TEACHER’S GUIDE

BASIC CLERICAL SKILLSBASIC CLERICAL SKILLS

INTRODUCTIONThis Teacher’s Guide provides information to help you get the most out of the BasicClerical Skills video series, including the videos Clerical Skills for New Employees andCommendable Customer Service. The contents in this guide will allow you to prepare yourstudents before using the program, and to present follow-up activities to reinforce theprogram’s key learning points.

This two-part video series focuses on key concepts to help young adults put their bestfoot forward when joining the work force in an entry-level position. The Basic ClericalSkills series addresses the basic skills needed to survive and prosper in a business office,including how to file, sort mail, organize a desk for maximum efficiency, prioritize tasks,and provide good customer service. Viewers also learn about three important skills thatevery employee needs for success on the job: punctuality, dependability, and neatness.

LEARNING OBJECTIVESAfter viewing the program, students will be able to: ■ Demonstrate proper work ethics.■ Prioritize work tasks using time management skills.■ Recognize the economic impact of employee actions on employer profitability.■ Identify appropriate work attitudes and behaviors.■ Define methods that work to satisfy customer needs.■ Incorporate appropriate leadership and supervision techniques, customer-service strate-

gies, and standards of personal ethics to communicate effectively with various businessconstituencies.

EDUCATIONAL STANDARDSNational Standards This program correlates with the National Career Development Guidelines from theNational Occupational Information Coordinating Committee and the standards from WhatWork Requires of Schools from the Secretary’s Commission on Achieving Necessary Skills.The content has been aligned with the following educational standards and benchmarksfrom these organizations.

■ Skills to interact with others.■ Demonstrate effective learning habits and skills.■ Demonstrate an understanding of the importance of personal skills and attitudes to job

success.■ Demonstrate personal qualities (e.g., dependability, punctuality, getting along with oth-

ers) that are needed to get and keep jobs.■ Demonstrate interpersonal skills required for working with and for others.■ Describe appropriate employer and employee interactions in various situations.■ Works and communicates with clients and customers to satisfy their expectations. ■ Identifies a need for data, obtains the data from existing sources or creates them, and

evaluates their relevance and accuracy.■ Organizes, processes, and maintains written or computerized records and other forms

of information in a systematic fashion.2Copyright © 2004 Meridian Education Corporation®

■ Selects and analyzes information and communicates the results to others using oral,written, graphic, pictorial, or multimedia methods.

■ Employs computers to acquire, organize, analyze, and communicate information.

Language Arts StandardsThe activities in this Teacher’s Guide were created in compliance with the NationalEducational Standards for Language Arts developed by the National CommunicationAssociation and the National Council of Teachers of English.

■ Gathers and uses information for research purposes.■ Uses strategies to adapt writing for different purposes (e.g., to explain, inform, analyze,

entertain, reflect, persuade).■ Uses appropriate strategies (e.g., organizational pattern, format, language, tone) to

write personal and business correspondence (e.g., informal letters, memos, job applica-tion letters, resumes).

■ Uses reading skills and strategies to understand and interpret a variety of informationaltexts.

■ Uses listening and speaking strategies for different purposes.■ Makes formal presentations to the class (e.g., includes definitions for clarity; supports

main ideas using anecdotes, examples, statistics, analogies, and other evidence; usesvisual aids or technology, such as transparencies, slides, electronic media; cites informa-tion sources).

■ Uses a variety of criteria (e.g., clarity, accuracy, effectiveness, bias, relevance of facts) toevaluate informational media (e.g., web sites, documentaries, news programs).

Standards for the English Language Arts, by the International Reading Association and the National Councilof Teachers of English, Copyright 1996 by the International Reading Association and the National Council ofTeachers of English. Reprinted with permission.

Technology StandardsThe activities in this Teacher’s Guide were created in compliance with the NationalEducation Technology Standards from the National Education Technology StandardsProject.

■ Students develop positive attitudes toward technology uses that support lifelong learn-ing, collaboration, personal pursuits, and productivity.

■ Students practice responsible use of technology systems, information, and software. ■ Students use a variety of media and formats to communicate information and ideas

effectively to multiple audiences. ■ Students use telecommunications to collaborate, publish, and interact with peers,

experts, and other audiences. ■ Students use technology to locate, evaluate, and collect information from a variety of

sources.

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PROGRAM OVERVIEW The Basic Clerical Skills video series includes two videos: Clerical Skills for New Employeesand Commendable Customer Service. Clerical Skills for New Employees looks at basic yetimportant job skills: being punctual, dependable, and positive; dressing appropriately; andabiding by company rules. The program also highlights the importance of organizing dailytasks and work areas, using filing systems, setting daily priorities using a “to do” list,accurately transcribing voicemail and e-mail messages, correctly processing incoming andoutgoing mail, and properly using postage and fax machines.

Commendable Customer Service describes the vital role of frontline employees in provid-ing exceptional customer service. The program teaches viewers how to provide exception-al customer service with a smile, a professional appearance, and a positive attitude. Inaddition, Commendable Customer Service explores the art of fielding questions, solvingproblems, cheerfully responding to customer requests, staying in control when dealingwith demanding or rude customers, actively listening, and providing satisfying solutions tocustomers.

MAIN TOPICSClerical Skills for New EmployeesTopic 1: IntroductionThe Clerical Skills for New Employees Introduction highlights the importance of essential,basic skills in order to be successful in today’s changing work environment.

Topic 2: Ability to AdaptAbility to Adapt discusses the importance of being flexible in order to succeed in theworkplace. The topic also explains the acronym “ADAPT” to define key skills that employ-ees need in order to achieve adaptability.

Topic 3: Organizational SkillsOrganizational Skills explains the importance of having an organized workstation, and ofmanaging time during the workday in order to accomplish all tasks or goals for the day.The topic also discusses ways to set priorities and use a “To Do” list to plan workflow.

Topic 4: Communication SkillsCommunication Skills defines proper etiquette for communicating in person, on the tele-phone, by e-mail, by mail, and by fax. The section also discusses the types of critical infor-mation that should be captured and included in phone messages, mail messages, and faxcover sheets.

Topic 5: Filing, Mailing, and Company PolicyFiling, Mailing, and Company Policy describes the different types of filing systems typicallyused in an office, and discusses the importance of observing company confidentiality poli-cies when dealing with confidential files and letters.

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Topic 6: Ethics and Judgment Ethics and Judgment emphasizes the importance of using judgment to protect the confi-dentiality of other employees, describes the value of honesty on the job while explaininghow lying can cost employees their jobs, and stresses the need to monitor personal timeso that personal activities do not interfere with work requirements.

Commendable Customer ServiceTopic 1: IntroductionThe Commendable Customer Service Introduction emphasizes that providing excellentcustomer service is the responsibility of all employees in a company, including answeringcustomer questions, solving problems, answering customer requests, and keeping cus-tomers happy. The introduction also discusses the components of exceptional customerservice, and the effects of poor service on the profitability of a business.

Topic 2: Product and Service KnowledgeProduct and Service Knowledge describes the importance of thoroughly understanding acompany’s product or service in order to effectively answer customer questions andaddress customer concerns, and discusses ways to obtain product and service information.

Topic 3: Making Customers Feel ImportantMaking Customers Feel Important defines ways that employees can keep customershappy by making them feel important and understood.

Topic 4: Problem CustomersProblem Customers outlines the steps that employees should follow when dealing withdifficult customers.

Topic 5: Appropriate Internet SkillsAppropriate Internet Skills discusses the importance of applying the same customer servicepractices used for face-to-face or telephone interactions to Internet or e-mail communica-tion.

Topic 6: Polite and Professional ServicePolite and Professional Service describes the importance of a professional appearance asexhibited by an employee’s actions, words, and dress.

FAST FACTS■ The ability to adapt to any work situation can be achieved by applying five key skills,

summarized by the acronym ADAPT: • Appropriate dress• Dependability and punctuality• Abiding by the rules • Positively approaching work (positive attitude) • Trying your best

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■ When recording telephone messages, be sure to include the first and last name of thecaller, the telephone number of the caller, and a detailed description of the reason forcalling. When making outgoing telephone calls, be prepared by listing the items thatmust be covered in the call before placing the phone call.

■ Using all capital letters in an e-mail can give the impression that the sender is yelling atthe recipient.

■ E-mail correspondence should apply traditional business correspondence etiquette, suchas using clear language and keeping the message to the point, using an appropriateclosing (e.g., Sincerely or Best Regards) and signature with an address and phone num-ber, using correct spelling, and not using all capital letters.

■ Always include a fax cover sheet when sending a fax. The fax cover sheet shouldinclude the first and last name of the intended recipient, the recipient’s fax number, thedate, the subject of the fax, the number of pages, the name of the sender, and the faxand telephone contact numbers for the sender.

■ The U.S. Post Office Postal Classes for outgoing and incoming mail include First Class,Second Class, Third Class, Fourth Class, Priority Mail, International Delivery, ExpressMail, and Second Day Mail.

■ Traditional mail should be opened and distributed to the appropriate parties immediate-ly, unless it is marked “Confidential.” Confidential letters should be delivered to therecipient as soon as possible, but should not be opened by anyone except the recipient.

■ 80% of offices use an Alphabetical filing system, also called a direct access system.■ Providing commendable customer service means employees must understand and apply

five key techniques: • Make the customer feel important• Have and present excellent product and service knowledge• Understand how to handle difficult customers• Use appropriate Internet skills• Always be polite and professional

■ Poor customer service can result in a loss of revenue for a company. For example, if acustomer regularly spends $100 a month on a company’s products or services and thendecides to no longer use that company’s products or services, the company will suffer aloss of $1,200 per year (12 months times $100 per month), which is a loss of $6,000over five years. If the customer is also able to convince other customer not to use thatcompany’s products or services, the loss in revenue will multiply.

■ Employees can learn more about their company’s products and services by attendingtraining, listening at staff meetings, or by seeking information on their own from news-papers, magazines, books, or other sources.

■ Employees can follow five steps for making a customer feel important: Smile, speakclearly, actively listen, take notes, and follow through.

■ When dealing with problem customers, employees should utilize five techniques: • Be patient• Respond with empathy and understanding• Offer positive solutions• Stay in control• Know when to ask a supervisor for help

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VOCABULARY TERMSAdaptability: The capability to make suitable to or fit to a certain situation.Alphabetical filing system: A filing system that uses alphabetical order as a basis forcategorizing files or other articles. 80% of offices use an alphabetical filing system. Alsocalled a direct access system. Commendable: Worthy, qualified, or desirable.Communication: The exchange of thoughts, messages, or information by speech, sig-nals, writing, or behavior.Confidentiality: Discretion in keeping secret sensitive information. Customer: A person that buys or benefits from a company’s goods or services.Dependability: The trait of being trustworthy or reliable.Direct access filing system: A filing system that uses alphabetical order as a basis forcategorizing files or other articles. 80% of offices use an alphabetical filing system. Alsocalled an alphabetical filing system. E-mail: A system for sending and receiving messages electronically over a computer net-work.Empathy: Identifying with and understanding another’s situation, feelings, and motives.Ethics: A set of principles of right conduct; or the rules or standards governing the con-duct of a person or the members of a profession.Etiquette: The practices and forms prescribed by business conventions or by authority.Fax cover sheet: A page sent with a fax that identifies the first and last name of theintended recipient, the recipient’s fax number, the date, the subject of the fax, the num-ber of pages, the name of the sender, and the fax and telephone contact numbers for thesender. Fax: A printed page or image transmitted or received by a fax machineFiling: Collecting papers or other materials and arranging them in a convenient order. Geographical filing system: A filing system that uses locations (i.e., city, state, country,etc.) as a basis for categorizing files or other articles.Geographical: Concerning the location of a specific region or area. Internet: A worldwide network of computers that allow data transmission and exchange;cyberspace.Judgment: The ability to assess situations and draw correct conclusions; good sense.Numeric filing system: A filing system that uses a numerical system (i.e., dates, times,codes, call numbers, etc.) as a basis for categorizing files or other articles.Punctual: Acting or arriving exactly at the time agreed upon; prompt. Paid or accom-plished at or by the appointed time. Precise; exact. Routing slip: A form used to distribute correspondence to the appropriate parties. Subject filing system: A filing system that uses subjects defined by business needs (i.e.,project names, product names, etc.) as a basis for categorizing files or other articles.

PRE-PROGRAM DISCUSSION QUESTIONS1. What types of skills do you think an employee needs to be successful in any company?

Why are these skills important? 2. List as many ways as you can think of that people use to communicate in the business

world. What types of rules or etiquette should employees follow when using each ofthese methods of communication? 7

3. What does the term “ethics” mean to you? What does the term “judgment” mean toyou? How do you think these terms apply to the workplace?

4. Think of a time when you experienced excellent customer service. What made thatexperience excellent? Did you return to that store or company after this experience?

5. Think of a time when you experienced poor customer service. What was it that madethe experience poor? Did you return to that store or company after this negative expe-rience?

6. What do you think employees need to know or do in order to provide excellent cus-tomer service?

7. Sometimes customers are difficult to handle—they may be angry, upset, difficult to talkto, or rude. What do you think employees can do to handle difficult situations or cus-tomers?

POST-PROGRAM DISCUSSION QUESTIONS1. The program discusses the importance of “dependability” as part of adapting to any

job situation. How do you define dependability? If you were an employee at a compa-ny, how would you demonstrate to others that you are dependable?

2. What do you think would be your biggest personal challenge when dealing with a dif-ficult customer? What methods would you use to overcome that challenge?

3. Everyone uses some type of organizational or filing system in his or her everyday lives.What kinds of organizational or filing systems do you or your family use at home or inschool (i.e., homework lists, planners, calendars, closet organizers, computer databases,etc.)? List as many as you can. Are any of these systems or tools similar to the onesthat you learned about in the program or that you would otherwise find in an office?How are they similar?

4. What kinds of critical information should always be included when sending or receivingmessages by phone, e-mail, or fax? Why is this critical information so important? Whatwould happen if you left any piece of critical information out of the message?

5. Why is an employee’s attitude so important to customer service? Give examples of howan employee may demonstrate a positive attitude, and how an employee may demon-strate a negative or poor attitude.

6. Think of a time when someone told a secret about you against your wishes (or, if thishas never happened, when you told a secret about someone else against their wishes).How did this make you (or the other person) feel? What was the outcome? What didyou learn? How could you apply what you learned to confidentiality or ethics in anoffice setting?

GROUP ACTIVITIESThe Perfect Employee’s ResumeWrite a resume for the perfect clerical employee— someone who would succeed in anyclerical or customer service position. You will need to complete four sections of a resumefor this employee: Experience, Accomplishments, Skills, and Education/Training. When youcomplete the resume, think about the following:

• What types of experience/previous jobs could help this employee have the experi-ence they need to be the “perfect” employee?

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• What kinds of accomplishments could a high-performing clerical employee haveon their resume (e.g., created a filing system for the entire company; nominatedfor Employee of the Month, etc.)?

• What skills would the “perfect” employee need to list in order to demonstrateexcellent communication, terrific organizational skills, and outstanding customerservice?

• What types of classes or training programs would help this employee learn every-thing he/she needed to be the “perfect” employee?

Optional: Have the groups present the resumes to the class and compare/contrast themwith other groups. As a full class, pick elements from each of the group resumes andcombine those elements to create the “Super-Perfect Employee.”

Act One: Ethics and JudgmentThink about a time at school or at home when you used ethics and judgment whendeciding whether or not to “do the right thing” (e.g., to keep a secret, to report some-thing that was wrong, to admit to making a mistake, etc.). What happened as a result ofyour choice? What did you learn? How could you apply this lesson to ethics and judg-ment in the workplace? What would you do the same or differently if a situation shouldarise in an office that requires you to make a similar judgment?

Write a script for a skit that takes place in an office setting depicting the lessons youlearned. (For example, if you learned that honesty is the best policy, write a skit thatdemonstrates an office worker taking honest actions and getting a positive result.) Be sureeach group member has a part in the skit.

Chain of CommunicationThis is a full-class activity that is started and led by the teacher. Before the activity, theteacher should create a message of approximately 20-30 words that he/she would like todeliver to the class, including numbers, dates, or other specific items or instructions. Theteacher should write this message on a piece of paper, but not share the paper with theclass.

Assign each member of the class a number, indicating their position in the “chain of com-munication.” Tell the class that you are going to verbally give a message to the first per-son in that order, who is not allowed to use anything other than their listening skills (nopaper or pen or recording device) to remember that message. That person must then passon the message, word for word, to the next person in the class. Repeat this procedureuntil the message has passed through everyone in the class. Have the last person in the“Chain of Communication” write down the message and repeat it to the teacher and tothe class. Then, reveal the original message and compare it to the one presented by thelast person in the class.

Discuss the following with the class:• Are there major differences between the first message and the message that passed

through the class?

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• If this message were received and delivered in an office in the way it was in the class-room, what types of mistakes or miscommunications could happen?

• What kinds of tools or techniques could be used to make sure the message is translatedexactly and correctly?

• How could you apply what was learned in this activity to an office setting?

Optional: Perform the “Chain of Communication” exercise again, but have the studentstake notes and record important information as the message is passed from person toperson. Compare the results from the second round to the first.

INDIVIDUAL STUDENT PROJECTSExtra! Extra! Reporting What Employers NeedYou are an investigative reporter trying to learn more about what skills employers feel arecritical to success in the workplace. Visit a local office or store, and ask to speak to amanager or supervisor. Interview that manager or supervisor to find out what skills theyfeel are most critical for an employee and why those skills are so critical. Ask the manageror supervisor to give examples of when they have witnessed excellent skills and when theyhave witnessed poor skills in their employees. Be sure to discuss office skills, organization-al skills, communication skills, and customer service skills with the manager or supervisor.

Using what you learned from the manager or supervisor, write a newspaper article report-ing what that employer told you. If preferred, you can create a series of articles (e.g., amini- newspaper or magazine with several small articles instead of one big article) to illus-trate what you learned.

My Roadmap to Success Prepare a “Roadmap to Success” that illustrates your current office skills and knowledge,and the skills and knowledge you need or want in order to be successful in the future.This “roadmap” can be a formal written plan, or a more creative approach such as aposter, journal, timeline, or other creative illustration. The roadmap will start by showingthe skills that you currently have and explain how you got them, then progress to thetypes of skills you would like to obtain in the future, and finally build to the ultimate goalof your career. Along the way, the roadmap should also tell how and when you plan toobtain the skills you need or want (e.g., through training or school, through job experi-ences, or other ways) in order to obtain your final career goal.

New Employee Training ProgramPretend that you own a store that deals regularly with customers. This store can sell any-thing that you would like. To help manage the store and deal with customer telephonecalls, you hire an office assistant.

First, describe your store and what it sells or what services it offers. Next, design a pro-gram to help your new office assistant learn everything he/she needs to know in order tobe successful at his/her new job. You will need to teach him/her all office information, fil-ing systems, product/service knowledge, customer service skills, and more. Be sure to listall of the formal training (classes, sit-down training sessions, computer-based learning,etc.) and informal training (mentoring, time with senior personnel, practice using office10

machines, supervised performance of various tasks, etc.) that you would require.

When designing the new employee’s training program, think about the following and dis-cuss how you would address each in the training:• What kinds of tasks will the new employee be responsible for handling daily? • What kinds of things would the new employee need to learn about your store (e.g.,

hours, days open, number of employees, etc.)?• What kinds of things would your new employee need to know about your products and

services? For instance, what do you sell? What services do you offer? Do you offer guar-antees, free repairs, or returns? Are there warranty periods or money-back guarantees?

• What are the rules in your office (e.g., dress code, hours of operation, etc.)?• What kinds of skills will the employee be expected to exhibit at all times?• How would you teach the new employee these things? What types of experiences or

programs would you set up to help the new employee learn everything?

Optional: To help you with your plan, you may want to visit some stores or offices and askabout the kinds of training and mentoring that is offered to new employees in order todevelop their office skills. Or, you may want to use the Internet to search for trainingcourses that may help you train your new employee.

INTERNET ACTIVITIESWanted: Outstanding Clerical EmployeesIt is important for students to understand what employers are looking for when seekingclerical employees. By understanding the common skills that employers request, studentscan better assess what skills they will need to develop and obtain in order to find employ-ment.

Using the website www.monster.com or www.hotjobs.com, perform a search for clericaljob openings in your area. Find at least four different ads, and compare them to eachother. Write a comparison of the ads, answering the following questions:• Which requested basic skills, knowledge, and experience areas are similar in all of the

job ads? • Which areas are different?• Compare the skills, knowledge, and experience requested in the job ads to what you

have learned from viewing the videos. Which basic skills listed in the job ads are alsodescribed or mentioned in the videos?

• From your research, which skills mentioned in the videos seem to be the most importantones mentioned in the job ads?

What Tips Can I Offer?The Internet offers many tips for employees regarding the best ways to approach organiz-ing an office, creating or using filing systems, communicating effectively, providing excel-lent customer service, and other essential office skills. Students should familiarize them-selves with these tips and tricks in order to prepare themselves for future careers.

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Starting with the websites listed below, students will search the Internet for tips, tricks,shortcuts, strategies, or ideas that can help employees master the fundamental skillsneeded for clerical office work, such as filing, communicating, taking messages, dealingwith customers, and more.

www.lifetips.comwww.iaap-hq.orgwww.adminprof.com/training.htm www.adminassist.ca

(Students can also use other website search engines such as www.google.com,www.ask.com, or others.)

Possible topics for tips, tricks, and shortcuts include:

Voice Mail E-mail Time Management Project Management Cross Training Organization Communications Skills Desktop Publishing CalendaringTo Do Lists Prioritizing Handling Stress Handling Difficult People Software Support Telephone Procedures

How To…Prepare and present a demonstration to the class of how to perform two critical officeactivities. Select two activities from the “How To...” list included on the AdministrativeProfessionals “How To...” Website at www.adminprof.com/howto/howto.htm. In additionto the demonstration, create and provide the class with a handout that provides instruc-tions for the “How To...” tasks demonstrated.

ASSESSMENT QUESTIONSQ: Name the five ways that employees can demonstrate adaptability, as denoted by the

acronym ADAPT.Answer/Feedback: The five ways that employees can demonstrate adaptability include:Appropriate dress, Dependability and punctuality, Abiding by the rules, Positivelyapproaching work (positive attitude), and Trying your best.

Q: When creating a “To Do” list or schedule that prioritizes activities and tasks that mustbe accomplished in a work day, employees should create a plan to fill their entireschedule. (True or False)

A: FalseFeedback: When creating a “To Do” list or schedule that prioritizes activities and tasksfor a workday, it is important for an employee to leave space in his/her schedule for lastminute requests or unexpected events.

Q: Which of the following items should always be included when taking and recordingtelephone messages?

(a) Caller’s first name(b) Caller’s last name12

(c) Caller’s telephone number(d) Reason for calling(e) All of the above

A: (e) All of the aboveFeedback: When taking and recording telephone messages, it is important to alwaysinclude the caller’s first and last name, telephone number, and reason for calling.Recording this information will help to ensure that all messages are delivered accurately.

Q: It is acceptable etiquette to send e-mail messages in all capital letters. (True or False)A: FalseFeedback: In email messages, using all capital letters can be construed as yelling orscreaming at the recipient. Therefore, it is not acceptable to send e-mail messages in allcapital letters.

Q: A letter arrives at the office via FedEx, marked “Confidential.” What should be donewith the letter?

(a) Open the letter and distribute it to the appropriate party immediately.(b) Wait until the intended recipient for the letter appears not to be busy, and then

deliver the FedEx unopened. (c) Deliver the letter to the appropriate party immediately, unopened.(e) None of the above

A: (c) Deliver the letter to the appropriate party immediately, unopened.Feedback: Since the letter was delivered via FedEx, it should be delivered to the appropri-ate party immediately. Also, since the letter was marked “Confidential,” it should not beopened before it is delivered.

Q: An alphabetical filing system is also called a ____________________.Answer/Feedback: An alphabetical filing system is also called a direct access system. Thistype of system is used by 80% of offices today.

Q: Describe and give an example of the possible effects of poor customer service on abusiness.

Answer/Feedback: Poor customer service can result in a loss of revenue for a company.For example, if a customer regularly spends $100 a month on a company’s products orservices, and that customer decides to no longer use that company’s products or services,the company will suffer a loss of $1,200 per year (12 months times $100 per month),which is a loss of $6000 over five years. If the customer is also able to convince othercustomer not to use that company’s products or services, the loss in revenue will multiply.

Q: Which of the following is NOT one of the five techniques employees can use to makea customer feel important and keep a customer happy?

(a) Smile (b) Speak in a very serious tone to let the customer know you are taking them seri-

ously. (c) Take notes(e) Follow through on all requests or inquiries

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A: (b) Speak in a serious tone to let the customer know you are taking them seriously. Answer/Feedback: The five techniques for making a customer feel important includesmiling, speaking clearly, actively listening, taking notes, and following through.

Q: An angry customer calls requesting that you provide him with a credit for his accountfor merchandise he purchased that is not working properly. Company policy says thatall merchandise is non-refundable and that you cannot issue credits to customeraccounts for any reason. What should you do?

(a) Immediately inform the customer that you are unable to credit his account. (b) Tell the customer that you understand his request and would like to help him.

Explain that are unable to issue a credit, but that you can help him arrange forrepairs to the merchandise, then give him the information to do so.

(c) Tell the customer you do not appreciate his angry tone, and immediately trans-fer him to your supervisor.

(d) None of the aboveA: (b) Tell the customer that you understand his request and would like to help him.Explain that are unable to issue a credit, but can help him arrange for repairs to the mer-chandise, then give him the information to do so. Feedback: When handling a difficult customer, it is important to be patient, respond withempathy and understanding, to offer positive solutions, and to stay in control.

Q: When using the Internet for providing service or for communicating, there are slightlydifferent business etiquette standards and rules than when using traditional methods(e.g., telephone or regular mail). (True or False)

A: FalseFeedback: The same traditional business etiquette standards and rules apply when usingthe Internet for providing service or communicating as for traditional methods such as thetelephone or regular mail.

ADDITIONAL RESOURCESThe International Association of Administrative Professionals (IAAP)www.iaap-hq.org

National Association of Executive Secretaries and Administrative Assistantswww.naesaa.com

Administrative Professionalswww.adminprof.com

National Secretarial Associationwww.rentamark.com/nsa

Life Tips.comwww.lifetips.com

The PSA - The Association for Secretaries and Office Professionalswww.officedigest.com/psa14

The Association of Professional Office Managerswww.apom.us/members/member_main.asp

Customer Care Institute (CCI)www.customercare.com

Beyond “Hello”: A Practical Guide for Excellent Telephone Communication and QualityCustomer Service, by Jeannie Davis, Pat Landaker. Now Hear This, Inc., 2000.

Delivering Knock Your Socks Off Service, by Ron Zemke, Kristin Anderson. AMACOM,2002. ISBN: 081440765X.

The Big Book of Customer Service Training Games: Quick, Fun Activities for TrainingCustomer Service Reps, Salespeople, and Anyone Else Who Deals With Customers, byPeggy Carlaw, Vasudha Kathleen Deming. McGraw-Hill Trade, 1998. ISBN: 0070779740.

Attention to Detail: A Woman’s Guide to Professional Appearance and Conduct, by Clinton T. Greenleaf III, Stefani Schaefer, Patti Schaefer, Holly Strawbridge (Editor).Greenleaf Book Group, 1999. ISBN: 0966531930

Attention to Detail: A Gentleman’s Guide to Professional Appearance and Conduct, by Clinton T. Greenleaf III, Holly Strawbridge (Editor). Greenleaf Book Group, 1998. ASIN: 0966531906

The Professional Secretary’s Handbook: Communication Skills, by John Spencer, AdrianPruss. Barron’s Educational Series, 1997, ISBN: 0764100238.

Let’s Talk . . . Telephone Tactics for Better Business, VHS and CD-ROM(Windows/Macintosh), Cambridge Educational This two-part series is designed to help students and professionals improve their tele-phone skills and understand the impact that both good and bad phone etiquette canhave on the bottom line of any business. A teacher’s guide is included with both pro-grams. The material in both the video and the CD-ROM correlates with the NationalLanguage Arts Curriculum Standards and the National Business Education Standards.Item no: 30441, www.cambridgeeducational.com, 1-800-468-2207

Business Communication: Listening, VHS/DVD, Meridian Education Mark is exasperated—he has to redo a sales report because a coworker did not hear thedirections—and a customer is furious because someone did not listen to his special ship-ping instructions. In this dramatization, Mark and his colleagues attend a seminar on lis-tening skills and learn about the steps to good listening, emotional filters and hot but-tons, and active/passive and reflective listening.Item no: 11269, www.meridianeducation.com, 1-800-727-5507

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The 7-Day Professional Image Update, VHS/DVD, Meridian Education Provides a seven-day approach for personal improvement and polishing your image—anecessary asset whether you’re a full time student, in the workforce, or both. Coversclothing, accessories, health, and communication—both verbal and non-verbal—and dis-cusses how these aspects of your image impact the way others see you. Will help stu-dents’ self-esteem and school/work performance. Item no: 26553, www.meridianeducation.com, 1-800-727-55079-5 Survival Guide, VHS/DVD, Meridian EducationSuccess secrets vital to the newly employed or about-to-be employed person are discussedin this program. Work habits, wardrobe, grooming, communication, telephone etiquette,and courteous treatment of co-workers and customers are all emphasized to give employ-ees and prospective employees the knowledge and skills needed to project a positive, suc-cessful business image. Item no: 24589, www.meridianeducation.com, 1-800-727-5507

Breaking the Barriers: Improving Communication Skills, CD-ROM, Cambridge Educational Whether at school, in the workplace, or at home, clear communication is vital to…well,everything. But it’s not always easy to say what you mean or to get others to understandwhat you meant. How does miscommunication happen, and how can it be avoided? Thiseye-opening two-CD-ROM set exposes the entire range of communication barriers whileproviding users with an opportunity to apply what they learn through interactive videoscenarios of real-world workplace situations. (For Windows/Macintosh)Item no: 30499, www.cambridgeeducational.com, 1-800-468-2207

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