A South African quality assurance (SAQA) accredited training framework for telephone etiquette as a result as a unit of office administration

Abstract

The aim of this study is to develop a training framework for Telephone Etiquette in terms of the South African Qualifications Authority (SAQA). This refers also to the determining of the NQF-level of competence. The objectives of the study are: 1. To develop existing Telephone Etiquette with regard to requirements of Corporate Business by interviewing respondents from industry and tertiary institutions. 2. To design a framework for a learning curriculum. Qualitative research methods are used. Interviews with respondents in industry and lecturers from Institutions of Higher Learning, who are presently engaged in the training of telephone etiquette, were undertaken. The data obtained is categorized in three categories: I . Content and methodology of present courses 2. Present application of Telephone Etiquette, and 3. Needs and problems. Chapter I deals with the rationale, aims and objectives. Chapter 2 refers to the research design and methodology. Chapter 3 deals with the description of data referring to categories 1 and 2 as indicated above. Chapter 4 refers the data on the needs and problems, as indicated in category 3 above. Chapter 5 refers to a literature control and covers material relevant to the methodology of training in terms of SAQA, the structure of the NQF as well as communication and interpersonal skills related to Telephone Etiquette. In Chapter 6 the conclusion and recommendations are discussed. The present status and needs of Telephone Etiquette as a curriculum are indicated in Fig. 4.5 an.d refers to: 1. The Design, 2. Dissemination/training of lecturers 3. Evaluation, and 4. Implementation methodology. The data contained in Fig. 4.3 clearly indicates that Dissemination and Evaluation is nonexistent, which implies that the development of a curriculum for Telephone Etiquette is designed by one set of specialists while lecturers implement the curriculum without input from students or industry or guidance from the curriculators. Data to be included in the curriculum for Telephone Etiquette is indicated in Fig. 4.3 and is printed in red. After analysis ofthe data the recommendations are the following: I . That the training of Telephone Etiquette remams an important unit of Office and/or Business Administration and should be included in all programs taught at Institutions of Higher Learning. 2. The practical training on Telephone Etiquette is implemented to the maximum. 3. The time allocated and the content of the course should be standardized. 4. Serious attention is given to the training of Telephone Etiquette to accommodate requirements set by industry with special reference to call centers. 5. The use and application of e-mail, answering services and tele-sales be included. 6. The name of the unit/course be standardized and be referred to as "Telephone Management Skills." 7. That clear outcomes be formulated to adhere to the requirements set by SAQA and the NQF. 8. That the curriculum in future be designed and developed according to sound curriculum criteria and principles.