PA L5 - SP1 - Facilitator Guide

SAQA QUALIFICATION TITLE NQF MIN
ID LEVEL CREDITS
50060 National Certificate: Public Administration 5 141
FACILITATOR’S GUIDE
Skills Program One (1):
Service Delivery Management
Public Administration NQF Level 5 1

© Public Service Sector Education & Training Authority 2013
Facilitator Information:
Details Please Complete this Section

Name & Surname:
Organisation:
Unit/Dept:
Facilitator Name:
Date Started:
Date of Completion:
Copyright
All rights reserved. The copyright of this document, its previous editions and any annexures thereto, is
protected and expressly reserved. No part of this document may be reproduced, stored in a retrievable
system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or
otherwise without the prior permission.
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Facilitator Guide Introduction
About the Facilitator This Facilitator Guide provides a comprehensive overview of SERVICE
Guide… DELIVERY MANAGEMENT, and forms part of a series of Facilitator Guides
that have been developed for National Certificate: Public Administration
Learning Programme at NQF Level 5, worth 156 credits.
The series of Facilitator Guides are conceptualized in modular’s format, in

accordance with the Learner Guides. This guide has been designed and
developed to assist you in effectively and efficiently prepare and implement
your various training interventions.
Purpose The purpose of this Facilitator Guide is to assist facilitators in delivering

training sessions, related to Public Administration The Guide also provides
information on facilitation methodologies and strategies to be adopted during
training sessions.
US No US Title Level Credit
120310 Apply client service techniques to improve 5 6

service delivery
120306 Manage service delivery improvement 5 8
Objectives  To understand the facilitation methodology and strategy to be adopted

for this learning program
 To provide the necessary learner support and guidance during the

training session
Outcomes At the end of this module, you will be able to:

 Apply client service techniques to improve service delivery
 Manage service delivery improvement
Resources  White board and/or Flipcharts
 Laptop & Data Projector (not compulsory)
 Facilitator & Learner Guide
 Learner Workbook
 Appendices (attached to learner guide)
Time Contact/ Facilitation Days 6 days
Theory 19 Hrs
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Practical 29 Hrs
Assessments 2 Hrs
Workplace Application Days 14 Days
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Facilitator’s Checklist & Training Aids
Learner support strategies:
Learners are supplied with all resources and aids as required by the program – including:
 Objects & devices such as equipment, protective clothing, and safety gear, etc.
 Learner Guides and Learner Workbook
 Visual aids, etc.
Use this checklist below during your preparation to ensure that you have all the equipment,
documents and training aids for a successful session.
Preparation: Yes No
Qualification Knowledge – I have familiarised myself with the content of the

applicable qualification
Unit Standard Knowledge – I have familiarised myself with the content of all
aspects of the applicable unit standard
Content Knowledge – I have sufficient knowledge of the content to enable me

to facilitate with ease
Application knowledge – I understand the programme matrix & have

prepared for programme delivery accordingly
Contextualisation – I have included information which is specific to the

commodity and practices related to the commodity
Ability to respond to learners background & experience – I have

studied the learner demographics, age group, experience & circumstances &
prepared for programme delivery accordingly
Enthusiasm & Commitment – I am passionate about my subject & have

prepared my programme delivery to create a motivating environment with real
commitment to success
Enterprise knowledge – I know & understand the values, ethics, vision &
mission of the workplace & have prepared my programme delivery, reporting &
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administrative tasks accordingly.
Equipment check:
Learner guides x 1 per learner
Assessment guides x 1 per learner
Writing materials & stationary (facilitator & learner)
White board & pens
Flip chart paper
Proximal projector & screen
Laptop & programme disk
Sample Hand-outs and examples of laws and other relevant documents
Safety gear as prescribed by unit standard and applicable legislation
Documentation checklist:
Attendance Register
Course Evaluation
Learner Course Evaluation
Portfolios of evidence
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Learning Program Time Frames
Total time
Theoretical learning Practical learning time Activities to
allocated
time allocated (hours) allocated (hours) be completed
(hours)
Complete Program 100 hours 30 hours 70 hours

(including
summative
assessment)
Learner Orientation 1 hour 30 minutes 30 minutes

and “Ice Breaker”
Purpose, 1 hour 30 minutes 30 minutes

Introduction and
Learner Directions
Apply client 60 hours 18 hours 42 hours

service techniques
to improve service
delivery
Manage service 80 hours 24 hours 56 hours

delivery
improvement
Preparation for 0.5 - - -

Assessment &
revision
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TRAINING PROGRAM
Briefing Session: Day1
1. Introduction to the Learning Units

Start with an “ice-breaker”, and eventually discuss the global outcome
of the learning units with learners and emphasize the assessment
process.
Topics Time Remarks
 Ice Breaker 15 min Please refer to Learner

Guide and Assessment
 Course expectations Guide for details.
 Assessment Criteria 10 min
 Learner’s Responsibilities
5 min
2. Training Ground Rules

Discuss the training session ground rules with learners to avoid
disturbance during the session
Topics Time Remarks
 Learning Units estimated time 10 Min Write down the training

session ground rules and
 Ethical behavior keep them posted in the
classroom for the duration
 Cellular phones – (off/silent) of the session.
 Breaks – (tea, lunch….)
 Etc…
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LEARNING UNIT 1:
APPLY CLIENT SERVICE TECHNIQUES TO IMPROVE SERVICE DELIVERY
UNIT STANDARD ID: 120310
Day 1: Session 1 & Day 2: Session 2
Discuss the Learning Unit introduction with the learners.
Topics Time Remarks
 Analysing the relationship between 8 Hrs Ensure that all learners

service communication and client participate in the discussion by
behaviour and characteristics. asking them relevant
 Applying client service techniques. questions.
 Applying client techniques to high-
Ensure that learners complete
risk customer relations.
the activity in their learner
 Applying professional conduct in
workbooks.
service provision.
 Clarifying questions
LEARNING UNIT 2:
MANAGE SERVICE DELIVERY IMPROVEMENT
UNIT STANDARD ID: 120306

Day 3: Session 3 & Day 4: Session 4
Discuss the Learning Unit introduction with the learners
Topics Time Remarks
 Developing a service delivery 8hrs Get a volunteer to read the poem

improvement plan to meet aloud. Take individual inputs.
organisational targets. Give feedback.
 Applying service delivery
improvements and honour client
confidentiality.
Ensure that all learners participate
 Reviewing the service delivery in discussions
improvement plan of the
organisation/department.
 Clarifying questions
Q & A session

WORBKBOOK MEMORANDA
APPLY CLIENT SERVICE TECHNIQUES

Learning Unit1 TO IMPROVE SERVICE DELIVERY
UNIT STANDARD NUMBER : 120310
LEVEL ON THE NQF : 5
CREDITS : 6
FIELD : Business, Commerce and Management Studies
SUB FIELD : Public Administration
This Unit Standard is intended for elected political leaders and public sector officials involved with the
PURPOSE: service delivery activities that require use of public assets to render services to the communities. This
Unit Standard contributes to the development of management skills of South Africa's public officials
and political executives, strategic executive managers and other role-players contributing to the
development of improved service delivery to communities. The qualifying learner will be able to apply
the appropriate knowledge, skills and values to employ client service techniques that are suited to
varying client behaviour and characteristics.
The qualifying learner is capable of:
 Analysing the relationship between service communication and client behaviour and
characteristics.
 Applying client service techniques.
 Applying client techniques to high-risk client relations.
 Applying professional conduct in service provision.
LEARNING ASSUMED TO BE IN PLACE:
It is assumed that learners are competent in:

• Communication at NQF Level 4.
• Mathematical Literacy at NQF Level 4.
SESSION 1.
Analyze the relationship between service communication and client behavior characteristics
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Learning Outcomes
 Differing client behaviour and characteristics are described in relation to the Public Service context.
 Client service techniques that are applicable to internal and external clients are discussed and
detailed in accordance with the Public Service Sector.
 Client service techniques to ensure effective communication with differing client types are selected
according to Public Service requirements.
 Feedback and reporting processes that provide for service are described in relation to how they
impact on clients in varying public sector contexts.
Activity Questions Description Mark

Define Your Clients in the public sector context
1 8
In the past, many people working in the public service provided direct services to their clients. They
delivered community programs, repaired highways or distributed drivers’ licenses. Today, many direct
services are provided through agreements with other agencies or through contracts with the private
sector. Yet, while we may not always provide direct service, we still provide service to each other and we
assist those who do.
In the private sector, the definition of client is clear - the customer who buys the product or uses the
service. In the public sector, defining the client is more complex. For most services in the public sector,
it is necessary to define your clients by distinguishing between internal and external, voluntary and
non-voluntary, stakeholder and client, and direct service providers and service partners.

Define the differing client behaviour and characteristics in relation to the
2 Public Service context. 10
Relationships are not the same; clients want and expect different things from their relationships with
different organisations, just as they have different needs and expectations from their varying personal
relationships. In interpersonal relationship theory, relationships have been categorised by (i) the types
of bond that join parties together (what ties us together?) and (ii) the nature of the benefits they offer
each party (what’s in it for me?)

Discuss client service techniques.
3 15
Your client service department is a valuable asset to your organisation. It plays a vital role in client
retention and in account growth by developing trust with clients over problem issues. Client service staff

also helps in product development by assessing the needs of clients and getting clients' opinions. In order
to have an efficient client service department, you need to teach effective client service techniques.
Seek Opportunity
A client service representative should consider each organisation call an opportunity. It is a chance to
show the client how effective your organisation is at handling problems, and it can help you determine
how clients feel your organisation could do better to gain more market share. A client service
representative should not cringe when a client starts a sentence with "Your competition allows me to."
Rather, look at it as a chance to find out what the competition is doing to get business and what your
organisation can do to improve on that technique.
Develop a Conversation
Clients prefer to do business with organizations’ and people they like. When taking a client service call, try
to engage the client in conversation rather than turn the call into a mechanical event in which you ask
questions to fill out a report. Avoid small talk, but try to mix in conversational aspects about the product
and the problem the client is having. Try to move the client away from any anger toward your company
and focus on solving the problem. Allow the client to vent his frustrations, and then empathize with him
about the problems he is experiencing. If you had a similar problem, let the client know and tell him how
you solved your problem. Make the client service process as personal as possible to help make it a
positive experience for the client.
Take Ownership
A client will become frustrated with the client service representative if she feels the representative is trying
to pass the issue on to someone else. The intellects recommend taking ownership of the issue from the
moment that the call comes through to you. Do your best to try and remedy the situation; if you have to
pass the call off to the next level, try to be there to make the transition with the client to the new
representative. If you are able to follow up on the call, do so to make sure the problem was resolved.
Use Notes
When a client calls, be sure to refer to any notes on the client's previous calls to try and make the call go
more smoothly. Taking the time to learn your client's brand preference and occupation and a gaining an
understanding of the issues he has experienced in the past can give him a feeling of confidence in your
company. Make it mandatory that all client service calls be noted in a database accessible to all
representatives, and use that information when clients call.

4 Differentiate between Internal Clients and External Clients. 10

Internal clients are people with whom you interact and deliver services to in the public service. One of the
goals of Service Excellence is to provide better service to each other, so that we can provide excellent
service to our external clients.
External clients can be defined as people who use government services in a direct or indirect manner.
Direct clients deal with the public service either by choice or by requirement of legislation or regulation.
Indirect clients do not directly use government services, but are still affected by the services delivered.
Some examples of an external client include a person who visits a municipal park, a newcomer to a town
calling to seek information about health facilities, a person seeking a benefit under a scheme announced
by the Chief Minister, and a farmer looking for advice on new crops and market trends

5 Describe the Communicating Service Excellence 10
Communicating Service Excellence
 How will Service Excellence be communicated throughout your Department? To the rest of
government?
 Do you keep abreast of Service Excellence developments in other relevant government jurisdictions?
 What links have you made with service quality practitioners in other organizations?
In the rest of the public service?
• Are our clients, suppliers and partners fully aware of our focus on Service Excellence?
SESSION 2.
Apply client service techniques.
Learning Outcomes
 Sources of communication difficulties and obstacles with internal and external clients are identified
according to the Public Service Sector.
 Service provider's behavioural style is adapted to suit different client behaviours in accordance with
organisational guidelines.
 A client service technique is selected and applied to suit the customer service context according to
Batho Pele principles.
 Report feedback on the impact of the applied client service techniques in accordance with
organisational procedures.
Activity Mark

Questions Description
What are the Common Causes of Problems in Internal Communications?
6 10
1. If I know it, then everyone must know it.
Perhaps the most common communications problem is managements' (leaders' and managers')
assumption that because they are aware of some piece of information, than everyone else is, too.
Usually staff aren't aware unless management makes a deliberate attempt to carefully convey
information.
2. We hate bureaucracy -- we're "lean and mean."
When organizations are just getting started, their leaders can often prize themselves on not being
burdened with what seems as bureaucratic overhead, that is, as extensive written policies and
procedures. Writing something down can be seen as a sign of bureaucracy and to be avoided. As the
organization grows, it needs more communications and feedback to remain healthy, but this
communication isn't valued. As a result, increasing confusion ensues -- unless management matures
and realizes the need for increased, reliable communications.
3. I told everyone, or some people, or ...?
Another frequent problem is managements' not really valuing communications or assuming that it just
happens. So they're not aware of what they told to whom -- even when they intended for everyone to
know the information.
4. Did you hear what I meant for you to hear?
With today's increasingly diverse workforce, it's easy to believe you've conveyed information to someone,
but you aren't aware that they interpreted you differently than you intended. Unfortunately, you won't be
aware of this problem until a major problem or issue arises out of the confusion.
5. Our problems are too big to have to listen to each other!
Particularly when personnel are tired or under stress, it's easy to do what's urgent rather than what's
important. So people misunderstand others' points or understand their intentions. This problem usually
gets discovered too late, too.
6. So what's to talk about?

Lastly, communications problems can arise when inexperienced management interprets its job to be
solving problems and if they're aren't any problems/crises, then there's nothing that needs to be
communicated.
7. There's data and there's information.
As organizations grow, their management tends to focus on matters of efficiency. They often generate
systems that produce substantial amount of data -- raw information that doesn't seem to really be
important.
8. If I need your opinion, I'll tell it to you.
Lastly, communications problems can arise when management simply sees no value whatsoever in
communicating with subordinates, believing subordinates should shut up and do their jobs.

7 What are customer behavioral styles? 15
Customer behavioural styles refer to observable, specific ways of customers interacting with the service
provider. Customer behavioural styles may include but are not limited to:
 passive behaviour refers to non-assertive behaviour whereby a person does not readily express his
or her own feelings, thoughts, and opinions;
 aggressive behaviour refers to behaviour whereby a person expresses his or her own feelings,
thoughts and opinions forcefully, often without respect for the rights and needs of other people,
 passive-aggressive behaviour refers to behaviour whereby a person signals feelings (usually
anger), thoughts, and opinions in an indirect way;
 assertive behaviour refers to behaviour whereby a person expresses his or her own feelings,
thoughts, and opinions clearly and with ease

8 Describe the Batho Pele principles 20
11 Batho Pele Principles:-
1. Consultation
We can only assume to know what our customers want. The only way we can find out for certain is by
asking them. This can be done through surveys, questionnaires, meetings, suggestion boxes, izimbizo
and by talking to our customers. It's important to report back to customers so they know what to expect,
and to our staff so they know what is expected from us.

2. Service Standards
Citizens should be told about the level and quality of the services they receive.
If possible they should be given an opportunity to choose the service they want.
The standards we set are the tools we can use to measure our performance, and therefore need to be
realistic depending on available resources. We should also be able to measure these standards so that
everyone can see if they are being met.
3. Access
There is much more involved when referring to access. It means making it easy for our customers to
benefit from the services we provide. Easy access can be made possible by: -having wheelchair ramps,
disabled parking bays, taking our services out to the community. Staff attitude may determine how
approachable your component/directorate/department is.
4. Courtesy
We must be polite and friendly to our customers. Customers should be treated with respect and
consideration. We must always be willing to assist. Telephone etiquette is vital. All our correspondence
must be respectful.
5. Information
Citizens should be given full accurate information about the public services they are entitled to receive.
Information is about reaching all our customers to make sure they are well informed about the services
our department provides. This may be done in a number of ways-for example through newspapers,
radio, posters and leaflets. It's important to remember that different customers have different needs and
they do not all speak the same language.
6. Openness and Transparency
We should be open about our day to day activities, how much our departments receive, how that money
is spent. This information should be available to the public. Annual reports, strategic plans, service
commitment charters, etc must be made available to the public.
We should tell our customers where to complain and how to do it.
7. Redress
Redress is making it easy for people to tell us if they are unhappy with our service. We should train staff
to deal with complaints in a friendly, helpful manner.

An apology, full explanation and effective, speedy remedy should be offered when the promised
standards of service have not been delivered.
When complaints are made, we must give our customers a sympathetic ear.
Have positive Reponses to complaints.
8. Value for Money
We need to make the best use of available resources. Avoid wastage of time, money, and other
resources. It also means eliminating waste, fraud and corruption and finding new ways of improving
services at little or no cost.
9. Encouraging Innovation and Rewarding Excellence
Innovation: using new ways of doing things

Encourage partnerships with different sectors in order to improve service delivery.
Rewarding Excellence is also about rewarding the staff who "go the extra mile" in making it all happen.
10. Customer Impact
If we put all the Batho Pele Principles into practice, we then increase the chances of improvement in our
service delivery. This in turn will have a positive impact on our customers. It is about how the nine
principles link together to show how we have improved our overall service delivery. Here we look at the
benefits we have given to our customers both internally and externally.
11. Leadership and Strategic Direction
Our leaders must create an atmosphere which allows for creativity.

Management must ensure that goals are set and that planning is done.
SESSION 3.
Apply client service techniques to high-risk customer relations
Learning Outcomes
 Client relations and service delivery research is collated and organised to identify high-risk areas of
provision within the Public Service Sector.
 Communication techniques suited to high-risk customer relations is identified and applied in
accordance with organisational policies and procedures.
 Appropriate actions and plans are devised and deployed in time to avoid crises in line with specific
sector procedures.
 Mechanisms for recording future high-risk customer relations are designed and maintained on an

ongoing basis.

Discuss of the probable high-risk areas of provision within the Public
9 10
Service Sector
The quality of our communities is directly reflected in the character of its members. In the constant
pursuit of improved quality of life, there are many obstacles be to overcome. Often these adversities
give rise to high-risk behaviors within certain individuals and social demographics. Through addressing
the daily dynamics of our communities and their origins.

10 What communication techniques are suited to high risk customer relations? 15
Communication is always a two-way street. Each party has something to say in the conversation and they
would both like to be heard. When dealing with customer communication, it can be very important to
remember the idea of the two-way street when helping a customer solve a problem. Good customer
communication skills can not only help you to retain more customers under almost any situation, but you
can also learn how to improve your company by listening to customer opinions.
Listening
It cannot be stressed enough that the most important part of effective customer communication is to listen
to what the customer has to say. Even if the customer's statement starts off very similar to some you have
heard in the past, you do not know for sure how to address their issue until you hear everything the
customer has to say. You can also make a bad situation worse by cutting off a customer in mid-sentence
only to say something that does not pertain to the situation. Remember that the customer is the one
initiating the conversation, and until you know exactly what they are trying to tell you, it is important to
remain quiet and listen to what they have to say.
Empathy
 Sometimes it can be the little things in a customer communication scenario that allow you to turn
the situation from potentially damaging to a diffused situation. Offer empathy for the customer and
their situation, and let them know that you understand their difficulty and will do everything you
can do to help them. One of the worst things you can do is begin to recite company policy or the
customer service policies of your vendors to a customer that is looking to you for answers to their

problem. Let the customer know that you understand their frustration and you may begin to
diffuse the situation.
Take Notes
 When a customer is communicating with you, whether they are registering a complaint or
letting you know their preference for one of your products, be sure to take detailed notes on
what the customer is saying. Taking notes on the information they are offering allows customers
to feel empowered when it comes to your business, and it makes customers feel as though they
have a say in the products and services you offer. You can also use customer comments and
notes to help improve the way you do business, the products and services you offer and the
policies that you run your business with.

11 What Actions and plans will be needed to avoid crisis. 10
Instructions
Create a crisis plan. The first step in effective proactive crisis management is to anticipate potential crises
before they happen and create a plan for dealing with them. For example, in creating a crisis plan for a
mental health organization, an agency might anticipate that a future client could become volatile or
violent. To proactively protect therapists, the agency might set up an intercom system. Rather than using
codes such as "code red," which could further antagonize the client, the agency could plan to have the
mental health practitioner say, "Please send Doctor Smith to Room 3." Pre-training other staff members to
understand that this call means there is a potentially volatile situation developing in Room 3 can bring
trained staff members to the practitioner's aid and stave off a crisis.
Form a crisis management team that includes managers, coworkers, and even clients, if this can be done
easily. Crisis management team members can work together to anticipate crises, add to the crisis plan,
and teach others how to anticipate a crisis. Make sure every department in your organization is
represented on the crisis management team. For example, an administrative assistant might see potential
crises that a manager might not be aware of. The crisis team can be proactively responsible for making
management aware of any modifications that need to be made to the business to avoid a crisis and begin
to think of possible responses to a crisis should one occur.
Create a work environment in which every staff member knows and understands his role should a crisis
occur and gets the training needed beforehand. The time to tell someone what to do is not during a crisis,
but before one occurs. Strongly encourage employees to take a proactive view and anticipate potential

risks, and to feel supported by the organization in bringing things to management's attention. Usually,
when this type of environment is encouraged, most potential crises can be completely averted before they
can develop.
SESSION 4.
Apply professional conduct in service provision
Learning Outcomes
• The principles of Batho Pele are applied when dealing with internal and external clients.
• The rights of customers are upheld and discussed in all contexts of service provision in accordance
with the Batho Pele principles.
• Organisational values and ethics are applied to service delivery within a team context.
• Contingency plans are developed and communicated to all service delivery team members as per
organisational practice.

12 What are Service Standards? 20
Service standards outline the specific delivery targets established by an organization, and are made up of
a set of commitments that an organization promises to honour when delivering a service. They also
describe what a client or user can expect to receive from the service, and the manner in which the service
will be delivered.

13 How are Service Standards Created? 15
Service standards are an integral part of any service improvement initiative and consequently deserve a
considerable amount of attention. Creating meaningful, appropriate and measurable standards requires
preparation. One must keep in mind that the delivery of services can be influenced by many different
factors such as the number of clients as well as the nature and complexity of their requests. Furthermore,
client expectations are not necessarily homogeneous, and the interpretation of what constitutes a quality
service may vary greatly amongst the group.
Creating quality service standards often involves the following:
 Consultation with clients and workers to better understand each set of priorities
 Industry best practices used by organizations of a similar size and nature are studied
 Creation of a mission statement to provide the organization with clarity when developing major
objectives
 Evaluation of the organization before and after the implementation of any new standards takes place
in order to best assess performance
 Training for employees that enables them to meet or exceed new and evolving standards is provided
to ensure that employees have the resources necessary to meet established targets

Ensuring that when service standards are finalized, they’re in compliance with the policies and
procedures that dictate the organization’s behavior

14 How do you set up a Service delivery improvement plans? 10
Setting the Plan
The core of the Service Improvement Plan is to focus on the service improvement priorities that are most
important for citizens and clients. For each priority identified by clients, the organization will identify the
key actions required to address that priority. In turn, each of these key actions will be further refined by
identifying the required sub-activities required to support them.
The improvement plan is an opportunity to draw on the creativity, innovation and problem solving skills of
the organization. There is usually more than one solution to any problem and more than one way to
address the priorities. The creation and selection of actions to achieve the priorities provides an
opportunity for the organization to think "outside the box." For example, a common response to client
demands for faster telephone service is to add capacity to a call centre. Yet, a more innovative approach
can reduce workload by determining why clients need to call in the first place, and address the underlying
cause rather than a symptom of the problem (e.g. a form that is unclear to clients). Therefore, it is critical
to ensure active employee participation in the creation of the plan and to clarify for everyone what goals
the organization hopes to accomplish and how they will be accomplished.
Example of a Service Improvement Plan Template
To assist departments and agencies to get started, this section outlines an example of a potential Service
Improvement Plan template. The development of an improvement plan does not require a cookie cutter
approach. Every organization is unique, as are the needs, expectations, and priorities of its clients and
the environment in which the organization operates. What an improvement plan will look like will vary from
organization to organization. Yet, while specifics may vary, there are common elements to an
improvement plan. For each priority identified, it is necessary to establish actions to address the
improvement priorities, identify the person(s) responsible, and state a timetable for action, and specific
targets for achievement. The improvement plan will also address the monitoring and reporting process for
client satisfaction targets and service standards, and identify management accountabilities.
Direction
The first section of a Service Improvement Plan should be direction: how does the plan link into and
support the organization's mission statement and the desired future state for the organization. Stating this

vision up front enables department or agency personnel to better understand the purpose of the Service
Improvement Plan. It is also important to document here how the plan was developed, who participated,
how citizens' views in terms of their priorities for improvement were obtained to produce the plan (e.g:
surveys, focus groups, or formal consultations) and how these views shape the plan. The important point
is to ensure that the activities outlined in the plan focus on citizen priorities and as such, if implemented
properly, will result in improved client satisfaction so that the department or agencies' targets for client
satisfaction are met.
Since the improvement plan is also a document that affects the work and work culture of the organization,
it is important in this section to outline who in the organization worked in producing the plan and how
employees were engaged in its creation.
Priority Areas for Improvement
The core of the plan should outline the department or agency's priority areas for improvement: what are
the key actions, who are responsible, what are the timeframes, expected results and how these results
will be measured. Below are two different examples of how the priorities for improvement section could be
structured. Example #1 adopts the approach whereby for each priority area, the specific actions required
are identified. Example #2 organizes the priorities for improvement by the five key drivers of client
satisfaction, in addition to identifying which service delivery channels (e.g. telephone, over the counter,
electronic, etc.) are implicated. The benefit if this second approach is that it assists in ensuring the each
driver is addressed and that the Service Improvement Plan addresses all service delivery channels. This
emphasizes a balanced, integrated approach between and among the various channels used to deliver
the service. The type of template you develop will depend upon the nature of your business and what
works best given the environment within which you work.
It is important to note that the plan should be comprehensive, but kept as simple as possible so that it is
clearly understood. For example, simply requiring staff to say "Have a nice day" (the staff courtesy service
quality driver) will not lead clients to believe they have had a positive service experience when none of the
other key drivers of client satisfaction are in place.
Monitoring and Accountability
A final section in any solid plan should include a section on monitoring and accountability. The example
below presents possible elements that you may want to include. Specifically outlining how the plan is to
be monitored, frequency by which the results will be reported and to whom assists in ensuring that key
actors are identified, that an accountability regime is in place and that all relevant aspects of the plan are
being properly communicated. In addition, the value of outlining the monitoring and accountability aspects

of the plan not only comes to play when you move to implementation, but also becomes readily apparent
in succeeding steps as implementation efforts are monitored and evaluated.

Learning Unit2
Manage service delivery improvement
UNIT STANDARD NUMBER : 120306
LEVEL ON THE NQF : 6
CREDITS : 8
FIELD : Business, Commerce and Management Studies
SUB FIELD : Office Administration
This Unit Standard is intended for elected political leaders and public sector officials involved with
the service delivery activities that require the use of public assets to render services to the
PURPOSE:
communities. It is also useful to South Africa's public officials and political executives, strategic
executive managers and other role-players contributing to the development of improved service
delivery to communities. The qualifying learner will be able to apply the knowledge, skills and
values to understand client behaviour and characteristics and plan service delivery improvement in
order to meet organizational targets.
The qualifying learner is capable of:
 Developing a service delivery improvement plan to meet organizational targets.
 Applying service delivery improvements and honor client confidentiality.
 Reviewing the service delivery improvement plan of the organization/department.
LEARNING ASSUMED TO BE IN PLACE:
Description of required skills:

 Communication at NQF Level 5
 Computer Literacy at NQF Level 4
Answer the following question in the space provided below.

SESSION 1
Develop a service delivery improvement plan to meet organisational targets.
Learning Outcomes
 Feedback from stakeholders regarding problems of service delivery is collated and analysed
according to categories.
 Reasons for and sources of client dissatisfaction are described using case studies.
 The nature of problems, needs and expectations of clients is analysed using case studies.
 Existing service delivery standards/levels are identified and described according to relevant
organisational policy.
 Measures to rectify service delivery failures are identified and described with examples.
 Plans for the improvement of service delivery are devised and necessary resources are allocated
according to departmental/organizational policies and procedures.

1 Describe the reasons for and sources of client dissatisfaction 8
• price
• after sales service
• product quality/performance data and
• Delivery arrangements.
• The same sales people also believed the following matters to be the most frequent sources of
customer dissatisfaction:
• quality of delivery (in particular the delivery date)
• product quality (including products from a sub supplier ('original equipment')
• prices (including the cost of after sales)
 quality of services
 after sales service
 Conditions of guarantee.

2 Discuss the nature of problems, needs and expectations of clients.
Good practice in client focus means putting the client at the centre of what you do. This means:
engaging with clients to find out what they value, need, want and expect
helping clients understand the financial, operational and educational constraints you work within using
all your existing systems and processes to gather intelligence about your clients monitoring clients’
level of satisfaction with your intended and existing products and services using client satisfaction as
a critical measure of your organisation’s quality and performance ensuring that you involve clients in
all stages of the development of products and services, from conceptualisation through to market
launch.

Encourage Customer Complaints
One public agency found that three quarters of its customers had no idea who to talk to if they had a
problem. Many customers think it's simply not worth the hassle to complain. They are skeptical that
the organization will do anything or they may even fear retribution.
Best-in-business organizations actively encourage customer complaints. Some companies even refer
to what they do to encourage complaints as "marketing" their complaint system. Companies make
consumer service cards available at the place of business. Many solicit feedback wherever they post
or publish customer service standards, on all correspondence, on bills, and in the telephone directory.
Some offer discount coupons to encourage customer feedback. Many publish information on how they
can be contacted in more than one language. They publish 1-800 and other numbers for the company
where consumers are most likely to see them, e.g., on the product packaging. Companies also market
their complaint handling systems during conferences and meetings, in annual reports, newspapers,
association circulars, videos, audio tapes, letters, press releases, speeches, training sessions and via
electronic mail.
Seek to Delight Their Customers
The benchmarking partners often use the phrase "delight the customer" and go out of their way to
exceed expectations. Often this means a compassionate ear. An insurance company has a special
team that deals with the needs of grieving spouses. Companies give front-line employees the
authority to award customers who have complaints with products, coupons, or even cash when it is
necessary to resolve a complaint. Even public sector employees are able to give certain products and
services to customers with complaints. For example, the U.S. Postal Service can give up to $20 in
stamps when it is appropriate. One service company sets no limits on the front-line employees'
authority but tracks company norms for what it takes to resolve particular types of problems. Team
leaders look at and discuss variances from these norms. Additionally, employees share ideas for
ways to resolve complaints creatively within or below company norms.
Understand Customer Expectations
These organizations demonstrate a commitment to understanding the customer's perspective. Most of

the benchmarking partners send surveys to customers who have complained recently to see how
satisfied they were with how the complaint was handled. Some call the customers to determine
satisfaction. One organization surveys every fourth customer with a complaint. Another described
complaints as "free information" about their customers needs and expectations.
These organizations supplement surveys of people who complain with routine and often extensive
data collection tools in order to understand their customers. Customers are surveyed to determine

their level of satisfaction with existing services. Surveys are sent with questions, often in a Likert
Scale format where the customer can select the degree of satisfaction on a scale, e.g., from one to
five.
These surveys assess customer satisfaction with existing services, delivery of services, helpfulness of
employees, and overall performance of the organization. Some companies add a few short questions
to the end of customer calls or correspondence. Companies also survey their front-line employees for
their attitudes as well as for their ideas for improved service, asking their employees to take the
customer's perspective. After the nearby community complained about noise levels, the Red River
Army Depot changed the times they detonated ammunition and put "listeners" (members of the
community) at check-points throughout the surrounding area to monitor noise levels.
The partners focus on clear customer target groups. One company that serves a wide variety of
customers decided to focus on its high-volume business customers. Three months after a high-
volume business customer has complained, the company follows up to find out whether they are still
using their services and, if not, the reasons for dissatisfaction. In addition, the company routinely
solicits feedback before, during, and after service. It conducts focus groups and has established a
Customer Advisory Council to drive decisions related to this key target group.
Manage Customer Expectations
These organizations do not wait for complaints to come in the door. They try to anticipate the needs
and problems of customers and to set realistic expectations through customer education and
communication strategies. Research shows that 40 percent of complaints come from customers
having inadequate information about a product or a service.(5) Using customer feedback to
understand customer expectations and needs, organizations educate their customers and/or the
public on what they can expect from their products and services and what obligations and
responsibilities their customers have. For example, one enforcement/ regulatory partner has extensive
education on the requirements and reasons for utilizing their services.
Know How to Say No
Both companies and government agencies, especially regulatory agencies, need to draw limits. When
it is not possible to give the customer what they would like, it is still possible for a customer to feel that
he or she has been heard and has been treated fairly. A number of techniques convey concern--
calling customers and telling them the company understands; giving the customer the best
explanation they can; and being open and honest with customers concerning laws and policies of the
organization. Being professional and considerate of customers enhances their view of the
organization--even when the customer may be disappointed with the outcome. A recent taxpayer
letter to the Internal Revenue Service shows that the techniques cited above really work:

"For the first time in a long time, a communication from IRS is clear, concise, informative and user
friendly. . . The attached--while I'd preferred not to have made the mistake--points out exactly what
happened and what needed to be done."
In a small percentage of cases, it will be necessary to close a complaint when it is felt that the
company or agency has done everything that can be done. Recognizing that it is not always possible
to satisfy a customer, having procedures and trained staff to handle these cases, is part of an
effective complaint handling system.
Keep the Human Touch
One company found that it made a major mistake when it introduced enhanced information
technology. Employees lost eye contact with their customers. Keep the human touch--don't let
automation get between the front-line employee and the customer. Eye-to-eye contact may be lost
with computers.

3 Identify measures to rectify service delivery failures. 4
Responding to Customer Needs
Investigates, understands and responds to the needs of customers – internal and external - by:
• Using appropriate questioning techniques;
• Building and maintaining excellent relationships with customers;
• Responding to customer feedback;
• Treating all customers fairly and with regard to diverse needs.
Providing Excellent Customer Service
Delivers excellent customer service by:

• Using skills and resources to deliver the best possible service;
• Dealing with customer requests, queries and problems;
• Meeting customer service standards and requirements.
Responding to Customer Needs
Develops the organisation’s understanding of, and responsiveness to its customers by:
• Implementing customer feedback systems and acting on findings;
• Ensuring diversity policies and practices are followed when dealing with customers
• Promoting new and flexible ways of delivering services that are responsive to customer needs.
Adopts a customer-led approach to service development by:

• Working with customers to gain insight into their needs; • Learning from customer complaints and
feedback to support the redefinition of service delivery; Communicating to others how an
understanding of the diverse needs of others is essential to providing a good service to customers;
• Shaping services to meet future customer needs.
Manages the provision of excellent customer service by:

• Monitoring customer service performance and taking action to resolve poor quality service;
• Sharing knowledge of other DWP business areas with colleagues to improve customer service;
• Ensuring the team achieves the required standard of customer service;
• Sharing good practice and identifying opportunities for customer service improvements. Customer
service delivery pertains to certain elements that are essential when serving customers, including
treating them properly and answering the customer's question to his satisfaction.
Customers making complaints need to feel they are being listened to.
Listen actively by making eye contact, nodding, or even jotting down a note. Ask clarifying questions
when the customer is finished speaking if necessary to get more details that will enable you to solve
the customer's problem. Do not interrupt a customer when he or she is speaking.
Customers making complaints need closing action.
When a customer makes a return, the close of the customer service interaction is the customer
getting her money back or something else of value. A customer making a complaint needs to get
something of value out of the exchange, too; some action relevant to the complaint, whether it be a
promise to follow up or a future discount.
C) Good Customer Service: Customer Complaints and Returns
Customer complaints and returns are also extremely common customer service interactions.
Providing good customer service for a customer with a return depends on two factors; your business's
return policy and the way you and/or your staff interact with the customer during the return process.
There are two differences that are important to bear in mind when trying to improve customer service
for customer complaints:
Customers making complaints need to feel they are being listened to.

Listen actively by making eye contact, nodding, or even jotting down a note. Ask clarifying questions
when the customer is finished speaking if necessary to get more details that will enable you to solve
the customer's problem. Do not interrupt a customer when he or she is speaking.
Customers making complaints need closing action.
When a customer makes a return, the close of the customer service interaction is the customer
getting her money back or something else of value. A customer making a complaint needs to get
something of value out of the exchange, too; some action relevant to the complaint, whether it be a
promise to follow up or a future discount.

Outline the plans for the improvement of service delivery and allocation
4 of necessary resources according to departmental/organisational 10
policies and procedures
Developing, Motivating And Managing Your People
Even though you have hired the right people, there is still a need to orient them into the organisation's
customer relationship culture and define key communication skills. In Call Centers and Technical
Support departments, there is a tendency to rely on technical/functional skills and neglect
interpersonal skills development. This can result in providing acceptable material service, the more
tangible aspect, yet unacceptable personal service, the competitive differentiator.
Therefore to build a customer relationship culture, it is important to:
• Provide training in key areas required to deliver exceptional personal service

• Reinforce these skills using ongoing coaching and feedback
• Measure current performance levels
• Reward performance using a combination of monetary awards and non-monetary recognition
Establishing Effective Service Delivery Processes
Effective processes and procedures provide the foundation for smoothing or inhibiting the material
service element of the customer interaction. Efficient service delivery systems appear transparent to
the customer. Poor systems create those 'speed bumps' that necessitate personal intervention in
order to satisfy the customer requirements.
The critical elements in ensuring a positive material customer experience are:
• Mapping the service delivery processes

• Evaluating critical success points in the process

• Defining service standards and objectives for these essential points
• Establishing service delivery procedures to optimise material service
• Creating service level agreements to smooth internal service delivery
Building In Continuous Improvement
No matter how effective the service delivery processes, or well-trained the service deliverers, things
go wrong. Products have faults. Customers get frustrated. Things slip through the cracks. The
organisations that are built around managing the customer experience are able to resolve these
issues effectively. This process known as "recovery" is an important differentiator in building customer
loyalty.
In order to recover effectively, it is necessary to:
Actively seek customer feedback and complaints: you cannot improve if you don't know what went
wrong in the first place.
Train staff how to handle customer complaints effectively using the correct mix of empathising,
apologising and resolution.
Make sure that the real problem is solved, not just the symptoms.
Focus on proactive (prevention) as well as reactive (cure) problem solving.
Ensuring Managers Are the Key Change-Agents
As consultants, we observe that senior management often has the vision, intention and commitment
to introduce a comprehensive customer relationship management system. The "make or break"
element is in involving middle management in the change process, and empowering them to be the
key change-agents.
To do this, it is important to:
 Engage the management team early and often in the process

 Involve management members in articulating the customer experience strategy
 Teach managers coaching skills so that they are able to articulate and reinforce the key personal
service skills
 Use managers as facilitators when rolling out interpersonal skills training
 Reward managers on establishing, monitoring and updating service delivery processes
 Ensure managers are able to act as an example to their teams.
The quality of customer service transactions must be monitored if they are to benefit from actions to
improve that overall quality. Quality in this area can be defined only in terms of agreed criteria and

against agreed performance ratings. In an organisation that carries out a high volume of customer
service transactions delivered face-to-face, by telephone or on-line, quality can be measured and
improved only by adopting a systematic sampling approach. Spot checks and routine checks are
needed to observe individual performance and results must be analysed to identify patterns and
trends. Improvement can then occur as a result of feedback you give to colleagues so that actions to
improve individual performance can be taken. This unit is for you if one of your job responsibilities
involves systematically sampling the quality of customer service transactions and working with
colleagues to improve their performance.

Discuss the importance of Feedback from stakeholders regarding
5 4
problems of service delivery
Refer to Learner Workbook,
SESSION 2.
Apply service delivery improvements and honour client confidentiality.
Learning Outcomes
 Service delivery is explained in relation to the organisational vision, goals and objectives.
 Methods and techniques to build a sound relationship with clients are described according to best
practice.
 The relevant code of conduct to maintain client confidentiality is implemented according to
organisational requirements.
 The targeted components of service delivery are co-ordinated to ensure improvements according
to service delivery improvement plans.

6 Define service delivery in your own words 3
Provision of goods and services

Describe methods and techniques to build a sound relationship with
7 10
clients according to best practice.
 Have a clear contract with your client.

 This is the number one guideline for a successful client engagement. Without a clear contract
neither you nor your client can be clear on roles and responsibilities, deadlines and deliverables,
methodologies and measures. Beyond the importance of the contract to the project itself, a clear

contract also is a great aid to a good working relationship. The goal of a contract is clarity, not
legalese - as such; it is a great aid to improved client relationships.
 Your mutually agreed to contract should include the following as a minimum:
 What the roles and responsibilities are for you - and members of the client organization
 What methods you plan to use during the project
 The project timeline
 A description of success
2. Get to know your client better.
 All relationships are better when the individuals in the relationship take the time to get to know
one another. Learn the client's interests. You will likely spend many hours with and around the
client during the project. Knowing that they like gourmet French food or exotic candies or Oakland
Raiders football is information you should know. This is more important to some clients than
others, but all of us like to have conversations with others about our interests.
 Make it a point to learn something new about each client in every meeting you have. Once you
learn something new, keep track of that information in your contact manager, in your project
notes, or wherever you can find it when needed.
3. Ask more questions.
 When we ask questions we understand situations better. Take the time, make the time to ask
your client how she feels, what she thinks, and try to understand her observations regarding the
progress of the project and your performance. The skill of questioning is one of the most
important we can develop to improve our consulting skills and our relationships.
4. Be willing to say "No."
 In many cases, clients ask us to do things beyond our capabilities or interests. When these new
requests are outside the contract agreement, be willing to say no. Take time to understand both
the client's reason for asking as well as your ability to deliver. Don't automatically say yes, just
because "the Customer is always right."
 Saying "No" may mean keeping your project on track by not expanding the scope of the project.
Saying "No" may also mean not accepting additional work that the client would like you to do. In
either case, it is easier to say no when you have a clear focus on your personal objectives. Ask
yourself "What is my business focus, both now and in the future - and how does this request fit
into this picture?" More pragmatically, I have found myself asking if I would be excited by or
interested in this new work. This is a great question to ponder and it helps me decide whether to
say yes or no to a request.

5. Be willing to say "yes."
 Sometimes yes is the right answer - and only you will know when. After weighing the opportunity
the client offers you, the client will be grateful if you say yes! Saying yes often makes the client's
job much easier. Saying yes can help strengthen your relationship with the client as well. The
more work you do on the clients behalf, the more valuable you become. You know the systems,
the people and the culture. These are good reasons for saying yes.
 Taking on assignments that stretch your skills and comfort zones are another good reason to say
yes. Remember the "getting out of bed in the morning test", ask yourself, "Would I be excited to
do this piece of work?" If so, your best business decision might be to say, "We can do that!".
6. Be a problem solver - and a solution finder.
 Clients hire us to help them solve problems. The more problems we can help them solve, the
better. This advice is in line with saying "yes", and somewhat counter to saying "no", but worthy of
singular discussion. Sometimes our activities allow us to see things that can be helpful to the
client. Weigh these opportunities and when appropriate, help (or offer to help) the client solve the
problem - even if they didn't know the problem existed.
 This advice starts before you search for those problems. It starts with being observant, and
understanding the big picture of the client's business objectives. Clients will generally be thrilled if
you can identify areas for improvement - especially when you have suggestions on how to
improve the situation.
7. Keep your distance.
 Therapists say you can't help the family if you are part of the family. This is true for us as
consultants as well. We do become more valuable the more we work in an organization, but we
need to keep our role clearly defined within the organization. Even as we build the relationships
that make us successful, we need to be diligent in keeping our distance so we can continue to
provide valued and effective advice and expertise.
Refer to your contract to help you stay within role. Experience shows that letting the client know
that you are concerned for this "distance" will be appreciated. Without such conversations, the
client may read your behavior as a lack of interest in their organization. When they understand
your concerns about maintaining this distance, your efforts will be seen for what they are.
8. Stay focused.
 Staying focused on your contract and on your deliverables is the best thing you can do to
maintain and build your client relationship. Talk about deliverables and deadlines in client

meetings. Showing that focus and then delivering what we say when promised , we build our
credibility and enhance our relationships.
9. Be a learner.
 Being a learner means being open to new techniques and ideas and approaching each project
with fresh eyes. Few things will turn off the client more than you immediately snapping to a
solution, assuming that their situation is "just like" five others you have seen. There are always
nuances that will make a difference. Take the time to inquire about them, and integrate them into
your solution.
 The Zen saying of "be a beginner always" applies here. If we approach a situation as "Been there,
done that", our opportunity to meet and exceed the clients expectations is greatly diminished. At
least as importantly, our attitude will show through, hurting our client relationships.
10. Work at it.
 Recognize that the client relationship is part of the job! Thinking about and working on the
relationship will make you more successful in the current project, enhance your chance for future
work, and make the project much more enjoyable. Not only that you'll get to know and learn from
your client.

Outline the relevant code of conduct to maintain client confidentiality
8 3
according to organisational requirements.
1. Treat client with respect & honesty.

2. Inform staff of needs and changes in circumstances in order to receive relevant services.
3. Give advance notice of their need to access services in order to ensure the services can be
provided in a timely manner.
4. Be prepared to work with other Committee and staff when the Support Coordinator is not
available, or be willing to wait until the Support Coordinator is available.
5. Maintain confidentiality of other clients and staff.
6. Realize that access to services may have limits and eligibility does not automatically ensure
services.
7. Understand that staff/volunteers may not be available on a drop in basis, an appointment may
be necessary.
8. Deal with problems and concerns in a mature manner according to Policies & Procedures.
SESSION 3.
Review the organisational service delivery improvement plan.
Learning Outcomes

 The quality cycle in relation to organisational service delivery is described and explained
according to the specific sector.
 Continuous feedback and improvement strategy for organisational service delivery is outlined and
analysed according to the best practices.
 Professional communication and relations with all stakeholders are developed in accordance with
organisational policies and procedures.
 The service delivery improvement plan is revised and communicated to all relevant stakeholders.

Outline the continuous feedback and improvement strategy for
9 8
organisational service delivery according to the best practices.
Systems of Care Principles and Values
The following are just a few ways systems of care principles and values might be evident in your
community’s continuous quality improvement:
 All key stakeholder groups determine measures to be used.
 Your system of care governance body uses data from your continuous quality improvement
program to inform all major decisions they make.
 Processes and instruments gather information on short-term, intermediate, and long-term
outcomes.
 Results are used continually to improve systems of care for clients and families, practitioners,
administration or governance, and policy.
 Continuous quality improvement activities are integrated into all aspects of systems of care.
 Client outcomes, program performance, and system measures are part of the continuous
quality improvement process being assessed.
 Personnel within systems of care have maximum access to data.
Customer Satisfaction Surveys
Surveys and questionnaires are the most common marketing research methods. Typically, they are
used to:
 assess the level of customer satisfaction with a particular product, service or experience;
 identify factors that contribute to customer satisfaction and dissatisfaction;
 determine the current status or situation of a product or service; compare and rank providers;
estimate the distribution of characteristics in a potential customer
 population; or help establish customer service standards.

Discuss about professional communication and relations with all
10 6
stakeholders in accordance with organisational policies and procedures.

Special Attention
One customer service deliverable includes providing the customer with special attention, which
includes eye contact, according to "Inc." Magazine. This attention ensures that the customer gets to
ask her question without getting rushed. Customers usually appreciate it when companies take time to
listen to them.
Professionalism
Professionalism is another element that companies must deliver to customers. A customer service rep
must maintain certain decorum and not get angry with the customer, though the customer may be
upset. Customer service reps must also be knowledgeable about their particular business.
Timeliness
People are busy today, so customer service delivery also entails handling transactions or refunds in a
timely manner. No one wants to stand in line for 10 or 15 minutes. When customer service reps see a
line queue, they should allocate more reps to serve the customers.
Accuracy
Customers also want their orders to be accurate. For example, a person who orders a couple
hamburgers through the drive-thru at a fast food restaurant wants the correct order.
Sufficiently Handling Problems
Customers also want to have their questions and problems solved to their satisfaction. For example, a
customer who calls an Internet service provider (ISP) when his service is down wants the issue fixed
as soon as possible. The customer expects a technician to be at his house the next day if customer
service cannot handle the issue remotely.
Customer Relationship Management (CRM) refers to the methodologies and tools that help
businesses manage customer relationships in an organized way. For small businesses, customer
relationship management includes: - CRM processes that help identify and target their best
customers, generate quality sales leads, and plan and implement marketing campaigns with clear
goals and objectives;- CRM processes that help form individualized relationships with customers (to
improve customer satisfaction) and provide the highest level of customer service to the most profitable
customers;
- CRM processes that provide employees with the information they need to know their customers'
wants and needs, and build relationships between the company and its customers.

Customer relationship management tools include software and browser-based applications that
collect and organize information about customers. For instance, as part of their CRM strategy, a
business might use a database of customer information to help construct a customer satisfaction
survey, or decide which new product their customers might be interested in.

11 What is the importance of the service delivery improvement plan? 3
Promotes excellent customer service by:

• Communicating a vision of future service improvements and modernisation;
• Promoting the sharing of best practice across organisational boundaries;
• Creating working conditions where people and processes enable the delivery of excellent customer
service;
• Delivering customer service improvements across a range of areas.
Be able to prepare to monitor the quality of customer service transactions.
You can:
a. Identify the criteria against which quality of customer service transactions will be monitored
b. Agree a sampling frame for monitoring customer service transactions.
c. Follow organisational procedures to ensure your monitoring plans are compliant with any need for
staff and customers to know you are being observed.
d. Identify ratings and scales against which quality of customer service transactions can be measured
e. Ensure that you are totally familiar with the customer service procedures for transactions you are
monitoring
Be able to monitor the quality of customer service transactions.
You can:
a. Carry out spot checks on or observations of the quality of customer service transactions
b. Carry out planned and routine checks on or observations of the quality of customer service
transactions
c. Observe or listen to a colleague dealing with a customer service transaction
d. Record your observations of a colleague’s performance against agreed quality criteria
e. Make judgements about your colleague’s quality of service delivery by allocating a performance
rating against a defined and agreed rating scale
f. Analyse and summarise your observations to identify patterns and trends in your colleague’s
performance

Be able to give feedback on the quality of customer service transactions.
You can:
a. Engage with your colleague in preparation for giving feedback on the quality of their customer
service delivery
b. Provide positive feedback to your colleague by identifying features of customer service that they
delivered particularly well
c. Give feedback to your colleague regarding features of their customer service delivery that would
benefit from development
d. Propose actions for coaching or training of a colleague in areas that would improve their customer
service delivery
e. Maintain records of customer service quality monitoring and action plans for improvements

Describe the importance of quality cycle in relation to organisational
12 3
service?
In order to add true value for customers, service organizations must be able to deliver services that
‘beat the market’ regarding price and quality. All internal service providers are competing with the
external marketplace; either directly or, at least, by perception. We believe strongly in focusing on
customers and managing the business at the individual service level: a service management
approach for service providers.
Therefore, the service catalog (list of services offered) should be:

 market-focused (comparable to the external marketplace)
 customer-focused (easily understood and identified by the consumer)
 Competitive (price, quality, cycle time, etc.)
In order to enable the required “beat the market” competitive behavior, certain management tools
should be implemented:
 service level planning and budgeting
 service level agreements (SLAs)
 service unit cost knowledge and understanding in order to develop pricing
 billings (quantity x price) matched to SLA and/or service request
 customer satisfaction feedback
 service-focused performance metrics

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SAQA QUALIFICATION TITLE NQF MIN

50060 National Certificate: Public Administration 5 141

Public Administration NQF Level 5 1

Details Please Complete this Section

The series of Facilitator Guides are conceptualized in modular’s format, in

Purpose The purpose of this Facilitator Guide is to assist facilitators in delivering

120310 Apply client service techniques to improve 5 6

120306 Manage service delivery improvement 5 8

Objectives  To understand the facilitation methodology and strategy to be adopted

 To provide the necessary learner support and guidance during the

Outcomes At the end of this module, you will be able to:

 Laptop & Data Projector (not compulsory)

 Facilitator & Learner Guide

 Appendices (attached to learner guide)

Time Contact/ Facilitation Days 6 days

Workplace Application Days 14 Days

Learner support strategies:

 Learner Guides and Learner Workbook

 Visual aids, etc.

Qualification Knowledge – I have familiarised myself with the content of the

Content Knowledge – I have sufficient knowledge of the content to enable me

Application knowledge – I understand the programme matrix & have

Contextualisation – I have included information which is specific to the

Ability to respond to learners background & experience – I have

Enthusiasm & Commitment – I am passionate about my subject & have

Learner guides x 1 per learner

Assessment guides x 1 per learner

Writing materials & stationary (facilitator & learner)

White board & pens

Flip chart paper

Proximal projector & screen

Laptop & programme disk

Sample Hand-outs and examples of laws and other relevant documents

Safety gear as prescribed by unit standard and applicable legislation

Learner Course Evaluation

Complete Program 100 hours 30 hours 70 hours

Learner Orientation 1 hour 30 minutes 30 minutes

Purpose, 1 hour 30 minutes 30 minutes

Apply client 60 hours 18 hours 42 hours

Manage service 80 hours 24 hours 56 hours

Preparation for 0.5 - - -

Briefing Session: Day1

1. Introduction to the Learning Units

Topics Time Remarks

 Ice Breaker 15 min Please refer to Learner

 Assessment Criteria 10 min

2. Training Ground Rules

Topics Time Remarks

 Learning Units estimated time 10 Min Write down the training

 Breaks – (tea, lunch….)

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Day 1: Session 1 & Day 2: Session 2

Discuss the Learning Unit introduction with the learners.

Topics Time Remarks

 Analysing the relationship between 8 Hrs Ensure that all learners

UNIT STANDARD ID: 120306

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Discuss the Learning Unit introduction with the learners

Topics Time Remarks

 Developing a service delivery 8hrs Get a volunteer to read the poem

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APPLY CLIENT SERVICE TECHNIQUES

It is assumed that learners are competent in: