CUSTOMER ENGAGEMENT OPERATIONS

LEVEL TWO
BPO20116

Published by

HEART TRUST/NATIONAL TRAINING AGENCY

Produced by

Learning Resources Development Department

Gordon Town Road
Kingston 7
Jamaica W.I.

This material is protected by copyright ©. Copying this material or any part of it by any
means, or in any form, including digital is prohibited, unless prior written permission is
obtained from the HEART Trust/NTA

©2017

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 TABLE OF CONTENTS

PAGE

INTRODUCTION.......................................................................................................................... i

MODULE HOURS ...................................................................................................................... iv

MODULE 1 DEVELOPING LANGUAGEAND COMMUNICATION SKILLS.......... 1

Unit One: Apply Language and Communication Skills ..................................................... 1

Unit Two: Communicate in the Workplace ........................................................................ 8

Unit Three: Communicate Electronically ........................................................................... 12

Unit Four: Collect Data for Market Research .................................................................. 17

References ......................................................................................................................... 23

MODULE 2 DEVELOPING WORKPLACE HEALTH AND SAFETY

AWARENESS ............................................................................................... 25

Unit One: Manage Personal Stress in the Workplace ..................................................... 25

Unit Two: Prepare for Work in a Customer Engagement Environment .......................... 31

Unit Three: Work Effectively with Others .......................................................................... 37

Unit Four: Comply with Occupational Health & Safety ................................................... 42

References ......................................................................................................................... 50

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MODULE 3 DELIVERING CUSTOMER SERVICE .................................................... 51

Unit One: Deliver a Professional Service to Customers ................................................. 51

Unit Two: Conduct Customer Engagement ..................................................................... 57

Unit Three: Process Customer Complaints ........................................................................ 64

Unit Four: Resolve Customer Disputes............................................................................. 70

References ......................................................................................................................... 80

MODULE 4 PROVIDING OUTBOUND CUSTOMER ENGAGEMENT ................... 82

Unit One: Sell Products and Services .............................................................................. 82

Unit Two: Develop Product Knowledge .......................................................................... 89

Unit Three: Collect Debt .................................................................................................... 94

Unit Four: Ensure the Confidentiality, Privacy, and Security of

Customer Information ..................................................................................... 99

References ....................................................................................................................... 105

MODULE 5 UTILIZING INFORMATION TECHNOLOGY .................................... 106

Unit One: Operate Application Software Packages ...................................................... 106

Unit Two: Interact with ICT Clients .............................................................................. 114

References ....................................................................................................................... 122

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APPENDICES:

APPENDIX A Calculations and Computations Curriculum (CRIMAT0012A)

APPENDIX B Qualification Plan (NVQ-J BPO20116)

APPENDIX C Module Outline

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 INTRODUCTION

The HEART Trust/NTA has adopted, as a policy, a competency-based approach for the design,
development, and presentation of instructional materials in all its training programmes. This
concept is closely linked with the thrust in Technical Vocational Education and Training towards
competency-based training and performance-based assessment. Competency by its definition
relates to the ability to demonstrate the requisite knowledge, skill and attitudes in carrying
out/performing a specific task at an acceptable level.

This curriculum is presented in a modular format, and is benchmarked against the Competency
Standards for Customer Engagement Operations Level Two of the Business Process Outsourcing
Industry developed by the National Council on Technical Vocational Education and Training
(NCTVET). Modules cover major areas of competencies and are an organized group of “learning
experiences assembled to achieve a specific group of related objectives.”1 Each modular unit is
designed to be self-contained, so that the successful completion of training in a modular unit
would ensure the acquisition of the minimum skill levels for performing the activity under
employment conditions. The modular training system allows for the continuous adaptation of
training programmes and independent units can be combined to suit the needs of individual
learners, technical development and to reflect changes in the occupation.

MODULE FORMAT

Each module is comprised of the following components:

Module Objective

The module objective gives an overview of the module and highlights what the learner must be
able to do in order to demonstrate competence.

Knowledge Requirement

This component focuses on the cognitive domain and deals with the principles of operations,
theories, and related knowledge, which must be applied in the performance of the practical
activities.

Performance Requirement

This component focuses on the psychomotor domain and describes what the learner must do to
demonstrate competence. These are specific operations/activities which the learner must master.

1
Caribbean Glossary of Literary Terms (CATVET ILO 1991)

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Attitudinal/Critical Employability Skills Requirements

This aspect focuses on the appropriate types of behaviour that the learner must employ in
carrying out the specific learning activity.

Related Content

This aspect highlights specific information/content pertinent to the knowledge requirement.

Instructional Strategies (Methods and Media)

This component specifies how the different types of instructional strategies (methods and media)
can be used to facilitate effective instructional delivery. The following list is by no means
exhaustive and it is assumed that the facilitator will utilize many other creative methods of
instruction.

Demonstrations On-the-job training DVDs

Illustrated lectures Role-play CDs
Guided practice Subject matter experts Videos
Tutoring/coaching Discussions Document Cameras
Individual training Individual study Multimedia
Case studies Study/field trips Podcasts
Panel discussions Audio tapes Blogs

Module Time

The module times suggested represent recommended contact hours between learners and the
facilitator. These time allocations are estimates, and it is therefore anticipated that module hours
might be adjusted to meet the needs of individual learners.

References

References suggested at the end of each module represent a sample of texts, Internet websites
and audio-visual materials which have been found to be compatible with course requirements.
The selection is not exhaustive and facilitators/learners are encouraged to make use of other
reference materials which support the competency-based mode of the curriculum.

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NOTE

Assessment Statement

For competence to be assessed, the learner should be observed demonstrating the required
performance at the desired standard, in a range of different contexts on an on-going basis.

Assessment should be based on the objectives of the modules inclusive of the knowledge, the
performance and attitudinal/employability skills requirements. Careful attention must be paid to
the units of competency in the Qualification Plan of the Competency Standards for Customer
Engagement Operations Level 2, developed by the National Council on Technical and
Vocational Education and Training (NCTVET).

Assessment may include: on-the-job, off-the-job, or a combination of both and should be

flexible, valid and fair. The modes of assessment may include, but are not limited to:

 Direct observation
 Oral questions
 Written tests
 Case studies
 Portfolios
 Practical exercises
 Rating sheets
 Self-evaluations

NOTE TO THE FACILITATOR

The underlying objective of all competency-based training programmes is to promote a genuine

concern for the learning of each individual learner. When learning problems are identified,
strategies must be employed to determine and address the cause. Provision must be made for
alternative teaching strategies based on the needs of the learner. Special programmes should also
be developed for learners with particular learning difficulties.

In any one group, learners will exhibit a range of skills/competencies and aptitudes, and will
proceed at varying pace through the modules. Facilitators are therefore encouraged to be flexible
in order to allow learners to proceed in a manner compatible with their learning styles.

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 MODULE HOURS

MODULE 1 .................................................................................................... 45 HRS

MODULE 2 ............................................................................................................. 45 HRS

MODULE 3 .................................................................................................... 45 HRS

MODULE 4 .................................................................................................... 45 HRS

MODULE 5 .................................................................................................... 90 HRS

TOTAL MODULE HOURS .................................................................. 270 HRS

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 MODULE 1 DEVELOPING LANGUAGEAND COMMUNICATION
SKILLS

MODULE OVERVIEW

This module is benchmarked against Competency Standards CRICOM0012A, BSBCOR0122C,

BSBICT0012A and BSBCUE0032A. This module is comprised of four units. It is designed to
enable learners to develop the requisite knowledge, skills and attitudes to develop language and
communication skills.

Unit One examines the activities involved in applying language and communication skills. These
include: applying grammar and usage; applying rules for mechanics, vocabulary and spelling and
developing writing skills.

Unit Two focuses on delivering support to clients, responding to clients‟ complaints, receiving
and conveying information and ideas to people, processing oral and written communication,
solving basic problems, as well as providing customer service.

Unit Three looks at implementing procedures to send and receive e-mail, and it also looks at
carrying out online collaborations, using chat rooms, and other forms of instant messengers.

Unit Four focuses on the preparation and collection of primary data for market research using
various means, such as opinion poll research, telephone and/or similar means

Suggested Theory Time: 45 Hours Suggested Practical/Lab Time: 0 Hours

UNIT ONE: APPLY LANGUAGE AND COMMUNICATION SKILLS

EXPECTED OUTCOMES:

Performance Requirement

The following are specific tasks that learners must perform to the required standards:

1. Apply grammar and usage

2. Apply the rules for mechanics, vocabulary and spelling

3. Develop writing skills

4. Use information systems

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MODULE 1 DEVELOPING LANGUAGE AND COMMUNICATION SKILLS

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module:

1. Differentiate among the parts of speech including their types/forms

2. Explain how to use correct verb forms and tenses in sentences

3. Describe types of phrases and clauses and their uses

4. Describe types/characteristics and common faults of sentence construction

5. Discuss rules governing subject/verb agreement and pronoun/antecedent agreement

6. Explain rules governing the use of capitalisation, punctuation and abbreviation in

sentences

7. State rules governing spelling

8. Explain how to use context clues, word analysis, prefixes, suffixes and root to determine
word meaning

9. State the essential characteristics of a paragraph

10. Explain how to develop paragraphs and structure main points

11. Explain how to outline and summarize written materials

12. Outline types of written communication and techniques for preparing them

13. State referencing requirements for documents

14. Describe the functions of different types of information systems and how to use them

15. Explain the criteria for evaluating information collected

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MODULE 1 DEVELOPING LANGUAGE AND COMMUNICATION SKILLS

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the
learning activities:

1. Appropriateness in use of language and communication skills

2. Accuracy in mechanics and punctuation

3. Attention to details

4. Adherence to writing conventions

5. Clarity and coherence in producing written communication

6. Promptness and conciseness in producing written communication

RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. They are by no means exhaustive; therefore, it is prudent for
facilitators to seek additional information to supplement delivery:

 Parts of speech:  Parts of speech (Cont’d):

- nouns - verbs
○ proper ○ regular
○ common ○ irregular
○ collective ○ transitive
○ concrete ○ intransitive
○ abstract - adverbs
- pronouns - preposition
○ personal - conjunction
○ demonstrative - interjection
○ interrogative - verb tenses:
○ relative ○ present
○ indefinite ○ past
○ intensive and reflexive ○ future
○ perfect

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MODULE 1 DEVELOPING LANGUAGE AND COMMUNICATION SKILLS

RELATED CONTENT (Cont’d)

 Types of sentences:  Punctuation:

- simple sentence - end marks e.g. full stop (.), question

- complex sentence mark (?), exclamation point (!)
- compound sentence - comma (,)
- colon (:)
 Characteristics of sentences: - semi – colon (;)
- apostrophe („)
- begins with a capital letter, ends - quotation marks (“”)
with a period (full stop), question - hyphen (-)
mark, exclamation mark - dash (–)
- group of words which can stand by - parenthesis [( )]
itself and make sense
- consists of at least one subject and  Written communication:
one predicate
- contains finite verb, i.e. a verb that - letters
has a subject and tense - reports
- complete statement - form

 Capitalization:  Topic sentences may occur at the:

- names of persons and places - beginning

- titles example: Dr. Rev. Prime - middle
Minister, Manager - end
- words used as names example:
mother, aunt  Writing process:
- words related to religion example:
God, Lord, Bible - pre-writing: brainstorming, free
- geographical names example: Salt writing
pond, Green Grotto Caves - writing: patterning, organizing,
- names of organizations and sequencing
institutions example: national - post writing: revising, editing,
commercial bank, ebony park sharing
academy
- events example: denbigh
agricultural fair
- races, languages, nationalities,
religions
- titles of books, stories and plays

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MODULE 1 DEVELOPING LANGUAGE AND COMMUNICATION SKILLS

RELATED CONTENT (Cont’d)

 Paragraph development:  Basic report format:

- order of importance - title page

- chronological order - introduction
- spatial order - body
- comparison and contrast order - conclusion
- cause and effect
 Types of resources used in accessing
 Modes of writing: information:

- descriptive - Internet
- narrative - databases
- expository - media
- persuasive - books
- periodicals
 Formal letter format: - CD-ROMs
- videos
- heading
- inside address  Information seeking strategies:
- salutation
- body - keyboard search
- closing - subject searching
- Boolean operators
 Special features of the application letter: - databases
- Internet search tools
- formal salutation - library catalogue
- statement of interest in position - electronic encyclopaedias
- reference to source of information
regarding job  Criteria for evaluating information
- summary of qualification and collected:
experience
- reference to résumé attached - reliability
- format closure - validity
- accuracy
- currency
- authority

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MODULE 1 DEVELOPING LANGUAGE AND COMMUNICATION SKILLS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies serious
consideration must be given to the infusion of critical employability skills:

Group Work and Discussion

Present learners with a sample of writing which has not been punctuated. Ask learners to read the
piece aloud. They should explain why they found it difficult to both read and understand the un-
punctuated piece. Finally, ask learners to insert the appropriate punctuation signs, read the piece
again, and assess the difference.

Present learners with a worksheet with a list of fifty (50) words to which either prefixes or
suffixes are to be added. Give a time limit, such as fifteen minutes, for the activity to be
completed, then share and discuss answers.

Ask learners to work in small groups. Each member should write one type of formal letter. The
group should then peer critique the letters and make adjustments as necessary. Allow each group
to share its letter. Provide feedback and facilitate discussion.

Case Study

Provide learners with a work-related scenario, for example; an incident which occurred as a
result of a violation of Occupational Health &Safety guidelines. Ask them to write a formal
report and then make an oral presentation to the class.

Guided Discussion

In preparation for class, instruct learners to write a résumé and cover letter which they will
display in class. Review the documents and give feedback. Engage learners in a group discussion
on the features of a well-constructed résumé and cover letter.

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Cont’d)

Research and Presentation

Ask learners to research a given topic utilizing various information sources. Request them to
deliver an oral presentation reflecting the value of each information source. Provide feedback
and facilitate discussion.

Group Work

Allow learners to work in pairs to locate information on a specific topic using the Classification
Scheme after showing how a call number assists in locating the matching item in the library.
Allow learners to work in groups and discuss the criteria for evaluating information sources.
Ensure learners apply appropriate criteria to evaluate selected sources for specified purposes and
make group presentations.

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UNIT TWO: COMMUNICATE IN THE WORKPLACE

EXPECTED OUTCOMES:

Performance Requirement

The following are specific tasks that learners must perform to the required standards:

1. Establish contact with clients

2. Process information

3. Record information

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module:

1. Outline industry best practises for receiving requests and inquiries from clients

2. Explain principles of effective communication

3. Discuss how verbal and non-verbal communication can be used to create an effective
service environment

4. Explain how questioning and active listening techniques can be used to determine a
client‟s need for support

5. Discuss the types of requests that should be referred and to whom

6. State the importance of demonstrating literacy skills in relation to work requirements

7. Describe how messages or information should be recorded and delivered

8. Outline principles of basic customer service and how clients are informed of the process
and progress of action

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Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the
learning activities:

1. Politeness when dealing with clients

2. Diligence in following up

3. Promptness in answering inquiries

4. Clarity and precision when communicating

5. Accuracy in applying language basics

6. Respectfulness when interacting with others

7. Persuasiveness when negotiating with others

8. Proactive in uncovering problems and communication bottlenecks

9. Skillfulness in handling a range of predictable problems

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RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. They are by no means exhaustive; therefore, it is prudent for
facilitators to seek additional information to supplement delivery:

 Industry best practices include:  Internal correspondence:

- policies and procedures relating to - memos

answering client support enquires - electronic mail
- policies and procedures relating to - bulletin boards
answering telephone, writing
messages and on-line enquires  Verbal communication:
- job descriptions/responsibilities
- service standards - answering enquiries from clients
- organizational code of conduct - use of voice mail
- general OH&S principles and - requests from colleagues
responsibilities - informal discussions

 Effective communication principles  Questioning techniques:

include:
- open questions
- listening - closed questions
- questioning - reflective questions
- non-verbal communication - probing questions

 Communication strategies:  Active listening techniques:

- communicating with external and - get ready to listen

internal clients including team - pay attention to the speaker
members, supervisors and - ask questions
management personnel - paraphrase/re-state
- enquires related to routine client
support needs
- clarifying and recording information
- use problem solving skills for a
defined range of predictable
problems

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MODULE 1 DISPLAYING WORKPLACE SAFETY AND TEAM
ETHICS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills:

Role-Play

Place learners in groups giving each group a scenario in which they have to apply effective
questioning and active listening techniques. Assess learners‟ performance and provide feedback.

Individual Assessment

Create a self-analysis checklist in which the important characteristics of a good communicator

will be listed including an appropriate rating scale.

Ask learners to reflect on their skills as communicators and rate themselves using the rating scale
provided. After completion, review the worksheet with learners. Allow each learner to present a
two-minute speech giving an overview of one of the following:

- a software application of choice

- an IT company (real or fictional)
- website

Assess learners‟ strengths/weaknesses. Create activities to enable learners to improve in the areas
in which they show weaknesses.

Use of Video

Arrange for learners to view educational videos/DVDs on communication. Having viewed the
video, ask questions to check learners‟ understanding of the information presented.

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UNIT THREE: COMMUNICATE ELECTRONICALLY

EXPECTED OUTCOMES:

Performance Requirement

The following are specific tasks that learners must perform to the required standards:

1. Implement procedures to send and receive electronic mail

2. Manage electronic mail

3. Collaborate online

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module:

1. Outline the relevance of login in-to software that are used for sending and receiving e-
mail in accordance with organizational requirements

2. Discuss the importance of checking outgoing e-mail for accuracy and ensuring that
required attachments are prepared in accordance with organizational requirement

3. Explain how to identify urgent, confidential, personal, suspicious, or potentially

dangerous e-mails and take appropriate action

4. Demonstrate how to handle return e-mail in accordance with organizational policies and
procedures

5. Describe how to set security levels and or filters for incoming e-mail in accordance with
organizational requirements

6. Outline the process of creating and maintaining individual mailboxes in accordance with
organizational requirements

7. Describe how to store e-mails in accordance with organizational requirements

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Knowledge Requirement (Cont’d)

8. Discuss the importance of emptying inboxes, archiving, or permanently deleting e-mails

in accordance with organizational requirements

9. Outline how to prepare and maintain electronic mailing lists in accordance with
organizational requirements

10. Explain how to determine the most appropriate software to be used for collaboration

11. Justify the reasons for ensuring that online collaboration is undertaken in accordance with
organizational requirements

12. Discuss the need to respond to posts or communication in accordance with agreed
parameters, organizational requirements and netiquette

Attitudinal/Critical Employability Skill Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the
learning activities:

1. Adherence to OH&S policies and procedures

2. Carefulness when sending and receiving e-mails

3. Attention to details when preparing electronic mailing lists

4. Accuracy when storing e-mails

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RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. They are by no means exhaustive; therefore, it is prudent for
facilitators to seek additional information to supplement delivery:

 Software may include:  Organizational requirements may

include:
- mobile or wireless software
application: - carbon copies or blind carbon copies
o personal digital assistants (PDAs) - concise, relevant subject line
o mobile telephones - electronic signature
o text messaging (MMS) - form of address
o Internet relay chat (IRC) - formality/informality of language, tone
- personal computer-based software and structure
applications: - including original message in the reply
o e-mail applications - length of e-mail s (i.e. short and to the
o web-based e-mail services point)
o chat applications - net ethics
o Internet discussion - net etiquette (netiquette)
groups/boards/chat rooms - requesting read receipt
o intranet discussion - sender's name and address
groups/boards/chat rooms
 Dealing with returned e-mail may
 Suspicious or potentially dangerous e- include:
mail may include:
- checking e-mail address
- attachments - checking size of attachment/s
- e-mail where sender is unknown, and - re-sending
subject line is enticing and/or personal - sending message by other means e.g.
(e.g. urging the receiver to open facsimile, post
immediately) - telephoning addressee
- particular file extensions
- spam (unsolicited commercial e-mail
or junk e-mail )
- unsolicited e-mail containing viruses

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RELATED CONTENT (Cont’d)

 Storing e-mails may include:  Mailing lists may include:

- e-mail application software - database or spreadsheet records

- paper-based filing system - electronic address books
- specialised recordkeeping, spreadsheet - word processing tables or data files
or database software
 Principles of netiquette may include:
 Online collaboration may include:
- proof read and spell check messages
- chat rooms before sending
- e-mail communications - avoid writing in all capital letters
- instant messaging - do not spam
- intranet - do not forward e-mail s without
sender‟s permission
 Parts of an e-mail address may include: - do not post commercial messages to
newsgroups
- user id - lurk before posting
- node - respect other‟s time and privacy
- site
- domain  E-mail clients may include:

 Activities involved in sending e-mail - Outlook

include: - Gmail
- Yahoo
- creating new message
- adding addressees  Safety and security risks may include:
- adding Cc and Bcc
- adding subject - viruses, Trojans, worms
- using spell check - safety/security software
- editing text - pop-ups and blockers
- creating automatic signature - file sharing
- attaching files
- setting priority
- replying to message
- forwarding message

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills:

Demonstration and Guided Practice

Show learners how to use a variety of functions to compose and send an e-mail message. Provide
steps and a list of parameters. Monitor and guide learners as they work in pairs or individually to
practise the demonstrated activities. Correct them as necessary and provide feedback. Allow
learners to share their messages and explain use of e-mail functions. Facilitate peer critique and
discussion.

Research and Presentation

Ask learners to use the Internet in collaboration with popular search engines and conduct
research on at least four (4) different of e-mail clients then make a presentation to the wider
group. Have learners compare and contrast the e-mail clients, tell their preference (with
justification).

Presentation/Discussion

Compile a PowerPoint presentation and facilitate a discussion on the following:

- netiquette
- sending e-mail attachment
- parts of an e-mail address
- layout and features of inbox of a chosen e-mail client
- e-mail security
- storing e-mail/attachments
- organizing inbox
- identifying and categorizing your e-mail

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UNIT FOUR: COLLECT DATA FOR MARKET RESEARCH

EXPECTED OUTCOMES:

Performance Requirement

The following are specific tasks that learners must perform to the required standards:

1. Prepare for data collection

2. Conduct data collection for research/survey

3. Conduct data collection for research/survey

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module:

1. Discuss the relevance of studying and clarifying survey questions and contact guide

2. Outline factors to be considered regarding these operational boundaries and fulfillment

processes with relevant personnel

3. Explain the importance of developing a clear understanding of the relevant legislation,

codes, regulations, and standards that apply to contact

4. State the importance of developing proficiency in the use of the technology being used

5. Describe how to locate sources of contact targets

6. Outline the benefits reviewing and developing a clear understanding of the contact
strategy

7. Describe how to make contacts in the most efficient manner possible, following the
contact guide within operational boundaries

8. Outline the procedures for establishing customer availability and willingness to

participate in research

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Knowledge Requirement (Cont’d)

9. Examine the importance informing customer of survey details, purpose, and approximate
time survey will take

10. Explain how to record customer responses

11. Describe the appropriate techniques to use when answering customer queries or
referring/escalating customers

12. Discuss the importance of observing relevant codes and regulations throughout contact

13. Outline the procedures for recording outcomes and present results according to
workplace policy

14. Summarize the benefits of recording, reporting, and action difficulties encountered
according to workplace policy

15. Justify the need to assess and analyze performance against agreed targets

Attitudinal/Critical Employability Skill Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the
learning activities:

1. Adherence to OSH policies and procedures

2. Collect, organize, and analyze data

3. Attention to details when collecting data

4. Accuracy when analyzing data

5. Work in team

6. Use technology to organize and analyze data

7. Communicate ideas and information

8. Use mathematical skills and ideas

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RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. They are by no means exhaustive; therefore, it is prudent for
facilitators to seek additional information to supplement delivery:

 Contact guide may include:  Operational boundaries may include:

- contact closing technique - discretion to deviate from call/contact

- contact flow guide
- features and benefits of product or - guidelines and parameters within
service which a telemarketer can operate
- greeting etiquette - limits of contact with the customer
- multichannel contact - mandatory and voluntary requirements
- regulatory organizational requirements of data collection
- relevant regulatory and organizational
 Appropriate person may include: requirements

- help desk person  Database may include:

- subject matter expert
- supervisor - business directories
- vendor business representative - enterprise records
- sales records
 Recording outcomes may include entry - telephone directories
of data which may be:
 Research can assist you in various ways
- on prepared forms including:
- paper-based
- via electronic means such as computer - perform tasks with confidence
- increase effectiveness and efficiency
 Information may include: - improve competitive advantage
- make informed decisions
- numbers - increase your level of awareness
- text
- image
- voice

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RELATED CONTENT (Cont’d)

 Relevant legislation, codes, regulations,  Technology may be modified for use by

and standards may include: people with a disability and may
include:
- Consumer Credit Code
- Do Not Call Register - telecommunication; for example,
- equal employment opportunity and telephone business system
anti-discrimination legislation - computer systems
- freedom of information - interactive medium
- industry-specific codes, regulations, - social networking websites such as
and legislation Facebook and Myspace
- occupational safety and health
legislation  Levels of information include:
- Privacy Act
- Trade Practices - general information that is easily
- Fair Competition Act accessible
- Consumer Affairs Commission - information that has been researched
and is available
 Information sources include: - unexplored information which has not
been researched
- Journals
- Magazines
- Internet
- textbooks
- archives
- electronic database
- experts/resource persons
- conference
- paper/presentation
- newspapers (not a reliable sources

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills:

Video Presentation
Locate an appropriate video (s) that provide an overview of the process of conducting research;
specifically on the process of collecting, organizing, analyzing, and interpreting data.

Resource Person
Have a resource person make a presentation to the learners in the following areas:
 copyright laws
 obtaining consent or permission for collecting data
 fair use
 primary and secondary data
 data collection methods
 selecting relevant/useful information
 documenting/recording data

Research Project

Place learners in groups and assign each group to research one or more of the following privacy
and regulatory provisions:

- Privacy Act
- Freedom of Information Act
- Copyright Laws/Fair Use
- Plagiarism
- Intellectual Property Right

They should identify those acts that are international and the local counterparts where they exist
and also any provision that may be peculiar to their country of residence. They should present
their findings in a report for presentation to the wider group. Where resources and competence
exist, these presentations should be made using presentation software. Facilitate a discussion
after all presentations have been made.

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Assessment Statement

Assessment of the module must encompass the knowledge, performance and attitudinal
requirements. Continuous Assessment and Final Assessment on completion of the module must
be undertaken. All practical demonstrations should be carried out either in the workplace context
or in a simulated work environment. The collection of evidence and making sound judgment are
critical factors in determining competence.

Methods of Assessment may include, but not limited to:

 Case studies
 Observation
 Oral questioning
 Portfolios
 Practical demonstrations
 Simulation or role-plays
 Written test (Multiple choice, Short answer questions, Essays, and others)

Sample Project/Activity

The following project is designed to provide learners with an opportunity to actively engage in
their learning and to apply the knowledge and skills that they garnered from the module to
tackle real problems and issues which they may face within the occupation. It also allows
facilitators to observe whether learners have truly grasped concepts covered and acquired
skills required:

You will be required to work in small groups to research a given product/service offered by two
companies. Ensure that the companies selected have call/contact centre operations. You will
carry out the following tasks:
- call the companies as customers interested in the product/service
- get as much information as they can about the product/service including information on
alternative/competitors‟ product/service

In your groups, reflect on the types of information obtained from each company and factors they
would consider when comparing the product/service offered by each company. Each group will
share their results for discussion which includes:
- types of information that an agent must have in order to effectively market a
product/service
- considerations when comparing alternative products/services
- the importance of knowing own and competitors‟/alternative products/services

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 REFERENCES

The references below are not exhaustive and other reference materials need to be accessed
and used.

1. Alexander, L.G. (1992). Longman English Grammar Practice for Intermediate Students.
United Kingdom: Longman Group.

2. Broukal, M. (2005). Grammar Form and Function Workbooks 3A & 3B. New York:
McGraw Hill.

3. Choy, T.W., & Chew, P. (1995). English in Basics – A Practical Handbook. Singapore:
Pan Pacific Publications.

4. Clark, L.R, et al. (1997). Business English and Communication (8th ed.). Ohio: McGraw
Hill.

5. HISEP. (2006). Language and Communication Part 1 (Stages 1, 2, and 3). Jamaica:
National Council on Technical and Vocational Training.

6. Jaderstorm, S., & Miller, J. (2003). Business English at Work (2nd ed.). USA:
Glencoe/McGraw-Hill.

7. Learning Management Services Department. (2005). Learner Guide: Communicate in the

Workplace (LG-AGGCOR0032A). Kingston, Jamaica: HEART Trust/NTA.

8. Milner, J. & Morcock-Milner, L. (2003). Bridging English (3rd ed.). New Jersey: Pearson
Education Inc.

9. Odell, L., et al. (2005). Elements of Language – Third Course. Harcourt Education
Company.

10. Peel, M. (1990). Improving your Communication Skills. United Kingdom: Kogan Page
Ltd.

11. Positive Form and Comparison of Adjectives. (n.d.). Retrieved August, 2008, from
http://www.ego4u.com/en/cram-up/grammar/adjectives-adverbs/adjectives

12. Robbins, L.M. (1996). The Business of Writing and Speaking. New York: The McGraw-
Hill Companies.

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REFERENCES (Cont’d)

13. American Psychological Association. (2010). Publication Manual of the American

Psychological Association, ((6th ed.). Washington, D

14. Creswell, J. W. (2005). Educational Research: Planning, Conducting, and Evaluating

Quantitative and Qualitative Research (2nd ed.). Upper Saddle River, NJ: Pearson.

15. Creswell, J. W. (2007). Qualitative Inquiry and Research Design: Choosing Among Five
approaches (3rd ed.). Thousand Oaks, CA: Sage.

16. Creswell, J. W. (2008). Educational Research: Planning, Conducting, and Evaluating

Quantitative and Qualitative Research (3rd ed.). Upper Saddle River, NJ: Prentice Hall

17. Creswell, J. W. (2013). Qualitative Inquiry and Research Design: Choosing Among Five
Approaches (3rd ed.). Thousand Oaks, CA: Sage.

18. Leedy, P. D. & Ormrod, J. E. (2001). Practical Research Planning and Design (7th ed.).
Upper Saddle River, NJ: Merrill Prentice Hall.

19. McDonald, H. S., Fields, L., & Roberts, P. (1997). Writing in English. Kingston,
Kingston: Ian Randle.

20. Oliverio, M. E., Pasewark, W. R., & White, B. R. (1998). The Office Procedures and
Technology. Publisher Thomson International.

21. Stulz, K. M., Shumack,K. A., & Fulton-Calkins. (2013). Procedure and Theory for
Administrative Professionals (7th ed.). Mason, OH: South Western Cengage Learning.

22. U.S. Copyright Office of Fair Use Index. (2016). Retrieved from copyright.gov

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MODULE OVERVIEW

This module is benchmarked against Competency Standards BSBWOR0022A, BPOCUE0012A,

BSBWOR0012A and BSBOSH0012A. It consists of four units and is designed to enable
learners to develop the requisite knowledge, skills and attitudes to develop workplace health and
safety awareness.

Unit One examines the techniques for recognizing and managing stress resulting from various
sources including heavy workload, and very tight timeframes in which to complete tasks and
conflict. It also deals with stress management and prevention strategies.

Unit Two looks at taking part in customer engagement operations, reflecting on personal
performance, maintaining a professional approach to employment and participating in workplace
teams.

Unit Three examines various ways in which individuals work cooperatively within a group
environment, supporting each other. It examines also the importance of contributing to
workgroup activities.

Unit Four looks at strategies to work in a safe and healthy manner as it relates to one‟s self and
others and to respond to emergency situations. It looks at Occupational Safety and Health
practices, emergency procedures, instructions and implementation of OSH requirements.

Suggested Theory Time: 45 Hours Suggested Practical/Lab Time: 0 Hours

UNIT ONE: MANAGE PERSONAL STRESSIN THE WORKPLACE

EXPECTED OUTCOMES:

Performance Requirement

The following are specific tasks that learners must perform to the required standards:

1. Identify signs of stress/stressors

2. Identify sources of help

3. Develop stress prevention/reduction strategies

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Performance Requirement (Cont’d)

4. Implement strategies

5. Monitor and manage stress

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module:

1. Define relevant terms/concepts

2. Differentiate between the types of stress that exist and the possible signs of each

3. Examine the importance of recognizing sources of stress and managing stress in the
context of the whole being

4. Discuss personal and professional aspects of a person‟s life that can cause stress

5. Explain types of human responses to stress and why the family is seen as the primary
support for the individual

6. Outline different sources of help for coping with stress

7. Distinguish between stress reduction and stress management strategies

8. Outline stress reduction strategies and possible remedial action

9. Discuss the advantages and/or disadvantages of strategies that utilize family and
community support over external interventions

10. Examine the importance of agreeing on interventions and exercising discretion

11. Discuss the importance of monitoring stress management initiatives

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Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the
learning activities:

1. Responsiveness in dealing with stressors

2. Responsibility in identifying sources of help

3. Creativity in developing stress prevention/reduction strategies

4. Timeliness in implementing strategies

5. Consistency in monitoring and managing stress

6. Humility in accepting help

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RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. They are by no means exhaustive; therefore, it is prudent to seek
additional information to supplement delivery:

 Types of stress:  Sources of stress:

- acute stress - workloads
- chronic stress - complex tasks
- work and family conflict
 Signs of stress: - cultural issues

- absenteeism  Responses to stress:

- poor work performance
- conflict - physiological change
- substance abuse - emotional change
- behavioural change
 Personal aspects:
 Stress management strategies:
- spiritual
- emotional - exercise
- cultural - meditation
- relaxation
 Professional aspects: - diet and nutrition

- areas of responsibility and activity

- organization‟s processes
- guiding principles
- legal requirements

 Stress reduction strategies:

- family support
- time out
- group activities
- sharing load
- raising awareness
- training

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills:

Reflective Discussion

Ask the learners to share their experiences relating to job conditions that may lead to stress.
These may include:

- management/supervisory style
- interpersonal style
- work roles
- career concerns e.g. job insecurity, lack of opportunity for growth
- environmental conditions
- discrimination
- other

Facilitate discussion on the causes of stress as well as any stress management strategies that were
successfully employed.

Resource Person/Case Study

Invite suitable resource persons such as a counsellor or psychologist to speak to the learners
about recognizing and dealing with stress.

Encourage the learners to make notes and to ask questions to clarify anything that they might not
understand.

Prepare case studies dealing with stress in the marketing environment. Have the learners suggest
appropriate stress management strategies to deal with each situation, along with explanations for
their choices. Provide feedback.

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Cont’d)

Video/Discussion

Have learners watch a video relating to wellness which covers areas such as:

- health
- exercise
- diet and nutrition
- relaxation
- spiritual well-being
- other considerations for well-being

Ask them to work in small groups to prepare a presentation on the relationship of each of the
areas above to stress. Encourage the learners to be creative in their choice of presentation
formats and media used. Facilitate general discussion after the presentations, allowing for peer
critique/feedback.

Suggested Video:

Take Charge of your Life by Les Brown

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UNIT TWO: PREPARE FOR WORK IN A CUSTOMER ENGAGEMENT

ENVIRONMENT

EXPECTED OUTCOMES:

Performance Requirement

The following are specific tasks that learners must perform to the required standards:

1. Relate own role to the customer engagement operations

2. Reflect on personal performance

3. Maintain a professional approach to employment

4. Participate in a workplace team

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module:

1. Outline how to identify specific customer engagement operations and relate them to the
industry-wide context

2. Describe the benefits of customer contact activity contributes to the organization‟s goals

3. Discuss the significance of personal customer engagement role and operations

4. Discuss the relationship between personal performance requirements and expectations in

relation and the organization‟s customer contact objectives

5. Describe the major components of the customer engagement infrastructure

6. Discuss the relationship between personal operations and customer engagement

infrastructure

7. State the importance of being able to recognize available resources and support
effectively

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Knowledge Requirement (Cont’d)

8. Explain how to utilize available resources and support in an effective manner

9. Discuss the rationale for operating within reporting protocols, policies, and procedures of
customer contact organizational structure

10. State the importance of complying with regulatory and legislative requirements

11. Identify personal performance requirements and expectations

12. State the importance of displaying a positive and ethical approach to employment and
role

13. Justify the need to identify realistic short and long term career objectives

14. Outline the relationship between personal capabilities to current and career objectives

15. Explain the value of implementing strategies for projecting a professional image in
current role

16. Discuss the value of contributing to the promotion of the centre, organization, and its
staff to customers

17. Discuss the importance of working as a team to achieve common goals

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the
learning activities:

1. Adherence to legislations, codes, and national standards

2. Consciousness of health and safety issues

3. Use technology

4. Improvement in own performance through career advancement

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Attitudinal/Critical Employability Skills Requirement (Cont’d)

5. Solve problem

6. Work with others in team

7. Plan and organize work activities

8. Goal oriented

9. Communicate effectively with internal and external customers

10. Effectiveness in managing time

11. Professionalism in work and related activities

RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. They are by no means exhaustive; therefore, it is prudent for
facilitators to seek additional information to supplement delivery:

 Specific customer contact operations  Performance requirements may

may include: include:

- customer support - adherence to schedule

- data collection - call rates
- information services - conversion rates
- marketing - customer satisfaction
- sales - data entry quality requirements
- service provision - first contact resolution
- combination of the above - quality targets
- sales targets

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RELATED CONTENT (Cont’d)

 Customer contact infrastructure may  Regulatory and legislative requirements

include: may include:

- automatic call distribution systems - code of conduct

- contact management systems - Do Not Call Register
- physical contact centre environment - Industry-specific regulatory codes and
information guidelines
- technology networks and software - OHS
systems - quality management and assurance
- interactive voice recognition systems - Privacy Act
- Internet and intranet services - Trade Practice Act/Competition and
- Other centre-specific systems Customer Act
- Service level and call data reporting
systems  Workplace ethics may include:
- Security systems
- Telephony equipment - integrity
- honesty equity
 Professional image may include: - punctuality
- confidentiality
- appearance and dress standards
- commitment to customer service  Organization’s goals and objectives may
- commitment to team and centre goals be stated or implied by the way the
- manner of communication organization conducts its business
- positive and ethical attitude including:

 Additional skills may be acquired by: - organizational values and behaviors

- flexibility, responsiveness, financial
- on-the-job coaching or mentoring performance
- presentations/demonstrations - work procedures and procedural
- formal course participation manuals
- work experience - people management, interpersonal
communication
- business planning, marketing, and
customer service

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills:

Role Play

Have learners do a role play depicting appropriate and inappropriate dressing, along with
different types of behaviour that are acceptable at the workplace. This would involve a small
group of persons playing the roles while the remainder of the class provides feedback. Have
learners state the importance of displaying the right attitudes and proper dressing in the
workplace, and their impact on fellow colleagues and customers.

Address/Presentation

Arrange for an expert in the field of Human Resource or Communications to address learners on
“How to Communicate Effectively in the Workplace”. This could take the form of a video
presentation whereby learners would observe the different types of communication (verbal and
non-verbal). This would highlight the importance of proper communication at the workplace.
Encourage learners to ask questions and engage in discussions for clarification and feedback.

Teamwork Project

Learners should be encouraged to work in teams. A project should be undertaken by the learners
where there are teams comprising of three (3) persons. Technology should be used to bring
across how one team lacked courtesy and helpfulness while the other team displays the opposite
behaviour. Facilitate discussions on the outcome of the tasks carried out.

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Cont’d)

Group Discussions

Use the following scenario below to engage the learners in a group discussion to identify work
and personal priorities:

A friend has recently taken a new job as a Customer Service Agent. She is finding it extremely
stressful to cope, because she attends classes in the evenings and has a family to take care of.
Already her supervisor is reprimanding her for lateness and unfinished tasks.

Divide learners into manageable groups and ask each group to suggest ways in which this
Customer Service Agent may be assisted in dealing with the problem. Guide discussions and
ensure that the intended learning takes place

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UNIT THREE: WORK EFFECTIVELY WITH OTHERS

EXPECTED OUTCOMES:

Performance Requirements

The following are specific tasks that learners must perform to the required standards:

1. Promote cooperation and good relationships

2. Give assistance to workgroup members

3. Seek assistance from workgroup members

4. Act upon constructive feedback

5. Contribute to workgroup activities

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module:

1. Identify responsibilities and duties necessary for promoting cooperation and good
relationships

2. State means of assisting workgroup members in times of difficulty

3. Examine the importance of encouraging and acting upon constructive feedback

4. Describe ways of demonstrating respect for different personal beliefs and values within
the workgroup

5. Outline methods of supporting team members of workgroup to ensure that goals are met

6. Identify organizational requirements for giving constructive contributions to workgroup‟s

goals and tasks

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Knowledge Requirement (Cont’d)

7. Discuss the methods of sharing information with team members to ensure group goals are
met

8. Identify techniques for improving a workgroup

Attitudinal/Critical Employability Skills Requirements

The following are critical attitudes/behaviours that learners must employ in carrying out the
learning activities:

1. Responsibility/accountability when undertaking work

2. Cooperation with group members

3. Politeness and courtesy

4. Respect for personal values and beliefs

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RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. They are by no means exhaustive; therefore, it is prudent for
facilitators to seek additional information to supplement delivery:

 Workgroup members may be:  Ways of promoting effective

working relationships may
- coach/mentor include:
- supervisor or managers
- peers/work colleagues - displaying good human relation
- other members of the organization skills
- exhibiting tolerance towards
 Constructive feedback may include: others
- displaying a positive work
- formal/informal performance attitude
appraisals - demonstrating effective
- obtaining feedback from communication skills
supervisors and colleagues - performing tasks effectively and
- obtaining feedback from clients to the required standard
- personal, reflective behaviour
strategies

 Ways of respecting persons’ beliefs

and values may include, but not
limited to:

- avoiding the imposition of personal

beliefs on others
- displaying tolerance of the values of
others
- trying to understand the persons you
interact with on the job
- showing respect to individuals and
being sensitive to each other‟s
feelings
- avoiding being judgmental towards
persons of the workplace

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RELATED CONTENT (Cont’d)

 Organizational requirements for giving  Providing support to team members may

constructive feedback may be included include:
in:
- explaining and clarifying information
- goals, objectives, plans, systems and - helping colleagues
processes - providing encouragement
- legal and organizational - providing feedback to another team
policy/guidelines member
- business and performance plans
- ethical standards  Information to be shared to ensure that
- anti-discrimination and related policy goals are met may include:

 Techniques for improving a workgroup - the organization‟s preferred tasks

may include: - completion methods
- established communication channels
- coaching, mentoring and/or supervision
- formal/informal learning programme
- internal/external training provision
- work experience/ exchange/
opportunities
- recognition of prior learning/initial
assessment

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies serious
consideration must be given to the infusion of critical employability skills:

Group Work and Discussion (Cooperative Learning)

Allow learners to work in groups to discuss ways of promoting effective working relations with
others. Select a representative for each group to present findings. Facilitate a general discussion
after group presentation, reinforcing main points presented and exploring any other point that
may have been overlooked.

Demonstration

Have learners model the appropriate ways of providing support for team members and strategies
for improvement of the work area. Video tape and observe performances; facilitate a general
discussion, allowing peer critique/feedback.

Role Play

Simulate work environment and allow learners to carry out a role-play in the following:
- Showing respect to an individual‟s personal beliefs and values
- Providing support to team members

Compare and contrast individual efforts at the end of the exercise.

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UNIT FOUR: COMPLY WITH OCCUPATIONAL HEALTH & SAFETY

EXPECTED OUTCOMES:

Performance Requirement

The following are specific tasks that learners must perform to the required standards:

1. Work safely

2. Implement work safety requirements

3. Participate in OSH consultative process

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module:

1. Discuss the significance of adhering to safety procedures and instructions when working

2. Explain the need to carry out pre-start systems and equipment checks according to
workplace procedures

3. Outline the procedures to follow when responding to emergency incidents

4. Examine the importance of identifying designated persons to whom queries and concerns
about safety in the workplace should be directed

5. Discuss the rationale for identifying and reporting existing and potential hazards in the
workplace to the designated person, according to workplace procedures

6. Outline the procedures for reporting existing and potential hazards in the workplace
according to workplace procedures

7. Justify the need to identify and implement OSH procedures and work instructions

8. Explain the importance of identifying and reporting emergency incidents and injuries to
the designated persons according to workplace procedures

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Knowledge Requirement (Cont’d)

9. Describe the duties of OSH duty holders for own work area

10. Outline the benefits of contributing to workplace meetings, inspections, and other
Workplace Health & Safety consultative activities

11. Outline the procedures for raising OSH issues with designated persons

12. Discuss actions that can be taken to eliminate workplace hazards and reduce risks

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the
learning activities:

1. Consciousness of health and safety issues

2. Responsiveness to emergency situations

3. Judiciousness in anticipating/foreseeing workplace hazards due to environmental changes

4. Timeliness in reporting details of incident/accident/emergency situation

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RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. They are by no means exhaustive; therefore, it is prudent for
facilitators to seek additional information to supplement delivery:

 Safety procedures and instructions may  Emergency incidents may include:

include:
- accidents
- as contained in the Health and Safety - alcohol and other drug intoxication
brochures, magazines, and other - crime
material - external threats
- completing required documentation - fire
following procedures for work area - flood
housekeeping - near misses
- following OSH guidelines relevant to - sudden illness
workplace procedures for:
o disposing of spilled substances  Designated persons may include:
o dangerous products
o scraps and waste - Health and Safety Officers
o cleaning equipment - Health and Safety Representatives
- maintaining stocks of cleaning - Managers and Supervisors
equipment such as disposable gloves, - other persons authorized or nominated
liquid repellant, aprons, and by the organization
disinfectant - Team Leaders
- sterilizing cleaning equipment - Union Officers
- using appropriate cleaning equipment - OSH Inspectors
to clean spillages and breakages - OSH Permit Entry Holders
- wearing personal protective clothing
and protective eyewear when in  Duty holders may include:
contact with body fluids or chemicals
that may splash - as specified in OSH Acts:
- handling, using, and storing hazardous o persons conducting businesses or
chemicals according to workplace undertakings (PCBUs) or their
procedures officers
- labels for hazardous chemicals o OSH workers
- safety data sheets o other persons at a workplace
- specific guidelines and procedures as
they apply to own work area

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RELATED CONTENT (Cont’d)

 Health and safety issues specific to  Environmental safety issues:

call/contact centres include:
- air quality
- repetitive strain injuries (RSIs) - lighting
- musculo-skeletal disorders - noise level
- eye strain - cleanliness of equipment, furniture, and
- voice loss surroundings
- noise - fire hazards
- stress - consumption of food in work
- violence, harassment and lone working environment
- hygiene - cables and loose wires on floor
- work environment and ergonomics - ventilation
- working time, rest, holidays
 Hazard identification and risk control
 Hazards may include anything that can process:
cause harm including:
- identify hazards
- as specified in the OSH Acts, - assess risks
regulations, and codes of practice - control risks
- blood - review risk management strategies
- breakage and spillage
- criminal acts  Types of hazards may include:
- fatigue
- hazardous chemicals - physical
- hazardous equipment - biological
- hazardous work processes - chemical
- intoxication - psychosocial
- needle sticks - ergonomic
- source of infection
- stress
- unsafe work tasks or practices

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RELATED CONTENT Cont’d)

 Responsibilities of employees may

include:

- taking precautions so as to not

endanger themselves or others
- complying with workplace policies and
procedures
- participating in hazard identification
and risk control process
- reporting OH&S hazards
- report incidents and injurie
- using work tools and equipment in
accordance with training instructions

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills:

Research

Have learners work in small groups to conduct research on environmental safety issues in a
call/contact centre. Have learners discuss and present their findings. Guide discussion and offer
feedback to clarify information among the group in order to gain consensus on concepts.

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

Computer-Aided Instruction

Create an interactive PowerPoint presentation for learners on ergonomic principles. Incorporate

drill-and-practise worksheets into the presentation that will require learners to read and interpret
the principles. E-mail the presentation to learners or make it available online for learners to
complete outside of class. Review presentation in class.

Ask learners to complete drill-and-practise worksheets that require them to identify various
emergency situations present in pictures of workplace situations. Have learners identify risks as
well as the best methods of removing and preventing the risks. Facilitate discussion of
emergency situations.

Role-Play

Have learners form groups. Give each group an emergency situation to report. Learners should
role-play how they would report the emergency. Include the following in role-plays:
- appropriate authorities to be informed
- the crucial information that should be included in the report
- relevant documents that should to be prepared

Have learners critique each role-play. Provide feedback.

Presentation

Invite a representative from a call/contact centre to make a presentation to the learners on the
importance and significance of OSH in the call/contact centre. Ask him/her to relate to specific
areas in that environment and explain how a breach can impact the company.

Video presentation

Locate appropriate videos that are specific to the call/contact centre industry in terms of OSH
practices. See the URL below for a general OSH video presentation:
https://www.youtube.com/watch?v=-jlmbskAr1w

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Assessment Statement

Assessment of the module must encompass the knowledge, performance and attitudinal
requirements. Continuous Assessment and Final Assessment on completion of the module must
be undertaken. All practical demonstrations should be carried out either in the workplace context
or in a simulated work environment. The collection of evidence and making sound judgment are
critical factors in determining competence.

Methods of Assessment may include, but not limited to:

 Case studies
 Observation
 Oral questioning
 Portfolios
 Practical demonstrations
 Simulation or role-plays
 Written test (Multiple choice, Short answer questions, Essays, and others)

Suggested Project/Activity

The following project is designed to provide learners with an opportunity to actively engage in
their learning and to apply the knowledge and skills that they garnered from the module to
tackle real problems and issues which they may face within the occupation. It also allows
facilitators to observe whether learners have truly grasped concepts covered and acquired
skills required:

VIDEO COMPILATION/PRESENTATION

Tasks: Patricia is a new recruit to Chin‟s Call/Contact Centre. Patricia recently graduated from
high school and has no work experience. You are one of the HR representatives and you have
been asked to participate in Patricia‟s orientation; specifically, to make a presentation of the
aspect of Occupational Health and Safety.

You are required to make your presentation in the form of a video that you have compiled. Your
video presentation should incorporate:

 Live video scenes

 Previously compiled video scenes/clippings
 Text

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 Audio
 Credits/references

NB. You should work along with three (3) other members of the HR team and your video should
NOT exceed 20 minutes!

Rubric/Mark Scheme

Total
Category Scoring Criteria Points Score
Information is presented in a logical sequence. 2
Organization Credit is given to author(s) for ideas and information 2
(6)
Information is organized logically and sequentially 2
Team Work Team members contributed fairly equal in the 3
(3 points) presentation
Introduction is attention-getting, lays out the problem 2
well, and establishes a framework for the rest of the
presentation
Content Technical terms are well-defined in language 3
(18 points) appropriate for the target audience
Presentation contains accurate information. 5
Material included is relevant to the overall topic 2
Appropriate amount of material is prepared, and points 3
made reflect well their relative importance
There is an obvious conclusion summarizing the 3
presentation
Video quality is controlled and smooth – free from blur 2
Video incorporates text 2
Transition are smooth and appropriate 2
Presentation (14) Good language skills and pronunciation are used. 2
Length of presentation is within the assigned time 2
limits
Audio is clean and clear and of good volume 2
Information was well communicated 2
Score Total Points 41

Comments

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 REFERENCES

The references below are not exhaustive and other reference materials need to be accessed
and used.

1. Arrmstrong, M. & Baron, A. (2004). Managing Performance, Performance Management

in Action.

2. Burns, S. (1990). The Medical Basis of Stress, Depression, Anxiety and Drug use.
Retrieved February 27, 2009, from: http://www.teachhealth.com/

3. Job Stress Management (n.d.). Retrieved February 27, 2009, from:

http://www.helpguide.org/mental/work_stress_management.htm

4. Kerns, C. (2009). Putting Performance and Happiness Together in the Workplace.

5. Makin, P.E., & Lindley, P.A. (1992). Positive Stress Management. Kogan Page Ltd.,
U.K.

6. Managing Workplace Relationships. (n.d.). Retrieved November 2012, from

www.relationshps.com.au

7. Norris, B. (n.d.) How to Create and Sustain a Positive Workplace. Retrieved May
25,2008, from: http://www.briannorris.com/speaking/moraletraining.html

8. Alli, O. B. (2008). Fundamental Principles of Occupational Health and Safety (2nd nd

ed.).

9. Bohle, P., & Quinlan, M. (2000). Managing Occupational Health and Safety: A
multidisciplinary approach. Macmillan Education AU

10. Dalton, A. J. P. (1998). Safety, health and Environmental Hazards at the Workplace.
United Kingdom: Cengage Learning

11. Erickson, A. P. (1996). Practical Guide to Occupational Health and Safety. Elsevier Inc.

12. Gomez, J. M. (2016). Information Technology in Environmental Engineering. Springer

International Publishing

13. HEART Trust/ NTA. (2004). Apply Occupational Health and Safety Procedures. LG-
ITICOR0021A

14. Reese, D. C., (2003). Occupational Health and Safety Management: A Practical
Approach. CRC Press

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DELIVERING CUSTOMER SERVICE

MODULE OVERVIEW

This module is benchmarked against Competency Standards BPOCUS0012A, BPOCUE0022A,

BPOCUS0032, BPOCUS0022A and BPOSAS0012A. It consists of five units and is designed to
enable learners to develop the requisite knowledge, skills and attitudes to deliver positive and
professional customer service.

Unit One examines the outcomes necessary to deliver a professional service to customers. It
looks at projecting a positive organizational image, identifying customer needs and expectations,
providing customer service and maintaining customer confidentiality.

Unit Two focuses on preparing for customer engagements, providing quality service in response
to customer queries and arranging provisions of products or services while complying with
requirements using a variety of communication methods.

Unit Three looks at handling complaints and negative feedbacks about products and services. It
also looks at resolving complaints by taking corrective actions or referring the complaints to the
appropriate persons.

Unit Four focuses on the ability to investigate and resolve disputes between customers and
organizations.

Unit Five looks at processes involved in recording, prioritizing and escalating client support
requests.

Suggested Theory Time: 45 Hours Suggested Practical/Lab Time: 0 Hours

UNIT ONE: DELIVER A PROFESSIONAL SERVICE TO CUSTOMERS

EXPECTED OUTCOMES:

Performance Requirement

The following are specific tasks that learners must perform to the required standards:

1. Project a positive organizational image

2. Identify customer needs and expectations

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Performance Requirement (Cont’d)

3. Provide customer service

4. Maintain customer confidentiality

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module:

1. Cite relevant legislations/regulations, industry codes of practice and standards

2. Distinguish between professional and unprofessional customer service

3. Describe how to project a positive professional image

4. State benefits of clarifying customers‟ needs and expectations

5. Explain how special requirements of customers can affect delivery of service

6. Identify features and functions of products/services that one must know and sources of
this information

7. State ways of determining whether customers‟ needs and expectations have been met

8. Describe steps taken to maintain customer confidentiality

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Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the
learning activities:

1. Adherence to legislation/regulations and industry codes of practice and standards

2. Compliance with organizational policies, procedures, standards and philosophy

3. Appropriateness when interacting with other personnel

4. Courtesy and politeness when communicating with customers

5. Clarity and conciseness when communicating with others

6. Promptness in delivering service

7. Confidentiality when handling customer information

8. Commitment to quality and continuous improvement

RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. It is by no means exhaustive; therefore, it is prudent for facilitators to
seek additional information to supplement delivery:

 Organizational image encompasses:  Projecting professional image:

- products - know products and services

- services - treat customers with respect and
- management style courtesy
- activities and actions - be helpful
- remain calm in stressful situations
- be open to criticism

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RELATED CONTENT (Cont’d)

 Organization’s image projected  Clients’ specific needs and

through employee’s: preferences relate to:

- attitude - preferences of different

- behaviour cultures/nationalities
- appearance - family status
- language - age
- gender
 Unprofessional customer service - available budget
involves: - time available
- special interest (e.g. religious,
- being discourteous sporting events and adventure)
- displaying inadequate knowledge of - special needs (e.g. wheelchair
organisation access, language interpreters)
- transferring blame to - disabilities
colleagues/customers
- speaking negatively about  Features of products:
organisation and others
- being unprepared for customer - shape
- forcing personal beliefs and opinions - size
on others - colour
- projecting negative attitude - weight
- using offensive language - durability
- capabilities
 Benefits of clarifying customers’ needs
and expectations:  Features of services:

- identifies each customer as an - opening hours

individual - access
- helps avoid stereotypes and - self-service
generalizations
- helps avoid
miscommunication/misunderstanding
- helps determine how best to help each
customer
- demonstrate interest in customers

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RELATED CONTENT (Cont’d)

 Enquiries/complaints may relate to:  Recording feedback may involve:

- service content, delivery or quality - written records

- product - taped records
- personnel - simple computer-based systems
- requests - organization feedback forms
- communication
- response time  Maintaining confidentiality:
- documentation
- billing - do not discuss customer-related
- follow-up business outside workplace
- log off computer when stepping away
 Steps in handling customer complaints: from station
- lock away records when away from
- listen station
- empathies - only release customer information to
- apologize authorized persons
- offer a solution - limit access to records of customer
- act on problem information
- follow through
- check back

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies serious
consideration must be given to the infusion of critical employability skills:

Discussion

 Ask learners to watch the following YouTube video on unprofessional customer service:
http://www.youtube.com/watch?v=s3aR3yP4aKg. Relate the video to the call centre
industry and ask the learners to identify behaviour that would be unprofessional in a
call/contact centre. Facilitate discussion of professional versus unprofessional behaviour
and the consequences.

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & Media) (Cont’d)

Role-Play

Provide learners with scenarios such as the following:

Lisa had just started her shift when a customer visited the office complaining about the
poor service he received whilst on the phone with a company representative. Lisa’s
response to the customer was “I just came in to work; I don’t know what you’re getting
excited about. I wasn’t the one to give you poor service, so don’t stress me.” This
response infuriated the customer.

The scenarios should represent customers with diverse needs and backgrounds. Ask learners to
demonstrate how to respond to the customers. Facilitate peer critique and discussion.

Think-Pair-Share

Ask the learners to work individually to answer the following questions:

- What is the difference between the terms “features” and “functions”?

- Think about two products that you use at home. What are features of these products
that you would need to know in order to purchase similar products?
- What are functions of the products that benefit you?
- Did/would knowing the features and benefits of the products help you purchase them?

After giving them time to note their own responses, ask them to form pairs and discuss the
questions. Following the discussions, ask each pair to share its conclusions with the class.
Facilitate discussion, drawing on the learners‟ responses, of the importance of knowing
product/service features and benefits. Help them identify sources of this information.

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UNIT TWO: CONDUCT CUSTOMER ENGAGEMENT

EXPECTED OUTCOMES:

Performance Requirement

The following are specific tasks that learners must perform to the required standards:

1. Prepare for customer engagement

2. Provide quality customer service in response to customer queries

3. Arrange provision of product or service

4. Respond to customer enquiries

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module:

1. Discuss the importance of obtaining and studying product or service details relating to
customer engagement

2. Explain the need to study prepared engagement guides or scripts

3. Explain how to locate sources of information that may be required to develop product and
service expertise

4. Discuss the rationale for developing an understanding of workplace policies and

procedures and personal targets or key performance indicators (KPIs)

5. Explain the benefits of developing proficiency with equipment and systems to effectively
and efficiently manage engagement

6. Discuss the impact of clarifying details as required with relevant personnel

7. Describe how to use technology to respond to customer queries

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Knowledge Requirement (Cont’d)

8. Discuss the advantages of greeting customer according to enterprise protocol and

encompass cultural diversity

9. Outlines techniques for establishing and clarifying customer needs

10. State the importance of satisfying customer needs promptly, efficiently, and effectively

11. Explain how to refer needs of customer to appropriate person

12. Justify the need to treat customer with respect and courtesy

13. Examine the importance of complete follow-up action according to engagement

escalation policy, timeframes, business rules, and practices, and in line with customer
expectations

14. State the importance of responding appropriately to customer requirements and identify
relevant options

15. Select appropriate product or service in consultation with customer

16. Agree actions or orders with customer giving consideration to maximizing value and
service delivery to customer

17. Consider customer retention options that can be applied to engagement

18. Use clear, simple, and easy to understand language and ensure responses are
comprehensive

19. Adapt to the requirements and expectations of various customers when working in an
outsource environment and dealing with multiple customer bases

20. Escalate enquiries or orders that cannot be satisfied immediately

21. Supply follow-up information to customer as required and in a timely manner

22. Observe organizational regulations and standards throughout transaction

23. Record details of engagement according to policy

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Knowledge Requirement (Cont’d)

24. Record and report difficulties not escalated but that may present an opportunity for
continuous improvement

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the
learning activities:

1. Adhere to workplace policy and procedures

2. Use technology to locate

3. Locate sources of information to solve problems

4. Plan and organize work activities

5. Clarity and conciseness when communicating with customers

6. Effectiveness in managing time

7. Professionalism in work and related activities

8. Collect, analyze, and organize data/information

9. Initiative in monitoring and managing supply of products/services

10. Promptness and accuracy in responding to requests and informing them of progress

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RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. They are by no means exhaustive; therefore, it is prudent for
facilitators to seek additional information to supplement delivery:

 Customer contact may include:  Control guides or scripts may relate to:

- e-mail and other electronic - contact-closing technique

communication - contact flow
- face-to-face - features and benefits of product or
- facsimile service
- internal, external, and outsourced - greeting etiquette
customers - pricing
- letter - regulatory, legislative, and
- telephone organizational requirements

 Sources of information may include:  Product and service expertise may

include
- brochures and pamphlets
- campaign briefs - Knowledge of the features and
- Internet and intranet functions of:
- instruction or product manuals o goods, products, and services
o ideas
 Enterprise policies and procedures may o infrastructure
include: o private and public sets of benefits

- Adherence to scheduling  Equipment and systems may include:

- Financial and decision-making
delegations - computer and telecommunication
- Referral and escalation paths equipment, which may be modified
- Scope of services to be provided for use by people with disability
- information management systems
 Technology may include: - workflow management systems

- multichannel communication,
including:
o telecommunication equipment
o computer equipment

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RELATED CONTENT (Cont’d)

 Responding appropriately may include:  Customer retention options may include:

- recording details in enterprise systems - Loyalty programs or incentives

- discussing, agreement, and recording - Offering value-added services or
supply arrangement with customers products
- discussing and agreeing on payment - Re-contracting
options with customers - Special offers as determined by the
- conducting a credit check enterprise from time to time

 Outsource environment may include  Organizational regulations and

customer contact environment: standards may include:

- servicing customers of another - Consumer Credit Code

enterprise or business unit by - Do Not Call Register
agreement - equal employment opportunity and
- taking contacts for multiple enterprises anti-discrimination legislations
- taking overflow calls for another - Occupational Health and Safety
enterprise legislation
- Privacy Act
 Client’s specific needs and preferences - Trade Practices Act/Competition and
relate to: Consumer Act

- preferences of different
cultures/nationalities
- family status
- age
- gender
- available budget
- time availability
- specific interest, for example, religion,
sport events
- special needs, for example, wheelchair
access, language interpreters
- disabilities

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills:

Think-Pair-Share

Ask the learners to work individually to answer the following questions:

- What is the difference between the terms “features” and “functions”?

- Think about two products that you use at home. What are features of these products
that you would need to know in order to purchase similar products?
- What are functions of the products that benefit you?
- Did/would knowing the features and benefits of the products help you purchase them?

After giving them time to note their own responses, ask them to form pairs and discuss the
questions. Following the discussions, ask each pair to share its conclusions with the class.
Facilitate discussion, drawing on the learners‟ responses of the importance of knowing
product/service features and benefits. Help them identify sources of this information.

Panel Discussion

Invite a panel of industry representatives to discuss the meaning of commitment to customers

and the importance of showing commitment to meeting customers‟ requests. Prior to the
discussion, provide the learners with a worksheet with questions that they should be able to
answer by the end of the session. This will help learners focus and encourage engagement with
the panellists. Questions should include the following:

- What are consequences of failure to show commitment to customers?

- How can an agent show commitment to customers?
- What factors should be considered when discussing and agreeing on commitment
with customers?

Following the panel discussion, facilitate discussion of the topic with the learners guided by the
worksheet.

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Cont’d)

Guest Presentation

Ask an appropriate industry person to speak with the learners about the fulfilment process. Prior
to the session, provide the learners with a list of questions that they should be able to answer by
the end of the session. This will help learners focus and encourage engagement with the guest.
Questions should include the following:

- Who has responsibility for each stage of the process?

- How is information obtained by customer service agent used in the other stages of the
process?
- What can agents do to contribute to an efficient fulfillment process?

Following the guest presentation, ask the learners to work in groups to create a graphic organiser
to capture the information shared by the guest. Allow each group to share its organiser. Facilitate
discussion guided by the groups‟ graphic organisers and questions provided prior to the guest‟s
presentation. Provide supplemental information where necessary.

Demonstration and Guided Practice

Show the learners how to perform actions involved in monitoring and managing supply of
services/products. After each demonstration, provide volunteers with scenarios and ask them to
show the class how to perform required tasks. Facilitate peer critique. Guide the learners as
necessary. If possible, allow each learner to practice a task.

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UNIT THREE: PROCESS CUSTOMER COMPLAINTS

EXPECTED OUTCOMES:

Performance Requirement

The following are specific tasks that learners must perform to the required standards:

1. Identify customer complaint

2. Process complaint

3. Resolve or refer complaint

4. Document complaint

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module:

1. Cite organizational procedures that are applicable to customer complaints

2. Discuss the procedures for establishing the nature of the customer complaint

3. Explain the importance of establishing a relationship with the customer by demonstrating

an understanding of the customer‟s need

4. Describe organizational procedures for dealing with complaints

5. Explore methods of undertaking an investigation into the details of the complaint, if

necessary, and document results

6. Discuss the process used to inform the customer of the results of the investigation and
verify details

7. Identify the issues for the customer and the organization

8. Explain ways to successfully handle a complaint and analyse, explain and negotiate
appropriate resolution with the customer

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Knowledge Requirement (Cont’d)

9. Outline all the possible options for proposing solutions to customers/organization

10. Discuss corrective actions that can be taken if the resolution of the complaint is within
ones level of authority

11. Outline methods of informing customers of possible resolutions

12. Explain when to use judgement to escalate complaints to appropriate personnel

13. Discuss the importance of having documents of the claim and the investigation report
dealt with promptly

14. Outline the importance of keeping proper records of all details relating to the complaint

15. Discuss the importance of referring complaints that may affect future provision of service
to relevant personnel

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the
learning activities:

1. Communication skills to interpret customer complaints

2. Awareness of culturally appropriate communication skills to relate to people from diverse

backgrounds and people with diverse abilities

3. Problem-solving skills to deal with customer enquiries or complaints

4. Judgement in referring complaints to relevant personnel

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RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. It is by no means exhaustive; therefore, it is prudent to seek additional
information to supplement delivery.

 Customers may include:  Effective communication may include:

- customers with routine or specific - giving customers full attention

requests - maintaining eye contact (for face-to-
- internal or external customers face interactions), except where eye
- people from a range of social, cultural contact may be culturally inappropriate
or ethnic backgrounds - speaking clearly and concisely
- people who may be unwell, drug - using appropriate language and tone of
affected or emotionally distressed voice
- people with varying physical and - using clear written
mental abilities information/communication
- regular and new customers - using non-verbal communication e.g.
body language, personal presentation
 Complaints may include: (for face-to-face interactions)

- different types of severity, formality  Documenting reports relating to

and sources customer complaints may include:
- scenarios where external bodies such as
police are required - completed forms and written reports
- straightforward customer - using audio-visual tapes
dissatisfaction - using computer-based systems

 Developing relationship with customer  Successful handling of a complaint may

includes: include:

- showing respect - assuring the customer that the

- emphasising the customer‟s importance organization regrets the problem and
demonstrating understanding of any inconvenience caused
customer‟s need - listening sympathetically to establish
the details of the complaint
- recording the details
- offering rectification - whether by
repair, replacement or refund
- appropriate follow-up action, such as
issuing an apology

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RELATED CONTENT (Cont’d)

 Referrals may include:  Relevant personnel may include:

- external bodies e.g. Ombudsman, - supervisors

Independent Commission Against - managers
Corruption (ICAC), police - accounting department
- relevant superiors in the organizational - legal department
hierarchy

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies serious
consideration must be given to the infusion of critical employability skills:

Narrative

Have learners write a story in the form of a narrative essay. The essay should highlight an event
or recurring activity, a personal experience, or an observation that they encountered in dealing
with a customer that was making a complaint. It should have a conclusion that highlights
suggestions for resolving or referring the complaint. Provide guidance and feedback.

Case Study

Telemarketers International has a wide range of clients including a major chain of flower shops.
A bereaved mother calls and orders a wreath for her son‟s funeral. The customer service agent
who took the order mixed up the dates for the service which resulted in the non-delivery of her
order. The mother is understandably upset and calls to vent her feelings. The agent who takes the
call angers the customer further by telling her that she should calm down since the funeral has
gone and there is no use crying over spilt milk.

Place learners in groups and have them discuss alternative ways of handling the situation. They
should identify potential actions that can be taken to redress the situation and determine whether
any operational guidelines may have been breached. Provide feedback as required.

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Cont’d)

Case Study/Role Play

Give learners the following scenario and instruct them to identify the areas where Opaque
Mobile could improve its customer service.

A customer purchases an Opaque mobile telephone and is promised connection of service later
that day. Unfortunately, the customer is unable to follow the complicated instructions in the user
manual and calls the customer care number for assistance. This number rings unanswered for
three (3) consecutive days. In frustration, the customer eventually calls the head office and is
transferred to the customer centre. The agent there is unable to help because the customer was
not given a security code number when she bought the telephone; however, the call centre agent
promises to pass on the matter to the appropriate department.

Another two days passed and no one has been in contact with the customer. She decides to
contact them again. She complains bitterly about the complicated manual and the service she has
received. The person to whom she complains cannot solve the problem and brashly tells her she
will report the matter.

Learners should dramatize how they would have handled this customer service issue. Let them
on a scale of 1 – 10 rank the customer service experience.

Have discussion with the learners on how they would have handled the situation. Let them write
a letter to the company offering advice regarding customer service.

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Cont’d)

Case Study

Allow learners to read the case study and answer the questions below:

You work in a travel agency. A customer, Mr Alec Bell, comes in looking red and angry. He
throws his hands up in the air and says; “I’ve had it with this company. Nothing ever works
out!”

Mr Bell is angry because the accommodation bookings he made through the travel agency were
not kept and he had to find alternative accommodation when he got to his travel destination. This
happened even though he had paid for his accommodation through your travel agency and had
accommodation vouchers issued by you. There are other customers in the reception area,
waiting to see a travel consultant. They look concerned.

- Learners are to pretend that they are the only person in the reception area and they need
to deal with the situation
- Let them describe step-by-step how they would deal with this situation, including
handling and processing Mr Bell‟s complaint
- They are to describe the communication techniques that could be used when dealing with
Mr Bell to elicit the information required from him, to calm him down and to negotiate
an acceptable outcome to the complaint
- They should include copies of the documents/forms that they would use to process Mr
Bell‟s complaint
- If they were to refer this complaint, what sort of information would they need to provide
to the relevant personnel
- They are to make up the details of the complaint and prepare a report for a colleague to
which you could refer the complaint. Remind them to include any relevant
documentation or reports

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UNIT FOUR: RESOLVE CUSTOMER DISPUTES

EXPECTED OUTCOMES:

Performance Requirement

The following are specific tasks that learners must perform to the required standards:

1. Receive and acknowledge that a dispute exists

2. Investigate the dispute and determine the action to be taken

3. Record and refer dispute to appropriate personnel

4. Resolve dispute

5. Finalize dispute

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module:

1. Cite relevant policies, procedures and legislation necessary for dispute resolution

2. Discuss to procedures for conducting an investigation to determine grounds for a dispute

3. Outline the importance of making contact with all parties to identify and clarify the
disputed issues

4. Discuss techniques that can be used to query customer for information to determine if
dispute is legitimate

5. Outline steps to assess options to resolve dispute within enterprise policies and operating
procedures

6. Explain ways of providing customers with all information relevant to the dispute
resolution process

7. Discuss the importance of seeking additional information where necessary

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Knowledge Requirement (Cont’d)

8. State the importance of demonstrating commitment to problem resolution with customer

where the existence of a genuine dispute is established

9. Outline strategies to determine the courses of action that can be implemented to settle a
dispute

10. Describe what action(s) may be taken to resolve conflicts considering facts, legislation,
organization procedures and policies and industry codes of practice

11. Outline instances where appropriate personnel is notified of action to be taken

12. Explain the importance of informing the customer of the decision, including reasons if
necessary

13. Discuss the importance of resolving disputes in a timely and non-litigious manner
without resorting to formal conciliation services

14. State the importance of respecting the rights of the customer in all dispute settlement
procedures

15. Review risks involved in referring unresolved disputes to formal conciliation services

16. State the importance of using reports to record the final outcome of the dispute

17. Outline steps involved in advising all parties about the outcome and their rights in
relation to seeking a review of the decision

18. State the importance of preparing relevant documentation for unresolved disputes which
have been referred to formal conciliation services

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the
learning activities:

1. Attention to detail

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Attitudinal/Critical Employability Skills Requirement (Cont’d)

2. Openness and honesty in recognizing a genuine dispute

3. Politeness in identifying customer dispute

4. Clarity in communication

5. Timeliness in delivery of information

6. Adherence to organizational policies and procedures to resolve disputes

7. Accountability in informing customer of the organizations obligations

8. Problem-solving skills

RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. It is by no means exhaustive; therefore, it is prudent for facilitators to
seek additional information to supplement delivery:

 Relevant legislation, codes, regulations  Grounds for the dispute may include:
and standards include:
- claims
- Privacy Act - failure to provide agreed service
- Telecommunications Act - fraud
- Occupational Health and Safety - interpretation of terms and conditions
legislation - liability
- Industrial Relation Awards and - provision of inaccurate advice
Agreements - validity of contract
- Trade Practices Act - expression of dissatisfaction with
enterprise product and/or service by a
customer

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RELATED CONTENT (Cont’d)

 Parties may include:  Commitment includes but not limited to:

- claimant - building rapport

- brokers - organization‟s obligations
- employer - keeping promises
- industry and professional organizations - keeping the customer informed
- insurer - doing it right the first time
- investigators or assessors - owning the customer's request
- risk manger - responding to the customer's request
- service providers with operational efficiency
- unions
 Strategies for course of action include:
 Information may include:
- carrying out further investigations
- customer details - keeping customer informed
- customer history with the organization - establishing timelines
and other companies
- organization policy  Formal conciliation services may
- type of business and product or service include:

 Investigations may include consideration - conciliation bodies or specific industry

of whether: dispute resolution bodies such as:
o Insurance Enquiries and Complaints
- the correct procedure was followed Scheme
- the customer has been kept informed of o Dispute Resolution Foundation
progress of the dispute o Insurance Brokers Disputes Limited
- the initial decision that is being (IBD)
disputed based on adequate information - referral to outside bodies such as
mediators
 Customer includes:

- user, purchaser, or beneficiary of a

service, product or process
- internal or external colleagues

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies serious
consideration must be given to the infusion of critical employability skills:

Role Play

Allow each learner the opportunity to role play a customer care representative where they will
need to demonstrate skills such as customer service, problem solving, effective listening, written
and oral communication. Facilitate a discussion to accommodate any concerns.

Discussion

Ask learners to reflect on customer service situations with which they were dissatisfied and had
to file a complaint.

Facilitate a discussion in which learners:

- explain the reason for dissatisfaction with the service

- comment on the methods used to resolve the complaint
- rate the level of satisfaction/dissatisfaction with how the matter was handled
- suggest measures that could have led to a mutually acceptable resolution

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Cont’d)

Simulation

Allow learners to form groups and role play a scenario whereby a customer had a dispute with a
staff member. One group member will interview another group member role playing the staff
member (or several staff members) who handled the customer‟s dispute. Let them use the
questions in the checklist below for resolving the customer dispute.

After completing the checklist learners are to write a short report on the interview using the
responses from the checklist. Each report should be about 500 words.

In addition, let them write a short report explaining how well/poorly the dispute was handled
or

Explain how they would handle the dispute

Checklist

- How was a positive, helpful attitude conveyed to the customer?

- How did the customer service agent demonstrate courtesy?
- How did the customer service demonstrate they were aware of the customer‟s feelings?
- How did the customer service agent show they were listening to the customer?
- Which questions gave the customer service agent enough information to solve the
problem?
- What feedback was given to the customer to show that they were understood?
- What action was taken for resolving the customer‟s dispute?
- Was this customer complaint referred to your supervisor? Explain why or why not.
- How was a dis-satisfied customer turned into a happy customer?
- Which documentation was completed during this complaint procedure?
- What follow up action was taken to ensure the customer was happy?

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UNIT FIVE: RECORD CLIENT SUPPORT REQUIREMENTS

EXPECTED OUTCOMES:

Performance Requirement

The following are specific tasks that learners must perform to the required standards:

1. Log requests for support

2. Prioritise support requests with appropriate personnel

3. Record support request

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module:

1. Examine the importance of recording client support requests and requirements according
to organisational standards

2. Discuss the relevance of reviewing client support history and details

3. Outline the procedures for checking the information and request for accuracy and
urgency according to organizational standards

4. Examine the guidelines for prioritising or rating clients requests

5. Explain how to prioritise client requests based on its criticality or effect on business

6. Discuss the rationale for documenting support request according to workplace

requirements

7. Discuss the guidelines for referring requests to appropriate person or department for
assistance

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Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the
learning activities:

1. Accuracy in recording client support requests and requirements

2. Attention to details when reviewing client support history and details

3. Problem solving skills

4. Adherence to work safety procedures

5. Diligence when referring requests to appropriate persons or department for assistance

6. Use technology

7. Work in a team

8. Consistency in following organizational policies and procedures

RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. It is by no means exhaustive; therefore, it is prudent for facilitators to
seek additional information to supplement delivery:

 Clients may include:  Organisational standards may include:

- external organisations - client liaison policy

- individuals - escalation procedures
- internal departments - logged call procedures
- preventative maintenance and
 Appropriate person may include: diagnostic policy
- roles and technical responsibility in
- help-desk person the IT department
- subject matter expert (SME) - security procedures
- supervisor - vendor and product service level
- vendor business representative support agreements

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies serious
consideration must be given to the infusion of critical employability skills:

Research

Arrange learners into small groups and ask them to conduct research to determine the various
types of help systems that may be utilized by a customer engagement agent in providing support
to clients.

Simulation

Have learners simulate a help desk activity in which a client calls and inform them that he/she is
having some issues getting a computer to power on. Learners should conduct interview with
client to determine and solve the issue as quickly as possible. Observe and give feedback to
learners. Question and answer session will be used to facilitate further discussion and
clarification.

Ask the other learners critique the simulation.

Video Presentation

Have learners watch videos on how to handle tech support calls located at the following URLs:

- https://www.youtube.com/watch?v=OiC4gUa3xak
- https://www.youtube.com/watch?v=GLemH5V9i50
- https://www.youtube.com/watch?v=GpCjDchG5v0

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Assessment Statement

Assessment of the module must encompass the knowledge, performance and attitudinal
requirements. Continuous Assessment and Final Assessment on completion of the module must
be undertaken. All practical demonstrations should be carried out either in the workplace context
or in a simulated work environment. The collection of evidence and making sound judgment are
critical factors in determining competence.

Methods of Assessment may include, but not limited to:

 Case studies
 Observation
 Oral questioning
 Portfolios
 Practical demonstrations
 Simulation or role-plays
 Written test (Multiple choice, Short answer questions, Essays, and others)

Suggested Project/Activity

The following project is designed to provide learners with an opportunity to actively engage in
their learning and to apply the knowledge and skills that they garnered from the module to
tackle real problems and issues which they may face within the occupation. It also allows
facilitators to observe whether learners have truly grasped concepts covered and acquired
skills required:

DEBATE

Organize learners in teams to debate the moot: “Customer satisfaction should be an

organization’s top priority.” Learners must conduct research and include relevant information to
support their stance. Information must be current and useful. Learners should also include the
sources of information using the appropriate method.

Select a panel of judges including persons in the customer service/contact industry to judge the
presentations. Include peer involvement in evaluation of the debates. Assess the teams based on
analysis, reasoning, evidence, organization, refutation and delivery.

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 REFERENCES

The references below are not exhaustive and other reference materials need to be accessed
and used.

1. Labbate, V. How to Maintain Customer Relations. (n.d.). Retrieved March 2011 from:
http://www.ehow.com/how_6577096_maintain-customer-relations.html.

2. Managing Customer Service. (n. d.). Retrieved March 2011 from:

http://www.slideshare.net/nusantara99/managing-customer-service.

3. Resolving Customer Complaints with the L.E.A.R.N Technique. (n. d.). Retrieved April
2011 from: http://www.lifehack.org/articles/communication/7-steps-for-resolving-
customer-complaints.html.

4. Seven Steps to Resolving Customer Complaints. (n. d.). Retrieved March 2011 from:
http://www.lifehack.org/articles/communication/7-steps-for-resolving-customer-
complaints.html.

5. What are the Functions of Customer Relations (n. d.). Retrieved March 2011 from:
http://www.ehow.com/about_5396850_functions-customer-relations.html.

6. Foster, T. J. (1994). Office Skills (4th ed.). London, England: Stanley Thornes.

7. George, M. J. & Jones, G. R. (2005). Understanding and Managing Organizational

Behavior (4th ed.). Upper Saddle River, NJ: Prentice Hall.

8. Hanks, J., Fulton, D., & Patsy, J. (1996). Procedures for the Office Professional (3rd ed.).
Ohio: South-Western Educational Publishing.

9. Sasso, Hernandez, D, & Hamil, S. (1999). Caribbean-based office procedures for CXC.
Kingston, KNG: Jamaica Publishing House.

10. Scantlebury, B,. & Harrison, J. (1999). New Caribbean Office Procedures (2nd ed.).
London, England: Longman.

11. Stulz, K. M., Shumack,K. A., & Fulton-Calkins. (2013). Procedure and Theory for
Administrative Professionals (7th ed.). Mason, OH: South Western Cengage Learning.

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 REFERENCES

The references below are not exhaustive and other reference materials need to be accessed
and used.

1. Belch, G. E., & Belch, M. E. (2004). Advertising and Promotion – An Integrated

marketing Communication Perspective (6th ed.). McGraw Hill/Irwin.

2. Bendremer, E. (2003). Top Telemarketing Techniques. Franklin Lakes, NJ: Career Press.

3. Bergevin, R. (2010). Call Centers for dummies. Ontario, Canada: J. Wiley & Sons.

4. Blokdijk, G. (2007). Call Centre 100 Success Secrets. Emereo Pty.

5. Bradley, S. (2003) Customer Service (level 2). Heinemann Educational Publishers.

6. Brown, C. (1993). The sales Promotion Handbook. Kogan Page.

7. Commonwealth of Australia. (n.d.). Agent Support Manual. Retrieved February 23, 2013,
from
http://toolboxes.flexiblelearning.net.au/demosites/series4/418/toolbox/intranet/asm/index.
htm#top

8. D‟Ausilio, R. (1999). Wake up your Call Centre. Purdue University Press.

9. Kotler, P., & Armstrong, G. (2006). Principles of Marketing (11th ed.). New Jersey:
Pearson Education.

10. Leader, W. G., & Kyritsis, N. (1995). Marketing in Practice. UK: Stanley Thornes
(Publishers) Ltd.

11. Oliviero, M. E., Pasewark, W. R., & White, B. R. (2003). The Office – Procedures and
Technology (4th ed.). USA: Thomson-South Western.

12. Winter, C. D. (2002). Selling by telephone: How to Turn Business Cold Calling into Hot
Profit (4th ed.). London, UK: Kogan Page.

13. Wood, G. (2001). Customer Communications in Marketing. UK: Butterworth-

Heinemann.

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 MODULE 4
PROVIDING OUTBOUND CUSTOMER ENGAGEMENT

MODULE OVERVIEW

This module is benchmarked against Competency Standards BSBSLS0012A, BSBSLS0022A,

BPOCUE0342A and BPOCUE0052A. It consists of four units and is designed to enable learners
to develop the requisite knowledge, skills and attitudes to provide outbound customer
engagement.

Unit One explores techniques for selling products and services. The activities include stimulating
customer interest, applying questioning techniques to determine customer buying motives and
needs, applying problem-solving skills in the event of an objection and encouraging customers to
purchase thus creating new opportunities for further sales.

Unit Two examines the outcomes necessary to develop product knowledge. Areas of emphasis
are demonstrating knowledge of products and services, converting product or service knowledge
into benefits and evaluating competitors‟ or alternative products or services.

Unit Three looks at planning and preparing procedures for debt collection. It includes locating
and communicating with debtors, assessing debtors and negotiating debt payment within defined
parameters. Initiating legal procedures, handling payment transactions and updating accounts are
also covered.

Unit Four looks at handling confidentiality, privacy and security of customer‟s and the
organizations information. It looks at working with accepted codes of conduct, maintaining the
confidentiality, privacy and security of personal information, following confidentiality, privacy
and security procedures.

Suggested Theory Time: 45 Hours Suggested Practical/Lab Time: 0 Hours

UNIT ONE: SELL PRODUCTS AND SERVICES

EXPECTED OUTCOMES:

Performance Requirement

The following are specific tasks that learners must perform to the required standards:

1. Apply product knowledge

2. Approach customer

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Performance Requirement (Cont’d)

3. Gather information

4. Sell benefits

5. Overcome objections

6. Close sale

7. Maximize sales opportunities

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module:

1. Examine the importance of relevant statutory requirements including consumer

protection laws (Fair Trading Commission)

2. Outline the advantages of demonstrating product knowledge to customers

3. Discuss the importance of continuously updating knowledge and seeking new sources of
information

4. Identify routine customer questions about merchandise/product

5. Cite sales approaches used to arouse customer‟s interest

6. Outline questioning techniques used to determine customer-buying needs

7. Explain how to address the customers‟ needs/situation when objections arise

8. Identify customer buying signals to close sale

9. List the various methods of closing sale

10. Discuss how to disengage customer when closing a sale

11. Explain how to recognise opportunities for additional sales

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Knowledge Requirement (Cont’d)

12. Outline methods used to maximise sales opportunities

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the
learning activities:

1. Effectiveness in communicating ideas and information to customers

2. Good questioning and listening techniques

3. Value organizational policies and procedures

4. Problem-solving skills when handling difficult customers

5. Accuracy in organising, collecting and analysing information

6. Commitment to updating product knowledge

7. Dedication to building rapport with prospects/customers

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RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. They are by no means exhaustive; therefore, it is prudent for
facilitators to seek additional information to supplement delivery:

 Legislative requirements include:  Customers include:

- Trade Practices and Fair Trading Act - new or repeat contacts

- Tobacco laws - external and internal contacts
- Liquor laws - customers with routine or special
- Lottery legislation requests
- Industry codes of practice - people from a range of social, cultural
- Organizational Health & Safety and ethnic backgrounds and with
(OH&S) varying physical and mental abilities

 Product knowledge includes:  Routine customer questions about

merchandise/product include:
- warranties
- features and benefits - price
- use of dates - price reductions
- handling and storage requirements - quality
- stock availability - usage
- safety features - shelf life
- price
 Product knowledge assists in:
 Relevant sources of information include:
- strengthening communication skills
- Internet - boosting enthusiasm
- staff members - growing confidence
- store or supplier product manuals - overcoming objections
- product profiles
- videos  What to know about your product:
- demonstrations
- labels - pricing structure
- store tours - styles, colours or models available
- history of the product
- any special manufacturing process
- how to use the product
- product distribution and delivery
- servicing warranty and repair

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RELATED CONTENT (Cont’d)

 Sales approach includes:  Selling scenario to include:

- identifying customer‟s unique needs and - walk-in customers

requirements - cold sale
- tailoring your goods and services to
meet those needs at a fair price  Maximise sales opportunities by:
- ensuring a long term relationship by
attaining customer satisfaction - rapidly identifying sales opportunities
- focusing on closing deals
 Arousing customer interest: - knowing what you have sold
- identifying where you can sell more
- determine customer motives - protecting existing revenue
- identify customer needs - never missing a renewal, expiration or
- match product/service to customer needs price increase
- focus on benefits of product/service
 Sales transactions may be completed:
 Customer buying signals:
- over the telephone
- spending time looking at one product - online
type - face-to-face
- looking around for somebody to help
them  Problem solving may be affected by:
- asking questions about the details
- asking about price - store policies and procedures
- using possession language - resource implications
- asking another person‟s opinion
- body state changes
- touching the money

 Method of closing sale includes:

- obtaining customer‟s signature on

agreement
- collecting payment and delivering item
- identifying buying signals and acting
appropriately

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills:

Use of Video/Technical Expert Demonstration

Arrange for learners to view educational videos/CDs/DVDs on applying product knowledge

including:

- using appropriate sales approach to sell the benefits of products

- overcoming objections
- closing sales

After viewing the videos, arrange for an expert such as a Retail Operator to demonstrate
procedures in an actual work environment. Encourage learners to ask relevant questions on any
aspect of the demonstration that they might not understand.

Ask the Retail Operator to facilitate discussion on the consequences of not questioning and
listening to determine customer requirements. As a follow-up activity, you could prepare a
series of case studies/scenarios which will allow learners to determine how to overcome
objections and close sales.

Resource Person

Arrange for a resource person from The Fair Trading Commission to speak to the learners about
the legal requirements governing selling products and services in Jamaica. Ask this person to
speak to the learners about:

- policies in relation to selling of products and services

- the role of the Fair Trading Commission in monitoring products and services sold to
consumers

Encourage learners to make careful notes for future reference and to ask relevant questions to
clarify that which they do not understand.

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Cont’d)

Group Work

Create scenarios in which learners work in small groups to maximise sales opportunities. Remind
learners to:

- use knowledge and application of products and services including price lists and sales
order forms
- identify an effective sales approach
- know customers‟ needs which should match with appropriate product and service
- problem-solving to overcome any objectives
- close sale

Allow for critique after each presentation by learners. Ask them to comment on the strengths and
weaknesses of the exercise that each group presented.

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UNIT TWO: DEVELOP PRODUCT KNOWLEDGE

EXPECTED OUTCOMES:

Performance Requirement

The following are specific tasks that learners must perform to the required standards:

1. Identify information on products or services in a specified area

2. Evaluate competitors‟ or alternative products or services

3. Convert product or service knowledge into benefits

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module:

1. Cite legislation, codes and standards relevant to marketing products and services

2. Discuss the importance and methods of acquiring industry knowledge

3. Explain importance of having thorough knowledge of own and competitors‟/alternative

products and services

4. Describe information sources on products and services and how to evaluate them

5. Discuss how to gather knowledge and identify potential benefits from information
sources about competitors‟ or alternative products/services

6. Outline factors to consider when evaluating strengths and weaknesses of competitors‟ or

alternative products/services

7. Explain how outcomes of evaluation of competitors‟ or alternative products/services can

be used to improve service provision to customers

8. Discuss factors that influence value of products/services to customers

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Knowledge Requirement (Cont’d)

9. Describe strategies used to convert product/service knowledge into benefits

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the
learning activities:

1. Compliance with relevant legislation, codes and standards

2. Adherence to organisational requirements

3. Diligence in acquiring knowledge of industry, products and services

4. Attention to details when evaluating information sources, products and services

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RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. They are by no means exhaustive; therefore, it is prudent for
facilitators to seek additional information to supplement delivery:

 Legislation, codes and standards relate  A feature may refer to facts about the
to: product including:

- award and enterprise agreements - brand

- national legislative requirements - country of origin
- Occupational Health and Safety - colour
- industry codes of practice - style
- size
 Industry knowledge: - manufacturer
- safety aspect
- trends - covenant
- developments - shelf life
- potential buyer markets/potential user - warnings
groups - product care details
- servicing, warranty and repair
 Product/service knowledge refers to: information

- purpose  What to know about products:

- uses
- features - pricing structure
- strengths - styles, colours or models available
- limitations - history of the product
- guarantees - any special manufacturing process
- warranties - how to use the product
- service support - product distribution and delivery
- servicing, warranty and repair
information

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RELATED CONTENT (Cont’d)

 Information sources:  Evaluation of information sources

involves checking:
- catalogues
- trade association magazines - reliability of source
- trade shows - validity of information
- sales conventions
- claims of competitive sales people  Factors that impact value of
- competitors‟ sales literature products/services:
- competitor websites
- training sessions - cultural expectations
- customers‟ reviews - customer expectations

 Opportunities to update knowledge:

- trade unions
- industry bodies
- professional associations
- employer groups/industry regulated
authorities
- industry journals
- media
- Internet
- reference manuals
- personal observations and experience
- discussions with industry practitioners
and colleagues
- seminars and other professional
development opportunities
- industry functions

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills:

Panel Discussion

Invite relevant industry representatives to make brief presentations to the class and participate in
a panel discussion on a current trend or development in the industry. Have learners prepare
questions for panellists beforehand to encourage their participation/engagement with the
discussion. Following the panel discussion, discuss with learners the key points that came out of
the discussion and importance of such knowledge in marketing products/services.

Research and Reflective Discussion

Ask learners to work in small groups to research a given product/service offered by two
companies. Ensure that the companies selected have call/contact centre operations that learners
will be able to access. Ask learners to call the companies as customers interested in the
product/service. They should get as much information as they can about the product/service
including information on alternative/competitors‟ product/service. In class, ask learners to work
in their groups to reflect on the types of information obtained from each company and factors
they would consider when comparing the product/service offered by each company.

Allow each group to share the results of its discussion. Capture key information shared with
learners in a mind map. Facilitate discussion of types of information that an agent must have in
order to effectively market a product/service, considerations when comparing alternative
products/services and the importance of knowing own and competitors‟ alternative
products/services.

Demonstration and Guided Practice

Following discussion of factors that impact value of products/services to customers, show

learners how to use various strategies to convert product/service knowledge into benefits.
Provide learners with information on specific products/services and allow them to practise the
task. Guide learners as necessary. Allow volunteers to share their results. Facilitate peer critique
and discussion. Provide feedback.

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UNIT THREE: COLLECT DEBT

EXPECTED OUTCOMES:

Performance Requirement

The following are specific tasks that learners must perform to the required standards:

1. Locate debtor

2. Communicate with debtor

3. Compile credit history

4. Negotiate debt payment

5. Handle payment transactions

6. Initiate legal procedures

7. Document information

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module:

1. Discuss legislation governing securities in Jamaica

2. Outline principles of credit management

3. Describe types of debts and classification of debtors

4. Explain different types and principles of debt collection

5. Outline techniques for locating and communicating with debtors

6. Describe telephone collection techniques including building rapport and trust

7. Discuss the importance of portraying the organization‟s values and attitudes to customer

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Knowledge Requirement (Cont’d)

8. Outline strategies for dealing with difficult or uncooperative debtors

9. Explain call escalation

10. Discuss the importance of first/one call resolution rate

11. Describe procedures for compiling debtor‟s credit history

12. Outline techniques for negotiating debt payment/settlement

13. Explain how to compute repayment schedules

14. Discuss the role of ethics and industry code of conduct for debt recovery

15. Describe the handling of payment transactions

16. Outline guidelines for initiating legal procedures

17. Discuss the importance of documenting procedures followed and outcomes achieved
during each interaction with debtor

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the
learning activities:

1. Accuracy in interpreting instructions and documenting information

2. Adherence to organization‟s and industry procedures, guidelines, regulations and

protocols

3. Diligence in following instructions

4. Precision

5. Skilfulness in conducting payment negotiations

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Attitudinal/Critical Employability Skills Requirement (Cont’d)

6. Resolution oriented

7. Awareness of the need for confidentiality

8. Attention to details when recording procedures followed

RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. They are by no means exhaustive; therefore, it is prudent for
facilitators to seek additional information to supplement delivery:

 Securities legislation:  Techniques for locating debtors:

- Securities Act and Unit Trust Act - skip tracing

- Financial Services Commission-
Securities Division  Credit management principles:

 Types of debtors: - checking credit worthiness of new

customers
- individuals - negotiating payment terms and
- companies conditions with new and existing
- businesses customers with the intention of
- associations minimizing the potential exposure to
bad debt
 Debtor classification: - invoicing and billing
- identifying bad debt
- debtor with known history who may - recovering bad debt
be able to pay
- chronic debtor who is unlikely to  Types of debt collection:
negotiate until final procedures are in
place - commercial debt collection – business
- debtor who may be unable to pay to business
immediately who may need - consumer debt collection
instalment arrangements - medical debt collection
- debtor who is unable to pay and - international debt collection
whose debt should be written off - judgment debt collection

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RELATED CONTENT (Cont’d)

 Principles of debt collection:  Debt collection techniques:

- collect the money - a series of stages each successively

- maintain systematic follow-up more firm and demanding
- get the customer to discuss the account - addressing specific types of debtors;
- preserve and enhance company using specific methods or tools
goodwill - first stage – impersonal routine
- second stage- personalized appeal
 Assessing credit-worthiness: - third stage – drastic or legal

- consumer credit checking  Telephone collection techniques:

- trade credit checking
- bank references - preparation:
- trade references o know the law
- information from competitors o review the credit file
- credit reporting agencies/bureaus o know current situation
o anticipate debtor profile
 Documentation: o have a positive outlook
- call handling:
- record important comments and o call at the right time
commitment in collections file o identify the debtor, the
- set reminders for follow up of representative and yourself
commitments you or debtor make o state purpose of call
o pause (for psychological effect)
 Methods for communicating with o determine issue and solution
debtors: o build rapport but stay firm
o listen attentively
- smile o talk and negotiate a deal
- speak confidently o overcome objections to payment
- stay focused – avoid distractions o persist and have patience
- relax o get a commitment
- provide debtor with maximum o close
opportunity to speak
- enterprise specific requirements

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies serious
consideration must be given to the infusion of critical employability skills:

Simulation

Have learners work in pairs to carry out the following simulation activity:

You have made initial contact with a debtor and have agreed on a payment deadline. The agreed
deadline has passed and payment has not been received neither has the debtor contacted you to
explain. Role-play the necessary steps to be taken to address the situation.

Observe learners as they carry out this activity. Provide feedback and offer suggestions for
improvement. Allow for peer critique.

Industry Expert

Invite an experienced debt collector to make a presentation to learners. Have the expert
discuss/demonstrate debt collection techniques. Ask the expert to ensure the presentation is
interactive. Encourage learners to participate in activities and ask questions. After the
presentation, lead learners in a discussion in which they are encouraged to share what they have
grasped from the presentation. Offer guidance and fill information gaps where necessary.

Research

Ask learners to work in groups to conduct research on the steps involved in initiating legal
procedures. Let them present their findings in the form of a flow chart. Allow each group to
present its chart explaining the processes involved at each stage. Use questioning to test learners‟
understanding of the procedures. Offer feedback and supplement information gaps where
necessary.

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UNIT FOUR: ENSURE THE CONFIDENTIALITY, PRIVACY, AND SECURITY OF

CUSTOMER INFORMATION

EXPECTED OUTCOMES:

Performance Requirements

The following are specific tasks that learners must perform to the required standards:

1. Work within accepted codes of conduct

2. Follow confidentiality and privacy procedures

3. Follow security procedures

Knowledge Requirement

The following are the knowledge-related tasks which focus primarily on the theoretical aspect
of the module.

1. Discuss the importance of confirming work requirements and/or delegated tasks with
relevant personnel

2. Outline the different types of information required to be collected from customers in

accordance with organizational an legislative requirements

3. Outline the implications of treating customers with respect when collecting personal data

4. Discuss how to assess information and requests for information with regard to what
should and should not be disclosed

5. Explain the implications of not using discretion and judgment in all communication

6. Outline the importance of customer confidentiality

7. Summarise the benefits of seeking advice and clarifications from relevant personnel
where potential confidentiality issues arise in dealing with information or requests for
information

8. Explain strategies that can be used to secure customer information

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Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the
learning activities:

1. Adherence to policies and procedures

2. Safety-consciousness

3. Clarity and precision when communicating

4. Accuracy in labelling and storing customer documents

5. Use of technology in securing customer information

6. Respect for workers‟ privacy

7. Honesty and integrity when identifying potential conflict of interest

8. Discretion and good judgment in identifying and reporting breaches

9. Adherence to organization‟s security procedures

10. Detailed-oriented in recording and handling documents

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RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. They are by no means exhaustive; therefore, it is prudent for
facilitators to seek additional information to supplement delivery:

 Legislation and standards may include:  Organisational standards may include:

- access and equity - access of personal information

- confidentiality requirements - disclosure of personal information
- copyright laws - gathering of personal information
- defamation laws - organisation standards and practices
- industry standards - quality of personal information
- intellectual property - security of personal information
- international standards - sensitivity of personal information
- International Organization for - storage of personal information
Standardization (ISO) - use of personal information
- legal and regulatory policies affecting
e-business  Maintaining confidentiality:
- OSH
- organisational stand - do not discuss customer-related business
outside workplace
 Codes of conduct governs: - log off computer when stepping away
from station
- maintaining confidentiality - lock away records when away from station
- duty of care - only release customer information to
- ethical behaviour authorised persons
- privacy - limit access to records of customer
- non-discriminatory practice information
- conflict of interest
- use of company property
- compliance with reasonable direction
- sign-in/sign-out procedures

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RELATED CONTENT (Cont’d)

 Relevant personnel may include:  Non-disclosable information may

include:
- managers
- specialised staff - addresses of customer or staff
- supervisor - details about the organization itself
- financial information
 Security procedures include refraining - organization‟s customer database
from: - information relating to a customer legal
matter
- giving out passwords - names of customer or staff
- leaving confidential information visible - nature of customer account
to others - passwords or security procedures
- allowing others access to confidential - telephone numbers of customer or staff
information - account information
- discussing confidential information - whereabouts of customer
with colleagues
 Guidelines for secure storage:
 Electronically stored information may
be: - select appropriate equipment and
supplies for storing records
- on-line (e-mail or web) - use fire-resistant safes or cabinets to
- on computer hard-drive or floppy disc, protect against damage
jump drive - for electronic records, good back-up
- on voice mail systems should be used and they should
- on audio-cassette be stored in another location
- compact discs - protect storage equipment from water
- DVDs damage
- cameras
- photographs

 Conflict of interest may exist where:

- an executive or support person has a

personal, financial or other interest in
the organization
- a legal practitioner and client are in the
business together

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods & Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies serious
consideration must be given to the infusion of critical employability skills:

Research and Presentation

Ask the learners to conduct research on the advantages and disadvantages of the following filing
systems in relation to security and storage:

 Horizontal filing cabinet

 Vertical filing cabinet
 Lateral filing cabinet
 Electronic storage
 Microfilm storage

Have them present the information gathered using appropriate media. Allow for peer
critique/feedback.

Field Work

Arrange for the learners to visit a business office. While there, have them observe the storage of
files and note the following:

 The type of equipment used to store manual/paper-based records

 Whether there are special security procedures to restrict access to electronic files
 Whether back-up records for computer files are kept in another location
 Whether storage systems protect files from fire and water damage

 Ask the learners to comment on the level of security for the files and records. Facilitate
feedback/comments on the visit.

Role Play

Ask the learners to work cooperatively in small groups of three. Allow them to create a scenario
to depict a security breach. Facilitate feedback/comments on the presentations.

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Assessment Statement

Assessment of the module must encompass the knowledge, performance and attitudinal
requirements. Continuous Assessment and Final Assessment on completion of the module must
be undertaken. All practical demonstrations should be carried out either in the workplace context
or in a simulated work environment. The collection of evidence and making sound judgment are
critical factors in determining competence.

Methods of Assessment may include, but not limited to:

 Case Studies
 Observation
 Oral Questioning
 Portfolios
 Scenarios
 Simulation or Role Plays
 Written test (Multiple choice, Short answer questions, Essays, and others)

Suggested Project/Activity

The following project is designed to provide learners with an opportunity to actively engage in
their learning and to apply the knowledge and skills that they garnered from the module to
tackle real problems and issues which they may face within the occupation. It also allows
facilitators to observe whether learners have truly grasped concepts covered and acquired
skills required:

DEBATE

Organize learners in teams to debate the moot: “Product/service knowledge is key to selling
products/services.” Learners must conduct research and include relevant information to support
their stance. Information must be current and useful. Learners should also include the sources of
information using the appropriate method.

Select a panel of judges including persons in the customer service/contact industry to judge the
presentations. Include peer involvement in the evaluation of the debates. Assess the teams based
on analysis, reasoning, evidence, organization, refutation, and delivery.

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 REFERENCES

The references below are not exhaustive and other reference materials need to be accessed
and used.

1. Bendremer, E. (2003). Top Telemarketing Techniques. Franklin Lakes, NJ: Career Press.

2. Blokdijk, G. (2007). Call Centre 100 Success Secrets. Emereo Pty.

3. Das, S. (2007). Customer Relationship Management. New Delhi, India: Excel Books.

4. Kolah, A. (2013). The Art of Influencing and Selling. Philadelphia, PA: Kogan Page.

5. Schiffman, S. (2005). Upselling Techniques (that really work!). Avon, MA: Adams Media.

6. Wisner, J. D., Tan, K., & Leong, G. K. (2009). Principles of Supply Chain Management: A
Balanced Approach (2nd ed.). Mason, OH: Cengage.

7. Winter, C. D. (2002). Selling by telephone: How to Turn Business Cold Calling into Hot
Profit (4th ed.). London, UK: Kogan Page.

8. Brown, C. (1993). The sales Promotion Handbook. Kogan Page.

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 MODULE 5
UTILIZING INFORMATION TECHNOLOGY

MODULE OVERVIEW

This module is benchmarked against Competency Standards BSBICT0022A and

BPOSAS0042A. It consists of two units and is designed to enable learners to develop the
requisite knowledge, skills and attitudes to utilize information technology.

Unit One focuses on the activities that are required to identify, select, and operate commercial
software packages such as word processing and spreadsheet application packages..

Unit Two outlines the activities that are involved in providing support to information
communication technology clients (ITC). These activities include establishing nature of issue,
escalating or referring clients to appropriate personnel, documenting, and solving clients‟
technical issues.

Suggested Theory Time: 30 Hours Suggested Practical Time: 60 Hours

UNIT ONE: OPERATE APPLICATION SOFTWARE PACKAGES

EXPECTED OUTCOMES

Performance Requirement

The following are specific tasks that learners must perform to the required standards:

1. Use appropriate workplace health and safety (OSH) office work practices

2. Use appropriate word processing software

3. Use appropriate spreadsheet software

4. Use emerging application software package

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Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module:

1. Discuss the importance of using safe work practices to ensure ergonomic, work
organization, energy, and resources conservation requirements are addressed.

2. Practice using wrist rests and document holders where appropriate

3. Summarise the importance of using monitor anti-glare and radiation reduction screens
where appropriate

4. Outline the benefits of selecting appropriate word processing software to perform certain
tasks

5. Outline the advantages of identifying and clarifying document purpose, audience, and
presentation requirements, as required

6. Discuss the importance of identifying organizational requirements for text-based business

documents and design document structure and layout to ensure consistency of style and
image

7. Justify the reasons for matching document requirements with software functions to
provide efficient production of documents

8. Outline the reasons for using technical functions and other formatting features to finalise
documents

9. Discuss the importance of ensuring that the naming and storing of documents in
appropriate directories or folders and the printing of documents to the required
specifications

10. Explain why you need to select an appropriate spreadsheet software to perform specific
tasks

11. Discuss the relevance of identify document purpose, audience, and presentation
requirements prior to completing document

12. Demonstrate how to enter simple formulas and functions using cell referencing where
required

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Knowledge Requirement (Cont’d)

13. Explain how to customize spreadsheet settings to meet requirements

14. Outline the importance of naming and storing documents in an appropriate directories or
folders.

15. Discuss the significance of printing documents according to requirement

16. Explain how to select software application in relation to the task to be performed

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the
learning activities:

1. Accuracy in selecting appropriate application software

2. Attention to details when finalising document

3. Diligence when presenting documents

4. Problem solving skills

5. Adherence to work safety procedure

6. Consistency in following organization procedure and guidelines

7. Use technology to solve problems

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RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. It is by no means exhaustive; therefore, it is prudent for facilitators to
seek additional information to supplement delivery:

 Ergonomic, work organization, energy,  Word processing software may include:

and resource conservation
requirements may include: - Apple iWork
- Microsoft Word
- avoiding radiation from computer - Word Perfet
screens - Open Office
- chair height, seat and back adjustment
document holder  Document structure and layout may
- equipment that is reasonably adjusted include:
to meet personal needs, in appropriate
circumstances - captions
- exercise breaks - different odd and even pages
- footrest - document protection
- keyboard and mouse position - drawing
- lightning - hyperlinks
- mix of repetitive and other activities - linked and embedded objects
- noise reduction - mail-merge data documents
- posture - master documents
- onsrest periods - MS WordArt
- screen position - template
- workstation height and layout
 Software application package may
 Spreadsheet software may include: include:

- Microsoft Excel - database

- Open Office - e-mail
- Gnumeric - graphics
- spreadsheet
- word processing

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RELATED CONTENT (Cont’d)

 Organisational requirement may  Document structure and layout may

include: include:

- company colour scheme - annotated references

- company logo - borders
- consistent corporate image - boxes
- content restrictions - bullet or numbered lists
- established guidelines and procedures - captions
for document production - colour
- house style - columns
- observing copyright legislation - consistency with business documents
- organization name, time, date, - cropping
document title, and filename in header - drawing
or footer - footnotes
- templates - endnotes
- graphics
 Naming and storing documents may - headings
include: - indentations
- layout
- authorized access - page numbers
- filename according to organizational - font size
procedure - typeface styles
- filename that easily identifies the - spacing
content of the file
- file or directory names which identify  Spreadsheet setting may include:
the operator, author, section, and date
- file location - cell alignment
- organization‟ policy for backing up - charts
files and filling hard copies of - font settings
documents - formatting tools
- security - graphics
- storage in folders and subfolders - objects
- storage on: - page layout
o hard disk drives - print
o CD-ROM - share
o tape backup - simple formulas and functions

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RELATED CONTENT (Cont’d)

 Technical functions, other data, and  Printing may include:

formatting may include:
- comments
- alignment - drawing objects
- clip art - field codes
- comments - hidden text
- digital signature - print merge
- digital photographs - print to file
- display features - to fit a specific number of pages
- embedding
- exporting  Simple formulas and functions may
- fields include:
- fills or shading
- formulas - summation
- graphics - conditional logic
- importing - Vlookup
- links - COUNTA
- merge cells - COUNT
- page and section breaks - average
- sorting content - minimum
- split cell - maximum
- table of contents
- templates  Occupational Health and Safety:
- text direction
- version control - ergonomics
- work habits and practices
 Technical functions may include:

- animations
- arranging sides
- charts
- customising masters
- linking contents
- illustrations
- sharing
- SmartArt
- tables

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies serious
consideration must be given to the infusion of critical employability skills:

Tutorial Video

Arrange for learners to watch a video on Occupational Health and Safety requirements and
practices for computer use (e.g. http://www.youtube.com/watch?v=T8qGO7XQ0Uw). Ask
learners to take notes. After the video, facilitate discussion of the following:

- ergonomics
- work habits and practices
- dangers of poor practices

Use a graphic organiser to capture important points about computer health and safety.

Demonstration and Guided Practice

Demonstrate how to use search tools to find files/folders based on size, creation date, name, type
and content. Allow learners to practise using the tools. Have a discussion to generate questions
and answers so that students can have a better understanding of using search tools. Provide
feedback.

Computer-Aided Instruction

Use a PowerPoint presentation along with computer hardware as teaching aids to introduce
learners to the computer. Learners should explore the following:

- computer terminologies
- computer processing cycle
- different types of application software
- how to create files and folders
- how to save a file in a specific folder/location
- how to name a file

Utilise teaching aids as much as possible by having learners demonstrate the functions of the
aids.

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Cont’d)

Video Presentation

Have learners watch an appropriate video on the basic formatting features and most widely used
formula and functions in Excel; for example:
https://www.youtube.com/watch?v=8L1OVkw2ZQ8
https://www.youtube.com/watch?v=d-lES6FPJds

Guided Practice/Demonstration

Use a projector and demonstrate how to use various formatting features of Microsoft Word,
including:

- Mail merge
- Tab setting
- Columns
- Header/footer/endnotes
- Tables
- Textbox
- Changing font face and size

Have learners perform a repeat demonstration with you and randomly ask learners to go
demonstrate various processes/procedures as you move through.

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UNIT TWO: INTERACT WITH ICT CLIENTS

EXPECTED OUTCOMES:

Performance Requirement

The following are specific tasks that learners must perform to the required standards:

1. Deliver support to ICT clients

2. Respond to ICT client complaints

3. Evaluate received ICT client complaints

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module:

1. Discuss the importance of providing support for ICT clients in a courteous and
professional manner according to organizational policy

2. Discuss the impact of using active listening and questioning skills to establish and
confirm nature of client‟s ICT concerns

3. Discuss the rationale for maintaining client contact and providing progress information
until the problem is resolved

4. Explain the value of responding to ICT client‟s concerns and issues, by demonstrating a
positive, sensitive and helpful attitude

5. Outline factors that should be considered when referring client concerns to support
person and the importance of explaining the nature of issues involved

6. Examine the importance of resolving ICT client complaint using recommendations from
the support person

7. State guidelines for documenting and recording ICT client concerns and solutions

8. Outline procedures for analyzing recent ICT register logs

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Knowledge Requirement (Cont’d)

9. State the importance of proposing proactive training to appropriate person

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the
learning activities:

1. Attention to details when analysing recent ICT register logs

2. Accuracy in recording ICT clients concerns

3. Solution oriented when resolving ICT client complaints

4. Carefulness when listening to clients complaints

5. Use technology in resolving clients issue

6. Manage time

7. Work in teams

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RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. They are by no means exhaustive; therefore, it is prudent for
facilitators to seek additional information to supplement delivery:

 ICT clients may include:  Support persons may include:

- external organisations - help-desk person

- external organisations - subject matter expert
- ICT administrators - supervisor
- ICT users - vendor business representative
- individuals
- internal departments  Ways to resolve ICT technical support
- vendors problems include:

 Organisational guidelines may include: - trouble shoot

- research issue
- access to software - seek specialists advice
- communication methods - escalate to subject matter
- content of e-mail s expert/escalation department
- dispute resolution - refer to supervisor
- document procedures and templates
- downloading information and
accessing particular websites
- financial control mechanisms
- opening mail with attachments
- personal use of e-mail s and Internet
access
- virus risk

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RELATED CONTENT (Cont’d)

 Logs may be accessed from:  Recording feedback may include:

- Customer Relation Manager - written records

- Information System log - taped records
- Call Monitoring System - simple computer-based systems
- Customer Service Survey Systems - organisation feedback forms

 Steps in handling customer complaints:  Information Technology department

may include:
- listen
- empathise - a separate branch
- apologise - a separate department
- offer a solution - a separate division
- act on problem - integrated function of an organization
- follow through
- check back

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies, serious
consideration must be given to the infusion of critical employability skills:

Practical Demonstration

Perform a practical demonstration for the learners to observe and understand how to respond to
clients‟ complaints in terms of:

- escalating issues that are beyond their level of authority or expertise

- demonstrating empathy and a positive and helpful attitude when they are responding to the
clients
- exploring various strategies in trying to find a resolution to clients‟ issues
- documenting the concerns/complaints of clients

Have a discussion with learners following the demonstration and solicit questions and provide
clarification where necessary.

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Cont’d)

Role Play

Ask learners, small groups, to role-play a situation in which an external client calls the
department, seeking assistance with an appropriate ICT issue ensuring that they:

- establish and confirm the nature of the ICT issue

- maintain contact with client while trying to resolving the issue
- seek assistance from an appropriate personnel in resolving the isse
- document and record the details of the issue and the ensuing results

Field Trip

Have learners visit a call/contact centre or the ICT department in your organization or that of
another enterprise.

- Prior to the trip, ask leaners to compile a list of appropriate questions for the supervisor of the
department
- Have the learners observe how the supporters handle the various situations with which they
are presented
- Ask the supervisor to make a presentation to the learners regarding the various types of
issues that they resolve, process/protocol for resolving the issues

Ask learners to write a report at the end of the trip and make a presentation to the wider class.

Video Presentation

Have learners watch videos on how to handle tech support calls located at the following URLs:
https://www.youtube.com/watch?v=OiC4gUa3xak
https://www.youtube.com/watch?v=GLemH5V9i50
https://www.youtube.com/watch?v=GpCjDchG5v0

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MODULE 5 UTILIZING INFORMATION TECHNOLOGY

Assessment Statement

Assessment of the module must encompass the knowledge, performance and attitudinal
requirements. Continuous Assessment and Final Assessment on completion of the module must
be undertaken. All practical demonstrations should be carried out either in the workplace context
or in a simulated work environment. The collection of evidence and making sound judgment are
critical factors in determining competence.

Methods of Assessment may include, but not limited to:

 Case studies
 Observation
 Oral questioning
 Portfolios
 Practical demonstrations
 Simulation or role-plays
 Written test (Multiple choice, Short answer questions, Essays, and others)

Suggested Project/Activity

The following project is designed to provide learners with an opportunity to actively engage in
their learning and to apply the knowledge and skills that they garnered from the module to
tackle real problems and issues which they may face within the occupation. It also allows
facilitators to observe whether learners have truly grasped concepts covered and acquired
skills required:

PRACTICAL - ROLE PLAY

Instruction(s) to learner:

 Place learners in small groups (4 or 5); they should incorporate the policies and
procedures of the establishment in this task.
 Activity should NOT exceed 15 minutes

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MODULE 5 UTILIZING INFORMATION TECHNOLOGY

Simulation

Georgia Daley, the Human Resource Manager, called and informed you that she was unable to
log onto her system. She further explained that she was unable to access her e-mail and print to
the network printer the previous day and that her computer kept restarting and she had to shut it
down for a period of time.

You are required to simulate a help desk environment to demonstrate how you would handle the
situation. You should also document the complaint and seek assistance in resolving the HR
manager‟s complaint.

Presentation Rubric
Groups will be graded in the following areas
Total
Category Scoring Criteria Points Score
Information is presented in a logical sequence. 2
Organization Credit is given to author(s) for ideas and information 2
(6)
Information is organized logically and sequentially 2
Team Work Team members contributed fairly equal in the 3
(3 points) presentation
Introduction is attention-getting, lays out the problem 2
well, and establishes a framework for the rest of the
presentation.
Content Technical terms are well-defined in language 3
(24 points) appropriate for the target audience.
Presentation contains accurate information. 5
Material included is relevant to the overall topic. 2
Appropriate amount of material is prepared, and points 3
made reflect well their relative importance.
Appropriate measures used to resolve clients‟ 4
complaint were relevant and appropriate for the
situation
Client‟s complaints appropriately documented 2
There is an obvious conclusion summarizing the 3
presentation.
Speakers maintain good eye contact with the audience 2
and is appropriately animated (e.g., gestures, moving
around, etc.).
Presentation Speakers use a clear, audible voice. 2
(12 points) Delivery is poised, controlled, and smooth. 2

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 Good language skills and pronunciation are used. 2
Length of presentation is within the assigned time 2
limits.
Information was well communicated. 2
Score Total Points 45

Comments

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 REFERENCES

The references below are not exhaustive and other reference materials need to be accessed
and used.

1. Burton, K. & Le Rossignal, K. (2000). Communicating in an IT Environment. Tertiary

Press

2. Fisher, K., Rayner, S. & Belgad, W. (1995). Tips for Teams. McGraw-Hill Inc.

3. Hussain, K. M, & Hussain, D. (1997). Information Technology Management.

Butterworth- Heinmann.

4. Myfuture: Australians career Information Service. (n.d.). Retrieved June, 2009, from
http://www.myfuture.edu.au

5. Snell, S. (n. d.). 13 tips for effective Communication with Clients. Retrieved June, 2009,
from http://designm.ag/freelance/communication-with-clients/

6. The quandary Action Maze Software. (n.d.). Retrieved June, 2009, from
http://www.halfbakedsoftware.com/quandary_download.php

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..

APPENDIX A

NVQ-J CRIMAT0012A
Calculations and Computations
Level 2

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 CALCULATIONS AND COMPUTATIONS
CURRICULUM
LEVEL TWO
1st Edition

Published by

HEART TRUST/NATIONAL TRAINING AGENCY

Produced by

Learning Management Services Department

Gordon Town Road
Kingston 7
Jamaica W.I.

This material is protected by copyright. Copying this material or any part of it by any means,
including digital or in any form is prohibited unless prior written permission is obtained from
the HEART Trust/NTA.

*** 2011 ***

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 TABLE OF CONTENTS

PAGE

INTRODUCTION ........................................................................................................................ i

MODULE HOURS ..................................................................................................................... iv

MODULE 1 USING FRACTIONS, DECIMALS, PERCENTAGES, RATIOS AND

PROPORTIONS ............................................................................................ 5

Unit One: Apply Principles of Fractions, Decimals and Percentages ............................. 5

Unit Two Carry Out Ratio and Proportion Operations ................................................ 11

References ......................................................................................................................... 16

MODULE 2 APPROXIMATING ANSWERS................................................................ 18

References ......................................................................................................................... 24

MODULE 3 APPLYING COSTING AND PRICING CALCULATIONS .................. 25

References ......................................................................................................................... 36

MODULE 4 APPLYING THE FUNDAMENTALS OF MEASUREMENTS ............. 38

References ......................................................................................................................... 43

MODULE 5 APPLYING THE FUNDAMENTALS OF ALGEBRA ........................... 44

References ........................................................................................................................ 50

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MODULE 6 APPLYING THE FUNDAMENTALS OF PLANE GEOMETRY ........ 51

References ......................................................................................................................... 57

MODULE 7 APPLYING THE FUNDAMENTALS OF TRIGONOMETRY ............. 58

References ........................................................................................................................ 64

MODULE 8 APPLYING PRINCIPLES OF STATISTICS .......................................... 65

Unit One Draw and Interpret Charts and Graphs ....................................................... 65

Unit Two Perform Statistical Operations ..................................................................... 72

References ........................................................................................................................ 78

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 INTRODUCTION

HEART Trust/NTA has adopted, as a policy, a competency-based approach for the design,
development, and presentation of instructional material in all its training programmes. This
concept is closely linked with the thrust in Technical Vocational Education and Training towards
competency-based training and performance-based assessment. Competency by its definition
relates to the ability to demonstrate the requisite knowledge, skills and attitudes in carrying out/
performing a specific task at an acceptable level.

This Mathematics curriculum level two is presented in a modular format, and is designed to
equip learners with more involved analytical and procedural calculation competencies. Modules
cover major areas of competencies and are an organized group of “learning experiences
assembled to achieve a specific group of related objectives.”1 Each modular unit is designed to
be self-contained so that the successful completion of training in a modular unit would ensure the
acquisition of the minimum skill levels for performing the activity under employment conditions.
The modular training system allows for the continuous adaptation of training programmes and
independent units can be combined to suit the needs of individual learners, technical
development and to reflect changes in the occupation.

MODULE FORMAT

Each module is comprised of the following components:

Module Objective

The module objective gives an overview of the module and highlights what the learner must be
able to do in order to demonstrate competence.

Knowledge Requirement

This component focuses on the cognitive domain and deals with the principles of operations,
theories, and related knowledge, which must be applied in the performance of the practical
activities.

1
Caribbean Glossary of Literary Terms (CATVET ILO 1991)

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Performance Requirement

This component focuses on the psychomotor domain and describes what the learner must do to
demonstrate competence. These are specific operations/activities which the learner must master.

Attitudinal/ Critical Employability Skills Requirement

This aspect focuses on the appropriate types of behaviour that the learner must employ in
carrying out the specific learning activity.

Related Content

This aspect highlights specific information/content pertinent to the knowledge requirement.

Instructional Strategies (Methods and Media)

This component specifies how the different types of instructional strategies (methods and media)
can be used to facilitate effective instructional delivery. The following list is by no means
exhaustive and it is assumed that the facilitator will utilize many other creative methods of
instruction.

Demonstrations On-the-job training DVDs

Illustrated lectures Role-play CDs
Guided-practice Subject-matter experts Videos
Tutoring/coaching Discussions Document Cameras
Individual training Individual study Multimedia
Case studies Study/field trips Podcasts
Panel discussions Audio tapes Blogs

Module Time

The module times suggested represent recommended contact hours between learners and the
facilitator. These time allocations are estimates and it is therefore anticipated that module hours
might be adjusted to meet the needs of individual learners.

References

References suggested at the end of each module represent a sample of texts, Internet websites
and audio-visual materials which have been found to be compatible with course requirements.
The selection is not exhaustive and facilitators/learners are encouraged to make use of other
reference material which support the competency-based mode of the curriculum.

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NOTE

Assessment

For competence to be assessed, the learner should be observed demonstrating the required
performance at the desired standard, in a range of different contexts on an on-going basis.

Assessment should be based on the objectives of the modules inclusive of the knowledge, the
performance and attitudinal/employability skills requirements. Careful attention must be paid to
the units of competency in the qualification plan of the Competency Standards developed by the
National Council on Technical and Vocational Education and Training (NCTVET).

Assessment may include: on the job, off the job, or a combination of both and should be flexible,
valid and fair. The modes of assessment may include but are not limited to:

 Direct observation
 Oral questions
 Written tests
 Case studies
 Portfolios
 Practical exercises
 Rating sheets
 Self-evaluations

NOTE TO THE FACILITATOR

The underlying objective of all competency-based training programmes is to promote a genuine

concern for the learning of each individual. When learning problems are identified strategies
must be employed to determine and address the cause. Provision must be made for alternative
teaching strategies based on the needs of the learner. Special programmes should also be
developed for learners with particular learning difficulties.

In any one group, learners will exhibit a range of skills/competencies and aptitudes and will
proceed at varying pace through the modules. Facilitators are therefore encouraged to be flexible
in order to allow learners to proceed in a manner compatible with their learning styles.

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 MODULE HOURS

MODULE 1……………………………………………………………… 20 HRS

MODULE 2………………………………………………………………. 5 HRS

MODULE 3………………………………………………………………. 20 HRS

MODULE 4………………………………………………………………. 20 HRS

MODULE 5………………………………………………………………. 45 HRS

MODULE 6………………………………………………………………. 20 HRS

MODULE 7………………………………………………………………. 30 HRS

MODULE 8………………………………………………………………. 40 HRS

TOTAL MODULE HOURS ………………………………………… 200 HRS

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 MODULE 1 USING FRACTIONS, DECIMALS, PERCENTAGES,
RATIOS AND PROPORTIONS

MODULE OBJECTIVE

This module consists of two units and is designed to enable learners to develop the requisite
knowledge, skills and attitudes to use fractions, decimals and percentages.

Unit One focuses on the four basic arithmetic operations. It is designed to serve as a review of
simple principles and act as a platform to subsequent modules. It reviews mathematical
operations governing fractions in their various forms as well as decimal and percentage
calculations. Unit Two highlights the application of the principles of ratios and proportions.

Suggested Module Time: 20 Hours

UNIT ONE: APPLY PRINCIPLES OF FRACTIONS, DECIMALS AND PERCENTAGES

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspects of
the module.

1. Outline methods of adding, subtracting multiplying and dividing decimals

2. Discuss methods of converting decimals to fractions and vice versa

3. Explain the relationship between a mixed fraction and an improper fraction

4. State methods of adding and subtracting proper and improper fractions

5. Discuss methods of converting improper fractions to mixed fractions and vice versa

6. Determine how to multiply and divide proper and improper fractions

7. Outline the means by which to convert percentages to fractions and decimals and vice
versa

8. Explore the calculation of percentages of quantities

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MODULE 1 USING FRACTIONS, DECIMALS, PERCENTAGES, RATIOS
AND PROPORTIONS

Knowledge Requirement (Cont’d)

9. Explain methods of calculating decimals, fractions and percentages in trade related

skill areas

Performance Requirement

The following are specific tasks that learners must perform to the required standards:

1. Add, subtract, multiply and divide decimals

2. Convert decimals to fractions and vice versa

3. Add and subtract proper and improper fractions

4. Convert improper fractions to mixed fractions and vice versa

5. Multiply and divide proper and improper fractions

6. Convert from percent to its decimal equivalent and vice versa

7. Convert from percent to its fractional equivalent and vice versa

8. Calculate percentages of quantities

9. Solve word problems in fractions and percents

Attitudinal/ Critical Employability Skills Requirement

The following are critical attitudes/ behaviours that learners must employ in carrying out the
learning activities.

1. Responsiveness to instructions

2. Accuracy of calculations

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MODULE 1 USING FRACTIONS, DECIMALS, PERCENTAGES, RATIOS
AND PROPORTIONS

Attitudinal/ Critical Employability Skills Requirement (Cont’d)

3. Logical thinking

4. Neatness in operations

5. Coherence of approach

RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. It is by no means exhaustive; therefore, it is prudent for facilitators to
seek additional information to supplement delivery:

 Basic terminologies including:  Whole number calculations relating to:

- Signs - reading and writing whole numbers

- like - addition of whole numbers
- unlike - subtraction of whole numbers
- Sum - multiplication of whole numbers
- addition - division of whole numbers
- Difference - rounding off of whole numbers
- subtraction - solving application problems with
- Product whole numbers
- multiplication
- Quotient  Decimal calculations relating to:
- division
- reading and writing decimals
 Fractional calculations relating to: - rounding off of decimals
- adding decimals
- identifying fractions - subtracting decimals
- mixed numbers - multiplying decimals
- factors - dividing decimals
- writing a fraction in its lowest terms - writing decimals as fractions
- multiplication of fractions
- applications of fractions
- dividing fractions
- multiplication of mixed numbers
- division of mixed numbers

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MODULE 1 USING FRACTIONS, DECIMALS, PERCENTAGES, RATIOS
AND PROPORTIONS

RELATED CONTENT (Cont’d)

 Metric:  Percents and fractions:

- Prefix, value and symbol - decimals as percent:

- milli - .001 - m e.g., 0.5 = 50%
- centi - .01 - c e.g., 1.5 = 150%
- deci - .1 - d - fractions as percent:
- deka – 10 - da e.g., ⅜ = 37.5%
- hector-100 - h - percents as fractions:
- kilo - 1000- k
e.g., 87.5% = ⅞
- Length - percents as decimal:
- millimeters e.g., 40% = 0.4
- centimeters - percent less than 1 (<1)
- meters e.g., 0.5% = 5/1000 = 0.005
- kilometers - percent involving whole numbers:
e.g., 100% = 100/100 = 1
- Weight - percent greater than 100 (>100)
- milligrams e.g., 250% = 2 ½
- centigrams
- grams  Percentage calculations are:
- kilograms
- percents and fractions
Examples: - identifying the parts in a
- Addition: percent problem
- 0.3+0.12 - using proportions to solve
- 5.3+2.6 percent problems
- Subtraction
- 0.59-0.33
- 9.3-1.8
- Multiplication
- 0.8x6
- 1.8x2.2
- Division
- 1.5÷10
- 0.4÷0.2

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MODULE 1 USING FRACTIONS, DECIMALS, PERCENTAGES, RATIOS
AND PROPORTIONS

RELATED CONTENT (Cont’d)

 Fractions:  Using percent to solve problems:

- Proper(e.g.,⅞) - e.g., what is 12 percent of 36?

Solution:
- Improper(e.g., 1⅞) - amount = 12
- Addition: - base = 36
- 1/5+9/20 - unknown = percent
- 8/5+7/3 - Cross multiplying gives:
- Subtraction percent amount (is)
- 4/5-9/20 
100 base(of )
- 10/7-11/20
- Multiplication
- 3/4x2/3
- 3/4x8/3
- Division
- 1/3÷2/3
- 1 1/3÷6 2/3

 Parts in a percent problem:

- “the given”
- “the unknown”
- “the amount”
- “the base”
- "of" translates to "multiply"
- "is" translates to "="
- the base usually follows "of"
- the amount usually follows "is"
- "what" identifies the unknown
percent  86  17 100
therefore
17 100
percent   19.77
86

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MODULE 1 USING FRACTIONS, DECIMALS, PERCENTAGES, RATIOS
AND PROPORTIONS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies serious
consideration must be given to the infusion of critical employability skills:

Discussion

 Initiate informal discussions with learners to observe the extent of their knowledge of the
basic principles of fractions and percentages as covered by the Standards. Learning gaps
should be identified and remedial action taken.

Instruction

 Review the principles and concept of fractions, decimals and percentages in conjunction
with the relevant standards and or specifications. Use the appropriate teaching/training
aids, which may include whiteboards, PowerPoint projections, textbooks, online
information via the Internet.

Tutorials
 Provide suitable tutorials for the class. These may be reviewed in small groups; however,
written assignments based on these tutorials should be done individually. Grade all
assignments and return them with the appropriate comments.

Practice Exercises

 Allow learners to carry out an exercise whereby they solve word problems such as:

“There are 10 batteries in a portable radio, but 2 of them are square. What fraction of the
batteries is square?”

“There are 250 girls at Dunkirk High School and they are given three sports options. ½
choose netball, 3/10 choose hockey and 1/5 choose football. Find the number of girls who
choose each of the three sports.”

“There are 20 chocolates in a box and 10% of them are wrapped. Find the number of
wrapped chocolates.”

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MODULE 1 USING FRACTIONS, DECIMALS, PERCENTAGES, RATIOS
AND PROPORTIONS

UNIT TWO: CARRY OUT RATIO AND PROPORTION OPERATIONS

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspects of
the module.

1. Discuss the relevance of calculating using proportions

2. Determine the logic for using calculations involving ratios

3. Explain ratio as a quality being expressed as a fraction, decimal or a percentage

4. Outline the use of ratios and proportions involving whole numbers

5. Explain how ratios and proportions may be used with fractions

6. Identify ways in which ratios and proportions may be used with decimal numbers

7. Discuss proportion as two fractions named in the same ratio e.g. 3/5 = 9/15

8. Outline the importance of accuracy of calculations involving practical applications

9. Discuss the use of appropriate units in calculations

10. Explain the importance of solving problems to the degree of accuracy stipulated

11. Determine the application of ratio and proportion in various trades

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MODULE 1 USING FRACTIONS, DECIMALS, PERCENTAGES RATIOS
AND PROPORTIONS

Performance Requirement

The following are specific tasks that learners must perform to the required standards:

1. Perform calculations involving proportions

2. Use ratios in calculations involving decimal numbers

3. Solve ratio problems involving fractions

4. Calculate ratios of whole numbers

5. Solve proportion problems involving rates of work or parts of ingredients

6. Solve trade related problems

Additional/ Critical Employability Skills Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the
learning activities:

1. Accuracy of approximation

2. Orderliness in arrangement

3. Resourcefulness in carrying out operations

4. Ingenuity in manipulating figures

5. Rationality of thought

6. Logical in thinking

7. Neatness in presentation

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MODULE 1 USING FRACTIONS, DECIMALS, PERCENTAGES, RATIOS
AND PROPORTIONS

RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. It is by no means exhaustive; therefore, it is prudent for facilitators to
seek additional information to supplement delivery:

 Concepts, relate to:  Concepts, relate to:

- Definitions - Rate
- Ratio: is the relationship between - Per unit
two like quantities - e.g., miles/hour
- e.g., $100/week
Worked example:
 Proportion
Express the ratio 10c to $2.00 in
its simplest form: - Direct: when quantities increase or
$2.00 = 2.00 x 100 = 200c decrease at the same rate
10/200= 1/20 = 1: 20 (e.g., 3/4 = 6/8)
- Proportion: fraction or share of a
whole Worked example:
Worked example:
Divide $5000 into three parts in A car travels 500 kilometres on 40
the ratio 5: 3 : 2 litres of gas. How much petrol is
Total number of parts= 5+3+2=10 needed for 200 kilometres?
Amount of each part= $5000/10 500 km = 40 litres
= $500 1 km = 40/500 = 0.08 litres
Amount of first 200 km = 0.08x200= 16 litres
part:$500x5=$2500 - Inverse: when quantities increase or
Amount of second decrease in different ways
part:$500x3=$1500 (e.g., I=V/R)
Amount of third
part:$500x2=$1000 Worked example:

- Determination 5 men produce 200 articles in 20 days.

- Relationship(e.g., 3:6) How long would it take 12 men to
- Simplification produce the same number of articles?
- Reduction (e.g., 10:12 = 5:6) 5/20 = ¼ = 0.25 days
- Scaling (e.g., 3:1., 1:4) 12 men = 0.25 x 12
- Comparison(e.g., 3:6 = 15:30) = 3 days

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MODULE 1 USING FRACTIONS, DECIMALS, PERCENTAGES, RATIOS
AND PROPORTIONS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies serious
consideration must be given to the infusion of critical employability skills:

Warm-up Session

 At the beginning of the session, ask each learner to write what he or she expects to achieve
during the course of instructions. These should be posted on a flip chart and put aside. At
the end of the session, revisit the chart, and determine from the group whether or not those
expectations were accomplished. Some expectations to be anticipated may be as follows:
- To develop a greater level of confidence in mathematical abilities
- To develop speed and accuracy in computations
- To increase mentorship ability
- To achieve 100% in all quizzes
 Having initiated informal discussions with learners, streamline the discussions to observe
the extent of their knowledge of proportions. Crucial deficiencies should be identified
and the necessary feedback given.

Drill & Practice

 Explain the principles and concepts of the unit in conjunction with the relevant standards
and specifications, and demonstrate usage of those concepts to achieve the objectives of
the unit. Appropriate teaching/training aids, which may include: chalkboards, power
point projections, textbooks, and online information via the Internet, should be effectively
utilized to promote clarity of presentation, and to enhance learners attentiveness.
 Provide learners with resources, for example, a batch of sixty components to be shared
randomly between eight groups. The number allotted to any group is expressed as a
proportion of the entire batch of items. Also, the accumulated items in three groups, is
expressed as a proportion to the accumulated items in the remainder of groups.

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MODULE 1 USING FRACTIONS, DECIMALS, PERCENTAGES, RATIOS
AND PROPORTIONS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Cont’d)

Simulation

 Have learners work in groups of no more than six. Empty carton boxes of known
dimensions to be used to make models which would reflect a reduction in volume in the
proportion of say 4:3. Learners can firstly determine the volumes of each box (length 
width  height) and determine the new volumes. By using the proportion formula, the
3
ratio of old volume: new volume = 4:3, therefore the new volume =  oldvolume.
4
Various values for length, width and height can be substituted into the equation to reflect
the required volumes. Feedback on their performances should be given.

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 REFERENCES

The references below are not exhaustive and other reference materials need to be accessed
and used.

1. HEART Trust/NTA: MEMCAC0012A – Perform Technical Computations - General

2. Units, Dimensions and Conversions

Retrieved 12/01/10 from http://www.shodor.org/UNChem/math/units/index.html

3. The Math Page – Skill in Arithmetic

Retrieved 12/01/10 from http://www.themathpage.com/arith/arithmetic.htm

4. Video: AIT (1995). Mathemedia Module 8: Ratios Agency for Instructional Technology

5. A.W. Binks, G. Pope, R. Holland, Y. Ramsey, I. Edwards-Kennedy (2000). Heinmann

Mathematics for CXC Heinmann Publishers

6. Raymond Toolsie (2004). Mathematics a Complete Course with CXC Questions Caribbean
Educational Publishers Ltd.

7. Moving With Math Retrieved 12/01/10 from http://www.movingwithmath.com

8. HEART-NTA: CRIMAT0011A – Perform Basic Mathematical Computation

9. Percents Retrieved September2009 http://www.shodor.org/UNChem/math/perc/index.html

Accessed

10. All Elementary Mathematics Retrieved September 2009

http://www.bymath.com/studyguide/ari/ari16.html

11. Understanding Percents Retrieved September 2009

http://www.mathgoodies.com/lessons/toc_vol4.html

12. Raghunan, Surendra S.P., (2009). CXC Mathematics for the 21st Century, Macmillan
Caribbean

13. Toolsie, Raymond, (2007). A Complete Mathematics Course for Secondary Schools
(Book 2), Caribbean Educational Publishers

14. Toolsie, Raymond, (2007). A Complete Mathematics Course for Secondary Schools
(Book 3), Caribbean Educational Publishers

LRDD- CCEO-L2-1.0 16
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 REFERENCES (Cont’d)

15. Randall I. Charles, Mark Illingworth, Bonnie McNemar, Darwin Mills, Alma Ramirez, Andy
Reeves (2008). Mathematics Course 1, Pearson Prentice Hall, Boston, Massachusetts 02116,
pp. 331 – 344

16. Greer, A and Layne, C.E (1988). CXC Basic Mathematics: A Revision Course (2nd Edition)
Stanley Thornes (Publishers)

17. Greer A. and Layne C.E. (1994). Certificate Mathematics: A Revision Course( 3rd Edition)
Stanley Thornes Ltd

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 MODULE 2
APPROXIMATING ANSWERS

MODULE OBJECTIVE

This module is designed to enable learners to develop the requisite knowledge, skills and
attitudes to approximate answers. It highlights the fundamentals of estimation and rounding-off
through checking of answers, as well as rounding off in trade related operations.

Suggested Module Time: 5 Hours

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspects of
the module.

1. Cite the importance of estimating techniques

2. Explore the applicability of estimation to given fields

3. Discuss the rationale for approximation

4. Examine the necessity of checking answers using approximation techniques

5. Outline the rules of rounding-off

Performance Requirement

The following are specific tasks that learners must perform to the required standards:

1. Estimate approximate answers

2. Check answers

3. Perform rounding off operations

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MODULE 2 APPROXIMATING ANSWERS

Performance Requirement (Cont’d)

4. Solve trade related problems

Attitudinal/Critical Employability Skills Requirement

The following are critical attitudes/ behaviours that learners must employ in carrying out the
learning activities.

1. Accuracy of approximation

2. Orderliness in arrangement

3. Resourcefulness in carrying out operations

4. Ingenuity in manipulating figures

5. Rationality of thought

6. Logical in thinking

7. Neatness in presentation

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MODULE 2 APPROXIMATING ANSWERS

RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. It is by no means exhaustive; therefore, it is prudent for facilitators to
seek additional information to supplement delivery:

 Rounding off calculations:  To round off whole numbers:

- find the place value you want (the
- To round off decimals: "rounding digit") and look to the digit
- find the place value you want (the just to the right of it.
"rounding digit") and look at the - if that digit is less than 5, do not
digit just to the right of it. change the "rounding digit" but
- if that digit is less than 5, do change all digits to the right of the
not change the rounding digit "rounding digit" to zero.
but drop all digits to the right - e.g., 225 is 200 to the nearest
of it. hundred
- e.g., 1.436 is 1.400 to the - if that digit is greater than or equal to
nearest tenths 5, add one to the rounding digit and
- e.g., 1.436 is 1.000 to the change all digits to the right of the
nearest unit rounding digit to zero.
- if that digit is greater than or - e.g., 267 is 300 to the nearest
equal to five, add one to the hundred
rounding digit and drop all digits
to the right of it.  Numbers to the nearest 10
- e.g., 1.467 is 1.500 to the
nearest tenths - if the number is less than five, it is
- e.g., 1.587 is 2.000 to the rounded down
nearest unit - e.g., 4 is 0 to the nearest 10
- if the number is five or above, it is
 Numbers less than one (1) rounded up
- e.g., 6 is 10 to the nearest 10
- if the number is less than a
half, it is rounded down to
zero e.g., ⅓ is rounded down
to zero
- if the number is equal to or greater
than a half, it is rounded up to 1 e.g.,
⅝ is rounded up to 1

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MODULE 2 APPROXIMATING ANSWERS

RELATED CONTENT (Cont’d)

 Numbers to the nearest 100  Numbers to the nearest 1,000

- if the tens digit is less than 5, it is - if the hundreds digit is less than 5, it
rounded down is rounded down
- e.g., 49 is 0 to the nearest 100 - e.g., 1,490 is 1,000 to the nearest
- if the tens digit is 5 or more, the 1,000
number is rounded up - if the hundreds digit is 5 or more, it is
- e.g., 60 is 100 to the nearest 100 rounded up
- e.g., 2,570 is 3,000 to the nearest
 Larger numbers 1,000

- always refer to the digit below the

one you want to round
- e.g., if rounding to the nearest
million, look at the five hundred
thousand digit.
- less than five hundred thousand,
round down
- e.g., 1,459,000 is 1,000,000 to
the nearest million
- five hundred thousand and more,
round up
- e.g., 1,590,000 is 2,000,000 to
the nearest million

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MODULE 2 APPROXIMATING ANSWERS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies serious
consideration must be given to the infusion of critical employability skills:

Discussion

 Initiate discussions with learners to observe the extent of their knowledge of the
fundamentals of approximating answers. Random questions may be asked, and the
replies assessed and corrected as deemed necessary. Facilitators should not be overly
critical of answers given as the main objective is to determine learning gaps. Examples of
questions that may be asked are as follows.
- What are estimating techniques?
- How can these techniques be used to simplify mathematical operations?
- What is rounding off?
- On what principle is rounding off based?

Explicit Teaching

 Opportunity should be taken to solicit questions from learners to ensure that they are all
comprehending. This should be repeated at the end of session, where mis-conceptions
and mis-understanding can be remedied. Pose verbal questions to learners to determine
their level of attention and understanding.
 Questions that may be asked include, but are not limited to the following:
- A farmer travelled 16,534 metres (m) to deliver produce, then back. What is the
total journey to the nearest kilometer (km)?
- A school provides lunches for fifty (50) learners per day at a cost of $376.00 ea.
What is the estimated lunch cost for forty (40) days to the nearest thousand
dollars?
- Is it more accurate to round off during a computation, or after the computation?
- Is it more accurate to round off to the nearest hundred, or to the nearest thousand?

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MODULE 2 APPROXIMATING ANSWERS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Cont’d)

 Questions should not be directed at any particular learner; instead, all learners should be
afforded a little time to think before any one is asked to respond. Appropriate feedback
should always be given.

Simulation (Simulated workplace setting)

 Have learners work in small groups. Let them carry out activities, ensuring that they
model appropriate techniques, attitudes and behaviours as would be expected in a real
work situation.
 Provide activities for learners such as to estimate the dimensions of related trade objects
such as the diameter and length of a cylinder and perform various computations. The
volume and total surface area are two properties that could be obtained from the
estimated dimensions. Provide resources whereby learners are able to accurately measure
the diameter and length, and calculate the volume and surface area. The two results could
be compared, and the level of accuracy of estimation determined.
 Create new scenarios that could reinforce the principles taught. Learners‟ performances
should be assessed and appropriate feedback given.

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 REFERENCES

The references below are not exhaustive and other reference materials need to be accessed
and used.

1. Video: AIT (1995). Mathemedia Module 4: Measurement Agency for Instructional

Technology

2. HEART Trust/NTA: MEMCAC0012A - Perform Technical Computations – General

3. A.W. Binks, G. Pope, R. Holland, Y. Ramsey, I. Edwards-Kennedy (2000).

Heinmann Mathematics for CXC Heinmann Publishers p. 39

4. Raymond Toolsie (2004). Mathematics a Complete Course with CXC Questions

Caribbean Educational Publishers Ltd.

5. Moving With Math Retrieved 12/01/10 from http://www.movingwithmath.com

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 MODULE 3
APPLYING COSTING AND PRICING CALCULATIONS

MODULE OBJECTIVE

This module is designed to enable learners to develop the requisite knowledge, skills and
attitudes to apply costing and pricing calculations. It examines principles that include calculating
profit and loss, wages and salaries, hourly payment, overtime, payment schedules, cost price,
discounts, sale price, simple and compound interest, break even point, currency conversion,
statutory deductions as well as preparing budgets and accounting tables.

Suggested Module Time: 20 Hours

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspects of
the module.

1. Examine the purpose of calculating profit and loss as a percentage

2. Outline the procedure for calculating wages, salaries, hourly payment, overtime, invoice
and shopping bills

3. State the rationale for calculating the marked price of an article when cost price,
percentage profit and loss are given

4. Determine the method of calculating sale price after mark ups and discounts are made

5. Outline the concepts associated with payment schedules

6. Discuss how to solve problems involving time, rate and simple interest

7. Explain the principle of compound interest

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MODULE 3 APPLYING COSTING AND PRICING CALCULATIONS

Knowledge Requirement (Cont’d)

8. Discuss the method of calculating depreciation using annual percentage ratings

9. Explore ways of determining statutory deductions from wages

10. Outline the process of constructing simple budgets and accounting tables

11. Explore the concept of break even points

12. Examine the importance of converting currency using exchange rates

13. Outline the method of developing rate tables

14. Explore how to develop budgets for services, materials and labour

Performance Requirement

The following are specific tasks that learners must perform to the required standards:

1. Calculate profit and loss as a percentage

2. Calculate wages and salaries, hourly payment, overtime(time and a half and double time)

3. Perform calculations of invoices and shopping bills

4. Calculate the marked price of an article based on: cost price, percentage profit and loss
and discount

5. Calculate sale price based on mark up and discounts

6. Solve payment schedule problems

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MODULE 3 APPLYING COSTING AND PRICING CALCULATIONS

Performance Requirement (Cont’d)

7. Solve time, rate and simple interest problems

8. Solve compound interest problems

9. Calculate depreciation using annual percentage ratings

10. Calculate statutory deductions from wages

11. Construct simple budgets and accounting tables

12. Develop budget for services, materials and labour

13. Determine break even points

14. Convert currency using exchange rates

15. Develop rate tables

Attitudinal /Critical Employability Requirement

The following are critical attitudes/behaviours that learners must employ in carrying out the
learning activities:

1. Resourcefulness in performing calculations

2. Accuracy in calculations

3. Ingenuity in perceptiveness

4. Rationality in thinking

5. Coherence in the expression of ideas

6. Neatness in work

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MODULE 3 APPLYING COSTING AND PRICING CALCULATIONS

RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. It is by no means exhaustive; therefore, it is prudent for facilitators to
seek additional information to supplement delivery:

 Wages, salaries, hourly payment,  Wages, salaries, hourly payment,

overtime, invoice and shopping bills: overtime, invoice and shopping bills:
(Cont’d)
- Wages: Anyone who works for an
employer receives a wage or salary in - Overtime: When hourly paid workers
return for labour work extra hours this is called
overtime. There are three ways but for
Example: A woman works a basic this purpose we will look at two:
week of 38 hours and her basic rate is Double time: 2 times the basic rate
$150 per hour. Calculate her total wage Time and a half: 1½ times the basic
for the week rate

- Hourly payment: Example: A boy working in a store is

Example: A factory worker is paid paid a basic rate of $50.00 per hour.
$1400 for a basic week of 40hours. Find the rates of pay for the following:
What is his hourly rate? - time and a half
- double time
- Salaries: Paid over a year and divided
into 12 parts to persons who are in the - Invoice: A legal document given to the
category of “professionals” customer or client to serve as a record
of goods or services sold to the
Example: A civil servant is employed customer or client.
at an annual salary of $850,000. How
much is he paid monthly? Example: (See figure 1)

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RELATED CONTENT (Cont’d)

 Wages, salaries, hourly payment,  Discounts: A customer often asks for a

overtime, invoice and shopping bills: discount which is a percentage of the
(Cont’d) selling price. If granted, this would
Figure 1 reduce the seller‟s profit
One Company Ltd Example
123 Burke Street, Surrey 3000, Madagasgar An iPod is on sale at $15000. A customer
Tel : 1234-5678, Fax : 1234-5679, E-mail :
is offered a 10% discount for cash. How
[email protected]
Web Site : www.one-company.com much does the customer actually pay?
Tax Reg No : 8765-1234-987
 Payment schedule -A payment
Bill To Ship To schedule
65 Mel Street
Danden
is a set of payments by one party to
St 3400 another over a period of time for service
Madagasgar or goods received detailing amount
S/No Description of Services Qty Unit Price among other information
Amount
Professional Services Rendered
Accounting & Bookkeeping services for the  Mark - up: is the difference between the
period : 1 Jan 2009 to 31st Mar 2010: cost of a service or good and its selling
$1,500.00 price
Comments Sub Total $1,500.00
PAYMENT INFORMATION Worked example:
Please make cheque payments payable to :
ONE COMPANY LTD
Tax: $180.00 If the original cost is $2.00 and the
Total $1,680.00 markup is 25%, the sales price should be
Amount Paid Amount Due $1,680.00 $2.00 + $2.00 x 25/100 = $2.50.
Invoice or
$2.00 x 125/100 = $2.50
 Shopping bills:

- inclusive of:
- grocery items
- household items
- appliances
- jewelry
- toys

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MODULE 3 APPLYING COSTING AND PRICING CALCULATIONS

RELATED CONTENT (Cont’d)

 Time, rates, simple and compound  Time, rates, simple and compound
interest: interest (Cont’d)
- Time - Compound interest
The common way of referring to time
A = P( 1 + R/100)ⁿ
between 12 midnight and 12 noon is a.m.
and time between 12 noon and 12 where:
midnight is p.m. By the 24 hour clock - A is the amount of money
method, times between 12 midnight and accruing after n years
12 noon are given 00 hours to 12 hours - P is the principal
while times between 12 noon and 12 - R is the rate per cent
midnight are given 12 hours to 24 hours - n is the number of years for
Worked example: which the money is invested
Find the length of time, in hours between
1.15 a.m. and 6.30 p.m. - Rates
6:30 = 18 30(24 hour clock) Properties are given fixed values or rates by
hence: the valuation department which depends on
18 30 -1.15 = 17 hours and 15 minutes the position, size and condition of the
= 17 ¼ hours property. These rates are important for
providing public services.
Worked example:
- Simple interest The rateable value of a house is $150. If the
rates are 55 c in the $1, how much must the
- I = PRT owner pay in rates per annum?
100 Rates payable per annum
where: 150 x $0.55 = $82.50
- I is the interest
- P is the principal  Profit and loss:
- R is the rate per cent - Profit = selling price-cost price
- T is the time in years - Profit%= selling price-cost price x100
cost price
- Loss= cost price-selling price
- Loss%= cost price-selling price x 100
cost price

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RELATED CONTENT (Cont’d)

 Depreciation  Statutory deductions:

This is the reduction in value of assets that Refers to payroll deductions that are
a business owns such as vehicles, taken from payroll checks:
appliances or machinery. Depreciation is
calculated each year as a business expense Worked example:
by the method of the reducing balance
Worked example: A man‟s salary is $1.5 million per year.
A business buys a milling machine costing His taxable income is found by
$3,000,000. The chief financial officer deducting allowances for:
calculates the depreciation each year as - married man‟s allowance
20% of its value at the beginning of the $50,000
year. Calculate the book value after two - superannuation contributions
complete years $10,000
- premiums on whole life policies
- Cost of milling machine = $3,000,000 $4,000
- children, dependents
Depreciation first year (20%) $12000
= (20% of $3,000,000) $76000 - Total allowance
= $600,000 Taxable income = $1500000 – $76000
= $1,424,000
Book value at start of second year
= ($3,000,000 - $600,000) Calculate the taxable income at a rate of
= $2,400,000 35%:

Depreciation second year (20%) Taxable income = 35% of $1424000

= (20% of $2,400,000) = $498400
= $480,000
Monthly deduction: $498400÷12
Book value at end of second year = $41,533
= ($2,400,000 - $480,000)
= $1,920,000

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MODULE 3 APPLYING COSTING AND PRICING CALCULATIONS

RELATED CONTENT (Cont’d)

 Simple budgets and accounting tables  Simple budgets and accounting

tables(Cont’d)
- list could include:
- rent - mortgage  Budget for services, materials and
- savings - electricity labour:
- gas or oil - water
- sewer - cable Direct Material Budget:
- satellite - phone
- cell phone - vehicle loan Requires five calculations:
- gasoline - credit card - Quantity of material needed
- revolving loans - child care for production = (Units to be
- budgets can be: produced)x(Quantity of material
- daily - monthly budgeted per unit)
- weekly
- Quantity of material to be
An accounting table can be created in a spread sheet e.g. Excel. purchased = Quantity of
Source: Copedia Retrieved 14/12/10 from www.copedia.com material needed for
Table 1 production + Desired ending
material - Beginning material
- Budgeted cost of material
purchases = (Quantity of
material to be
purchased)x(Budgeted material
prices)
- Cost of material used =
(Quantity needed for
Production)x(Budgeted
Material Prices)

- Cash payments for direct

material purchases = Current
period purchases paid in current
period + Prior period
purchases paid in current period

Accounting Table

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MODULE 3 APPLYING COSTING AND PRICING CALCULATIONS

RELATED CONTENT (Cont’d)

 Break even point:

Direct Labour Budget:
- The point at which expense and
- Direct labor hours needed for revenue are equal. Neither a profit
production = (Units to be nor loss has been made
Produced)x(D.L. Hours Budgeted per - Break-Even can be calculated using the
Unit) following formula:
- Budgeted direct labour cost = (D.L. - Break-even Point = FC/(1-VC/S)
Hours needed for production) Where:
x(Budgeted Rates Per Hour) - FC = Fixed Costs
- VC = Variable Costs
Budget for services by: - S = Sales

- determining projected expenses Worked example:

and income for the year
- breaking down overhead and one-time Consolidated Hardware has the following
annual expenses into monthly data from its income statement:
installments Sales =$2,000,000 = S
Cost of Goods Sold = $810,000 = VC
 Exchange rates: General & Administrative costs
= $450,000 = FC
- Calculating currency rates will need Consolidated Hardware‟s Break-Even
to be done to know the value of the Point (during the period indicated by the
dollar in another country's currency income statement) is:
especially when travelling Break-Even Point = FC/(1-VC/S) and
VC/S = 810,000/2,000,000 = 0.405
Worked example: 1- VC/S = 1 -0 .405 = 0.595
FC/(1-VC/S) = 450,000/0.595
A UK tourist changes £100 into US$. The Break Even Point = $756,303
exchange rate is £0.71 = US$1. How much
United States dollars did he receive?
£0.71 = US$1.00
£1.00 = US$1.00/0.71
Therefore:
£100.00 = (US$1.00/0.71)x100
= US$140.85

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MODULE 3 APPLYING COSTING AND PRICING CALCULATIONS

RELATED CONTENT (Cont’d)

 Rate tables

- A rate is a comparison of two

different units of measure. A rate
table shows a list of quantities
under different units of measure
which shows the relationship
between the quantities
Example:

The rate of motion = distance / time.

This is also called speed.
The rate of rainfall = the depth of rain
water / time.
The rate of income = the amount of
money earned / the time it takes to earn
Table 2
Distance Time (h) Speed (Km/h)
(Km)
100 2 50
400 4 100(speeding)
Rate Table

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MODULE 3 APPLYING COSTING AND PRICING CALCULATIONS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies serious
consideration must be given to the infusion of critical employability skills:

 Practice Exercises

- Give learners a number of practice exercises to reinforce principles such as:

- A green grocer buys a box of 300 oranges for $100. He sells them for $4 each.
Calculate his percentage profit.
- A car is bought for $1,000,000 and sold for $850,000 after two years. What is the
loss percent?
- What is the total pay in the following case?

Basic rate = $5.50 per hour

Basic week = 38 hours

Calculate the hourly rate:

Basic week = 32 hours

Weekly wage = $2,500

- A woman‟s basic hourly rate is $80.00. Overtime is paid for, at time and a half. If the
basic week is 38 hours, how many hours of overtime must she work in order to earn
$4000 for the week?
- An entertainment system is on sale for $45,000. A customer is offered a 5% discount for
cash. How much does the customer actually pay?

- The rateable value of a house is $4000. Calculate the rates payable by the householder
when the rates are $0.65 in the $1.

- A man invests $150,000 at 5% per annum and $70,000 at 3% per annum. What is his
total annual interest on these investments?

- Use the compound interest formula to calculate the compound interest earned:
$50,000 invested for 5 years at 8% per annum

Note: Give exercises to cover the remaining topics in the module.

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 REFERENCES

The references below are not exhaustive and other reference materials need to be accessed
and used.

1. Greer, A and Layne, C.E. (1988). CXC Basic Mathematics: A Revision Course (2nd
Edition) Stanley Thornes Ltd.

2. Greer A. and Layne C.E. (1994). Certificate Mathematics: A Revision Course( 3rd
Edition) Stanley Thornes Ltd

3. Raghunan, Surendra S.P., (2009).CXC Mathematics for the 21st Century, Macmillan
Caribbean

4. Randall I. Charles, Mark Illingworth, Bonnie McNemar, Darwin Mills, Alma Ramirez,
Andy Reeves (2008). Mathematics Course 1, Pearson Prentice Hall, Boston,
Massachusetts 02116, pp. 2 - 57, 156 – 300

5. Toolsie, Raymond, (2007). A Complete Mathematics Course for Secondary Schools

(Book 2), Caribbean Educational Publishers

6. Toolsie, Raymond, (2007). A Complete Mathematics Course for Secondary Schools

(Book 3), Caribbean Educational Publishers

7. DVD: “BasicMath. ” Retrieved Aug. 2009 from http:// www.kidsbooksandpuppets.com

8. Math-U-See. Retrieved Aug. 2009 from http://www.mathusee.com

9. Moving With Math. Retrieved Aug. 2009 from http://www.movingwithmath.com

10. Ezysoft-dev. Retrieved October. 2010 from http://www.ezysoft-dev.com

11. Wikipedia. Retrieved October. 2010 from http://en.wikipedia.org

12. Graphicdesign. Retrieved October. 2010 from http://graphicdesign.about.com

13. WikiAnswers. Retrieved October. 2010 from http://wiki.answers.com

14. Associated Content. Retrieved October. 2010 from http://www.associatedcontent.com

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 REFERENCES (Cont’d)

15. Management and Accounting Web Retrieved October 2010 from http://maaw.info/
(chapter 9)

16. ehow Retrieved October 2010 from http://www.ehow.com/how_6196222_calculate-

currency-rates.html

17. Strategic market segmentation Retrieved October 2010 from

http://www.strategicmarketsegmentation.com

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 MODULE 4
APPLYING THE FUNDAMENTALS OF MEASUREMENTS

MODULE OBJECTIVE

This module is designed to enable learners to develop the requisite knowledge, skills and
attitudes to apply the fundamentals of measurements. The focus is on the importance of
measurements, conversions, interpretation of readings, use of calculators and the utilization of
specific measuring tools to degrees of accuracy.

Suggested Module Time: 20 Hours

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspects of
the module.

1. Identify relevant measuring devices/instruments

2. Explore quality assurance requirements

3. Examine Occupational Health and Safety requirements

4. Discuss the importance of precision during measurement and calculations

5. State the mathematical relationship between various quantities

6. Discuss conventional mathematical formulae

7. Outline the importance of knowing measurement units regarding lengths and weights

8. Discuss the principle of converting from one unit to another

9. Determine metric/imperial equivalencies in lengths, weights, volume and temperature

10. Examine the use of various measuring equipment in related trade operations

11. Explore the use of various types of measuring equipment in practical applications

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MODULE 4 APPLYING THE FUNDAMENTALS OF MEASUREMENTS

Knowledge Requirement (Cont’d)

12. Express the benefits of utilizing measuring equipment in trade related applications

13. Determine the use of appropriate units in calculations

14. Discuss the benefits of solving problems to the degree of accuracy stipulated

Performance Requirement

The following are specific tasks that learners must perform to the required standards:

1. Take measurements of length, weight, temperature and volume with measuring

equipment

2. Take measurements using English and Metric scales

3. Convert units within each system of measurement

4. Convert from English to Metric and vise versa

5. Interpret readings

6. Use a calculator

7. Solve trade related exercises

Additional/ Critical Employability Skills Requirement

The following are critical attitudes/ behaviours that learners must employ in carrying out the
learning activities.

1. Responsiveness to information

2. Accuracy in measurement

3. Rationality of thought

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Additional/ Critical Employability Skills Requirement (Cont’d)

4. Logical in thinking

5. Neatness in writing

RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. It is by no means exhaustive; therefore, it is prudent for facilitators to
seek additional information to supplement delivery:

Concepts relating to: Concepts relating to: (Cont’d)

 Measuring applications:  Measuring applications:

- measurements that do not fall on - reading tools/equipment for:

rule graduations - agriculture
- reading decimal-inch - agro-processing
- reading: - auto-mechanics
- kilogram/gram – pounds/ounce - art and craft
- meter / centimeter- yards/inch - business
- litre / millilitre – gallons/quart - carpentry
- reading metric measurements on - construction
tools/equipment - cosmetology
- reading measurements on an - electrical installation
English tool/equipment - electronics
- reading measurements on a metric - food and beverage preparation
tool/equipment - information technology
- conversion of one unit to another - mechanical maintenance
within one system/across systems - metalwork engineering
- welding

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RELATED CONTENT (Cont’d)

 Workplace procedures:  Types of measurements:

- safety - linear quantities

- process-specific procedures - volume
- use of materials - density
- recycling - angular dimensions
- cost control - temperature
- reporting - time
- clearance
 Materials to measure include:
 Measuring devices/instruments:
- cloth - Rule:
- paper - metric - accuracy: 1 mm
- wood - english - accuracy: 1/64
- metal - Tape measure:
- liquids - metric (mm)
- vegetable - english (inch)
- flour - protractor
- oil - square
- meat - plumb line
- rice - stop clock
- containers to measure volumes
- multimetre
- levels
- micrometre
- dial indicator
- thermometer
- electronic device
- vernier
- gauge

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MODULE 4 APPLYING THE FUNDAMENTALS OF MEASUREMENTS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies serious
consideration must be given to the infusion of critical employability skills:

Guided Discussions

 Lead learners into discussions by introducing or posing questions that promote the
exploration of the current topic. Here‟s an example that will require some research:
“How can interchangeable replacement parts be produced in various locations by
applying the fundamentals of measurement?” Garner a number of views through those
researches. Allow for discussion firstly in small groups, after which, open the discussion
to a large group.

Explicit Teaching

 Begin by actively explaining the principles and concepts embodied in the unit: “Applying
fundamentals of Measurements”. Delivery should be complemented by the use of
appropriate training aids such as videos and PowerPoint presentations.
 After verbally instructing the learners, practically demonstrate the concepts being taught.
For example, by using an imperial micrometer, measure the diameter of a shaft accurately
to the nearest one thousandth of an inch/mm.
 Learners should then be given as many opportunities as necessary to copy the facilitator‟s
example until the requisite performance skills are attained. Feedback should be given.

Field Trips

 This involves taking learners to a venue where the measurement of components or

processes is being done. Get permission for learners to visit a complex such as a metal
fabrication workshop. Learners are to observe various instances of linear, radial or polar
measurements being undertaken. Arrange with the shop owner to allow learners to use
the different measuring tools and instruments to take measurements of various
engineering components. They should be assessed for understanding of the principles
and for accuracy in use. Feedback on their performances should be given by the
workshop supervisor or staff member.

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 REFERENCES

The references below are not exhaustive and other reference materials need to be accessed
and used.

1. HEART Trust/NTA: MEMCAC0012A – Perform Technical Computations - General

2. Video: AIT (1995). Mathemedia Module 4: Measurement Agency for Instructional

Technology

3. HEART-NTA: MEMCAC0012A - Perform Technical Computations – General

4. A.W. Binks, G. Pope, R. Holland, Y. Ramsey, I. Edwards-Kennedy (2000). Heinmann

Mathematics for CXC Heinmann Publishers pp. 221 - 260

5. Raymond Toolsie (2004). Mathematics a Complete Course with CXC Questions Caribbean
Educational Publishers Ltd.

6. Moving With Math. Retrieved 12/01/10 from http://www.movingwithmath.com

7. Units, Dimensions and Conversions.

Retrieved January 12,2010 from http://www.shodor.org/UNChem/math/units/index.html

8. The Math Page – Skill in Arithmetic

Retrieved January 12, 2010 from http://www.themathpage.com/arith/arithmetic.htm

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 MODULE 5
APPLYING THE FUNDAMENTALS OF ALGEBRA

MODULE OBJECTIVE

This module is designed to enable learners to develop the requisite knowledge, skills and
attitudes to apply the fundamentals of algebra. It focuses on the application of the rules of
algebra in the solution of operations, expressions and equations.

Suggested Module Time: 45 Hours

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspects of
the module.

1. Explain the application of the four basic rules in algebraic expressions

2. Outline the power, root and negative laws of indices

3. Discuss basic logarithmic (log) theory

4. Determine the procedures for carrying out basic indices and logarithmic (log)
operations

5. Outline the principle of solving simple linear equations

6. Discuss the concept of changing the subject of a formula

7. Explain the solution of an equation by the principle of equality/inequality

8. Explore the concept of writing equations from word situations

9. Discuss the concepts of ratio and proportion in algebraic calculations

10. Outline methods of simplifying binomial expressions

11. Discuss how to expand and simplify a perfect square and binomial expressions
consisting of two terms

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MODULE 5 APPLYING THE FUNDAMENTALS OF ALGEBRA

Knowledge Requirement (Cont’d)

12. Explain how to calculate the difference of two squares

13. Discuss the principle of factorizing and solving quadratic expressions

14. Outline the method of solving simultaneous equations, one being quadratic and the
other linear

15. Examine the use of algebraic operations in related trade computations

Performance Requirement

The following are specific tasks that learners must perform to the required standards:

1. Perform algebraic operations using the four basic rules

2. Solve simple algebraic equations

3. Solve simple linear equations/inequalities (with one unknown)

4. Change the subject of the formula

5. Perform four basic rules with indices and logs

6. Apply power, root and negative laws of indices

7. Solve equations involving indices

8. Use principle of log to solve simple problems

9. Simplify binomial expressions

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Performance Requirement (Cont’d)

10. Expand and simplify binomial expressions consisting of two terms

11. Expand and simplify a perfect square

12. Calculate the difference of two squares

13. Factorize/solve quadratic expressions

14. Solve simultaneous equations, one quadratic and the other linear

15. Solve word problems

Additional/ Critical Employability Skills Requirement

The following are critical attitudes/ behaviours that learners must employ in carrying out the
learning activities.

1. Responsiveness to instructions

2. Accuracy in performing calculations

3. Rationality of thought

4. Logical in thinking

5. Neatness in presentation

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MODULE 5 APPLYING THE FUNDAMENTALS OF ALGEBRA

RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. It is by no means exhaustive; therefore, it is prudent for facilitators to
seek additional information to supplement delivery:

 Fundamentals of algebra:  Fundamentals of algebra: (Cont’d)

- evaluation of algebraic expression Log 2 = 0.30102999566 or 0.301

- terms and coefficients - Nomials:
- combination - Monomials - One term
- parentheses - Binomials - Two terms
- grouping of symbols - Trinomials - Three terms
- inserting of grouping symbols - Polynomials – Three-plus terms
- removing of grouping symbols - Distributive law
- Equations - distributive with integers
- solving equations with fractions like terms
- solving simple equations - Associative law
- solving equations with variables - addition
- Variables: - multiplication
- left hand side variables - Cumulative laws
- right hand side variables - addition
- equations with brackets - multiplication
- equations with fractions - Common factors
- least common multiples - Polynomials
- Exponent laws - largest common factor
- multiplication - signed numbers
- division - negative
- power of a power - positive
- Logarithms - combined operations of signed
- Numbers in standard form A = 10ⁿ numbers
Where:
A is a number between 1 and 10
n is an integer in standard form
- Any positive number can be
expressed as a power of 10
- Powers of 10 = logarithms to base
10 i.e. 100 = 10²
2 = 10º·³º¹

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RELATED CONTENT (Cont’d)

 Fundamentals of algebra (Cont’d)  Fundamentals of algebra include

- basic algebraic operations - evaluation of algebraic expression

- Addition - signed numbers
- Subtraction - combined operations of signed numbers
- Multiplication - basic algebraic operations
- Division - solution of equation by principle of
- solution of equation by principle of equality
equality/inequality - writing equations from word situations
- addition
- subtraction -
- multiplication
- division (not by zero)
- writing equations from word
situations
- Linear equations
- slope and point given
- two points given
- table of values given

- Graphs
- table of values given
- slope and intercept given
- x and y intercepts given

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MODULE 5 APPLYING THE FUNDAMENTALS OF ALGEBRA

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies serious
consideration must be given to the infusion of critical employability skills:

Structured Overview

 Begin by defining or identifying a topic, such as “Applying the Fundamentals of Algebra”.

Elements of the topic, e.g. “Concepts of Algebraic Operations”, or, “Concepts of Simple
Equations”, would be identified, printed and delivered to the learners. Highlight the subject
matter in simple sentences. Learners would then be better able to integrate this readily
absorbed new information with their prior learning, thereby achieving their learning
objectives. A discretionary amount of interaction should be allowed to clear up mis-
understandings and to maintain attention as the delivery progresses.

Audio-Visuals

 Direct learners to form small groups and have them view the referenced video: Modumath
(Available in the Media Services‟ library at the National TVET Resource Centre – same
location as the VTDI). Particular attention should be paid to the procedures and practices
relevant to algebra. Each group should appoint a team leader who would, subsequently,
make presentations of the group‟s findings. Moderate discussions and give feedback.

Tutorials

 Tutorial may be prepared from information that is widely and freely available on the Internet.
The referenced article: “Fundamentals of Algebra”, is quite comprehensive and relevant to
the unit, and is usable without modification. After exposure to the relevant information, have
learners work individually through this paper, and answer the questions. Answer sheets
should then be rotated among learners so that no one can correct his/ her paper. Solve the
problems along with learners.

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 REFERENCES

The references below are not exhaustive and other reference materials need to be accessed
and used.

1. A.W. Binks, G. Pope, R. Holland, Y. Ramsey, I. Edwards-Kennedy (2000). Heinmann

Mathematics for CXC Heinmann Publishers pp. 102 – 115

2. Greer A. and Layne C.E. (1994). Certificate Mathematics: A Revision Course( 3rd Edition)
Stanley Thornes Ltd

3. Raymond Toolsie (2004). Mathematics a Complete Course with CXC Questions Caribbean
Educational Publishers Ltd.

4. HEART-NTA: MEMCAC0012A – Perform Technical Computations – General

5. VTAE, MODUMATH: Algebra: Lesson #5 Laws of Algebra, One Foundation Circle,

Waunakee, Wisconsin 53597-8914

6. HEART-NTA: MEMCAC0012A - Perform Technical Computations – General

7. Moving With Math. Retrieved January 12,2010 from http://www.movingwithmath.com

8. Fundamentals of Algebra. Retrieved from January 12,2010

http://www.tpub.com/math1/10.htm

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 MODULE 6 APPLYING THE FUNDAMENTALS OF PLANE
GEOMETRY

MODULE OBJECTIVE

This module is designed to enable learners to develop the requisite knowledge, skills and
attitudes to apply the fundamentals of plane geometry. The module focuses on the intricacies of
geometric operations such as calculations related to plane geometry, angular measurements,
triangles, polygons and circles as they apply to related work situations.

Suggested Module Time: 20 Hours

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspects of
the module.

1. Discuss the concepts of plane geometry

2. Explain the method of solving simple geometric equations

3. Explore the use of geometric operations in relation to trade computations

4. Discuss the principles of angular measurements

5. Outline the benefits of taking angular measurements

6. Discuss how to solve related applications by use of angular measurements

7. Examine the fundamental principles of circles, quadrilaterals, polygons and triangles

8. Explore the concepts of circles, triangles, quadrilaterals and polygons to solve trade-
related applications

9. Discuss the use of appropriate units in calculations

10. Review the rationale for maintaining a pre-determined level of accuracy in geometric
calculations

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Performance Requirement

The following are specific tasks that learners must perform to the required standards:

1. Perform calculations related to plane geometry

2. Perform calculations related to angular measurements

3. Perform calculations related to triangles

4. Perform calculations related to quadrilaterals and polygons

5. Perform calculations related to circles

6. Carry out plane geometric calculations in trade related applications

Additional/ Critical Employability Skills Requirement

The following are critical attitudes/ behaviours that learners must employ in carrying out the
learning activities.

1. Alertness during presentations

2. Responsiveness to directions

3. Resourcefulness in approach

4. Accuracy in measurements and calculations

5. Focused approach

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GEOMETRY

RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. It is by no means exhaustive; therefore, it is prudent for facilitators to
seek additional information to supplement delivery:

 Fundamentals of plane Figure 2 - Types of triangles

geometry include:

- Axioms and postulates:

- Logical
- Propositional logic
- line assumption
- point assumption
- segment addition Source: K12 math Retrieved November 4th 2010 from www.k12math.com/
- congruency Figure 3 - Types of quadrilaterals and polygons
- polygon inequality
- triangle inequality
- quadrilateral
inequality
- mathematical logic
- non-logical
- arithmetic
- points and lines
- angles
- vertex
Source: Onemath Retrieved December 15 2010 from www.onemathematicalcat.com
- height Accessed 15/12/10
- isosceles and equilateral
triangles practical
applications
- scaling (manufacturing)
determination of dimensions
- pythagorean theorem
practical applications
- squaring
determination of dimensions Source: Coffeyscorner Retrieved November 5 2010 from coffeyscorner.blogspot.com
- polygons and Accessed 5/11/10
quadrilaterals

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GEOMETRY

RELATED CONTENT (Cont’d)

 Fundamentals of plane geometry include:  Angular geometry principles(Cont’d)

(Cont’d)
- angular measure
- trapezoid - units
- degrees
 Angular geometry principles: - minutes
- seconds
- single lines - expressing degrees as decimal
- parallel lines - bisection of angles
- bisection of lines
Figure 4 - Parallel lines - perpendicularity

Figure 6- Perpendicular lines

Source: Mathrevision Retrieved November 4

2010 from http://www.mathsrevision.net
line intersections
- angles Source: Mathsrevision Retrieved November 11
- acute 2010 from http://www.mathsrevision.net
- obtuse
- complementary Figure 7- Parts of a circle
- supplementary Arc Tangent

Figure 5 - Angles on parallel lines

Source: Isotiles Retrieved November 4 2010

fromwww.isotiles.com/workbook/html/parall Source: Retrieved November 26 2010
elangles.htm GCSEMathtutor
Mathnstuff www.mathnstuff.com www.gcsemathstutor.com/circles.php

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MODULE 6 APPLYING THE FUNDAMENTALS OF PLANE
GEOMETRY

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies serious
consideration must be given to the infusion of critical employability skills:

Learning through Experience

 Allow learners to explain the difficulties they had with plane geometry. Their “lessons
learned” should be posted on a flip chart, and reference made to them as the instruction
progresses.
 The opportunity should be taken to initiate informal discussions with learners to observe
the extent of their knowledge of the basic principles of plane geometry. Encourage
learners to participate, and note deficiencies for future instructions. Misconceptions
should be clarified and the appropriate feedback given.

Math Journals

 A practical application of this strategy may be adapted by exploring the unit “Applying
the fundamentals of plane geometry” into sub-topics such as:
- concepts of angular measurement
- concepts and applications of triangles
- concepts and applications of polygons
- concepts and applications of circles
 Separate sub-topics should be assigned to each group leader, who would guide his/her
group into expanding the topic. All necessary research on the topic should be carried out
by members of the respective groups, and a presentation made by each group to the entire
class. Presentations should be assessed, and the requisite feedback given.

Tutorials

 Assign learners to work in small groups. Learners would be required to carry out all the
activities that are covered in one or more of the recommended handouts identified under
“References”.

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GEOMETRY

RELATED CONTENT (Cont’d)

 Learners are to be guided to practice the concepts of plane geometry by using the
principles relating to parallelism, the principles of angular measurements, the principles
of similar triangles, and so on. Feedback and guidance should be provided, and every
opportunity should be taken to clarify misunderstandings at an early stage.

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 REFERENCES

The references below are not exhaustive and other reference materials need to be accessed
and used.

1. A.W. Binks, G. Pope, R. Holland, Y. Ramsey, I. Edwards-Kennedy (2000). Heinmann

Mathematics for CXC Heinmann Publishers pp. 334 – 349

2. Raymond Toolsie (2004). Mathematics a Complete Course with CXC Questions Caribbean
Educational Publishers Ltd.

3. HEART Trust/NTA: MEMCAC0012A – Perform Technical Computations - General

4. HEART Trust/NTA: MEMCOR0022A – Perform Related Computations

5. Introduction to Basic Postulates and Axioms in Geometry

Retrieved 12/01/10 http://www.algebra.com/algebra/homework/Geometry-proofs/Basic-
postulates-and-Axioms-in-Geometry.lesson

6. Moving With Math

Retrieved August 09 fromhttp://www.movingwithmath.com

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 MODULE 7
APPLYING THE FUNDAMENTALS OF TRIGONOMETRY

MODULE OBJECTIVE

This module is designed to enable learners to develop the requisite knowledge, skills and
attitudes to apply the fundamentals of trigonometry. It focuses on the utilization of trigonometric
formulae in solving problems utilizing sine, cosine and tangent as well as Pythagorean theorem,
Sine and Cosine theory and their use in trade related applications.

Suggested Module Time: 30 Hours

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspects of
the module.

1. Discuss the concepts of trigonometric functions

2. Explain the concept of complementary angles

3. Outline the importance of the right angled triangle in trigonometric calculations

4. Determine applications of the ratio of right triangle sides

5. Explain the method of solving angles and sides of right angled triangles involving sine,
cosine and tangent ratios

6. Discuss how to solve sides of right angled triangles using Pythagorean theorem

7. Explain the concept of the isosceles right triangle

8. Outline the concepts of the Sine and Cosine rules and their applications

9. Examine the use of trigonometric functions in related trade computations

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Performance Requirement

The following are specific tasks that learners must perform to the required standards:

1. Solve angles and sides of right angled triangles using sine, cosine and tangent ratios

2. Perform calculations using Pythagorean theorem

3. Solve problems related to the isosceles right triangle

4. Solve angles and lengths of sides of triangles using Sine and Cosine rules

5. Perform calculations of plane trigonometry in trade related operations

Additional/ Critical Employability Skills Requirement

The following are critical attitudes/ behaviours that learners must employ in carrying out the
learning activities.

1. Alertness during lectures

2. Accuracy in calculations

3. Concentration on subject matter

4. Rationality of thought

5. Logical thinking

6. Neatness of presentation

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MODULE 7 APPLYING THE FUNDAMENTALS OF TRIGONOMETRY

RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. It is by no means exhaustive; therefore, it is prudent for facilitators to
seek additional information to supplement delivery:

 Fundamentals of trigonometry include:  Ratio of right triangle sides:

- Introduction to trigonometric functions - opposite

- Angle measurement, degrees/minutes, - adjacent
radians and arc lengths - hypotenuse
- Identities
- pythagorean  Determining angles of given functions
- reciprocal and functions of given angles:
- quotient
- co-function  Trigonometric functions – ratio
- even-odd method:
- sum-difference formulas
- double angle formulas - the natural numbers
- power reducing /half angle formulas - cardinal
- sum-to-product formulas - ordinal
- product-to-sum formulas - parts of natural numbers
- ratio of natural numbers
 Functions of complementary angles: f(q) = a/b
f(a/b) = q
- the laws of sine sin (90-q) - fractions
- the laws of cosine cos (90-q) - names of fractions
- the laws of tangent tan (90-q) - equivalent fractions
- proportions
- alternate proportion theorem
- same multiple theorem

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MODULE 7 APPLYING THE FUNDAMENTALS OF TRIGONOMETRY

RELATED CONTENT (Cont’d)

Figure 9
 Trigonometric functions with right
triangles
- Pythagorean Theorem
Figure 8

Applying Pythagorean theorem

Where the square of the hypotenuse of a
right angle triangle (c²) is equal to the sum
of the square of the other two sides
(a² + b²).
Source: Onemathematicalcat Retrieved
November 4 2010
www.onemathematicalcat.org
Trigonometric ratios(see fig. 9)

- sine (sin) Trigonometric Ratios

- cosine (cos)
- tangent (tan) Source Trigonometricproofs Retrieved December
17, 2010
- Co-functions math12.vln.dreamhosters.com/wik
- cosecant (csc) i/Trigonometri...
- secant (sec)
- cotangent (cot) Sine Rule: a = b = c
sin A sin B sin C
- Isosceles right triangle
Cosine Rule: a² = b² + c²-2bcCosA Figure 10
- Similar figures
Where a, b and c are sides of a triangle, (fig. 10, not
necessarily a right angle triangle) with angles A, B
and C.
Source:
MathsRevision Retrieved December 17,2010 from
http://www.mathsrevision.net

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MODULE 7 APPLYING THE FUNDAMENTALS OF TRIGONOMETRY

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies serious
consideration must be given to the infusion of critical employability skills:

Preliminary Discussion

 Initiate informal discussions with learners to observe the extent of their knowledge of the
basic principles of trigonometry in accordance with the unit. Get an understanding of the
knowledge level of the group, to take steps to upgrade those who show deficiencies.

Learning Logs

 The common application is to have learners make entries in their log books during class or
after each completed week of class. The point here is that short, frequent bursts of writing
are more productive over time than are infrequent, longer assignments
 Utilization of this strategy involves encouraging learners to make notes systematically
during and after lectures, and insisting that this process is repeated often enough, in order
to achieve retention. Therefore inspect learners‟ logs to ascertain that frequency and
accuracy are maintained

Lectures

 Explain the principles and concepts of the unit in conjunction with the relevant standards
and or specifications
 At regular intervals, the opportunity should be taken to ask questions of learners to ensure
that they are all following the presentation. This should be repeated at the end of session,
where mis-conceptions and mis-understandings can be remedied

 Also guide class discussions by posing verbal questions. After a few moments of
deliberation, learners should be asked to answer. Feedback should be given.

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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Cont’d)

Learning Contracts

 Provide learning objectives and resources such as relevant handouts and assignments. Set
a basic timeframe for completion of the assignment. Feedback must be given and
corrective measures taken when necessary.

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 REFERENCES

The references below are not exhaustive and other reference materials need to be accessed
and used.

1. A.W. Binks, G. Pope, R. Holland, Y. Ramsey, I. Edwards-Kennedy (2000). Heinmann

Mathematics for CXC Heinmann Publishers pp. 102 – 115

2. Raymond Toolsie (2004). Mathematics a Complete Course with CXC Questions Caribbean
Educational Publishers Ltd

3. HEART Trust/NTA: MEMCAC0012A – Perform Technical Computations - General

4. Isosceles triangles Retrieved 12/01/10 from http://www.mathvisuals.com/triangle/isosceles-

triangle.html

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 MODEULE 8
APPLYING PRINCIPLES OF STATISTICS

MODULE OBJECTIVE

This module consists of two units and is designed to enable learners to develop the requisite
knowledge, skills and attitudes to apply principles of statistics.

Unit One focuses on interpreting charts and graphs and the different types, their purposes, and
the process of constructing each to represent data.

Unit Two highlights how to apply the principles of statistics. The focus is on the use of statistics
to compile data to draw and interpret trends from straight line graphs, bar charts, pie charts and
histograms to arrive at findings that can be used to draw conclusions, make decisions and make
reports.

Suggested Module Time: 40 Hours

UNIT ONE: DRAW AND INTERPRET CHARTS AND GRAPHS

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspects of
the module.

1. Identify the different types of graphs and their functions

2. Examine the importance of the need to accurately interpret graphs and charts

3. Discuss ways in which information extracted from charts and graphs may be used as a
basis for decision making

4. Discuss the rationale for producing charts and graphs from information provided

5. Explain the application of graphs to basic statistics

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MODULE 8 APPLYING PRINCIPLES OF STATISTICS

Knowledge Requirement (Cont’d)

6. Explore the importance of gathering accurate data relative to skill trade processes

7. Discuss the development of charts and graphs with regards to pressure, volume,
temperature, mass, efficiency, circuit computations, perimeters and areas

Performance Requirement

The following are specific tasks that learners must perform to the required standards:

1. Identify data source

2. Collect data

3. Identify graphs/charts

4. Produce graphs/charts

5. Interpret graphs/charts

Additional/ Critical Employability Skills Requirement

The following are critical attitudes/ behaviours that learners must employ in carrying out the
learning activities.

1. Responsiveness to instructions

2. Accuracy in producing graphs

3. Methodical in development

4. Logical in thinking

5. Neatness in writing

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MODULE 8 APPLYING PRINCIPLES OF STATISTICS

RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. It is by no means exhaustive; therefore, it is prudent for facilitators to
seek additional information to supplement delivery:

 Types of:  Uses include(Cont’d)

- Graphs - Predictions, relating to:

- pictographs - hurricane
- pie graphs - earthquake
- circle graphs - drought
- vertical bar graphs - famine
- horizontal bar graphs - bar charts
- scatter point graphs - e.g., Simple 2D bar chart
- line graphs or plots - e.g., 3D column bar chart
- coordinate graphs - line charts
- time lines - histograms
- frequency polygons
 Uses include: - scatter points
- stem and leaf plots
- Collection of statistical data - box plots
- population - Surveys, relating to:
- educational status - politics
- economic status - e.g., XNP vs. YLP
- religious influence - religion
- marital status - e.g., Saturday vs. Sunday
- family sizes worship
- Comparison of statistical data, e.g., - entertainment
- showing change over time - e.g., Haza vs. Wully
- comparing items at one point in time - dance preferences
- comparing parts of a whole - e.g., Dance Hall vs. Ska
- comparing by geographic location
- comparing by social standing  Tables:
- comparing by gender - frequency tables
- comparing by age groupings  Charts:

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MODULE 8 APPLYING PRINCIPLES OF STATISTICS

RELATED CONTENT (Cont’d)

Figure 11

Pie chart Pictograph

Source: Sourceforge Retrieved November 4 2010 jcharts.sourceforge.net/.../pieCharts/normal2d/

Cnetnews.cnet.com/8301-17938_105-9740033-1.html, start1.jpl.nasa.gov/caseStudies/lrgTelescopes.cfm and
www.basic-mathematics.com/types-of-graphs.html

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 Scatter point graph Line plot graph

Source: Bivariate Plots www.psychology.emory.edu/.../scatt.htm and Scatter Plots

staff.argyll.epsb.ca/jreed/math9/strand4/4102.htm Accessed 16/12/10

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MODULE 8 APPLYING PRINCIPLES OF STATISTICS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies serious
consideration must be given to the infusion of critical employability skills:

Discussion – “Guess Who”

 Initiate discussions with learners to observe the extent of their knowledge, if any, of
interpreting charts and graphs. Random questions, consistent with the content of the unit
should be asked, and the replies evaluated and addressed. The following serve as
examples of typical questions that may be asked:
- What information can be obtained from charts?
- What are graphs?
- How can statistical data be represented on graphs and charts?
- How can comparisons be made with the use of graphs?

Lecture

 Actively explain the principles and concepts of graphs and charts in conjunction with the
relevant standards and or specifications. Proper use should be made of teaching/training
aids, which may include chalkboards, PowerPoint projections, textbooks and online
information via the Internet.
 Pose some verbal questions to the class at convenient intervals. After a few moments of
deliberation, learners should be asked to answer.
 Here are some typical questions that may be asked:
- Why should information that is extracted from charts and graphs be interpreted
accurately?
- How can information from charts and graphs form the basis for decision making?

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MODULE 8 APPLYING PRINCIPLES OF STATISTICS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Cont’d)

Audiovisuals

Utilize this strategy by organizing learners into small groups and have them view the referenced
video entitled: “Mathemedia Module 1: Graphs” (Available in the Media Services‟ library at the
National TVET Resource Centre – same location as the VTDI). Keen attention should be paid to
the procedures and practices demonstrated. Groups should appoint a team leader who would,
subsequently, make presentations of the group‟s observations to the rest of the class. Moderate
discussions and give feedback.

Tutorial/ Practice Exercise

Prepare tutorials with questions on the relevant topic. Learners should work individually through
this paper, and answer the set questions. Answer sheets could then be rotated among learners so
that no one will correct his/ her paper. Solve all the problems and allow learners to make
corrections on the papers in their possession, after which these papers should be returned to their
owners, and any queries dealt with.

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MODULE 8 APPLYING PRINCIPLES OF STATISTICS

UNIT TWO: PERFORM STATISTICAL OPERATIONS

EXPECTED OUTCOMES:

Knowledge Requirement

The following are knowledge-related tasks which focus primarily on the theoretical aspects of
the module.

1. Explain ways of identifying the x and y axes of a given graph

2. Outline methods of selecting appropriate scales for representing information on a simple

straight line graph

3. Discuss the principle required for drawing a graph of general equation y = mx + c

4. State ways in which simple line graphs can be used from tables to solve simple problems

5. Explain how graphical methods can be used to organize data

6. Discuss ways to compile and tally score from raw data collected

7. Explain how to format raw data into statistical data using tables

8. Outline how to determine class interval, boundaries and class limits for a set of data when
given class data

9. Determine when it is most appropriate to use mean, mode or median as the average for a
set of data

10. Explain the importance of the inter-quartile, lower and upper quartile range for a set of
data

11. Outline method of drawing conclusions, making decisions and writing reports

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MODULE 8 APPLYING PRINCIPLES OF STATISTICS

Performance Requirement

The following are specific tasks that learners must perform to the required standards:

1. Draw graphs of general equation y = mx + c

2. Draw simple straight line graphs from information in tables

3. Compile and tally score from raw data collected

4. Format raw data into statistical data using tables

5. Draw histograms and frequency polygons

6. Determine class interval, boundaries and class limits for a set of data

7. Determine mean, mode or median for a set of data

8. Determine inter-quartile range, lower and upper quartile range for a set of data

9. Draw conclusions from statistical analysis

10. Write reports

Attitudinal/ Critical Employability Skills Requirement

The following are critical attitudes/ behaviours that learners must employ in carrying out the
learning activities.

1. Responsiveness to directions

2. Resourcefulness in approach

3. Accuracy in calculations

4. Logical thinking

5. Neatness in presentation

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MODULE 8 APPLYING PRINCIPLES OF STATISTICS

RELATED CONTENT

The following are highlights of content/information directly related to the knowledge

requirement specified. It is by no means exhaustive; therefore, it is prudent for facilitators to
seek additional information to supplement delivery:

Since length of drawing = 12:

 Parts of graph:
- X – axis is represented by horizontal line 12 × 20 = Real length × 1
- Y – axis is represented by vertical line
240 inches = Real length
 Scales:
 Equation for straight line graph:
- scales allow drawings to be proportionally
the same as the real object
y = mx + c
Worked example:
where:
y = vertical axis
The length of a vehicle is drawn to scale. x = horizontal axis
The scale of the drawing is 1:20. If the m = gradient
length of the drawing of the vehicle on c = intersection on y - axis
paper is 12 inches, how long is the
vehicle in real life? Figure 12

Set up a proportion that will look like

this:

Do a cross product by multiplying the

numerator of one fraction by the
denominator of the other fraction:
hence:

Length of drawing × 20 = Real length ×1 Straight line graph

See website: Mathrevision

http://www.mathsrevision.net Accessed
4/11/10

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MODULE 8 APPLYING PRINCIPLES OF STATISTICS

RELATED CONTENT (Cont’d)

 Raw data:  Graphical methods:

- straight line graphs
- Information collected from various - histogram
sources that is not in an ordered
form - frequency polygon
Table 3
 Frequency Polygons

Worked example:
Question: Draw a bar diagram and frequency
polygon from the table given below on one graph.
Table 4

Figure 14

Raw Data
Source: Dagira Retrieved October 29 2010
from http://www.dagira.com

 Histogram

Figure 13

Frequency polygon
Histogram Source: TutorVista Retrieved October 29 2010 from
Source: Cyber-wit Retrieved October 29 http://www.tutorvista.com
2010 from http://www.cyber-wit.com/

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MODULE 8 APPLYING PRINCIPLES OF STATISTICS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following instructional strategies, along with additional creative ones, should be employed
to facilitate effective delivery of this module. In executing these strategies serious
consideration must be given to the infusion of critical employability skills:

Discussion - Challenges and Objectives

 Divide the class into small teams. Teams should identify their challenges in the topic, and
their objectives for the training. Initiate informal discussions with learners to observe the
extent of their knowledge of the principles and concepts of statistics. Identify foundational
weaknesses that would otherwise hamper the smooth reception of the course of study, and
should take steps to correct same before proceeding.

Assigned Questions

 Make a list of questions pertaining to “Applying Principles of Statistics”, and assign these
questions among groups of learners. After a designated period, the learners should regroup.
Group leaders should pose their questions, which would be answered by members of other
groups. The arrangement should be alternated, so that each group gets the opportunity to ask,
as well as to answer questions.

Practical Exercise

 Give learners an exercise such as:

20 students sat an English examination and obtained the following scores out of a
possible 100:
45, 56, 61, 31, 56, 33, 70, 61, 76, 36, 56, 59, 64, 56, 88, 28, 56, 70, 64, 74

Draw a bar graph from the following raw data showing:

- The highest and the lowest scores

- The mean, median and mode

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MODULE 8 APPLYING PRINCIPLES OF STATISTICS

SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media) (Cont’d)

 Have a discussion with learners after they have completed the exercise regarding the
answers. Correct the answers and use the moment as a platform to ensure understanding of
the concepts.

Practical Exercise

 Give learners assignments to draw several types of graphs such as:

- straight line graphs
- histograms
- frequency polygons
Check the results and give feedback

Ask learners to analyze the results from the histograms and frequency polygons to draw
conclusions. Guide discussions to enable a correct approach to analysis from which allow
for the writing of reports to document the results. Engage learners to explore decisions
that could be made from the conclusions that were drawn.

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 REFERENCES

The references below are not exhaustive and other reference materials need to be accessed
and used.

1. A.W. Binks, G. Pope, R. Holland, Y. Ramsey, I. Edwards-Kennedy (2000). Heinmann

Mathematics for CXC Heinmann Publishers

2. A.W. Binks, G. Pope, R. Holland, Y. Ramsey, I. Edwards-Kennedy (2000). Heinmann

Mathematics for CXC Heinmann Publishers

3. Raymond Toolsie (2004). Mathematics a Complete Course with CXC Questions Caribbean
Educational Publishers Ltd.

4. HEART Trust/NTA: MEMCOR0012A – Perform Related Computations

5. Charts from BBC Revise Wise Maths Retrieved from 12/01/10

http://www.bbc.co.uk/schools/revisewise/maths/data/11_fact.shtml

6. Video: AIT (1995). Mathemedia Module 1: Graphs Agency for Instructional Technology

7. HEART Trust/NTA: MEMCAC0012A - Perform Technical Computations – General

8. Raymond Toolsie (2004). Mathematics a Complete Course with CXC Questions Caribbean
Educational Publishers Ltd.

9. Basic Mathematics Retrieved 15/10/10 from http://www.basic-mathematics.com/scale-

drawings.html

10. Tutorvista. Retrieved 21/10/10 from http://www.tutorvista.com/math/statistics-raw-data

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..

APPENDIX B

NVQ-J BPO20116 S Customer Engagement operations

Level 2
Qualification Plan

LMSD-CST-1.0
January, 2015
 UNCONTROLLED COPY WHEN PRINTED

Packaging of Competency Standards for National Qualifications

BPO20116 NVQ Level 2 in Customer Engagement Operations

Unit Number Unit Title Core Hours

CRICOM0012A Apply language and communication skills Core 40

CRIMAT0012A Perform mathematical computations Core 40
BPOCUE0012A Prepare for work in a customer engagement environment Core 10
BSBOSH0012A Contribute to safety and health of self and others Core 8
BSBWOR0012A Work effectively with others Core 10
BPOCUS0012A Deliver a service to customers Core 10
BSBCOR0122A Communicate in the workplace Core 50
BPOCUE0022A Conduct customer engagement Core 20
BPOCUE0342A Collect debts Core 40
BPOCUE0052A Ensure the confidentiality, privacy and security of customer Core 10
information
BSBSLS0022A Develop product knowledge Core 10
BPOCUS0022A Resolve customer queries Core 30
BPOCUS0032A Process customer complaints/disputes Core 10
BSBSLS0012A Sell products and services Core 20
BSBCUE0032A Collect data for market research Core 10
BSBICT0012A Communicate electronically Core 12
BSBICT0022A Operate application software packages Core 20
BPOSAS0042A Interact with ICT clients Core 12
BPOSAS0012A Record client support requirements Core 12
BSBWOR0022A Manage personal stress in the workplace Core 20

To obtain this qualification, all core competencies must be achieved.

Nominal training hours (institutional delivery) include total hours of core competencies.

Prerequisite

Individuals may enter level II Certification in the Business Process Outsourcing Industry with relevant
level 1 vocational experience and qualification. Where lower level qualification plans exist, these MUST
be completed. Otherwise, evidence for competencies equivalent to lower level qualifications must be
provided at registration/prior to commencement of the programme /before certification.

For this qualification plan the prerequisite(s) is/are:

 Level 1 in Customer Engagement Operations

Qualification Plan for the Customer Engagement Operations Stream of the Business Process Outsourcing Industry (BPO)
Standards & Assessment Development Unit, NCTVET BPO16
Page 2 of 6
Copyright  2016 National Council on Technical & Vocational Education & Training (NCTVET)
All rights reserved. No part of this document may be reproduced in any form or by any means without the prior permission of the
publishers.
 UNCONTROLLED COPY WHEN PRINTED

Legend to National Vocational Qualification (NVQ) Plan code

Example: BPO20116

BP O 2 01 16

Industry and Sector Year developed/revised

Sub-Sector Qualification Plan Number

NVQ Plan Level

Key: BP – Business Process; O - Outsourcing; 2 - Level 2; 01 – Numerical

sequence; 16 -Year developed/revised

Legend to Unit Code

Example: BPOCUE0012A
BP O CUE 001 2 A

Industry or Sector Version Control

Sub-Sector Competency Level

Occupational Area Competency Number

KEY: BP – Business Process; O – Outsourcing; CUE – Customer Engagement;

001 – unit #; 2 – Level 2;
A – first version

Unit Key: COR – Core; MAT – Mathematics; COM – Communication; CRI – Cross Industry;
BSB – Business Services; B – Business; ICT – Information and Communication
Technology; OSH – Occupational Safety and Health; SLS – Sales; WOR –
Workplace Effectiveness; SAS - System Administration and Support; CUS –
Customer Service

Qualification Plan for the Customer Engagement Operations Stream of the Business Process Outsourcing Industry (BPO)
Standards & Assessment Development Unit, NCTVET BPO16
Page 3 of 6
Copyright  2016 National Council on Technical & Vocational Education & Training (NCTVET)
All rights reserved. No part of this document may be reproduced in any form or by any means without the prior permission of the
publishers.
 UNCONTROLLED COPY WHEN PRINTED

Packaging of Competency Standards for National Qualifications

Clustering of Units

BPO20116 NVQ Level 2 in Customer Engagement Operations

Unit Number Unit Title Core Hours

Cluster 1. Develop Language & Communication skills

CRICOM0012A Apply language and communication skills Core 40
BSBCOR0122C Communicate in the workplace Core 50
BSBICT0012A Communicate electronically Core 12
BSBCUE0032A Collect data for market research Core 10

Cluster 2. Develop Workplace Health and Safety Awareness

BSBWOR0022A Manage personal stress in the workplace Core 20
BPOCUE0012A Prepare for work in a customer engagement environment Core 10
BSBWOR0012A Work effectively with others Core 10
BSBOSH0012A Contribute to safety and health of self and others Core 8

Cluster 3. Customer Service

BPOCUS0012A Deliver a service to customers Core 10
BPOCUE0022A Conduct customer engagement Core 20
BPOCUS0032A Process customer complaint/dispute Core 10
BPOCUS0022A Resolve customer queries Core 30
BPOSAS0012A Record client support requirements Core 12

Cluster 4. Outbound Customer Engagement

BSBSLS0012A Sell products and services Core 20
BSBSLS0022A Develop product knowledge Core 10
BPOCUE0342A Collect debt Core 40
BPOCUE0052A Ensure the confidentiality, privacy and security of customer Core 10
information
CRIMAT0012A Perform mathematical computations Core 40

Cluster 5. Information Technologies

BSBICT0022A Operate application software packages Core 20
BSBICT0012A Communicate electronically Core 12
BPOSAS0042A Interact with ICT clients Core 12

Qualification Plan for the Customer Engagement Operations Stream of the Business Process Outsourcing Industry (BPO)
Standards & Assessment Development Unit, NCTVET BPO16
Page 4 of 6
Copyright  2016 National Council on Technical & Vocational Education & Training (NCTVET)
All rights reserved. No part of this document may be reproduced in any form or by any means without the prior permission of the
publishers.
 UNCONTROLLED COPY WHEN PRINTED

ACKNOWLEDGEMENTS

The National Council on Technical and Vocational Education and Training (NCTVET) would like to thank
the following for their contribution in developing these occupational standards.

Members of the Business Process Outsourcing Lead Group:

Name Organization
Lesley-Ann Harvey-McDonald Corporate Service Associates
Nykeba Smith HEART Trust (LRDD)
Cecile Collington Business Development and Workforce Solutions/Heart Trust/NTA
Josset Headley HEART Trust (HCIT)
Andrea Ricketts HEART Trust (Petersfield)
Patricia Daley – Chin HEART Trust
Yvonne Smith South West TVET Institute, Granville
Artoneth Anderson-Thomas HEART Trust – Stony Hill Campus
Donnette Kellier-Palmer Herbert Morrison High School
June Campbell Independent
Rochelle Miller Vista Print
Malcolm Campbell Standards and Assessment Officer (NCTVET)

Country of Origin: JAMAICA

QUALIFICATION OVERVIEW

Who this qualification is for:

This qualification reflects the role of individuals who typically work with multiple communication channels,
capture data and provide customer service.

This qualification is for individuals working in a customer engagement sector. It is intended for individuals
whose job role involves communicating with customers. They will be contributing to deliver a service to a
wide range of customers. Typically, individuals in this role work under direct supervision. The knowledge
and skills components are geared to the specific task assigned

Persons who complete this qualification can be employed in the following jobs:

 Job title: Debt Collector, Telemarketer

Qualification Plan for the Customer Engagement Operations Stream of the Business Process Outsourcing Industry (BPO)
Standards & Assessment Development Unit, NCTVET BPO16
Page 5 of 6
Copyright  2016 National Council on Technical & Vocational Education & Training (NCTVET)
All rights reserved. No part of this document may be reproduced in any form or by any means without the prior permission of the
publishers.
 UNCONTROLLED COPY WHEN PRINTED

 Job Qualifications include:

Debt Collector

 BPOCUE0022A Conduct customer engagement

 BPOCUE0342A Collect debts
 BPOCUE0052A Ensure the confidentiality, privacy and security of customer information
 BPOCUS0022A Resolve customer queries
 BSBWOR0022A Manage personal stress in the workplace
 BSBICT0012A Communicate electronically

Telemarketer

 BSBWOR0022A - Manage personal stress in the workplace

 BPOCUE0022A - Conduct customer engagement
 BPOCUS0022A - Resolve customer queries
 BSBSLS0012A - Sell products and services
 BPOSLS0022A - Develop product knowledge
 BPOCUE0052A - Ensure the confidentiality, privacy and security of customer information
 BSBOSH0012A - Contribute to safety and health of self and others
 BPOCUS0012A - Deliver a service to customers

 Career path – articulation and specialisation

After achieving this BPO20116 Certificate in Customer Engagement Operations, individuals could
progress to a wide range of other qualifications in the Business Process Outsourcing industry.

The above Competency Standards can also be used to:

 prepare job descriptions and specifications

 determine recruitment criteria
 appraise staff performance objectively
 identify skill and training gaps and needs
 conduct labour market analyses
 develop curriculum
 assess the effectiveness of training programmes
 determine compensation and rewards

Benefits of acquiring the NVQ to Candidates:

 provides a basis for matriculation, articulation and accreditation

 provides a broad-based preparation for employment
 provides an alternative route to further / higher education
 provides enhanced employability and higher earning potential
 complements and has parallel standing with academic qualifications
 facilitates an apprenticeship with actual work experience
 equips candidates with the knowledge, skills and attitudes for the workplace

Qualification Plan for the Customer Engagement Operations Stream of the Business Process Outsourcing Industry (BPO)
Standards & Assessment Development Unit, NCTVET BPO16
Page 6 of 6
Copyright  2016 National Council on Technical & Vocational Education & Training (NCTVET)
All rights reserved. No part of this document may be reproduced in any form or by any means without the prior permission of the
publishers.
 UNCONTROLLED COPY WHEN PRINTED

 allows for continuity whereby if a candidate cannot complete the NVQ at a centre or school, they
can continue at another approved centre
 past work experience and skills can count towards achieving the NVQ (recognition of prior
learning)
 provides candidates with NVQs that are internationally recognized and accepted

Benefits of the NVQ to Employers:

 provides a larger cadre of skilled employees/candidates to choose from

 reduces cost of recruiting and selecting the ideal job candidate
 reduces cost for training workers
 ensures higher levels of productivity

We value your feedback. Should you have any queries, concerns

or need further information, please contact us at:

The Standards & Assessment Development Department

National Council on Technical and Vocational Education and
Training (NCTVET)
Gordon Town Road, Kingston 6.
Email Address: [email protected]
Facsimile: 977-1707; 977-1115
Telephone: 977-1700- 5

Qualification Plan for the Customer Engagement Operations Stream of the Business Process Outsourcing Industry (BPO)
Standards & Assessment Development Unit, NCTVET BPO16
Page 7 of 6
Copyright  2016 National Council on Technical & Vocational Education & Training (NCTVET)
All rights reserved. No part of this document may be reproduced in any form or by any means without the prior permission of the
publishers.
..

APPENDIX C

Customer Engagement operations

Level 2
Module Outline
 BUSINESS PROCESS OUTSOURCING
CUSTOMER ENGAGEMENT OPERATIONS
BPO20116
MODULE OUTLINE
Level II

MODULE 1 DEVELOPING LANGUAGEAND COMMUNICATION SKILLS

Unit 1 Apply language and communication skills

CRICOM0012A

Unit 2 Communicate in the workplace

BSBCOR0122C

Unit 3 Communicate electronically

BSBICT0012A

Unit 4 Collect data for market research

BSBCUE0032A

Unit 5 Conduct orientation process

TLWREM1283A

MODULE 2 DEVELOPING WORKPLACE HEALTH AND SAFETY

AWARENESS

Unit 1 Manage personal stress in the workplace

BSBWOR0022A

Unit 2 Prepare for work in a customer engagement environment cedures

BPOCUE0012A

Unit 3 Work effectively with others

BSBWOR0012A

Unit 4 Contribute to safety and health of self and others

BSBOSH0012A

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 BUSINESS PROCESS OUTSOURCING
CUSTOMER ENGAGEMENT OPERATIONS
BPO20116
MODULE OUTLINE
Level II

MODULE 3 DELIVERING CUSTOMER SERVICE

Unit 1 Deliver a service to customers

BPOCUS0012A

Unit 2 Conduct customer engagement

BPOCUE0022A

Unit 3 Process customer complaint/dispute

BPOCUS0032A

Unit 4 Resolve customer queries

BPOCUS0022A

Unit5 Record client support requirements

BPOSAS0012A

MODULE 4 PROVIDING OUTBOUND CUSTOMER ENGAGEMENT

Unit 1 Sell products and services

BSBSLS0012A

Unit 2 Develop product knowledge

BSBSLS0022A

Unit 3 Collect debt

BPOCUE0342A

Unit 4 Ensure the confidentiality, privacy and security of customer information

BPOCUE0052A

LRDD-MO-1.0
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 BUSINESS PROCESS OUTSOURCING
CUSTOMER ENGAGEMENT OPERATIONS
BPO20116
MODULE OUTLINE
Level II

MODULE 5 UTILIZING INFORMATION TECHNOLOGY

Unit 1 Operate application software packages

BSBICT0022A

Unit 2 Interact with ICT clients

BPOSAS0042A

APPENDIX Perform mathematical computations

CRIMAT0012A

LRDD-MO-1.0
March 2017