1. PowerPoint presentation
Understand working in a customer service environment
Handout 2: The aims of this session are to: Outline the differences between internal and external customers. State how to identify customers’ needs, expectations and satisfaction. List the resources needed to deliver reliable customer service.
Tutor to read the unit outcomes before the session and prepare by checking the PPT tutor notes, session plans and slides prior to the session. Domestics and session behaviours to be agreed before the session begins.

2. Internal and external customers
The following are examples of customers in a trade warehouse:
Internal customer
External customer
Cash office manager
General public
Delivery drivers
Small businesses
Shop floor operative
Cleaner/s
Warehouse operative
This slide is to indicate to learners that businesses have internal and external customers and that there are sometimes more internal customers than external.
Tutor can get learners to discuss internal customers in their place of study or work.

3. Internal and external customers ‒ continued
What does this table indicate?
There are more types of internal customers in a business.
What is the difference between the two?
External customers are needed to bring revenue to the business.
Internal customers maintain the smooth running of a business.
However, both types of customers need to treated with respect.
Tutor to discuss this with the learners (reveal the answers).

4. Wants and needs
Customers usually have a ‘want’ before they realise what they need. Why is this?
Tutor to discuss this with the learner/s and chat about when the learner last had a ‘want’. This could be the latest mobile phone, a new item of clothing or even a large item such as a car.

5. Customers’ needs and expectations
Wants are usually an aspiration or dream item that a customer desires but cannot always purchase.
Needs are what the customer must have or actually requires. This is established after customer’s interest and desire to buy a product or service have been satisfied.
Expectations are what the customer thinks the product or service should provide. Eg the phone to be answered or the website be easy to navigate.
Tutor to discuss each of the above and discuss how to determine each with questioning techniques.

6. Questioning techniques
What type of questioning techniques are used to establish customers’ needs?
Open, probing or closed?
What type of questions are used to establish customers’ expectations?
Tutor to discuss this and explore all types of questions being useful and not to stick to one type.
Practising questions of each type around product and service sales and how to address customer questions with clarifying questions to get facts to identify needs and wants.

7. Questioning examples Closed questions: only allow for yes/no answers.
Did it rain on you way here today?
Open question:
How did you travel here today?
What is your budget?
Probing: (following on)
How was your journey, did you get held up anywhere?
Is it possible to go above that budget? (can be closed)

8. Customer service Worksheet 2
Worksheet 2 Questioning techniques
Complete the worksheet and discuss the answers with your tutor.
The completed worksheet can be used as evidence in your portfolio.
Distribute to learner/s and discuss answers using Worksheet 2 (tutor copy) to explore the responses and learner retention.

9. Sources of information to deliver effective customer service
Price lists
Product knowledge
Service agreements
Organisation structure
Customer details
Organisation values and customer charters
Legislative knowledge and understanding
Tutor to reveal the sources and discuss each with the learner/s what and why. This is not exhaustive and can be expanded by the tutor.

10. The Consumer Protection Act 1987 The Consumer Credit Act 1974
Legislation
The Data Protection 1998
The Consumer Protection Act 1987
The Consumer Credit Act 1974
The Trade Description Act 1968
The Sale of Goods Act 1979
Supply of Goods and Services Acts 1979 and 1994
Tutor can use this a talking point to support sources of information needed to deliver customer service. Using the internet and researching legislation.gov.uk and or other consumer searches.

11. Customer expectations and satisfaction
Can a customer expect too much?
Discuss this with your group and tutor.
Tutor to manage a discussion group getting someone to scribe if in groups. If one to one then ask the learners to consider the question for a few minutes.
The answers will vary depending on the learner experiences and own expectations.

12. Customer expectations and satisfaction
Should a customer expect satisfaction?
Discuss this with your group or tutor.
Tutor to manage a discussion group getting someone to scribe if in groups. If one to one then ask the learners to consider the question for a few minutes.
The answers will vary depending on the learner experiences and own expectations.

13. Customer expectations and satisfaction
Factors of products and services expected by customers:
Fair price
Good quality
Sufficient quantity
Excellent presentation
Staff product knowledge
Good staff appearance and behaviour.
When these expectations are met satisfaction usually follows.
Tutor to discuss the relationship between expectations and satisfaction and that it is not always realistic for many reasons including people’s perceptions, emotions, culture and some unreasonable expectations and behaviours on the day.
Each factor can be further explored such as getting the learner/s to consider fair prices for high end products opposed to lesser quality goods, how quality in a celebrity restaurant may vary from a local pub offering value meals.
What impact presentation of staff has on first impressions.
How staff expertise will vary depending on the product or service being sold or advised on.

14. Activity 2 - Factors affecting customer service
Summary activity
Activity 2 - Factors affecting customer service
Activity 2 can be printed or signposted to on the SmartScreen portal. Tutor version is available with correct answers.

15. Questions?
Tutor to distribute the first activity for this learning outcome.