SHE Level 1
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M1N226330
Module Leader Caroline Tuff
School School for Work Based Education
Subject SCWBE
  • B (January start)
  • C (May start)
  • B (January start)-C (May start)
  • A (September start)
  • C (May start)-A (September start)
  • S-C (May start)-A (September start)

Pre-Requisite Knowledge

Students must be working in the rail industry in a full-time, part-time or voluntary capacity

Summary of Content

The aim of this module is to enable students to gain a broad understanding of the elements that combine to deliver the optimum level of customer service to the railway customer including; Key stakeholders, rail industry standards, main communication methods, feedback and evaluative practices and the staffing and culture of staff teams. This module also aims to introduce students to several tools and methods used by commercial organisations to allow them to formulate models of best practice of customer service in normal and degraded workings.


The following key areas will be considered: -462b7 Customer communication as a system b7 Improving customer service, customer complaints and feedback b7 Measuring customer service standards and interpreting data sets and results results. b7 Process Mapping aspects of customer service - key areas of rail customer services, journey purpose, internal customer/supplier relationships b7 Identifying, assessing and managing situations that may lead to confusion, panic and conflict in a transport environment

Learning Outcomes

On successful completion of the module the student should be able to:1. Discuss the key components of customer communications in the railway industry2. Describe business improvement tools and problem-solving methods within a railway operations environment 3. Describe the diverse range of customers, contractors and stakeholder and their needs, rights and expectations. 4. Utilise reflection to summarise module related learning

Teaching / Learning Strategy

This work-based module adopts a blended approach to learning which combines face to face contact, through classroom based tutorials and/or webinars, and online learning via GCU's virtual learning environment, GCU Learn. The teaching and learning strategy encourages an active and self-directed approach to learning. In the context of a work-based ethos, teaching and learning methods use real world and real work scenarios to promote inquiry and problem based learning in a collaborative learning environment. Students will be expected to take an objective stance and use a wide range of evidence to support their arguments, for example academic theories/theoretical perspectives/concepts/techniques/principles/rules and regulations in order to frame and analyse actual work-based problems. Learners will be supported during the module by the module team including module tutors and the IRO Learning and Development team as well as dedicated GCU academic members of staff including Academic Development Tutors (ADT's). Module tutors act as facilitators of learning and assessment and also determine the level and accuracy of knowledge acquisition at key points in the delivery. They also support students to identify relevant work activity that can operate as a source for work-integrated learning and assessment. ADTs provide support for academic writing and the development of study techniques. Both formative and summative assessment strategies will be adopted during the module. Formative assessment is used as a foundation upon which students can build towards their summative work. Formative opportunities will be used to provide developmental feedback to enhance students' learning and academic writing. The summative assessment will enable students to demonstrate their learning in relation to the module learning outcomes in a work-based context.

Indicative Reading

BUTTLE, F. & MAKLAN, S. 2019. Customer Relationship Management: Concepts and Technologies , 4 th ed. Routledge COOK, S., 2010. Customer care excellence how to create an effective customer focus, 6th ed., Kogan Page CRAVEN, R., 2005. Customer is King: How to exceed their expectations , 2 nd ed., London: Virgin Books KIRAN, D.R. 2016. Total Quality Management . Butterworth-Heinemann. KLAUS, P. 2015. Measuring Customer Experience How to Develop and Execute the Most Profitable Customer Experience Strategies, Palgrave McMillan MUTHER, A., 2002., Customer Relationship Managemen t, Springer Heidelberg, Berthin OAKLAND, J. S., 2014. Total quality management and operational excellence text with cases , 4 th ed. Taylor & Francis WATSON-HEMPHILL, K., 2016. Innovating Lean Six Sigma: A Strategic Guide to Deploying the World's Most Effective Business Improvement Process. McGraw-Hill.

Transferrable Skills

-426b7 Reflection b7 Independent learning b7 Professional behaviours b7 Written communication skills b7 Information retrieval skills: library and internet research skills b7 Problem solving b7 Time management skills b7 Applying theoretical principles to workplace

Module Structure

Activity Total Hours
Assessment (PT) 40.00
Independent Learning (PT) 128.00
Seminars (PT) 25.00
Lectures (PT) 7.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 02 n/a 30.00 35% CW2: A learning Log not exceeding 1000 wordsAddressing LO4
Course Work 01 n/a 70.00 35% CW1: A written work based assignment not exceeding 2000 wordsWeighting: 70%Addressing LO1, 2 & 3