What types of businesses might these organizations be customers of? Encourage students to consider each organization in turn. They might suggest that the retail store could be a customer of a wholesaler and a designer, or that the restaurant could be a customer of a local farmer. As an extension activity – and to tie into their learning from Unit 1 – you might want to ask students to look at the image again and consider whether you have to pay to use the services of each organization. As a class, you could then discuss the different aims of the organizations and how each is funded.
The key feature of the ICS definition is that customer service is not the responsibility of just one person, but of the whole organization. You might want to show students the ICS website to demonstrate that customer service is such an important concept that it has its own professional body to provide advice and services for people delivering customer service. Source: Institute of Customer Service (ICS) www.instituteofcustomerservice.com ICS is the professional body for customer service. Leading customer service performance and professionalism, ICS aspires to be the authoritative voice of customer service – the touchstone for all those whose focus is on the delivery of world-class service experiences. ICS is a membership body with a community of more than 350 organizational members – from across the private, public and third sectors – and nearly 7,000 individual members.
This activity is intended to show students that customer service can cover a range of different activities. The ‘needs’ listed do have some links with Unit 3 Investigating Financial Control and are covered in 3.4 Recording Financial Transactions . Students may not have covered this topic yet, but you may want to ask students what the possible consequences might be if the activities listed were not recorded properly (especially ordering goods, chasing up orders and returning goods) as this should assist students in their understanding of Unit 3. This click to link interactive is printable either as a solved answer sheet (when the print button is pressed after the activity has been solved) or as an unsolved worksheet at any other time.
Using the customer needs listed in the image bank, encourage students to discuss their experiences as customers. If students do not have sufficient experiences of their own, they could use their parents’ or friends’ experiences, or even invent possible situations. When working on their mind map, students should be encouraged to think of their own ideas, key words and images to add in.
As an extension activity you could ask students to suggest additional words or phrases that they think are relevant, e.g. ability to explain, organized, quick, etc.
Students could work in groups to consider different areas. Suitable prompts could be: staff who are dealing with technical products (knowledge) food preparation (cleanliness) the elderly (patience) legal and medical matters (confidence) beauty products (good looks/smart appearance).
Students may suggest sources including the Internet, leaflets, product packaging, catalogues, etc.
Students should recognize that student services and websites can only provide general information. A course tutor should have a greater knowledge of the course and be able to ascertain if it meets the prospective students’ specific needs. The text in this activity reads: Advice is generally more personal than information. Information is usually of general interest to all possible users, whereas advice is usually specific to an individual customer's exact requirements. For example, information for prospective students interested in a course at college would usually be found in a course leaflet or a prospectus . Alternatively, students could look up information on the college website . However, more detailed advice a specific course would usually be better provided by the course tutor for that subject.
Students may suggest examples such as customers asking for help finding items, finding their way around the store if they have a physical impairment, or ordering goods and inquiring when certain items will be in stock.
Students need to recognize that ‘special needs’ applies to all customers. You might want to clarify this point by explaining to students that even a customer in a supermarket with a shopping list has their own special needs (i.e. the items on that list).
As an extension activity, students could suggest some further examples of special needs under each of the appropriate headings. This drag and drop interactive is printable either as a solved answer sheet (when the print button is pressed after the activity has been solved) or as an unsolved worksheet at any other time.
This topic is covered in more detail in Unit 2.3 Customer Service and Customer Satisfaction.
The annual reports for the companies in this activity can be found at the following web addresses: Marks & Spencer: http://annualreport.marksandspencer.com/pdf/m&s_annual_report_2008.pdf Topps Tiles: http://miranda.hemscott.com/ir/tpt/download/pdf/2007Annual_Final.pdf BT: http://www.btplc.com/Report/Report08/pdf/AnnualReport2008.pdf Sainsbury’s: http://www.j-sainsbury.co.uk/ar08/downloads/pdf/sainsbury_ar2008_lowres.pdf HSBC: http://www.hsbc.com/1/PA_1_1_S5/content/assets/investor_relations/hsbc2007ara0.pdf Many Annual Reports can now be downloaded as PDF files from company websites. The most useful website for downloading free annual reports is www.ftannualreports.com.
One example has been given for each organization. Other answers may include: School: securing premises during the day, possibly security guards Train company: automatic locking doors, safety lines on platforms Hotel: food preparation precautions, room safes Shopping centre: security guards, security tags Airport: secured areas, document (passport) checks Office block: signing in procedures, CCTV.
This activity encourages students to think about what customers find important, but also to think about how each individual customer will have different priorities. This activity marks throughout in order to make sorting easier. Upon pressing ‘solve’, the suggested order will appear, which you may wish to use to aid further discussion if it is different to the order suggested by your class.
Students might suggest that if internal customer service is bad then many departments could be adversely affected. This HR Assistant is prevented from accessing information or indeed from doing any work.
This pairs game is colour-coded so that the organizations on the left match the internal customers on the right, i.e. ‘Airport’ is the same colour as ‘Baggage handlers’. Can you think of any other internal customers these organizations might have? In response to the question posed at the end of this activity, students might suggest that other internal customers for the organizations listed include: School/college : v isual aids staff Trains : d river Restaurant : dish washers Airport : air traffic controllers Cruise ship : captain Football ground: accounting staff Department store: buyers Waste collection: waste site operatives
This drag and drop interactive is printable either as a solved answer sheet (when the print button is pressed after the activity has been solved) or as an unsolved worksheet at any other time.
Students might suggest: a retail store being a customer of a factory a coffee shop being a customer of an electricity supplier an architect being a customer of a stationery company.
Students need to be aware of the many different types of customer and their requirements. A simple starting point is to ask students how their needs and expectations are different to their parents’ and their grandparents’ requirements.
The question posed at the end of this activity reads: Look at the organizations again. Can you think of any strategies or products/services that organizations like these have developed to meet specific needs? Students might suggest Saga organizing holidays or Carling sponsoring music festivals. More information on any of these organizations can be found at: Saga – http://www.saga.co.uk/ Nintendo – http://www.nintendo.co.uk/ Sage Accounting Software – http://www.sage.co.uk/ Guide Dogs for the Blind – http://www.guidedogs.org.uk/ Thorpe Park – http://www.thorpepark.com/ Carling Black Label – http://www.carling.com/ Monsoon – http://www.monsoon.co.uk/ Marks & Spencer – http://www.marksandspencer.com/gp/node/n/42966030/026-6832231-1293205 This click to link interactive is printable either as a solved answer sheet (when the print button is pressed after the activity has been solved) or as an unsolved worksheet at any other time.
Unit 11 Customer relations in business
Customer relations in Business Unit 11 BTEC Level 2 First Business Session 1