Job Summary:
The Customer Service Officer plays a vital role in supporting the School Head in the daily operations of the school. This multifaceted role encompasses a wide range of responsibilities, including enrollment activities, class management, record-keeping, school maintenance, prospecting, and cashier duties.
Job Description:
1. Financial & Enrollment:
- Market and promote CLC courses to potential students.
- Engage in daily prospecting activities.
- Assist in the preparation of enrollment reports.
- Perform cashier duties, including the collection and banking of daily cash and cheques.
- Monitor and follow up on outstanding payments.
2. Area Marketing:
- Collaborate with the Centre Manager to conduct Area Marketing and Industry Colleagues Surveys.
- Distribute leaflets, brochures, course information, and promotional materials.
- Assist in designing and producing in-house promotional materials.
3. Customer Service:
- Manage the customer service counter, ensuring a high level of service quality.
- Provide excellent customer service by addressing customer and prospect inquiries, feedback, and complaints.
- Attend to all requests from teachers, students, and customers.
- Conduct Customer Satisfaction Surveys.
- Maintain up-to-date files and records.
4. General School Operations:
- Conduct daily checks to ensure school safety and cleanliness.
- Monitor the condition of studios and equipment on a daily basis.
- Update and maintain notice boards.
- Handle sales of stocks and textbooks to students, teachers, and customers.
- Monitor stock levels.
- Assist in preparing operations reports. - Update the SMS system.
5. Other Responsibilities:
- Handle daily general administration tasks and support service operations.
- Assist in organizing and participating in school activities.
- Address any other related issues as assigned.
Requirements:
- Preferably, candidates should have sales experience.
- Strong interpersonal and communication skills.
- Proficiency in Microsoft Office.
- A team player with a positive attitude.
