Dealing with Customer Queries and Complaints — Open Awards Vocational Foundations for Learning

Foundations for Learning is a core component of the Open Awards Entry Level Award in Skills for Further Learning and Employment (Entry 1) (RQF). This unit introduces you to the basic skills needed to succeed in education and work, such as following instructions, working with others, and managing your own learning. It is designed for students who are building confidence and developing essential abilities before moving on to more advanced qualifications.

In this unit, you will learn how to identify your own strengths and areas for improvement, set simple goals, and take part in activities that help you become a more independent learner. You will also practise communication skills, like listening carefully and asking for help when you need it. These skills are not only important for your studies but also for everyday life and future employment.

Foundations for Learning fits into the wider subject by providing a solid base for all other learning. Whether you go on to study English, maths, or vocational subjects, the skills you develop here will help you stay organised, work effectively with others, and take responsibility for your own progress. This unit is your first step towards becoming a confident and capable learner.

• →Following instructions: Understanding and carrying out simple verbal or written instructions accurately, e.g., 'Read page 5 and answer question 1.'
• →Working with others: Cooperating in pair or group activities, taking turns, and listening to others' ideas.
• →Setting goals: Identifying one thing you want to achieve (e.g., 'I will complete my worksheet by the end of the lesson') and checking if you did it.
• →Asking for help: Knowing when you need support and how to ask a teacher or peer clearly, e.g., 'I don't understand this word. Can you help me?'
• →Reflecting on learning: Thinking about what you did well and what you could do better next time.

• Award credit for demonstrating a polite opening phrase (e.g., 'How can I help?')
• Award credit for accurately restating the customer's query to confirm understanding
• Award credit for providing a simple, correct answer to a common query (e.g., store opening times)
• Award credit for recognising when an issue needs to be passed to a manager

• 💡Always show you have listened by summarising the customer's concern before responding
• 💡Use simple, everyday language—avoid technical terms unless you are sure the customer understands
• 💡If the assessment involves role play, maintain eye contact and a positive tone throughout
• 💡Tip 1: When you are asked to follow instructions, read or listen carefully to every step. If you miss a step, you might lose marks. Practise by following simple recipes or instructions at home.
• 💡Tip 2: In group work, make sure you contribute at least one idea. Even if you are shy, saying something like 'I think we should start with this part' shows you are involved. Examiners look for active participation.
• 💡Tip 3: When reflecting on your learning, be honest. Say what you found easy and what was hard. This shows you understand your own progress. Use sentence starters like 'I did well at...' and 'Next time I will...'.

• Interrupting the customer before they have finished speaking
• Using jargon or complex terms the customer may not understand
• Failing to acknowledge the customer's feelings when a complaint is made
• Guessing an answer instead of admitting uncertainty and seeking assistance
• Misconception: 'Asking for help means I'm not clever.' Correction: Asking for help is a sign of a good learner. Everyone needs help sometimes, and it shows you are taking responsibility for your learning.
• Misconception: 'Working with others means I can just copy their work.' Correction: Working with others means sharing ideas and helping each other, but you must do your own work. Copying is not learning and won't help you improve.
• Misconception: 'Setting goals is only for big things like exams.' Correction: Goals can be small and for each lesson, like 'I will finish three questions' or 'I will listen without interrupting.' Small goals help you build good habits.

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