally set and marked summative assessment. However, if learners are to acquire ‘mastery’ of the functional skills, it is preferable for them to be provided with integrated learning opportunities in which to demonstrate application of all 3 functional skills. In providing such opportunities, teachers will find it relatively easy to integrate English and some sections of ICT into projects, but integrating the functional skill of Maths will require more thought. However, prior to embarking on full projects, learners will need to practise demonstrating competence in applying functional skills during simple classroom exercises. Teachers should focus on the right hand column of the standards for the functional skills of Maths and English to ensure that learners achieve full coverage of the standards, ie ‘mastery’, and to ensure that they are prepared for the external summative assessment. With regard to ICT, however, the middle and right hand columns need to be covered. The activity below is an example activity which shows how functional skills can be developed through the delivery of this unit. There is no requirement for learners to complete the activity highlighted below and teachers may prefer to deliver the learning outcomes within this unit through other delivery strategies. However, teachers should refer to the following example as a specification for how functional skills can be addressed through delivery activities. Further information about how the unit may be delivered can be found in the delivery strategies section of this unit specification. Suggested Activity Meetings are the cornerstone of effective and productive business today. However, the costs of holding meetings can be high, so it is vitally important that everyone attending is fully prepared for that meeting by making notes on where input can be made which will help move the discussions forward. It is also important that no-one attempts to settle personal scores or pour scorn on other people’s ideas. Activity Functional Skills With members of your group, plan and ICTU1.1, 1.2, 1.3 1.4, 1.5; 2.1, 3.1, 3.2, hold a meeting to discuss the impact that 4.2, an average office can have on ICTFS1.1, 1.2, 2.1, 2.2, 2.3 environmental concerns. You need to appoint a Chairperson, a secretary and ER1.1, 1.2, 1.3 set up a video recorder to record the meeting. You need to discuss: M1.1, 1.2, 1.3, 1.4, 1.10, 1.11 • More use of electronic communication without compromising on good customer
    • service • What can be done with waste paper that is still generated • How people can play their part in conserving energy • Whether a reputation for paying attention to environmental matters will have a positive effect on a company. Make sure you have a notice of meeting, an agenda and a set of minutes. ICTD1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, Watch the video and discuss how people’s verbal communication helped or EW1.1, 1.2, 1.3, 1.4, 1.5, 1.6 hindered the meeting. What impact do poor communication skills have on customer satisfaction? ERSL1.1, 1.2, 1.3, 1.4 Legend ICTU1.1 etc = ICT Use ICT systems 1.1 ICTFS1.1 = ICT1.1 Find and select information ICTD1.1 etc = ICT1.1 Develop, present and communicate information M1.1 etc = Maths 1.1 ESL1.1 etc = English speaking and listening 1.1 ER1.1 etc = English reading 1.1 EW1.1 etc = English writing 1.1 Please refer to the EDI Guidance for Centres, which gives tables showing the full list of learning outcomes for functional skills. The functional skills identified as being addressed are dependent upon the scope of the project as presented by the learner.
    • Further Marking Advice Glossary of Terms The learner will not have completed more work than others, but the vast majority of their work will be to the level that has been A range of specified, for example the majority of the methods and styles of communication will be appropriate to the specific circumstances. Adapts Makes fit for, or changes to suit a new purpose. Adequate The activity is completed to minimum acceptable standards. The performance is above the minimum expected and aspects are Appropriate likely to be clearly related to the task or context presented. Effective The learners have applied their work to a specific context or application organisation through well-thought-out scenarios, demonstrating a good knowledge of the requirements in the real world of business. The learner makes a selection of methods and styles which are Effective methods above the minimum expected by the industry but do not appropriately relate to the context or situation presented. The explanation shows an increased understanding of the overall Explains clearly process and the reasons given are more relevant to the situation and explained in a coherent and organised way. The learners make correct points that relate to the subject in a General business context; however there will not be significant application to the actual situation presented. The learner is able to carry out the activity independently, Independently prompting or extra help is only needed in unexpected circumstances. The learners have identified some behaviour and communication Relevant styles relating to different situations and customers. However, they will not have clearly identified the key points they need to consider. Significant Important in effect or meaning. All learners are likely to have completed the same volume of work; Some however only some of the work is presented to the standard required. The quality of work presented is inconsistent. The learner has applied their work to the reality of the business world but this has not been achieved consistently throughout the Some application section. For example, in parts realistic detail has been included but there will still be some key elements missing Specific Stated explicitly or in detail. With limited The learner takes responsibility for the activity in general but will support seek out support from the teacher during the activity. The learner requires direction by the teacher to carry out the With support activity.
    • Mark Band Exemplification Mark Band 3 – At the top end of mark band 3 it is likely that learners will have Learners up to Pass produced all the evidence required for this mark band. However, level, meeting the mark grid is a compensatory model and therefore a learner assessment criteria might have a mark at the top of mark band 3 with some evidence at lowest level missing, but compensated by some present in higher mark bands. At the bottom of mark band 3 it is likely that learners will have only partly completed the evidence required or their work falls short of the required standard for the level. The learner selects some methods and styles of communication that will achieve the intended communication aim but without being the most fit for purpose. The effectiveness may be inconsistent and at times the communication will fall below the required standard. The business documents are produced to minimum standards most of the time but there may be some inconsistency. The review identifies some improvements which the learner can make to their communications but the learner does not identify the most important changes that need to be made. When providing services to business customers the learner adapts some behaviour and communication styles and interprets customer needs to a minimum standard some of the time; this may be inconsistent and in some instances their work may be below the standard required. The learner assesses some aspects of their work, but this is in general terms without any real consideration of the issues faced in the activity. The learner compares some methods and procedures used to achieve effective customer service without successful application to specific business situations. This may have been attempted, but there is insufficient realistic detail. The comparisons will be simple without any consideration of the relative importance of points. The description and explanation will also be in general terms, without significant realistic detail. The learner’s explanation of the features of effective communications and the comparison of the requirements for communicating with colleagues and customers will only include general points, without application to a specific context or situation. The description of the impact of electronic forms of communication on businesses will be in general terms without including significant points.
    • Mark Band 2 – At the top end of mark band 2 it is likely that learners will have Learners displaying produced all the evidence required for this mark band. However, understanding/skills the mark grid is a compensatory model and therefore a learner beyond minimum might have a mark at the top of mark band 2 with some missing required by evidence compensated by evidence in a higher mark band. At the assessment criteria bottom of mark band 2 it is likely that learners will have all the evidence required for mark band 3 but with one element of evidence for mark band 2. The learner selects some methods and styles of communication that are the most fit-for-purpose, but this is inconsistent and often the learner selects generic methods and styles of communication. The business documents are produced to a good standard; above the minimum required for some of the time but this is not consistent. The review identifies some improvements which the learner can make to their communications and the learner identifies some, but not all, of the important improvements that they need to make to their technique. When providing services to business customers the learner adapts some behaviour and communication styles and interprets customer needs to a good standard, above the minimum that is required. However, this will be inconsistent and at times the work may be to an adequate standard. The learner assesses some aspects of their work, and makes some important and key points about their own contribution to customer satisfaction, but will miss some issues. The learner compares some methods and procedures with inconsistent application to specific business situations. In places there is realistic detail, but in other areas there are significant details missing leading to lack of realism. The comparisons will be more in depth than mark band 3. The description and explanation for AC3.2 and AC3.3 will also show some application inconsistently. The learner’s explanation of the features of effective communications and the comparison of the requirements for communicating with colleagues and customers will include realistic detail through limited application to a specific context or situation. The description of the impact of electronic forms of communication on businesses will be in more detail than at mark band 3, with some significant points. However there will also be some points which are not as relevant.
    • Mark Band 1 – At the top of mark band 1 learners will have produced evidence to Learners displaying fulfil all of the requirements for the mark bands. At the bottom of understanding and mark band 1 it is likely that the learner will have produced all the skills at the highest evidence required for mark band 2 but with one element of level specified by evidence into mark band 1. Missing work in mark band 2 could be assessment criteria compensated by two elements in mark band 1. The learner selects some methods and styles of communication that are the most fit-for-purpose, fairly consistently. The business documents are produced to a good standard, above the minimum required and the learner has considered them carefully in the context of the situation. The review comprehensively identifies the most important points in terms of improvements that need to be made and the learner will also notice less obvious considerations. When providing services to business customers the learner adapts their behaviour and communication styles and interprets customer needs to a good standard, above the minimum that is required. This standard is kept to fairly consistently by the learner in most situations that they face. The learner assesses their work, and makes a lot of important points; there is a sense that their conclusion of performance is realistic. The learner compares methods and procedures to real situations with fairly consistent application. This will include real detail in terms of genuine customer service methods and procedures. The comparisons will consider the relative significance of different points. The description and explanation for AC3.2 and AC3.3 will also show fairly consistent detailed application. The learner’s explanation of the features of effective communications and the comparison of the requirements for communicating with colleagues and customers will include realistic detail, supported through application to a specific context or situation. The description of the impact of electronic forms of communication on businesses will focus on the most significant points.
    • Control As this unit is internally assessed and marked, this unit is subject to MEDIUM level control. Specified tasks must be completed under the supervision and control of the teacher. Further guidance about controls for the assessment of this unit can be found in the Internal Assessment Specification. EDI have also produced Sample Assessment Material to further specify the requirements for centres. Guided Learning Hours Within this unit GLH refers to both time for teaching and learning and assessment activities. The time allocated for assessment activities should be used for learners to generate the evidence required for controlled parts of the unit. For this unit, 45 hours must be dedicated to teaching and learning activities and 15 hours must be used for assessment.
    • Delivery Strategies Throughout this unit, learners should be encouraged to develop their communication skills as a means of improving their opportunities for gaining employment. Learners may well need to communicate between different functional areas during their work placement so it is essential for learners to be able to identify the different communication skills they need in order to be effective in the workplace. This unit also includes an introduction to customer service, and as a whole provides a good link with Unit 1: Investigating Business Enterprise. The following provides some examples of how the unit could be delivered: Communication obviously involves more than one person so this unit provides an ideal opportunity to encourage group discussion. A group discussion could also be used to allow learners to reflect on how effectively team members listen to each other. What are the implications of one member of the group not listening effectively? Learners could be asked to organise their own visits to local businesses. Learners could be asked to investigate business communications by preparing appropriate questions in advance. Listening skills are very important for the job roles that this level of learner is likely to go into so some exercises on listening to instructions and being able to select relevant information would be appropriate. Business communication skills will require some use of the range of documents used by businesses. Sample documents will illustrate to learners the layout of different documents. Providing examples of different types of poor or inaccurate business documents and asking learners to suggest/highlight areas for improvement could be a means of engaging learner interest. Learners could also be given the opportunity to examine different documents and discuss the implications of poor presentation, incorrect information or errors in grammar and text. Learners could be asked to choose which documents might be suitable for a series of simulated tasks. Learners may also benefit from looking at copies of business documentation used in real situations, enabling them to evaluate real documents. All learners will have been a customer at some time so they should be asked to relate their own personal experiences to this topic. This will give them the opportunity to practise their communication skills by relating situations where they were forced to complain, or where they were impressed with a service provided. Learners are most likely to recognise the value of a satisfied customer and the damage a disgruntled customer can do if they are using their own personal experiences. Some learners may already have part-time jobs and be in a position to share the experiences they have already had of delivering customer service. Teachers should also encourage the groups to relate their discussions to local, regional or national businesses they have studied or are studying in other units. This part of the unit can make use of activities in a realistic working environment (such as the work placement, a training restaurant, hairdressing salon or motor vehicle workshop) or under simulated conditions (videos and DVDs). Learners could be asked to identify the different types of customer in various organisations.
    • Integrating Units All of the units included in the Diploma are distinct but will also have significant links to some of the other Diploma units. This section highlights where there are opportunities for centres to develop a holistic approach to the Diploma, based around the opportunities to link units with some related or matching content. The Communicating in a Customer-Focused Business Environment unit develops learners’ skills in business enterprise: Business awareness will be developed through the development of understanding of the importance of communication with customers to business. This will include an overarching understanding of the requirement for business of different communication methods for different individuals and circumstances. Innovation and Creativity will be developed through learners developing the skills to think on their feet and to adapt the technique that they are using according to the situation. This will be alongside other units and will include lessons learned from experiential experience. The following units have important, direct links with Unit 2: Communicating in a Customer-Focused Business Environment: Unit Unit 1 – Developing Level 2 Unit 2 Communicating in a Customer-Focused Business Enterprise Business Environment will draw on learners’ skills to creatively use different methods of communication for different groups and demonstrate sensitivity to the intended audience. It will also help in enhancing understanding of how to compare and contrast the impact of internal and external customers on the business. These skills will be vital when considering the role of customers in their own business enterprise. Unit 3 – Developing Level 2 Unit 3 Developing Successful Business Successful Business Administration requires the use of well-defined administrative Administration processes. Administrative processes in many cases form part of the communication channels in business and learners must be made aware of this important link. Unit 6 - Developing and Level 2 Unit 6 Developing and Marketing Business Marketing Business Responsibly will involve learners in considering carefully the Responsibly best ways to communicate with customers about products. In addition, learners will sell products to customers and have to consider communication style in this situation. The two units can be linked through learners reflecting on the communication methods they used to identify improvements.
    • Resources Textbooks Ashley V: Business and Administration: To Support All Level 2 Vocational Qualifications in Business and Administration. Council for Administration Hargie, O: Handbook of Communication Skills (Routledge 2006) Miles P: Business and Communication Systems (Nelson Thornes, 2003) Csoti M: How to be a People Person (Elliott Right Way 2005) Websites www.bbc.co.uk www.connexions.gov.uk www.ft.com www.hmrc.gov.uk www.instituteofcustomerservice.com www.need2know.co.uk www.tt100.biz www.tutor2u.net Multimedia Teams that Work (www.teamsthatwork.co.uk) Managing Customer Relationships (BBC Worldwide) Video Arts titles