Apprenticeship/Foundation Modern Apprenticeship in ... - Skills CFA

Apprenticeship/Foundation Modern
Apprenticeship in Customer Service
Framework Issue Number 4.12
Advanced Apprenticeship/Modern
Apprenticeship in Customer Service
Framework Issue Number 4.12
Framework Code
2
6
3
Date submitted to the
Skills for Business AAG:
Implementation date:
England
Wales
1 November 2010
1 st October 2010
1 st October 2010

Summary of Change to this Framework
Apprenticeship and Foundation Modern Apprenticeship Framework Change
The amendments made in this revision is minor and build on Framework 4.11.
The amendments involve the inclusion of four new competence based qualifications developed
by EMTA Awards Ltd (EAL) and the Scottish Qualification Authority (SQA) They are as follows:
Additions to new Framework - Issue 4.12:
Competence Elements Level 2
Addition of the following Level 2 NVQ Certificate in Customer Service:
EAL Level 2 NVQ Certificate in Customer Service (QCF) 501/2055/4
SQA Level 2 NVQ Certificate in Customer Service (QCF) 501/2062/1
Competence Element Level 3
Addition of the following Level 3 NVQ Diploma in Customer Service:
EAL Level 3 NVQ Diploma in Customer Service 501/2354/3
SQA Level 3 NVQ Diploma in Customer Service 501/2070/0

Contents
Page
1. CONTACT DETAILS OF THE COUNCIL FOR ADMINISTRATION
1.1 Responsibility for the Framework 1
2. SUMMARY OF MANDATORY OUTCOMES
2.1
Summary of mandatory outcomes for the apprenticeship/foundation modern
apprenticeship in Customer Service
2.2
Summary of mandatory outcomes for the advanced apprenticeship/modern
apprenticeship in Customer Service
2/3
3. RATIONALE FOR THE FRAMEWORK
3.1 Background to this submission 4
3.2 The role of the Customer Service Apprenticeships 6-7
3.3 Choosing the Customer Service Frameworks 7-8
3.4 Identification of who the framework is aimed at 9-11
3.5 Consultation feedback from employers and providers on Framework content 11-13
4. CONTENT OF THE FRAMEWORK
4.1 Competence Based Element 14
4.2 Knowledge Based Element 14 -15
4.3
4.4
Key Skills/ Functional Skills
Essential Skills Wales
16-17
17
4.5 Additional Employer Requirements 17
4.6 Employment Rights and Responsibilities 17
5. IMPLEMENTATION OF THE FRAMEWORK
5.1 Employed Status 18
5.2 Entry Requirements 18
5.3 Minimum Duration of Training 19
5.4 Health and Safety 19
5.5 Equality and Inclusion 20
5.6 Transfer Arrangements from the Previous Framework 20
5.7 Monitoring Arrangements for the Framework 21
6. ACHIEVEMENT AND PROGRESSION
6.1 Certification 22
6.2 Progression 22
7. FACT SHEETS
7.1 Level 2 – Apprenticeship and Foundation Apprenticeship 25
7.2 Level 3 – Advanced Apprenticeship and Modern Apprenticeship 27

1. Contact Details of the Industry or Sector
Title, level and coverage of
apprenticeship
Name of Sector Skills Council/Sector
Body
Contact name
Address
Customer Service Level 2 and Level 3
Cross Sector Apprenticeships covering all sectors
Council for Administration
Beverly Dann
6 Graphite Square
Vauxhall Walk
London
SE11 5EE
Telephone number 020 7091 9620
Fax number 020 7091 7340
Email address
beverly.dann@cfa.uk.com
Date sent to SfB AAG 1 November 2010
Date of Implementation 1 October 2010
1.1 Responsibility for the Frameworks
The CFA will continue to take responsibility for the Frameworks until further notice
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 1

2. Summary of Mandatory Outcomes
2.1 Summary of the Mandatory Outcomes for the Customer Service Apprenticeship/Foundation
Modern Apprenticeship
Framework Code
Framework Issue Number
2 6 3 4.12
Apprenticeship/Foundation Modern Apprenticeship
Level
Competence Based Element
One of the following customer service Level 2 NVQ’s
2
Active IQ Level 2 NVQ Certificate in Customer Service (QCF) 500/9676/X
City & Guilds Level 2 NVQ Certificate in Customer Service (QCF) 500/9341/1
EDEXCEL Level 2 NVQ Certificate in Customer Service (QCF) 501/0080/4
EDI Level 2 NVQ Certificate in Customer Service (QCF) 500/9378/2
IMIAL Level 2 NVQ Certificate in Customer Service (QCF) 500/9328/9
NCFE Level 2 NVQ Certificate in Customer Service (QCF) 501/0263/1
OCR Level 2 NVQ Certificate in Customer Service (QCF) 500/8625/X
Skillsfirst Level 2 NVQ Certificate in Customer Service (QCF) 500/9011/2
VTCT Level 2 NVQ Certificate in Customer Service (QCF) 501/0018/X
LAO Level 2 NVQ Certificate in Customer Service (QCF) 501/1741/5
EAL Level 2 NVQ Certificate in Customer Service (QCF) 501/2055/4
SQA Level 2 NVQ Certificate in Customer Service (QCF) 501/2062/1
Knowledge based element
Customer Service Technical Certificate selected from one of the following:
2
City & Guilds Level 2 Certificate in Customer Service (QCF) 500/6329/7
Edexcel BTEC Level 2 Certificate in Customer Service (QCF) 501/0442/1
EDI Level 2 Certificate in Customer Service (QCF) 500/9235/2
IMIAL Level 2 Certificate in Customer Service for the Automotive Industry
(QCF) 501/1253/3
LAO Level 2 Certificate in Customer Service (QCF) 500/8403/3
OCR Level 2 Certificate in Customer Service Knowledge (QCF) 500/9296/0
Skillsfirst Level 2 Certificate in Customer Service (QCF) 500/8171/8
VTCT Level 2 Certificate in Customer Service (QCF) 501/1083/4
Key Skills / Essential Skills Wales
Application of Number
Communications
Or
Functional Skills (England Only)
Maths
English
1
1
1
1
Additional Employer Requirements
None
Employment rights and responsibilities
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 2

The CFA ERR Workbook is available from the CFA website. This must be
completed with the back sheet signed by the Apprentice, Verifier and Provider and
returned to the CFA when applications are made for completion certificates.
The CFA ERR Workbook plus completion of the NVQ and Technical Certificate will
constitute the evidence needed to demonstrate completion of the requirements for
total coverage of the ERR.
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 3

2.2 Summary of the Mandatory Outcomes for the Customer Service Advanced
Apprenticeship/Modern Apprenticeship
Framework Code
Framework Issue Number
2 6 3 4.12
Advanced Apprenticeship/Modern Apprenticeship
Level
Competence Based Element
One of the following customer service Level 3 NVQ’s
3
Active IQ Level 3 NVQ Diploma in Customer Service (QCF) 500/9807/X
City & Guilds Level 3 NVQ Diploma in Customer Service (QCF) 500/8818/X
EDEXCEL Level 3 NVQ Diploma in Customer Service (QCF) 500/9505/5
EDI Level 3 NVQ Diploma in Customer Service (QCF) 500/8823/3
IMIAL Level 3 NVQ Diploma in Customer Service (QCF) 500/9349/6
NCFE Level 3 NVQ Diploma in Customer Service (QCF) 501/0231/X
OCR Level 3 NVQ Diploma in Customer Service (QCF) 500/8626/1
Skillsfirst level 3 NVQ Diploma in Customer Service (QCF) 500/8858/0
VTCT Level 3 NVQ Diploma in Customer Service (QCF) 500/9440/3
LAO Level 3 NVQ Diploma in Customer Service (QCF) 501/1742/7
EAL Level 3 NVQ Diploma in Customer Service (QCF) 501/2354/3
SQA Level 3 NVQ Diploma in Customer Service (QCF) 501/2070/0
Knowledge based element
Customer Service Technical Certificate selected from one of the following:
City & Guilds Level 3 Certificate in Customer Service (QCF) 500/6206/2
Edexcel BTEC Level 3 Certificate in Customer Service (QCF) 501/0443/3
EDI Level 3 Certificate in Customer Service (QCF) 500/9236/4
IMIAL Level 3 Certificate in Customer Service for the Automotive Industry
(QCF) 501/1254/5
OCR Level 3 Certificate in Customer Service Knowledge (QCF) 500/9243/1
Skillsfirst Level 3 Certificate in Customer Service (QCF) 500/8166/4
OAL Level 3 Certificate in Customer Service (QCF) 501/1797/X
3
Key Skills / Essential Skills Wales
Application of Number
Communications
Or
Functional Skills (England Only)
Maths
English
2
2
2
2
Additional Employer Requirements
None
Employment rights and responsibilities
The CFA ERR Workbook is available from the CFA website. This must be
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 3

completed with the back sheet signed by the Apprentice, Verifier and Provider and
returned to the CFA when applications are made for completion certificates.
The CFA ERR Workbook plus completion of the NVQ and Technical Certificate will
constitute the evidence needed to demonstrate completion of the requirements for
total coverage of the ERR.
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 4

3. Overview of the Framework - Rationale
3.1 Background to this submission
This minor revision to the framework incorporates IMIAL’s level 2 and 3 Certificates in Customer Service for
the Automotive Industry, and two qualifications from VTCT (the level 2 Certificate In Customer Service and
the level 3 NVQ Diploma in Customer Service).
The demand for the Customer Service Apprenticeships has been consistent over the years. However, the
biggest drop in take up of Customer Service Apprenticeships followed the introduction of new NOS and
NVQs and consequently Apprenticeships in 2006. This drop has slowly been recovering as year 2007/2008
in the chart below shows, but the CfA is alerted to the fact that centres need more time to implement
changing Apprenticeships with the inherent new NOS/NVQs and Technical Certificates. Due to this the CFA
has planned a 6 month roll out of revised Apprenticeships beginning in early 2010 to prepare for the
introduction of these new/revised qualifications in August 2010.
In the latest statistics shown below Customer Service Apprenticeships shows the highest take up in England
and Wales for the year 2007-2008 with 21,000 starts.
Total - Programme Starts per year
2005/06 2006/07 2007/08
Customer Service 15,700 15,200 21,000
Source, The Data Service, table S5.1: Apprenticeship Starts by Sector
Framework Code (2005/06 to 2007/08) - Programme Starts
Achievement rates show:
Males at
57% - Advanced Apprenticeship & 61% – Apprenticeship
Females at:
64% – Advance Apprenticeship & 64% – Apprenticeship
Overall figures show that Males have a success rate of 60% whereas Females have a success rate of 64%.
These achievement rates have more or less been the same over several years now and the CFA has
recognised that these need be raised in the future.
In addition other LMI 1 research findings led to the following concerns:
the low number of males using the Customer Service Apprenticeship Frameworks. Cumulative Starts for
the latest available data (this is not a yearly total) - Period 6 for 2007/2008 shows that out of a total of
7444 Apprentices 987 females and 384 males started at Level 3 and, at Level 2, 3924 females and
2149 males started
whether women who work part-time and those who are women returners are able to access customer
service apprenticeships particularly as funding is directed to the 16 – 18 cohort of young people
how to improve ethnic take up of the customer service Apprenticeships. Although evidence showed that
Customer Service had one of the highest take ups for ethnic groups at 11% this remains not nearly high
enough.
As shown in the Table below two of the main non-qualification outcomes in the Customer Service Action
Plan (August 2009, Items H and I) addresses these concerns and involves:
improved quality of training and achievement
an increase in male take-up of customer service qualifications and apprenticeships
1 Customer Service Skills Development, now and for the future, ¬ CFA, 2008
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 5

an increase in ethnic take of customer service qualifications and apprenticeships
more funding available for older age groups
more accessibility for part-time workers
Action Plan 2009 – Non Qualification Outcomes
H.
Improved quality of training work with key partners to identify strengths and
weaknesses of current provision
I.
Improved take-up of qualifications by males and
ethnic groups
kitemark providers with recognised high quality delivery
and achievement rates
develop guidelines to improve customer service
qualification and apprentice delivery and assessment
methods
develop a model for pre and post evaluation for employers
and learners
monitor the take-up of qualifications and work with key
stakeholders to identify best practice models for improving
ethnic take-up
work with funding bodies for focused targeting towards
older age groups to alleviate the problem of skills gaps
investigate the needs of part time workers and their
accessibility to qualifications
work with key partners to make a customer service career
more attractive to males
Currently the available progression routes for Customer Service Apprenticeships are:
moving on to a Level 3 Customer Service Apprenticeship
taking the Level 4 Customer Service NVQ
achieving the Level 4 Customer Service NVQ and moving into higher education to take higher level
qualifications according to those used and respected in the sector in which they are working
moving on to a different Level 4 NVQ and using this as a stepping stone for higher level qualifications in
their chosen field
moving to a Foundation Degree based on the specific sector they are working in
further details of these routes are shown in Section 6.2.
However, these opportunities will be expanding through Customer Service Qualification Strategy and
throughout the delivery of the CFA Action Plan in 2009/2010.
Following research, consultations and feedback through 2007/2008 higher level customer service
Apprenticeships and Qualifications are planned to improve progression opportunities and build a pathway to
a customer service career.
These initiatives are shown below and more information can be obtained from the CFA Action Plan, August
2009. The outcomes of the Action Plan include the development of a:
clear progressive skill pathway in customer service
‘Higher’ Apprenticeship in England and Wales
Continuous Professional Development Diploma in Customer Service
Foundation Degree in Customer Service
Professional Diploma in Customer Service
Diploma in Customer Service Management
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 6

3.2 The role of Customer Service Apprenticeships/Advanced Apprenticeships
To understand the role of the Customer Service Apprenticeships, they must be considered in the context of
the latest Labour Market Information, Skills Surveys and Occupational Projections available from
Government Agencies and others.
The findings of the latest research reinforce the importance of customer service skills and occupations for
employers and gives evidence of how the demand for these skills is growing. The evidence states that:
Customer Service Occupations are “a key area for faster growth indicating a significant change in
working practices over the next ten years” 2
Customer Service Occupations “increased during the 1990s by around a quarter of a million jobs and
are the main beneficiary of employment growth with a projected increase of 424,000 or 1.7% per
annum” 3
o “In 1978, 61% of employee jobs were in services. By 2005 this had risen to 82%” 4
“Improving customer service is a priority for employers of all types and sizes during 2007” 5
“Nearly six in 10 organisations (59%) plan to invest more on customer service in the coming year
than they did in the past 12 months” 6
“As Customer Service becomes an increasingly critical way to differentiate from the
competition, organisations need to make sure they are doing everything in their power to keep
customers engaged” 7
From a public sector perspective, the Prime Minister and Cabinet Ministers met in January 2007 “with
business and public sector representatives with proven track records in good customer service, to discuss
how to take public services through to the next decade”. The Cabinet Office then reported that “the
evidence from Ipsos MORI provides an important new insight into the public’s thinking and appetites for
change regarding rights and responsibilities, tackling damaging behaviours that hinder communities and
ensuring a more customer-focused public services” 8
Underpinning this research is also the clear and consistent evidence that there is demand from employers
for customer service skills across all sectors, in particular these skills are being sought for skill shortage
vacancies and skills gaps in the existing workforce. Major surveys have shown:
“The main skills lacking among applicants are technical and practical skills, experienced in just over
half (53%) of the cases where employers encountered skill shortages. The next most common skill
shortage was customer handling skills” 9
“Sectors fall into two broad categories in terms of the types of skills lacking in their workforces. There
are those in which technical or practical skills are critical (including the sectors covered by SEMTA,
Lantra, Construction Skills and Summit Skills), while for most of the remainder the skills most likely to be
lacking are communication skills, customer handling or team working skills. 10
2 Working Futures 2004-2014: National Report, commissioned by the SSDA, January 2006, Institute for Employment, University of
Warwick
3 Ibid
4 UK Labour market Statistics, May 2005, National Statistics Office
5 Employers need support to satisfy people, March 2007 Investors in People
6 Ibid
7 Ibid
8 Cabinet Office, 15 th January 2007
9 The National Employers Skills Survey 2005 (published June 2006)
10 The National Employers Skills Survey 2005 (published June 2006)
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 7

“The skills most commonly lacking amongst employees were generic skills such as problem solving
skills (58%) and customer handling skills (57%) 11
“The Occupational Groups with the highest incidence of skill gaps were Sales and Customer Service
Occupations and ‘Micro establishments’ were more likely than larger establishments to cite
communication and customer handling skills as lacking amongst applicants for skill shortage
vacancies. 12
“The occupations deemed most critical in terms of holding back business objectives were Sales and
Customer Service Occupations and Managers/Senior Officials” 13
“Overall two out of five employers said that their staff needed to improve their customer handling
skills (40%)” 14
Customer handling skills (40%) were mentioned most often as requiring improvement in the workforce
alongside other technical and practical skills at 40%15
The findings of these surveys reinforce the importance of customer service skills and occupations for
employers and give evidence of how the demand for these skills is growing. The evidence shows that
customer service is becoming one of the major skill challenges of the future and an occupation in its own
right, yet employers report that skills gaps among those already at work, and skill shortages in terms of an
employer’s ability to recruit people with the right skills, are prominent.
Given the feedback from the research evidence above and the take-up of Customer Service Apprenticeships
it is evident that Customer Service Skills are growing in importance as employers are seeking ways of
improving customer service in their organisations by using these Apprenticeships. It is clear from the LMI
that Customer Service Apprenticeships have a major role to play in helping employers to address the skills
gaps and shortages and will provide a vehicle for those individuals intent on following Customer Service as
an Occupation.
The demand is there and the Customer Service Frameworks have a crucial role to play. However, because
of the large take-up of the Customer Service Frameworks and the large numbers in training, questions have
been raised regarding the appropriateness of the use of these Frameworks compared with other more sector
specific Frameworks.
3.3 Choosing the Customer Service Frameworks
To clarify this situation the consultees taking part in the review 16 were asked to identify two of the people
who, in their experience, have the most influence in Framework Selection.
When asked to tick the two people who in their experience have most
influence in Framework selection consultees responded as follows:
% of total responses
8 The Employer 61.3
9 The Apprentice 66.1
10 The Apprentice’s family or friends 0.0
11 The Training Provider 56.5
12 Someone else 4.8
Additional comments confirmed that:
11 Future Skills Wales 2005 Sector Skills Survey (published March 2006)
12 Ibid
13 Ibid
14 The Northern Ireland Skills Monitoring Survey 2005 (published October 2006)
15 Ibid
16 Review of Customer Service Apprenticeships in England Wales and Northern Ireland, (2007)
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 8

the Employer knows what skills they require from their staff
the Trainer can advise on the options available, whether or not the Framework can be achieved and the
support mechanisms available
the Apprentice must be fully included and understand what is expected.
Other than being able to establish a perfect match between the job role and the Framework, when asked
which is the most common reasons for people choosing a Customer Service rather than a Sector
Specific Apprenticeship, respondents cite employer policy and the candidate’s preference relating to
career plans as being the most significant determinants. This matches the feedback gathered in the
workshops.
When asked to tick the two most common reasons why Customer Service
Frameworks are chosen consultees responded as follows:
% of total responses
14 There is no Sector Specific Framework available 11.3
15 There is no local access to delivery of a Sector Specific Framework 4.8
16 The Employer’s policy/preference is for a Customer Service Apprenticeship 54.8
17 The candidate cannot meet the entry requirements for the
Sector Specific Framework
9.7
18 The candidate would have difficulty in meeting the evidence requirements of
the Sector Specific Framework
24.2
19 The candidate’s preference relating to career plans 43.5
20 Local availability of Customer Service jobs 14.5
21 Some other reason 17.7
Additional comments made also list personal development and progression as reasons, stating that the
use of a Customer Service Framework may either prepare a candidate for moving into a Sector Specific
Framework or provide further development for a candidate who has achieved a Sector Specific Framework.
This correlates with information given by providers and employers in the consultation workshops who
reported that:
people report and confirm that choice of the appropriate Framework is in everybody’s interest since
failure to complete the Framework disadvantages Employers, Apprentices and Trainers
initial assessment and diagnostic processes have become both more important and effective since the
introduction of the new NOS in August 2006
there is the need for more initial consultation as there are many more choices in the new Frameworks,
thus ensuring that candidates and employers have chosen the right framework.
robust procedures can now be used to ensure a good match between the Customer Service Framework
and individual job roles
in some situations an Employer selects a Framework following Company policy to contribute to strategy
and in some other situations the Apprentice favours Customer Service because it is more transferable
the consultees believe that from their own perspective Employers, Candidates and Trainers contribute
equally to the choice of Framework
the strongest reason for selection of a Customer Service Framework is seen as Employer choice
Importantly, the findings of the consultation highlighted the need for more detailed initial assessment and
diagnosis now that new Standards were available. They were seen by many consultees as more
challenging and demanding than previous Customer Service NOS and the consensus of opinion is that the
new flexible routes mean that more planning and matching to the job role has to be carried out with
candidates in advance of starting an Apprenticeship.
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 9

The CFA believes that this process will add rigour to the selection of appropriate Frameworks. Employers,
learners and providers will now have to match individual Customer Service units to job roles prior to starting
the Apprenticeship. This detailed analysis will give those involved the tools needed to either ensure that
Customer Service is the correct Framework for the learner or whether a more sector specific framework
would be more appropriate.
3.4 Identification of who the framework is aimed at
The CFA holds that any individual whose job effectiveness is principally determined by their Customer
Service competence should have access to the Customer Service Apprenticeships. In many of the roles in
this category, a clear career path is emerging for Customer Service Professionals who progress from a
Customer Service delivery and support role, through a Customer Service technician and supervisory role to
full Customer Service Professional status. Many do not necessarily see that progression through in a single
sector as a result of the portable and transferable nature of true Customer Service skills.
It is believed that the labelling of a job and subsequently the choice of an Apprenticeship Framework should
be influenced by the proportion of Customer Service skills that are implied by the job role. If the ‘critical
mass’ of skills is seen by the employer as relating to Customer Service rather than technical sector skills, it is
believed that the Customer Service Apprenticeship Frameworks should be given serious consideration. It is
employers and learners who should make this decision and providers should ensure that employers are
given an informed choice between an Apprenticeship based on technical skills and one based on the more
generic customer service skills. In this way an employer and learner are given the flexibility to choose the
right Framework for their needs.
Generic Customer Service Apprenticeships and Sector Specific Apprenticeships with appropriate
Customer Service content
The occupational shift towards services identified by the research quoted above has been accompanied by a
pattern of more frequent redefinition of job roles and hence of skills needs. Rapid changes in information
and communication technologies (ICT) have led to a customer service focus as service providers
increasingly use customer service as the principal means of differentiating their service offers from those of
their competitors. In the public sector where competition can be perceived as either less significant or as
non-existent, performance relating to service levels come under greater scrutiny than virtually any other
aspect of an organisation’s performance.
Some of Sector Skills Agreements and Sector Qualifications Strategies that are currently emerging from
SSCs overtly recognise customer service as a significant component of the skills needs for the future.
Where this is the case and where specific skills needs unique to that sector form the major proportion of an
identifiable occupation, the inclusion of Customer Service NOS Units can be seen as the most appropriate
way forward. However it must be recognised that some organisations are choosing to use the generic
appreciation of customer service as the driving force and are seeing customer service skills as the most
important attribute for successful employees hence the need for choice with employers when choosing the
right framework for their organisation and employees.
Consultation has revealed a number of situations in which employers and apprentices see a Customer
Service Apprenticeship as most appropriate 17 . These include:
where an employer has made the decision to use the Customer Service Framework because Customer
Service is seen as a key differentiator for the organisation
where a careful matching of job responsibilities and role with the National Occupational Standards has
revealed that the greater proportion of the role relates to Customer Service rather than any sector
specific Framework
where an apprentice expresses a preference for the Customer Service Framework because it is seen as
more transferable than a sector specific Framework and their career decisions are undecided
17 Review of Customer Service Apprenticeships in England Wales and Northern Ireland, (2007)
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 10

Consultation has confirmed that initial assessment is now more thorough than it ever has been and that it is
recognised that it is in nobody’s interest for an apprentice to start on an inappropriate Framework.
Front line customer service
The definition of Customer Service front line staff is seen as ‘those staff whose primary responsibility is to
deliver service direct to customers’ in a customer service ‘occupational’ role. It is estimated that there are
approximately 5 million employees who fit this role throughout the public and private sectors.
There are a growing number of individuals whose “occupational identity” is “Customer Service” (eg because
their primary function in their job role is customer service) and whose careers in customer service will take
them from organisation to organisation, sector to sector etc. The Customer Service Apprenticeships have
been developed for these individuals to give them a framework for development and suitable qualifications to
suit this career choice and become a Customer Service Professional.
If an individual is working or considering working in a customer facing role then the Customer Service
Apprenticeships will help them to learn and develop the wide range of skills they need to provide the kind of
high quality service customers and employers expect.
Excellent customer service is provided by people who are good with people, can communicate with them in
differing ways according to their needs, are able to work consistently and reliably to meet their expectations
and help to resolve any problems they may have. A Customer Service Apprentice will have the opportunity
to develop these attributes whilst developing a good knowledge of their organisation's products and services
and the systems used to deliver these to customers.
Good customer service is key to the success of many organisations whether they are in the business to
make profit or to provide a public service. Dedicated customer service staff are therefore employed in most
industries.
Customer Service Apprentices will usually be members of a team working at the front end of an employer’s
business activities. They may answer customer’s enquiries; deal with their problems and deliver services
face-to-face, over the telephone, or using email. Specific duties will vary according to the sector they work in
and the type and size of organisation, however their primary role will be to ensure that their customers are
dealt with in a positive, reliable and pleasant way. They assist their customers in finding and delivering the
goods or services they require, so need clear and up-to-date knowledge of their organisation’s products and
services, policies and procedures.
Job titles of Customer Service Apprentices will also vary according to their specific organisation and job role
however the list below gives some indication of the job titles that Customer Service Apprentices typically
have. Whether this would be a Level 2 Apprentice/FMA job role or Level 3 Advanced Apprentice/Modern
Apprenticeship job role will again depend on the organisation and sector and the breadth of responsibility
and opportunity given to the Apprentice.
Customer Service Trainee - Level 2 Customer Relationship Manager – Level 3
Customer Service Assistant – Level 2 Customer Support Agent – Level 2 or 3
Customer Service Advisor – Level 2 or 3 Customer Support Officer – Level 2 or 3
Customer Service Administrator – Level 2 or 3 Customer Service Executive Officer – Level 3
Customer Service Representative – Level 2 or 3 Customer Service Delivery Co-ordinator – Level 3
Customer Service Agent – Level 2 or 3 Customer Service Operator – Level 2 or 3
Customer Service Officer – Level 2 or 3 Customer Service Team Leader – Level 3
Customer Liaison Officer – Level 3 Customer Service Supervisor – Level 3
Customer Liaison Assistant – Level 2 Customer Service Manager – Level 3
Customer Liaison Executive – Level 3 Senior Customer Service Advisor – Level 2 or 3
Customer Service Clerk – Level 2 or 3 Customer Relations Officer – Level 3
This list is not meant to be exhaustive or prescriptive but gives overall examples of existing practice which is
expected to develop and evolve significantly as organisations’ and industries’ interest in customer service
continues to evolve. The consultation research confirmed that a job title alone is a limited guide to job role
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 11

and the skills required. Any website search for careers or jobs will elicit thousands of these with Customer
Service in the job title.
Customer service for internal customers
Many employers stress the importance of the concept of internal customer service by many members of
organisational teams who make substantial contributions to customer service overall, even though they have
no direct external customer service contact. Generic Customer Service Apprenticeships and other
qualifications have been widely used to reinforce the importance of this aspect of overall organisational
teamwork.
In many occupations employers wish to ensure that staff in roles that are dedicated to the support of their
front line colleagues make it easier for these individuals to deliver excellent, consistent and reliable customer
service.
It should be noted that the Customer Service National Occupational Standards have always emphasised that
the term ‘customer’ refers equally to the internal or external customers of an organisation. In relation to the
use of the Standards and also the Apprenticeship Frameworks this intention has been embraced to a far
greater extent in some sectors and types of organisation than in others. The use of the Apprenticeship
Framework with a candidate who deals with internal customers therefore depends more on the culture and
approach of the organisation than on any feature of the Customer Service Standards or Apprenticeship
Frameworks. The consultation confirmed that there are many examples of organisations using the
Frameworks for candidates who deal exclusively or primarily with internal customers.
3.5 Consultation feedback from employers and trainers on Framework Content
The following summary gives an overview of feedback gathered in the consultation regarding the actual
content of the Customer Service Apprenticeships. The summary identifies key points of the consultation
findings, the full details are available in a separate document. 18
Framework content
people are generally aware that the NVQ, Technical Certificates and Key Skills qualifications at given
levels and ERR coverage are required by Government guidelines for Frameworks
the revised Customer Service Standards are seen as an enhancement to the Frameworks because of
the increased choice which allow the competence based qualification within the Framework to be
adapted more effectively to specific job roles
the specific requirements for Application of Number can be a barrier to access and if there were
opportunities to reduce the requirement for Application of Number or to make it an option alongside ICT
this would be welcomed
the Framework should indicate that the Key Skill Level required especially for Communication is a
minimum and the selected level should match the job role and candidate potential
the ERR requirements are accepted as appropriate but the presentation of the checklist could be
improved and an ERR Workbook similar to others that have been developed was requested on many
occasions
after earlier reservations about the inclusion of Technical Certificates there is general acceptance of their
value and the products on offer are broadly seen as appropriate
people believe and recognise that the previous requirements for additional units had real value but would
not want to see them restored unless they were recognised by funding authorities
18 CFA Review of Customer Service Apprenticeships in England Wales and Northern Ireland, (2007)
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 12

overall approval of the outcomes structure of the Customer Service Frameworks is very high with more
than 90% approval by consultees
Progression
the Customer Service Apprenticeship Frameworks make many different contributions to progression
opportunities
the most frequent progression is reported to be to a more senior Customer Service role
Apprentices often see the Customer Service Apprenticeship as a means of providing evidence of
portable and transferable skills particularly if they are undecided about their future career choice and
want to keep their options open
in addition to progression through the Customer Service levels 2 and 3 or the Sector Specific
Frameworks, some employers prefer Apprentices to follow a level 2 Customer Service Framework before
moving on to a level 3 Sector Specific Framework whilst others prefer to use the Sector Specific
Framework at level 2 and to move Apprentices on to a level 3 Customer Service Framework
Completion rates
higher completion rates are seen as being in everybody’s interest
there is a wide range of reasons for leaving the Framework, with change of employment and change of
personal circumstances as being the most common
the reasons for leaving a Customer Service Framework are not believed to be substantially different
from the reasons for leaving other Frameworks
Benefits of the Customer Service Frameworks
the benefits of the Customer Service Frameworks are seen by Employers as relating to their own
Customer Service priorities in their competitive strategies
the benefits of the Customer Service Frameworks are seen by Apprentices as relating to the
transferable nature of the qualification when they want to switch between Employers or sectors
overall approval of the existing Customer Service Frameworks is high
Northern Ireland
funding patterns mean that there are few views based on direct experience of using the Apprenticeship
although some organisations do use the Customer Service NVQ
the Customer Service Standards are well respected and would be used more widely with funding
support
Customer Service is a stated priority in Northern Ireland economic development
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 13

4. Content of Framework
4.1 Competence Based Element
Apprenticeship/Foundation Modern Apprenticeship
Level 2 NVQ Certificate in Customer Service as follows:
Qualification Q-Number Credit Value
Active IQ Level 2 NVQ Certificate in Customer Service (QCF) 500/9676/X 28
City & Guilds Level 2 NVQ Certificate in Customer Service (QCF) 500/9341/1 28
EDI Level 2 NVQ Certificate in Customer Service (QCF) 500/9378/2 28
IMIAL Level 2 NVQ Certificate in Customer Service (QCF) 500/9328/9 28
OCR Level 2 NVQ Certificate in Customer Service (QCF) 500/8625/X 28
Skillsfirst Level 2 NVQ Certificate in Customer Service (QCF) 500/9011/2 28
EDEXCEL Level 2 NVQ Certificate in Customer Service (QCF) 501/0080/4 28
VTCT Level 2 NVQ Certificate in Customer Service (QCF) 501/0018/X 28
NCFE Level 2 NVQ Certificate in Customer Service (QCF) 501/0263/1 28
LAO Level 2 NVQ Certificate in Customer Service (QCF) 501/1741/5 28
EAL Level 2 NVQ Certificate in Customer Service (QCF) 501/2055/4 28
SQA Level 2 NVQ Certificate in Customer Service (QCF) 501/2062/1 28
Advanced Apprenticeship/Modern Apprenticeship
Level 3 NVQ Diploma in Customer Service as follows:
The Qualification consultation revealed that people recognise that the competence Q-Number based elements Credit Value of the Customer Service Fra
City & Guilds Level 3 NVQ Diploma in Customer Service (QCF) 500/8818/X 42
EDEXCEL Level 3 NVQ Diploma in Customer Service (QCF) 500/9505/5 42
EDI Level 3 NVQ Diploma in Customer Service (QCF) 500/8823/3 42
IMIAL Level 3 NVQ Diploma in Customer Service (QCF) 500/9349/6 42
OCR Level 3 NVQ Diploma in Customer Service (QCF) 500/8626/1 42
Skillsfirst level 3 NVQ Diploma in Customer Service (QCF) 500/8858/0 42
VTCT Level 3 NVQ Diploma in Customer Service (QCF) 500/9440/3 42
Active IQ Level 3 NVQ Diploma in Customer Service (QCF) 500/9807/X 42
NCFE Level 3 NVQ Diploma in Customer Service (QCF) 501/0231/X 42
LAO Level 3 NVQ Diploma in Customer Service (QCF) 501/1742/7 42
EAL Level 3 NVQ Diploma in Customer Service (QCF) 501/2354/3 42
SQA Level 3 NVQ Diploma in Customer Service (QCF) 501/2070/0 42
4.2 Knowledge Based Element / Technical Certificates
Apprenticeship/Foundation Modern Apprenticeship
Level 2 Certificate in Customer Service as follows:
Qualification Q-Number Credit Value
City and Guilds Level 2 Certificate in Customer Service 500/6329/7 13
EDI Level 2 Certificate in Customer Service 500/9235/2 13
OCR Level 2 Certificate in Customer Service Knowledge 500/9296/0 13
Skillsfirst Level 2 Certificate in Customer Service 500/8171/8 13
Edexcel BTEC Level 2 Certificate in Customer Service 501/0442/1 13
LAO Level 2 Certificate in Customer Service 500/8403/3 13
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 14

VTCT Level 2 Certificate in Customer Service 501/1083/4 13
IMIAL Level 2 Certificate in Customer Service for the Automotive 501/1253/3 17
Industry
Advanced Apprenticeship/ Modern Apprenticeship
Level 3 Certificate in Customer Service as follows:
Qualification Q-Number Credit Value
City and Guilds Level 3 Certificate in Customer Service 500/6206/2 13
EDI Level 3 Certificate in Customer Service 500/9236/4 13
OCR Level 3 Certificate in Customer Service Knowledge 500/9243/1 17
Skillsfirst Level 3 Certificate in Customer Service 500/8166/4 13
Edexcel BTEC Level 3 Certificate in Customer Service 501/0443/3 13
IMIAL Level 3 Certificate in Customer Service for the Automotive 501/1254/5 24
Industry
OAL Level 3 Certificate in Customer Service 501/1797/X 13
The role that Customer Service Technical Certificates play in up-skilling apprentices
The Customer Service Technical Certificates focus on the knowledge and understanding which
underpin the customer service skills needed to carry out the competences of the NVQs and develop
higher level competences. Additional knowledge is also present to help prepare the apprentice for
progression to FHE or higher levels of working and also cover wider aspects of the customer service
role. They are a structured approach to teaching and assessment, external assessment, and are
capable of being delivered through a taught programme of off-the-job learning.
Evidence has shown that many individuals taking the Customer Service Apprenticeship have not
chosen, or were unable to take, an academic route in their education. Therefore the discipline of
taking a Customer Service Technical Certificate, with the final tests, gives them the opportunity to
succeed where they may have previously failed. By offering a qualification that is meaningful to
their job role, and demands applied learning in a structured and contextualised way, these
individuals may become more motivated and confident to move forward to FHE.
All the Customer Service Technical Certificates are based on the Customer Service ‘Foundations’
theme of the new Customer Service NOS developed as the ‘first step’ in the Customer Service
Functional Map. These are knowledge based units requested by, and designed with, employers to
capture the ‘essential knowledge’ needed by those working in a customer service role. Employers
are adamant that without a sound knowledge and understanding of the basic principles of customer
service individuals cannot carry out their job role effectively. The Customer Service Technical
Certificates give employers assurance that the competence of their employees is based on a sound
platform of knowledge and understanding on which to build their skills.
The findings of the consultation reveal that after initial concerns and difficulties in implementing the
Technical Certificate requirements, the Apprenticeship delivery has now absorbed them effectively.
There is widespread approval of the range of Technical Certificates available although those
consulted report significant differences between the products available. Barriers to changing
Awarding Body appear to affect the market aspect of offering alternative Technical Certificate
products.
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 15

4.3 Key Skills/ Functional Skills
Apprenticeship/Foundation Modern Apprenticeship
Application of Number at Level 1/ Maths at Level 1
Communication at Level 1/ English at Level 1
Advanced Apprenticeship/Modern Apprenticeship
Application of Number at Level 2/ Maths at Level 2
Communication at Level 2/ English at Level 2
The minimum levels of Key Skills/Functional Skills required for each Framework are set by
Government guidelines and therefore cannot be varied. Those contributing to the consultation
express some concern and regret about this in that the Application of Number/Maths requirements
create a barrier for a significant proportion of candidates. Conversely it is felt that the requirement
for Communication/English at level 1 in the Apprenticeship/Foundation Modern Apprenticeship is low
for a number of candidates although insistence on a higher level would create problems of access
for some disadvantaged groups. Communication/English at level 2 is generally seen as more widely
appropriate for the Advanced Apprenticeship as the detailed requirements of level 3 are not
necessarily accessible by all candidates. It was generally agreed that support for matching the
Communication requirement to the needs and potential of specific candidates could be achieved by
specifying the Key Skills as requiring achievement of ‘at least’ the given level.
Please note that Key Skill external tests are not required in Wales.
Proxies and relaxation rules for key skills in the Customer Service Apprenticeship
Frameworks
Key/Functional Skills Relaxation/Exemption
The CFA will allow all Level 2 Apprentices/FMAs and Level 3 Advanced Apprentices/MAs who have
achieved (within the previous five years and before September 2012) a grade A*-C GCSE in English
(Welsh) and/or Mathematics, to complete their frameworks without being required to take the level 1
or 2 Communication Skills and/or Application of Number Key Skills qualifications or level 1 or 2
English/Maths Functional Skills qualifications.
This also applies to those who have achieved a GCE A/AS level at grade A-E in English Language,
English Literature or English Language and Literature and also GCE A/AS level at grade A-E in
Mathematics, Pure Mathematics, or Further Mathematics (against the Communication/English and
Application of Number/Maths Key/Functional skills qualifications respectively).
Certification of the GCSE/A/AS level must be no longer than five years before the date of registration
on the MA framework, except GCSEs at A* level which currently have no time limit attached to them.
For framework completion purposes, those achieving an A*-C GCSE in English or Mathematics in
the summer are deemed to have been certified on the 31 August, while the date for those achieving
during the winter months is deemed to be 31 March. These rules are supported by the CFA and
apply to all Customer Service Apprenticeships in England and Wales.
Key Skills Proxy Qualifications
If an apprentice does not have the requirements listed above which enables them to be exempt form
the Key Skills Qualifications, they may have other qualifications that allows them to be exempt from
either the Key Skills Test and/or Portfolio. Each qualification offered as a proxy by an apprentice
must be checked against the QCA website at http://www.qcda.gov.uk/qualifications/6220.aspx
to check which aspects of the Key Skills a candidate would be exempt from.
Proxy qualifications are those qualifications that have been agreed to assess the same knowledge
and skills for some aspects of the key skills qualifications. Because of this overlap, candidates can
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 16

claim exemption from part of particular key skills qualifications for up to three years from the date of
the award of the specific accredited proxy qualification.
The use of proxies is different from the relaxation ruling outlined above as this means that the
apprentice will have to do either the test or portfolio to achieve the Key Skill. There is a strict threeyear
time limit from the date of award of the relevant proxy qualification, within which the learner
must provide proof of achievement of the proxy and either submit a portfolio or carry out the key
skills test (as appropriate).
Qualifications that appear on the proxy list have been mapped for the type of overlap required and
guarantee that the candidate has been assessed in the appropriate knowledge and skills. Only
qualifications that have been accredited by the regulators for England (QCA), Wales (ACCAC),
Northern Ireland (CCEA) and Scotland (SQA) can be included on the list of proxy qualifications.
The CFA uses, and directs providers, to the list of Proxy Qualifications supplied by QCDA for
England and Wales which is reviewed periodically.
4.4 Essential Skills Wales
Essential Skills Wales (ESW) is the new suite of skills qualifications which replaced Key
Skills in Communication, Application of Number and ICT, and the Basic Skills of Adult
Literacy, Adult Numeracy and Skills for Life ICT. This new suite of skills qualifications was
implemented on the 1st of September 2010.
Candidates who have registered on Key Skills qualifications before 31st August 2010 and
achieve before 31st August 2011 can use these for framework completion.
Candidates who start a new apprenticeship framework issued after September 2010 but
who already either:
o hold a Key Skills qualification in the particular ESW skill and at the correct level; or
o who are already registered on a Key Skills qualification and will achieve by 31 st
August 2011; will have the KS achievement recognised against the ESW
requirement.
There are no proxies, exemptions or relaxation allowances for ESW.
4.5 Additional Employer Requirements
There are no additional employer requirements
4.6 Employment Rights and Responsibilities
The ERR component meets the national minimum requirements.
The CFA ERR Workbook is available from the CFA website. This must be completed with the
back sheet signed by the Apprentice, Verifier and Provider and returned to the CFA when
applications are made for completion certificates.
The CFA ERR Workbook plus completion of the NVQ and Technical Certificate will constitute the
evidence needed to demonstrate completion of the requirements for total coverage of the ERR.
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 17

5. Implementation of Frameworks
5.1 Employed Status
Apprenticeship/Foundation Modern Apprenticeship
It is preferable that the Customer Service Apprentices/Foundation Modern
Apprentices have employed status and are on the payroll of an employer. However,
where this is not appropriate, the Apprenticeship/FMA can be:
based with an employer but not directly employed and paid an allowance by the employer
based with a provider and placed with an employer who will provide work based learning
opportunities and will qualify for an Education Maintenance Allowance from April 2006
based with a provider and working in a Realistic Working Environment as defined in the
Customer Service Assessment Strategy (2006)
Advanced Apprenticeship/Modern Apprenticeship
The Advanced Apprentice/MA must be directly employed by an employer and on their payroll.
No exemptions from Employed Status are allowed for the Advanced Apprenticeship/MA
Frameworks.
5.2 Entry Requirements
There are no prescribed entry requirements for the Customer Service Apprenticeships.
However the CFA and Awarding Bodies hold that:
the Customer Service Apprenticeships should be available to everyone who is capable of
reaching the required standards
the Apprenticeships should be free from any barriers that restrict access and progression
there should be equal opportunities for all wishing to access the qualifications.
The CFA and Awarding bodies stipulate that Centres offering the Apprenticeship must recruit
learners to the apprenticeships and qualifications with integrity. This will include ensuring that
applicants have appropriate information and advice about the apprenticeships and
qualifications and that both will meet their needs. Centres should take appropriate steps to
assess each applicant's potential and make a professional judgement about their ability to
successfully complete the apprenticeship and achieve the qualifications in the frameworks.
This assessment will need to take account of the support available to the learner within the
centre, and the support offered by the employers involved.
As a rule of thumb the following Checklist will help employers gauge at which level their
apprentices should be working:
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 18

An Apprentice/FMA in Customer Service may be in a role where:
opportunities to influence what happens at work are limited by the constraints of their
job role
they need to know about the basic legal and organisational responsibilities they
should apply when dealing with customers
they work within the rules and regulations of their organisation, seeking help when
their knowledge is limited
they work with colleagues and managers to overcome problems and carry out
activities
they know how to communicate in a clear, polite and confident way
they have a developing knowledge about the products and services of their
organisation and a willingness to refer to and work with others to overcome customer
problems
they work as a team member to help and support customer service improvements
they use their own initiative to recommend improvements to customer service
they would need to have more experience and more time with their organisation to
fulfil the needs of a Customer Service Advanced Apprenticeship
An Advanced Apprentice/MA in Customer Service may be in a role where:
they have many opportunities to influence what happens at work, though not
necessarily in a management or supervisory capacity
they consistently look to improve customer service through change and reviews
they have an understanding of how systems and procedures fit into policy
they will have been with the organisation long enough to know how to use the rules
flexibly to get things done and how to give good service ‘despite the systems’
they have a comprehensive knowledge of what to do, who to see and where to go to
get things done
they have the confidence to question the way things are done and the ability to
suggest alternatives
they have excellent communication skills and the ability to remain calm and
professional under pressure
they have an awareness of the position of their organisation in the marketplace
5.3 Minimum Duration of Training
For Customer Service Apprentices/FMAs the minimum duration acceptable for
completion is 12 months and for Customer Service Advanced Apprentices/MAs, the
minimum acceptable is 24 months unless individual circumstances (such as
significant prior learning) make the relevant minimum length of stay inappropriate.
5.4 Health and Safety
Health, safety and security issues are a formal part of the Induction of all apprentices
and are a key element of the Employment Responsibilities and Rights component of
these frameworks.
Health, safety and security issues are included in the Technical Certificates of these
frameworks where Apprentices are able to contextualised the issues for their specific
industries.
As Customer Service applies across sectors Employers and Providers will be
expected to consider specific health, safety and security requirements for the
particular sector and job role that the Apprentice is working in.
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 19

5.5 Equality and Inclusion
As Customer Service Apprenticeships are cross sector programmes the CFA is
unable to give specific issues related to diversity which affect all sectors. Therefore
providers and employers will be expected to consider specific equal opportunities
issues for the sector the apprentice will be working in.
Whilst equal opportunities and inclusion has been identified here under a separate
heading, the principles relate to all those systems and procedures which have the
potential to discriminate against apprentices at any point during the programme –
from recruitment and selection and induction, through to successful completion.
There should be open recruitment of apprentices to the programme, which is
available to all young people, regardless of gender, ethnic origin, religion/belief,
sexual orientation or disability.
All partners involved in the delivery of the apprenticeship must be committed to a
policy of equal opportunities and must have a stated equal opportunities policy and
procedure.
Employers/providers must be able to demonstrate that there are no overt or covert
discriminatory practices in selection and employment. All promotional, selection and
training activities must comply with relevant legislation.
The apprentice’s knowledge about equal opportunities policies and procedures can
be used as evidence for the Employment Responsibilities and Rights component of
this framework and for evidence of knowledge and understanding in the Customer
Service NVQ and Technical Certificates.
Providers will be expected to monitor equality of opportunity practice and procedures
within their own organisation and take positive action when necessary. It is also
recommended that employers/providers conduct an exit interview if the apprentice
leaves the programme before completion.
Funding bodies have overall responsibility to monitor practice to ensure that providers
meet the criteria specified in their quality management systems. This includes
monitoring the representation of apprentices in terms of gender, ethnicity and
disability to ensure that it reflects, as far as possible, the levels of representation
within the local community.
The CFA will retain overall responsibility for the development of the Apprenticeships
and for monitoring equality of opportunity, primarily by the analysis of the funding
bodies statistical returns. Where questions arise concerning policy and practice, the
CFA will work closely with the funding bodies and providers concerned to identify
causes and to implement positive action where appropriate. (Please also see
Monitoring Arrangements for the Frameworks)
5.6 Transfer Arrangements from Previous Framework
All learners who register with funding bodies as Apprentices in Customer Service on
or after 1st October 2010 will be placed on the Customer Service Framework 4.12.
Apprentices registered on previous Frameworks can move to Framework 4.12. The
end date for registrations on Framework 4.7 is 31 st July 2010. Note – Framework 4.12
is identical to 4.9,10 and 11, with the addition of four new NVQ qualifications.
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 20

5.7 Monitoring Arrangements for the Framework
As indicated in the take-up shown in the rationale the Apprenticeships have been
continuously monitored over the past years. Although in the take up is shown on a
yearly bases the CFA will continue to monitor these monthly, and then quarterly as
the procedures for receiving data changed. All this data is kept and used not just for
the analysis of take-up but also to monitor achievement, gender, age ranges,
disability and ethnic grouping. This practice will continue, and will be enhanced once
we are able to register apprentices in England and Wales. We will then be able to
monitor the performance on Centres and compare achievement rates and early
leavers. We will also have better, more up to the minute data on all the fields
mentioned above.
In addition, the CFA works closely with Ofsted and Estyn to review inspection reports
periodically to review quality of delivery. In particular, if there has been cause for
concern regarding one of the Customer Service Centres we will use these inspection
reports in order to measure our response. Given the size of the take-up of the
Customer Service Apprenticeships only random samples of provider reports can be
looked at. Nevertheless, the reports do give useful insights into problems in the field
with delivery issues and is often useful to identify ‘best practice’ organisations.
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 21

6. Achievement and Progression
6.1 Certification
The successful Customer Service apprentice will receive an Apprenticeship
Completion Certificate from the CfA. This is separate from, and in addition to, those
certificates awarded for the achievement of the individual components of the
framework, e.g., NVQ, key skills and technical certificate. The certificate will NOT
refer to the TC pathway that the learner has completed.
Providers are responsible for claiming the National Completion Certificate from the
CfA and for providing evidence of completion of the mandatory outcomes. They are
also responsible for ensuring that the apprentice receives the Completion Certificate
when awarded by the CfA.
It is the responsibility of the Customer Service Apprenticeship centre to apply to the
CfA for the Customer Service Apprenticeship Certificate. Customer Service
Apprenticeship centres will be responsible for providing the CfA with copies of all
awarding body certificates.
The CfA will verify that each learner has fulfilled all the mandatory outcomes of the
Framework.
The CfA will charge a fee per certificate. A further charge will also be levied for any
reapplication resulting from a provider error in the original application.
Application forms for Customer Service Apprenticeship completion certificates can be
downloaded from the CfA website: www.cfa.uk.com
6.2 Progression
Due to the all sector nature of the Customer Service Apprenticeships, achievement
can lead to succession either into higher level sector specific qualifications within the
sector in which they are working, or higher level generic customer service
qualifications.
It is expected that Customer Service Apprentices will move through a succession of
steps to attain a successful career however, those steps will depend on whether the
individual moves across industry boundaries or between organisations and job roles,
the CFA recognises that this is often the pattern in today’s employment arena where
a job now isn’t always for life.
What is obvious is that by both their popularity and flexibility the Customer Service
Apprenticeships are a firm basis on which a career can be developed. With the
ownership of truly generic and transferable customer service skills these
Apprenticeships give young people greater options to move and develop as they
mature into adulthood and, importantly, as employment patterns change.
Customer Service Apprentice/FMA achievers possible progression routes:
Customer Service Apprentices have many options open to them on completion of the
Framework and these options will depend upon:
where their interests lie and what they enjoy doing
employer support and direction within their company
whether they move jobs and perhaps sectors
whether they stay with a particular sector
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 22

whether they wish to become a customer service professional and stay working in a total
customer service field
whether customer service still remains as a major function of their job role
Progression routes could include:
moving on to a Customer Service Advanced Apprenticeship/Modern Apprenticeship
moving on to a different Level 3 Apprenticeship and using this as a stepping stone for
higher level apprenticeships in their chosen field
moving on to a Level 3 NVQ Diploma in customer service or other area and using this as
a stepping stone for higher level qualifications in their chosen field
Customer Service Advanced Apprenticeship/MA achievers possible progression
routes:
Customer Service Advanced Apprentices/MA have many options open to them on completion
of the Framework and these options will depend upon:
where their interests lie and what they enjoy doing
employer support and direction within their company
whether they move jobs and perhaps sectors
whether they stay with a particular sector
whether they wish to become a customer service professional and stay working in a total
customer service field
whether customer service still remains as a major function of their job role
whether they wish to move on to higher education
Progression routes could include:
taking the Level 4 Customer Service NVQ
achieving the Level 4 Customer Service NVQ and moving into higher education to take
higher level qualifications according to those used and respected in the sector in which
they are working
moving on to a different Level 4 NVQ and using this as a stepping stone for higher level
qualifications in their chosen field
moving to a Foundation Degree based on the specific sector they are working in
As Customer Service qualifications are a relatively new introduction in vocational training and
education currently qualifications higher than Level 4 are not available. However, these are
now planned and being developed by the CFA through the Customer Service Action Plan,
August 2009. These qualifications will give a clear progression route in customer service for
apprentice leavers and include:
‘Higher’ Apprenticeship in England and Wales
Continuous Professional Development Diploma in Customer Service
Foundation Degree in Customer Service
Professional Diploma in Customer Service
Diploma in Customer Service Management
The Apprentice’s knowledge about career pathways, information sources and the names of
relevant professional bodies are part of the Employment Responsibilities and Rights
component of these Frameworks. In particular, achievement in the Customer Service
Apprenticeships entitles individuals to apply for membership of the Council for Administration
which offers careers advice and support and opportunities for Continuous Professional
Development.
Consultation has confirmed that the Customer Service Apprenticeships offer many and varied
progression alternatives. Rather than forming a link in a narrowly defined career ladder, the
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 23

Customer Service Apprenticeship Frameworks offer opportunities to many different
Apprentices which those consulted confirm meet a variety of individual needs.
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 24

7. Fact Sheet
7.1 Customer Service Apprenticeship (England) / Foundation Modern Apprenticeship
(Wales) – Level 2
What’s involved
A Level 2 Customer Service Apprentice can expect to be doing:
work based learning with an employer and to be paid, either a wage if they are
employed, or an allowance or
work based learning with a Training Provider or College in a Realistic Working
Environment or on a work placement
Customer Service Apprenticeship (England) / Foundation Modern Apprenticeship
(Wales) – Level 2
Competence
Based Element
Knowledge Based
Element
Key Skills/ Essential Skills Wales or
Functional Skills
Level 2 NVQ
Certificate in
Customer
Service (QCF)
Level 2 Certificate in
Customer Service
(QCF)
Application of Number/Mathematics – Level 1
Communication/English – Level 1
Entry requirements:
There are no minimum entry requirements for Customer Service Apprentices. However the
Apprentice must enjoy working with people and be fairly confident with their interpersonal
skills.
Minimum Periods of Training:
For Customer Service Apprenticeship/FMA the minimum duration for completion is 12
months.
How long does the apprenticeship take to complete
Customer Service Apprentices/FMAs = 1 year
What type of job might an apprentice be doing
Customer Service Apprenticeships have proved to be one of the most popular apprenticeship
routes across the UK. The large employer interest and participation illustrates how important
customer service skills are to employers and how the Customer Service Frameworks are
flexible enough to be used across most industries. Because customer service
Apprenticeships can be used in all Sectors it is difficult to identify specific job roles that an
Apprentice may be carrying out. However many industries and organisations are now
recruiting bespoke ‘customer service’ staff and, by achieving these apprenticeships, young
people have a qualification that can be used across Sector boundaries giving more
opportunities for full employment in a dedicated customer service role.
Some examples of job titles of apprentices at Level 2 include:
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 25

Customer Service Trainee
Customer Service Assistant
Customer Service Advisor
Customer Service Administrator
Customer Service Representative
Customer Service Agent
Customer Service Officer
Customer Liaison Officer
Customer Liaison Assistant
Customer Liaison Executive
Customer Service Clerk
Career progression after completing these apprenticeships
Due to the all sector nature of the Customer Service Apprenticeships, achievement can lead
to succession either into higher level sector specific apprenticeships or qualifications within
the sector in which they are working, or higher level generic customer service apprenticeships
or qualifications. For example:
progression routes for Level 2 Apprentices could include:
moving on to a Customer Service Advanced Apprenticeship/MA
progression routes for Level 3 Apprentices could include:
taking the Level 4 Customer Service NVQ
achieving the Level 4 Customer Service NVQ and moving into higher education to
take higher level qualifications according to those used and respected in the sector in
which they are working
moving on to a different Level 4 NVQ (e.g. Administration, Management etc) and
using this as a stepping stone for higher level qualifications in their chosen field
moving to a Foundation Degree based on the specific sector they are working in
Consultation results during the review of the Frameworks identified that in addition to
progression through the Customer Service levels 2 and 3 or the Sector Specific
Frameworks, some employers prefer Apprentices to follow a level 2 Customer Service
Framework before moving on to a level 3 Sector Specific Framework whilst others prefer
to use the Sector Specific Framework at level 2 and to move Apprentices on to a level 3
Customer Service Framework
Framework developed by:
Council for Administration
6 Graphite Square
Vauxhall Walk
London
SE11 5EE
Tel: 020 7091 9620
Fax: 020 7091 7340
info@cfa.uk.com
www.cfa.uk.com
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 26

7.2 Customer Service Advanced Apprenticeship (England) / Modern Apprenticeship
(Wales) – Level 3
What’s involved
Customer Service Advanced Apprenticeship (England) / Modern Apprenticeship
(Wales) – Level 3
A Level 3 Customer Service Apprentice can expect to be doing:
work based learning with an employer and to be paid, either a wage if they are
employed, or an allowance
Customer Service Advanced Apprenticeship (England) / Modern Apprenticeship
(Wales) – Level 3
Competence
Based Element
Knowledge Based
Element
Key Skills/ Essential Skills Wales or
Functional Skills
Level 3 NVQ
Diploma in
Customer Service
(QCF)
Level 3 Certificate in
Customer Service
(QCF)
Application of Number/Mathematics – Level 2
Communication/English – Level 2
Entry requirements:
There are no minimum entry requirements for Customer Service Apprentices. However the
Apprentice must enjoy working with people and be fairly confident with their interpersonal
skills.
Minimum Periods of Training:
How long does the apprenticeship take to complete
Customer Service Advanced Apprentices/MAs = 2 years
What type of job might an apprentice be doing
Customer Service Apprenticeships have proved to be one of the most popular apprenticeship
routes across the UK. The large employer interest and participation illustrates how important
customer service skills are to employers and how the Customer Service Frameworks are
flexible enough to be used across most industries. Because customer service
Apprenticeships can be used in all Sectors it is difficult to identify specific job roles that an
Apprentice may be carrying out. However many industries and organisations are now
recruiting bespoke ‘customer service’ staff and, by achieving these apprenticeships, young
people have a qualification that can be used across Sector boundaries giving more
opportunities for full employment in a dedicated customer service role.
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 27

Some examples of job titles of apprentices at Level 2 include:
Customer Relationship Manager
Customer Support Agent
Customer Support Officer
Customer Service Executive Officer
Customer Service Delivery Co-ordinator
Customer Service Operator
Customer Service Team Leader
Customer Service Supervisor
Customer Service Manager
Senior Customer Service Advisor
Customer Relations Officer
Career progression after completing these apprenticeships
Due to the all sector nature of the Customer Service Apprenticeships, achievement can lead
to succession either into higher level sector specific apprenticeships or qualifications within
the sector in which they are working, or higher level generic customer service apprenticeships
or qualifications. For example:
progression routes for Level 2 Apprentices could include:
moving on to a Customer Service Advanced Apprenticeship/MA
progression routes for Level 3 Apprentices could include:
taking the Level 4 Customer Service NVQ
achieving the Level 4 Customer Service NVQ and moving into higher education to
take higher level qualifications according to those used and respected in the sector in
which they are working
moving on to a different Level 4 NVQ (e.g. Administration, Management etc) and
using this as a stepping stone for higher level qualifications in their chosen field
moving to a Foundation Degree based on the specific sector they are working in
Consultation results during the review of the Frameworks identified that in addition to
progression through the Customer Service levels 2 and 3 or the Sector Specific
Frameworks, some employers prefer Apprentices to follow a level 2 Customer Service
Framework before moving on to a level 3 Sector Specific Framework whilst others prefer
to use the Sector Specific Framework at level 2 and to move Apprentices on to a level 3
Customer Service Framework
Framework developed by:
Council for Administration
6 Graphite Square
Vauxhall Walk
London
SE11 5EE
Tel: 020 7091 9620
Fax: 020 7091 7340
info@cfa.uk.com
www.cfa.uk.com
CfA Customer Service Apprenticeships England and Wales October 2010, Issue 4.12 28