LEARNING OUTCOME BASED

VOCATIONAL SYLLABUS

JOB ROLE:
Domestic CRM Voice
(QUALIFICATION PACK: Ref. Id. SSC/Q2210)

SECTOR: IT/ ITeS

Class 12

(Effective for 2023-2024 Academic Sessions )

PSS CENTRAL INSTITUTE OF VOCATIONAL

EDUCATION
Offered by
Assam Higher Secondary Education
Council
In Association with
Samagra Shiksha Abhijan, Assam
COURSE OVERVIEW

COURSE TITLE: IT/ITeS – Domestic CRM – Voice

Domestic CRM Domestic Voice in the IT-ITeS Industry is also known as a Customer Service
Associate, Customer Service Representative, Customer Care Executive, Customer Service
Advisor, Helpdesk Coordinator, Customer Support Representative. Individuals in this job receive
and make telephone calls which are primarily scripted, basic and routine with the assistance of
a computerised system. They answer inquiries, resolve problems, record complaints and/or
receive feedback. This job requires the individual to work independently and interact with
customers. The individual should be result oriented and should also be able to demonstrate logical
thinking and interpersonal skills; ensure prioritization of workload and should be willing to work at a
desk-based job.
COURSE OUTCOMES: On completion of the course, students should be able to:
Apply effective oral and written communication skills to interact with people and
customers;
Identify the principal components of a computer
system; Demonstrate the basic skills of using
computer;
Demonstrate self-management skills;
Demonstrate the ability to provide a self-analysis in context of entrepreneurial skills and
abilities;
Demonstrate the knowledge of the importance of green skills in meeting the challenges
ofsustainable development and environment protection;
Identify the principal components of a computer
system. Work safely on computer.
Start the computer.
Open and use the related
software. Exit from the
software.
Shut down the computer.
Use the computer for data entry process.
Collect all necessary information about the query.
Log any decision about the query on the data entry tracking
form. Follow Rules and guidelines for data entry.
Handle queries.
Identify and control hazards in the workplace that pose a danger or threat to their
safety or health, or that of others.

COURSE REQUIREMENTS: The learner should have basic knowledge of science.

COURSE LEVEL: This course can be taken up at Intermediate level in Class 11 and Class 12.
COURSE DURATION: Total : 600 hrs
Class 11 : 300 hrs
Class 12 : 300 hrs

Total: 600 hrs

 SCHEME OF UNITS AND ASSESSMENT

This course is a planned sequence of instructions consisting of Units meant for developing
employability and vocational competencies of students of Class 12 opting for vocational
subject along with general education subjects. The unit-wise distribution of hours and marks
for Class 12 is as follows:

CLASS 12

Units No. of Hours Max. Marks

for Theory and for Theory and
Practical Practical
300 100
Part A Employability Skills
Unit 1: Communication Skills 25 10
Unit 2: Self-management Skills 25
Unit 3: Basic ICT Skills 25
Unit 4: Entrepreneurial Skills 25
Unit 5: Green Skills 10
Total 115 10
Part B Vocational Skills
Unit 1: Fundamentals of ERP 40 40
Unit 2: Basics of Procurement Policy and BPO’s 25
Unit 3: Fundamental of Learning 35
Total 100 40
Part C Practical Work
Practical Examination 6 15
Written Test 1 10
Viva Voce 3 10
Total 10 35
Part D Project Work/Field Visit
Practical File/ Student Portfolio 10 10
Viva Voce 5 5
Total 15 15
Total 300 100

1. ASSESSMENT AND CERTIFICATION

Upon successful completion of the course by the candidate, the Central/ State Examination
Board for Secondary Education and the respective Sector Skill Council will certify the
competencies.
 The National Skills Qualifications Framework (NSQF) is based on outcomes referenced to
the National Occupation Standards (NOSs), rather than inputs. The NSQF level descriptors,
which are the learning outcomes for each level, include the process, professional
knowledge, professional skills, core skills and responsibility. The assessment is to be undertaken
to verify that individuals have the knowledge and skills needed to perform a particular job
and that the learning programme undertaken has delivered education at a given standard.
It should be closely linked to certification so that the individual and the employer could
come to know the competencies acquired through the vocational subject or course. The
assessment should be reliable, valid, flexible, convenient, cost effective and above all it
should be fair and transparent. Standardized assessment tools should be used for
assessment of knowledge of students. Necessary arrangements should be made for using
technology in assessment of students.

KNOWLEDGE ASSESSMENT (THEORY)

Knowledge Assessment should include two components: one comprising of internal assessment
and second an external examination, including theory examination to be conducted by the Board.
The assessment tools shall contain components for testing the knowledge and application
of knowledge. The knowledge test can be objective paper based test or short structured
questions based on the content of the curriculum.
WRITTEN TEST

It allows candidates to demonstrate that they have the knowledge and understanding of a
given topic. Theory question paper for the vocational subject should be prepared by the
subject experts comprising group of experts of academicians, experts from existing
vocational subject experts/teachers, and subject experts from university/colleges or
industry. The respective Sector Skill Council should be consulted by the Central/State Board for
preparing the panel of experts for question paper setting and conducting the examinations.
The blue print for the question paper may be as follows:
Duration: 2 hrs Max. Mark: 50

No. of Questions

Very Short Short Long

Typology of Question Answer Answer Answer Marks
(1 mark) (2 Marks) (3 Marks)

1. Remembering – (Knowledge based simple recall

questions, to know specific facts, terms, concepts,
principles, or theories; identify, define or recite,
5 2 2 15
information)

2. Understanding – (Comprehension – to be familiar

with meaning and to understand conceptually,
interpret, compare, contrast, explain, paraphrase,
3 4 2 17
or interpret information)

3. Application – (Use abstract information in concrete

situation, to apply knowledge to new situations: Use
0 3 1 09
given content to interpret a situation, private an
example, or solve a problem)

4. High Order Thinking Skills – (Analysis & Synthesis –

Classify, compare, contrast, or differentiate
between different pieces of information; Organize
0 2 0 04
and/ or integrate unique pieces of information from
a variety of sources)

5. Evaluation – (Appraise, judge, and/or justify

the value or worth of a decision or outcome, 0 1 1 05
or to predict outcomes based on values)
Total 8x1=8 12x2=24 6x3=18 50
(26 questions)
SKILL ASSESSMENT (PRACTICAL)
Assessment of skills by the students should be done by the assessors/examiners on the
basis of practical demonstration of skills by the candidate, using a competency checklist.
The competency checklist should be developed as per the National Occupation Standards
(NOSs) given in the Qualification Pack for the Job Role to bring about necessary consistency in
the quality of assessment across different sectors and Institutions. The student has to
demonstrate competency against the performance criteria defined in the National
Occupation Standards andthe assessment will indicate that they are 'competent', or are 'not
yet competent'.The assessors assessing the skills of the students should possess a current
experience in the industry and should have undergone an effective training in assessment
principles and practices. The Sector Skill Councils should ensure that the assessors are
provided with the training on the assessment ofcompetencies.
Practical examination allows candidates to demonstrate that they have the knowledge and
understanding of performing a task. This will include hands-on practical exam and viva voce.
For practical, there should be a team of two evaluators – the subject teacher and the expert
from the relevant industry certified by the Board or concerned Sector Skill Council. The
same team of examiners will conduct the viva voce.

Project Work (individual or group project) is a great way to assess the practical skills on a
certain time period or timeline. Project work should be given on the basis of the
capability of the individual to perform the tasks or activities involved in the project. Projects
should be discussed in the class and the teacher should periodically monitor the progress of
the project and provide feedback for improvement and innovation. Field visits should be
organised as part of the project work. Field visits can be followed by a small-group
work/project work. When the class returns from the field visit, each group might be asked to
use the information that they have gathered to prepare presentations or reports of their
observations. Project work should be assessed on the basis of practical file or student portfolio.
Student Portfolio is a compilation of documents that supports the candidate’s claim of
competence. Documents may include reports, articles, photos of products prepared by
studentsin relation to the unit of competency.
Viva voce allows candidates to demonstrate communication skills and content knowledge.
Audio or video recording can be done at the time of viva voce. The number of external
examiners would be decided as per the existing norms of the Board and these norms
should be suitably adopted/adapted as per the specific requirements of the vocational
subject. Viva voce should also be conducted to obtain feedback on the student’s
experiences and learning during the project work/field visits.