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LRDU – CCE – 1.0

August 2017

CUSTOMIZED CUSTOMER

ENGAGEMENT

Published by

HEART TRUST/NATIONAL TRAINING AGENCY

Produced by

Learning Resources Development Unit Gordon Town Road

Kingston 7

Jamaica W.I.

This material is protected by copyright ©. Copying this material or any part of it by any

means, or in any form, including digital is prohibited, unless prior written permission is

obtained from the HEART Trust/NTA.

© 2017

LRDU – CCE – 1.0

August 2017

TABLE OF CONTENTS

PAGE

INTRODUCTION…………………………………………………………………… i MODULE HOURS…………………………………………………………………………… iv

MODULE 1 ORIENTATION TO THE OCCUPATION……………………. 1 References……………………………………………………………………………………… 9

MODULE 2 CUSTOMER ENGAGEMENT OPERATIONS………………... 10 References………………………………………………………………………………………. 17

MODULE 3 COMMUNICATING WITH CUSTOMERS……………………. 18 References……………………………………………………………………………………….. 31

MODULE 4 CONNECTING WITH LOCAL AND FOREIGN CALLERS….. 32 References………………………………………………………………………………………….. 41

LRDU – CS – 1.0 i

August 2017

INTRODUCTION

HEART Trust/NTA has adopted, as a policy, a competency-based approach for the design,

development, and presentation of instructional materials in all its training programmes. This

concept is closely linked with the thrust in Technical Vocational Educational and Training

towards competency based training and performance based assessment. Competency by its

definition relates to the ability to demonstrate the requisite knowledge, skill and attitudes in

carrying out/ performing a specific task at an acceptable level.

This curriculum is presented in a modular format, and is benchmarked against the Competency

Standards for Customer Engagement of the Business Services industry developed by the

National Council on Technical Vocational Education and Training (NCTVET). Modules cover

major areas of competencies and are an organized group of “learning experiences assembled to

achieve a specific group of related objectives.”1 Each modular unit is designed to be self-

contained so that the successful completion of training in a modular unit would ensure the

acquisition of the minimum skill levels for performing the activity under employment conditions.

The modular training system allows for the continuous adaptation of training programmes and

independent units can be combined to suit the needs of individual learners, technical

development and to reflect changes in the occupation.

MODULE FORMAT

Each module embodies the following components:

Module Overview

The module overview gives a synopsis of the module and highlights what the learner must be

able to do in order to demonstrate competence.

Suggested Theory and Practical/Lab Time

The suggested theory time represents recommended contact hours between learners and the

facilitator for instruction in the theoretical aspects of the module.

The suggested practical/lab time represents recommended contact hours between learners and the

facilitator in which learners are given opportunities to apply the theoretical concepts and

principles (theory) learnt in practical tasks/activities, with/without guidance of the facilitator.

1 Caribbean Glossary of Literary Terms (CATVET ILO 1991)

LRDU – CS – 1.0 ii

August 2017

Knowledge Requirement

This component focuses on the cognitive domain and deals with the principles of operations,

theories, and related knowledge, which must be applied in the performance of the practical

activities.

Performance Requirement

This component focuses on the psychomotor domain and describes what the learner must do to

demonstrate competence. These are specific operations/activities which the learner must master.

Attitudinal/ Critical Employability Skills Requirement

This aspect focuses on the appropriate types of behaviour that the learner must employ in

carrying out the specific learning activity.

Related Content

This aspect highlights specific information/content pertinent to the knowledge requirement.

Instructional Strategies (Methods and Media)

This component specifies how the different types of instructional strategies (methods and media)

can be used to facilitate effective instructional delivery. The following list is by no means

exhaustive and it is assumed that the facilitator will utilize many other creative methods of

instruction.

Demonstrations On-the-job training DVD

Illustrated lectures Roleplay CDs

Guided practice Subject matter experts Videos

Tutoring/coaching Discussions Document Cameras

Individual training Individual study Multimedia

Case studies Study/field trips Podcasts

Panel discussions Audio tapes Blogs

Module Time

The module times suggested represent recommended contact hours between learners and the

facilitator. These time allocations are estimates and it is therefore anticipated that module hours

might be adjusted to meet the needs of individual learners.

LRDU – CS – 1.0 iii

August 2017

References

References suggested at the end of each module represent a sample of texts, internet websites

and audio-visual materials which have been found to be compatible with course requirements.

The selection is not exhaustive and facilitators/learners are encouraged to make use of other

reference materials which support the competency-based mode of the curriculum.

NOTE

Assessment

Assessment should be based on the objectives of the modules inclusive of the knowledge, the

performance and attitudinal/employability skills requirements. Careful attention must be paid to

the units of competency in the qualification plan of the Competency Standards for Customer

Engagement developed by the National Council on Technical and Vocational Education and

Training (NCTVET).

Assessment modes may include observation, practical exercises, rating sheets, self-evaluation,

and any other mode deemed appropriate by the assessor.

NOTE TO THE FACILITATOR

The underlying objective of all competency based training programmes is to promote a genuine

concern for the learning of each individual learner. When learning problems are identified

strategies must be employed to determine and address the cause. Provision must be made for

alternative teaching strategies based on the needs of the learner. Special programmes should also

be developed for learners with particular learning difficulties.

In any one group, learners will exhibit a range of skills/competencies and aptitudes and will

proceed at varying pace through the modules. Facilitators are therefore encouraged to be flexible

in order to allow learners to proceed in a manner compatible with their learning styles.

LRDU – CS – 1.0 iv

August 2017

MODULE HOURS

Module 1 ....................................................................................................... 20

Module 2 ....................................................................................................... 30

Module 3 ....................................................................................................... 30

Module 4 ....................................................................................................... 30

TOTAL MODULE HOURS………………………………………………………110 HRS

LRDU – CCE – 1.0 1 August 2017

THE CUSTOMER ENGAGEMENT PROFESSIONAL

MODULE OVERVIEW

This module is benchmarked against the following competency standards:

1. BSBWOR0012A Work effectively with others

2. BSBCCO0031A Work in a customer engagement environment

3. BSSCRE0221C Observe ethical practices

4. ITCCOR0021D Comply with occupational safety and health procedures

The module deals with orientation to the occupation. It focuses on skills necessary for

maintaining a professional approach to employment, participating in workplace team, identifying

and reporting hazards and observing ethical practices.

Suggested Module Time: 20 Hours

EXPECTED OUTCOMES

Performance Requirements

The following are specific tasks that learners must perform to the required standards

1. Maintain a professional approach to employment

2. Participate in workplace team activities at all times

3. Report workplace hazards when identified

4. Follow steps in maintaining confidentiality

5. Follow steps for maintaining security procedures

6. Demonstrate appropriate conflict resolution techniques

MODULE 1


MODULE 1 THE CUSTOMER ENGAGEMENT PROFESSIONAL


The following are knowledge-related tasks which focus primarily on the theoretical aspect of

the module

1. Outline relevant Occupational Health and Safety issues, procedures and regulations that

govern the work environment after reviewing relevant employ act

OHS issues:

- Workplace environment and safety

- Use and maintenance of tools and equipment

- Handling and disposal of materials

- Protective clothing and equipment

- Removal of obstacles

- Personal grooming and hygiene

- Response to emergency, fire and accident

- Security of documents, personnel and equipment

Legislation and procedures:

- Occupational Health and Safety legislation

- Organization safety procedures

- Workstations and work environment procedures

2. Distinguish between the roles/responsibilities of the organization and the employees as it

relates to health and safety in the workplace

Responsibilities of employer (duty of care):

- Ensure working environment is safe and without risks to health and safety

- Provide information, instruction, training and supervision to ensure

employees‟ health and safety

- Use hazard identification and risk control processes to fulfil legal obligations

Responsibilities of employees:

- Take precautions to prevent harm to themselves or others

- Comply with workplace policies and procedures

- Participate in hazard identification and risk control process

- Report OH&S hazards

- Report incidents and injuries

- Use work tools and equipment in accordance with training instructions



Knowledge Requirement (Cont’d)

3. Examine relevant legislations that affect business operations with the customer

engagement environment

Government Legislations which affect business operation, especially in regard to

Occupational Health and Safety and environmental issues:

- Equal opportunity

- Employment laws

- Industrial relations

- Anti-discrimination

Relevant industry codes of practice

4. Discuss the rationale for operating within reporting protocols, policies, and procedures of

customer contact organizational structure

Organisation’s goals and objectives may be stated or implied by the way the

organisation conducts its business, as well as other indicators such as the

following :

- Organisational values and behaviors

- Flexibility, responsiveness, financial performance

- Work procedures and procedural manuals

- People management, interpersonal communication

- Business planning, marketing, and customer service

5. Establish the value of projecting and maintaining a professional image in the work

environment

Professional image may be displayed through:

- dressing appropriately

- treating others with respect

- acting in an ethical manner

- practising proper telephone etiquette

Value of professional image:

- Maintains/contributes to image of organisation

- Attracts customers (first impressions are important)




6. Outline considerations for assimilating individual operations into contact centre

operations and infrastructure

Considerations for assimilation:

- Aligning individual objectives with organisational goals/objectives

- Awareness of role in the organisation

7. Discuss typical personal performance requirements and expectations in a contact centre

and strategies used to achieve them

Performance requirements may include:

- adherence to schedule

- call rates

- conversion rates

- customer satisfaction

- data entry quality requirements

- first contact resolution

- quality targets

- sales targets

Strategies for achieving performance:

- Performance indicators

- Feedback from superiors/colleagues

- Personal assessment

8. Explain the purpose and aims of performance management and performance

requirements/expectations

Aims:

- Align individual objectives to organisational objectives

- Ensure compliance

- Facilitate individual/team growth/improvement

Requirements:

- Performance indicators

- Treatment of customers




- Knowledge of products and services

- Knowledge of policies and procedures

9. Explain how to write effective short and long-term career objectives

Effective objectives possess the following characteristics:

- specific

- measurable

- attainable

- realistic

- timely

10. Discuss the use of effective communication and conflict resolution techniques to

facilitate teamwork

Communication/conflict resolution techniques:

- Active listening

- Being careful about what you say and how you say it

- Being open

- Communicating in a way that facilitates a problem-solving and caring climate

- Summarise what you discuss and make plans to continue the discussion towards

resolution

11. Outline principles of ethical work practices used by an individual/organisation with the

customer engagement environment

Ethical principles include:

- confidentiality

- social and environmentally responsible behaviour

- honesty

- commitment to diversity

- adherence to established standards

- honouring commitments to clients, colleagues and supervisors




Workplace ethics may include:

- integrity

- honesty

- equity

- punctuality

- confidentiality

12. List general signs and sources of stress and fatigue

Signs of stress include:

- headaches

- muscle pain

- blurred vision

- swelling

- stiffness

- watery eyes

- dizziness

Attitudinal/Critical Employability Skills Requirement

The following represent the attitudes/behaviours that learners must employ in carrying out the

learning activities

1. Adherence to health and safety policies and procedures

2. Demonstrate logical thinking when developing strategies to achieve performance

requirements

3. Display ethical practices through honouring commitments to colleagues and customers

4. Responsive when acting on feedback given

5. Practise clarity and conciseness when communicating at all times

6. Form judgement when dealing with colleagues and customers



SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)

The following strategies, along with additional creative ones, should be employed to facilitate

effective delivery of this module. In executing these strategies, serious consideration must be

given to the infusion of critical employability skills and Science, Technology, Engineering and

Mathematics

Occupational Health Role-Play

Ask the learners to work in pairs to role-play how they would handle and report an OHS

issue. The role-plays should include the following:

- immediate actions that should be taken

- appropriate authorities to be informed

- the crucial information that should be gathered

- relevant documents that may need to be prepared

Learners should critique each role-play. Provide feedback.

Ethical Consideration Role-play/Discussion

Allow learners to simulate scenarios that deal with ethical issues in the workplace. Issues

may include the following situations:

- Falsifying start or end times on your timecard / clocking in a friend

- Using company equipment / resources for personal / alternate business purposes

- Having a second job / part-time job with an industry customer engagement centre

- Giving a bad reference to keep an outstanding employee (what would you do if you

were in the boss‟s position, and if you were in the employee‟s position?)

- You work in a company where you have access to personal information such as

telephone number, credit card number, Social Security or TRN number (would you

use them for personal activities?)

- A customer is verbally abusive (what would you do?)

- You are called by an unsatisfied customer, who wants to return a faulty product. It is

the company‟s policy not to accept returns without receipt. The customer does not

have one (what would you do? What should the company do?)



SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)(Cont’d)

Facilitate discussion on how to apply appropriate codes of acceptable and ethical

practices to each scenario. Select a scenario which is particularly controversial and

arrange teams to debate for and against the ethical resolution of the situation.

Allow for peer critique/feedback.

Preparing for Work Simulation/ Guided Practise

Ask learners to work in pairs to conduct a mock interview, with one learner being the

interviewer and the other the interviewee. Prior to the activity, assist them in developing

a checklist for the interviewer. Include in the questionnaire, key questions that an

employer in a BPO setting would ask a prospective employee.

Send learners to the website https://career.guru99.com/top-25-call-center-job-interview-

questions/ to select about ten (10) of the key questions that a BPO Manager would

normally ask in an interview. Ask this learner to generate a checklist with the questions

and use them to conduct the interview with the other learner/interviewee.

Review with learners who will play the role of interviewees, tips for doing a good

interview. These should include the following

- mode of dress- modest and professional

- hygiene

- hairstyle that is suitable for work

- a positive and confident attitude

- tact and politeness in asking questions

- use of standard English

- being courteous, pleasant and have a smile

Observe learners as they conduct interviews and assess their performance. Convey

feedback to them on their strengths and weaknesses and provide further guidance where

necessary to help them to improve their performance.


REFERENCES

The references below are not exhaustive and other reference materials need to be accessed

and used

1. Amicus. (2006). Amicus guide to health and safety in call centres. Retrieved July 20,

2017, from http://amicustheunion.org/pdf/callcentreheaalthandsafety.pdf

2. Beich, E. (2001). The Pfeiffer book of successful team building tools: Best of the annuals.

San Francisco: Pfeiffer-Jossey/Bass.

3. Blonna, R.(1996). Coping with stress in a changing world. St. Louis, MS: Mosby-Year

Book Inc.

4. Boone, L. E. & Kurtz, D. L. (n.d.). Contemporary business communication.

5. Bourne, L., & Scott, P. (1994). Administration (NVQ level 2, (2nd

ed.) Pitman Publishing,

London, England.

6. Captain safety: Episode 3 avoids safety hazards [Video]. (n.d.). Retrieved July 23, 2017,

from http://www.youtube.com/watch?v=oJHy2239CcU&feature=related.

7. Learning Management Services Department. (2002). Call contact centre agent (level 1).

Kingston, Jamaica: HEART Trust/NTA

8. Learning Management Services Department. (2003). Customer service representative

(level 1). Kingston, Jamaica: HEART Trust/NTA

9. Learning Management Services Department. (2005). Communicate effectively in a

customer contact centre (LG – ITCCOR0011A). Kingston, Jamaica: HEART Trust/NTA


CUSTOMER ENGAGEMENT OPERATIONS

MODULE OVERVIEW

This module is benchmarked against the following competency standards

1. BPOCUE0012A Prepare for work in a customer engagement environment

2. BSBBAD0081C Develop keyboarding skills

3. BPOCUE0022A Conduct customer engagement (inbound and outbound)

This module involves activities for conducting customer engagement. The module highlights

activities for choosing correct computer function keys, developing keyboarding skills, preparing

for customer engagement, and providing in-bound and out-bound customer engagement.

Additionally, developing multitasking techniques such as conversing, researching, retrieving and

pasting information simultaneously are key areas included.


EXPECTED OUTCOMES



1. Choose correct computer function keys

2. Demonstrate appropriate keyboarding skills

3. Simulate steps for conducting customer engagement

4. Provide quality customer service in response to customer queries

5. Demonstrate multitasking techniques when conducting customer engagement

6. Apply alpha numeric keyboarding skills

7. Adjust workplace furniture and equipment to suit ergonomic requirements

8. Demonstrate speed and accuracy in accordance to workplace requirements

MODULE 2


MODULE 2 CUSTOMER ENGAGEMENT OPERATIONS



the module

1. Describe specific customer engagement operations and relate them to the customer

engagement centre

Specific customer contact operations may include:

- technical support

- debt collection

- customer support

- data collection

- information services

- marketing

- sales

- service provision

- combination of the above

2. Outline different types of ergonomic requirements as they relate to computer operations

Ergonomic requirements:

- Workstation height and layout

- Chair height, seat and back adjustment

- Footrest and hand rest

- Screen position

- Keyboard and mouse position

- Document holder

- Posture

- Anti-glare screen

- Lighting

- Noise minimization




3. Identify the different keyboard functions

Keyboard functions/features include:

- Function keys (F1 to F12)

- CTRL keys

- ALT keys

- Home key (A-S-D-F keys for the left hand, and the J-K-L-; keys for the right

hand)

- Windows key (if using a Windows PC)

- Arrow/cursor keys

- Alphanumeric keypad

- Toggle keys (Caps Lock, Num Lock and Scroll Lock)

- Keyboard Shortcuts (Ctrl+V; Ctrl+X; Ctrl+O; Ctrl+S; CTRL+ C

Ctrl+Alt+Delete; use of the Shift key etc.)

4. Examine methods for developing speed and accuracy in keyboarding

Methods for developing speed and accuracy:

- Select a suitable keyboard

- Familiarize self with keyboard

- Position fingers properly




5. Explain the importance of having good product knowledge

Importance of product knowledge is evident in the factors below

- ability to analyse customers‟ needs or problems

- pride and confidence in product or service

- self-assurance

- ability to offer better customer service

- competence

- ability to communicate equally well with those who are familiar with

products/services and those who are not

6. Outline a variety of enterprise protocols for greeting customers

Protocol may involve:

- speaking in a bright friendly and professional manner

- answering customers using enterprise script

- not using negative or emotive language

7. Outline techniques for establishing and clarifying customer needs

Establishing customer needs:

- Listen keenly

- Build rapport

- Use appropriate questioning techniques

- Confirm understanding of customers‟ needs with customers

Client’s specific needs and preferences relate to:

- preferences of different cultures/nationalities

- family status

- age

- gender

- available budget

- time availability

- specific interests, for example, religion, sport events

- special needs, for example, wheelchair access, language interpreters

disabilities




8. Describe effective listening techniques

Listening techniques:

- Give full attention to the client

- Keep mind focused on what the customer is saying

- Let the customer finish before responding

- Listen for the main ideas

- Ask questions to clarify

- Rephrase to show understanding of question

9. Outline techniques for arriving at an agreement with customers

Getting to agreement with customer:

- Explain each alternative clearly

- Describe the advantages and disadvantages of each option

- Answer any questions customer may have about each option

- Explain why selection is the best option

- Give the customer time to think about proposal

10. Explain customer retention options that can be applied to engagement

Customer retention options may include:

- loyalty programs or incentives

- offering value-added services or products

- re-contracting

- special offers as determined by the enterprise from time to time

11. Explain the importance of using standard English in the workplace

Importance of standard English:

- facilitates communication process (clients and co-workers)

- eliminates potential language barriers (clients and co-workers)

- helps maintain professionalism




The following are critical attitudes/behaviours that learners must employ in carrying out the

learning activities

1. Adherence to legislations, codes, and national standards

2. Consciousness of health and safety issues

3. Justify the importance of using technology correctly

4. Appreciate the importance of clarity and conciseness when communicating with

customers

5. Effectiveness in managing time

6. Display professionalism in work and related activities

7. Value the importance of communicating effectively with internal and external customers

8. Demonstrate an appreciation for using effective multitasking skills when engaging

customers







Mathematics

Developing Keyboarding Skills Drill and Practice

Have learners demonstrate competency in identifying computer equipment and starting and

closing a computer session. Assign them tasks to demonstrate their ability to access help

information, skills in operating a mouse and keyboard and knowledge of file management

system.

Developing Multitasking Skills Demonstration and Guided Practice

Show the learners how to perform actions which involve multitasking, such as communicating

on the telephone effectively while researching, retrieving and pasting information

simultaneously. After each demonstration, provide volunteers with scenarios and ask them to

show the class how to perform required tasks. Facilitate peer critique. Guide the learners as

necessary. If possible, allow each learner to practise task.

Have learners demonstrate competency in practising keyboarding skills while using the

telephone and also the ability to assist a customer while using a mouse.

Developing skills for dealing with in-bound/out-bound customer engagement Guided-

Practice

Given the relevant work environment/equipment, demonstrate the following techniques/

procedures to the learners and then ask them to do same:

- Respond to customer inquiry

- Escalate difficult inquiries to designated person

- Process customer sales and orders

- Market and promote

Facilitate discussion with learners


REFERENCES


and used

1. Bourne, L., & Scott, P. (1994). Administration NVQ Level 2 (2nd

Ed.). London, England:

Pitman Publishing.

2. Glencoe Professional Series. (2003). Managing information in the workplace. USA:

Glencoe-McGraw Hill.

3. Hanks, F. (1996). Procedures for the office professional (3rd

ed.). OH: South-Western

Educational Publishing.

4. Jaderstorm, S., & Miller, J. (2003). Business English at work (2nd

ed.). USA:

Glencoe/McGraw-Hill.

5. Learning Management Services Department. (2005). Learner guide: Communicate in the

workplace. (LG-AGGCOR0032A). Kingston, Jamaica: HEART Trust/NTA.

6. Milner, J., & Morcock Milner, L. (2003). Bridging English (3rd

ed.). New Jersey, USA:

Pearson Education Inc.

7. Murphy, R., & Gentleman, C. (1999). Business administration for NVQ 1 & 2. Stanley

Thomas (Publishers) Ltd.

8. Schmidt, W. V., & Gardner, G. H. (1995). Business and professional communication:

Managing information in an information age. Cincinnati, OH: South-Western College.

9. Skills for effective communication. Retrieved July 25, 2017, from

http://www.csufresno.edu/mediatormentors/training/materials/listening-tech.pdf

10. Teamwork and working in teams. Retrieved July 25, 2017, from:

http://itll.colorado.edu/GEEN1400/Templates/Textbook/Chapters/Ch06Teamwork%20an

d%20Working%20in%20Teams.pdf

11. The importance of effective communication. Retrieved July 25, 2017, from:

http://web.cba.neu.edu/~ewertheim/interper/commun.htm

12. Walton, S. J. (1995). Cultural diversity in the workplace. IL: Irwin.


COMMUNICATING WITH CUSTOMERS

MODULE OVERVIEW


1. ITCCOR0011D Communicate effectively in a customer engagement centre

2. BPOCUS0012A Deliver a service to customers

3. BSBCOR0161C Handle telephone calls

4. BSBBAD1283D Develop and use emotional intelligence

This module involves communicating with customers. The module focuses on communicating

with colleagues and customers using effective communication skills and emotional intelligence,

handling telephone calls, speaking to customers with fluency and providing quality customer

service.


EXPECTED OUTCOMES



1. Analyse communication channels to identify barriers

2. Communicate orally with customers and colleagues using Standard English

3. Modify accent to communicate with customers

4. Make telephone calls following workplace protocols

5. Answer telephone calls following workplace protocols

6. Transfer calls following workplace protocols

7. Provide quality customer service

8. Demonstrate techniques used to maintain customer privacy and confidentiality

MODULE 3


MODULE 3 COMMUNICATING WITH CUSTOMERS

Performance Requirements (Cont’d)

9. Assess the emotional state of customers and change approach in order to meet the

customers‟ needs

10. Demonstrate appropriate techniques for dealing with customers based on their emotional

state



the module

1. Summarise the communication process

Communication process:

- sender (encoder)

- message (medium)

- receiver (decoder)

- feedback




2. Discuss communication pathways available in customer contact centre and factors to

consider when selecting them

Communication pathways:

- emails

- memorandum

- internal chats

- reports

- letters

- voice calls

- video calls

Factors to consider when using communication pathways:

- Cost of using pathway

- Confidentiality, safety and security

- Speed

- Importance of urgency of message

- Appropriateness for type of message

- Relationship with receiver of message

3. Explain strategies for effective oral communication and active listening

Strategies:

- Accurate note taking

- Focus on the speaker

- Attention to non-verbal cues

- Listening for the essence of the speaker‟s thoughts and major ideas

- Asking probing questions

- Being empathetic




4. Explain how to use and recognise non-verbal cues

Non-verbal cues:

- Body language

- Voice

- Speech

- Posture

- Symbols, including sign language

5. Outline protocols and etiquette for communicating with colleagues and customers via e-

mail

Communicating via email:

- Use email as a tool to build and maintain relationships with customers (internal

and external)

- Respond to business emails in a timely manner

- Set email to auto-reply if you cannot respond in 24 hours

- Use a brief, descriptive subject title

- Be clear in your writing – use proper spelling, grammar and punctuation

- Do not write in capital letters

- Do not email or respond when angry or upset

- Copy (Cc) only when you wish to inform others but do not expect them to

respond

- Do not forward emails without the permission of the author

- Organise emails into folders

- Delete and purge emails and folders once per week

- Do not forward chain letters or libellous, offensive, racist or obscene remarks

- Add disclaimers to your emails

6. Explain the importance of using Standard English in the workplace while handling in-

bound and out-bound calls

Importance of Standard English:

- facilitates communication process (clients and co-workers)

- eliminates potential language barriers (clients and co-workers)

- eliminates ambiguity

- maintains positive professional image

- enhances telephone etiquette




7. Distinguish between professional and unprofessional customer service in a customer

engagement environment

Professional customer service is characterized by the following

- providing the best experience possible

- showing respect to the customer

- solving problems quickly – turn complainers into advocates

- understanding that customer satisfaction is based on loyalty, identity, values and

relationships

- listening

- responding as soon as possible

- keeping clients updated

- going the extra mile

- fixing your mistakes

- keeping your promises

- being patient

- knowing everything you need to know

- being empathetic

Unprofessional customer service is characterized by the following:

- being discourteous

- displaying inadequate knowledge of organisation

- transferring blame to colleagues/customers

- speaking negatively about organisation and others

- being unprepared for customer

- forcing personal beliefs and opinions on others

- projecting negative attitude

- using offensive language

8. Describe how to project a positive, professional image in the workplace

Positive images include:

- knowing products and services

- treating customers with respect and courtesy

- being helpful and enthusiastic

- remaining calm in stressful situations

- being open to criticism




- appropriate grooming (attire and hairstyle)

- showing maturity

9. State benefits of clarifying customers‟ needs and expectations

Benefits:

- identifies each customer as an individual

- helps avoid stereotypes and generalisations

- helps avoid miscommunication/misunderstanding

- helps determine how best to help each customer

- demonstrates interest in customers

- gives company a positive image

11. Distinguish between confidential and non- confidential information

Types of confidential information may be:

- name, date of birth, age, sex and address, etc.

- current contact details of family, guardian, etc.

- bank details

- service account numbers/information

- passwords

- credit card information

12. Explain techniques used to maintain privacy and confidentiality

Techniques:

- Politely explain why you are unable to carry out their request citing privacy

policies/guidelines

- Do not provide customers‟ details to unauthorized persons

- Be alert – maintain your guard against savvy individuals seeking information

- Report identified breaches immediately

- Do not give out password

- Avoid leaving confidential information visible to others

- Never discuss confidential information with colleagues




13. Discuss how personal emotional strengths and weaknesses affect others in the workplace

Emotional intelligence (EI) is the ability to recognize and control your own

emotions, and understand what those emotions are telling you. EI also means that you

can recognize the emotional wants and needs of others and respond appropriately.

Four attributes of Emotional Intelligence:

- Self-awareness – you recognize your own emotions and how they affect your

thoughts and behavior, know your strengths and weaknesses

- Self-management – you are able to control impulsive feelings and behaviours and

manage your emotions in healthy ways

- Social awareness – you understand the emotions, needs and concerns of other

people, pick up on emotional cues and recognize the power dynamics in a group

or organisation

- Relationship management – you know how to develop and maintain good

relationships, communicate clearly, inspire and influence others, work well in a

team and manage conflict

Typical emotional strengths include:

- social intelligence

- perseverance

- generosity

- self-control

- gratitude

- creativity

- forgiveness

- empathy

- open-minded

- communicative

- strategic thinking




Typical emotional weaknesses include:

- anti-social tendencies

- aggression

- cynicism

- impatience

- moodiness

- prejudice

- complaining

- arrogance

- laziness

Strengths will yield the following results:

- lead to increased productivity among team

- contribute to positive/harmonious work environment

- lift mood of others in the workplace

- motivate colleagues

Weaknesses will yield the following results:

- lead to decreased productivity among team

- create tension and conflict

- demotivate colleagues

14. Discuss how to identify emotional triggers and strategies for controlling them

Emotional triggers are events or people that consistently set off intense

emotional reactions within us. Triggers reflect a threat to our identity

Typical triggers include:

- arrogant behavior

- aggressiveness

- condescension

- unashamed incompetence

- victim-syndrome or deliberate weakness

- lack of communication and follow-through

- avoidant or inconsistent behaviour




Impact of emotional triggers:

- acute stress

- discontent

- interpersonal conflict

- negatively impacts relationships and career

- passive-aggressive behaviour

To identifying triggers, one may:

- engage in self-reflection and examination

- or become aware of behaviours that cause mood to change

Controlling triggers involves:

- thinking positively

- understanding your triggers

- being mindful of your responses

- learning to anticipate them

- thinking of triggers as intuitive messages alerting you to certain aspects of

yourself that need to be explored

- seeking professional help

15. Discuss relevant legislation, codes and national standards for handling telephone calls

Organisation’s policy for handling telephone calls refer to the following:

- telephone etiquette (courtesy, politeness, clear articulation)

- greeting/style used

- responsiveness/timeliness




16. Discuss call principles for receiving telephone calls

Call principles include:

- answering the phone promptly

- being warm and welcoming

- introducing yourself and your business

- speaking clearly

- not using slang

- asking before putting callers on hold

- telling callers when they are being transferred and to whom

- taking messages properly

17. Describe strategies for handling difficult and irate callers

Strategies for handling irate callers:

- Listen

- Empathise

- Apologise

- Offer a solution

- Act on problem

- Follow through

18. Explain how to handle threatening or suspicious calls

Handle threatening calls by reporting to:

- superiors

- or recording, if possible

19. Explain the importance of treating telephone calls as business opportunities

Importance of treating each call as a business opportunity

- The manner in which a call is answered impacts the image of your business

- Each caller is a potential client or repeat client

- Telephone is one of the primary points of contact between customers and business

- Each call (in-bound or out-bound) is an opportunity to increase sales




20. Discuss procedures for escalating a call

Guidelines for escalating calls

- Never offer customer to speak with your supervisor- allow them to ask.

- If customer asks for supervisor, try to handle situation as best as possible before

yielding to request.

- Before escalating call, notify supervisor.



learning activities

1. Accuracy when interpreting messages

2. Attention to details when listening

3. Clarity and conciseness when communicating

4. Openness to people from different cultures

5. Thoroughness when reading documents/scripts

6. Politeness and pleasantness when communicating with clients

7. Attention to details when listening to clients

8. Patience and composure when handling difficult and irate callers

9. Appropriateness when responding to threatening/suspicious calls

10. Promptness and responsiveness to clients‟ queries/requests

11. Confidentiality in handling calls

12. Sensitivity to the emotional state of colleagues

13. Thoughtfulness in providing opportunities for others to express emotions







Mathematics

Vocal Technique Demonstration and Guided Practice

Demonstrate to learners, how to use vocal techniques to effectively communicate with clients.

Guide learners as they practise using each technique. Once learners have had some time to

become more comfortably with using the techniques, have them listen to a recording of a

customer engagement representative utilising the techniques and ask them to pay attention to

how the techniques are combined. Provide learners with a short script and ask them to record

themselves reading the script using the techniques. Allow them to listen to their recordings and

re-record as necessary. Monitor learners and provide feedback and support as needed. Allow

volunteers to play their recordings to the class. Facilitate peer critique and discussion.

Listening Exercise

Ask learners to work in pairs to complete this listening exercise. Learners should take turns with

one learner reading a list of questions provided to them and the other listening to the questions

and providing the answer. The following are some examples of questions that may be used:

In the series of numbers, “3-9-14-11-16”, what is the second number ?

In the list of words, “be-at-of-for-in, what is the word beginning with “a” ?

In the list of names, “Anthony, Richard, Jill, George, Amanda”, which begins with a “J”?

Answer true or false to the following: In the list of words “run-sun-snow-laugh-call”, the third

word mentioned is “laugh”

Have learners discuss their results. Provide feedback,



SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)(Cont’d)

Emotional Triggers Simulation

Create a simulated call where learners are required to respond to an irate caller. Ask learners to

work in pairs to complete this activity. They should take turns as caller and agent. Have one

learner from each pair to act as the irate caller, guided by a script provided to him or her.

Encourage the caller to act naturally. The partner should act as the agent. The learners acting as

agents should utilise effective communication skills and demonstrate emotional intelligence in

responding to the irate caller and managing the situation. Facilitate peer critique and discussion.

Discuss learners‟ emotional responses as callers and agents and provide feedback.

Multitasking (Telephone and Keyboarding) Drill and Practice

Have learners demonstrate competency in practising keyboarding while using the telephone.

Challenge them to demonstrate the ability to speak with and assist a customer while operating a

mouse.


REFERENCES


and used

1. Alexander, L.G. (1992). Longman English Grammar Practice for Intermediate Students.

United Kingdom: Longman Group.

2. Broukal, M. (2005). Grammar Form and Function Workbooks 3A & 3B. New York:

McGraw Hill.

3. Choy, T.W., & Chew, P. (1995). English in Basics – A Practical Handbook. Singapore:

Pan Pacific Publications.

4. Clark, L.R, et al. (1997). Business English and Communication (8th

ed.). Ohio: McGraw

Hill.

5. HISEP. (2006). Language and Communication Part 1 (Stages 1, 2, and 3). Jamaica:

National Council on Technical and Vocational Training.

6. Jaderstorm, S., & Miller, J. (2003). Business English at Work (2nd

ed.). USA:

Glencoe/McGraw-Hill.

7. Learning Management Services Department. (2005). Learner Guide: Communicate in the

Workplace (LG-AGGCOR0032A). Kingston, Jamaica: HEART Trust/NTA.

8. Milner, J. & Morcock-Milner, L. (2003). Bridging English (3rd

ed.). New Jersey: Pearson

Education Inc.

9. Odell, L., et al. (2005). Elements of Language – Third Course. Harcourt Education

Company.

10. Peel, M. (1990). Improving your Communication Skills. United Kingdom: Kogan Page

Ltd.

11. Positive Form and Comparison of Adjectives. (n.d.). Retrieved August, 2008, from

http://www.ego4u.com/en/cram-up/grammar/adjectives-adverbs/adjectives

12. Robbins, L.M. (1996). The Business of Writing and Speaking. New York: The McGraw-

Hill Companies.


CONNECTING WITH LOCAL AND FOREIGN CALLERS

MODULE OVERVIEW


1. BSBDIV0011A Observe cultural differences of customers

The module examines principles and practices of cultural diversity in own country/region, its

impact on workplace communication and relationships and industry best practices for dealing

with persons from diverse backgrounds and cultures. It also introduces learners to North

American geography and culture such as identification of states and regions in the USA as well as

major time zones, American holidays, currency and consumer attitudes.


EXPECTED OUTCOMES:



1. Engage with local and international clientele

2. Overcome cultural barriers

3. Handle cross-cultural misunderstandings



the module

1. Define relevant terminologies/concepts

Culture:

A set of accepted behaviour patterns, values, assumptions and shared experiences. It

is the way people process and interpret information

MODULE 4


MODULE 4 CONNECTING WITH LOCAL AND FOREIGN CALLERS


Cultural diversity:

- Acknowledging, understanding, accepting, valuing and celebrating differences

among people

Cultural awareness:

- Developing sensitivity and understanding of another ethnic group. This usually

involves internal changes in terms of attitudes and values

2. Examine features of cultural diversity

Features include:

- race

- language

- special needs

- disabilities

- family structure

- gender

- age

- religious practices

- sexual orientation

3. Outline the principles that underpin cultural awareness

Principles include:

- practising respect - asking questions about personal preferences of others

- learning continuously about others in relation to self

- incorporating other people‟s cultural backgrounds, beliefs and values into the

service that is provided to them

- adjusting personal style to accommodate other beliefs and values




4. Discuss the various cultures of international groups

International Groups:

- North American

- European

- Asian

- Middle Eastern

- Islamic

- Hinduism

- Judaism

Understanding international groups includes awareness of the following:

- languages spoken

- forms of address

- levels of formality/informality

- non-verbal behaviour

- work ethics

- personal grooming

- family obligations

- recognized holidays

- customs

- product preferences

5. Examine industry best practices for dealing with cultural diversity at the workplace

Best practices for responding to diversity:

- acknowledging cultural differences

- encouraging respect for different personal beliefs

- building an inclusive work environment

- facilitating team-building activities




6. Explain the value of human relations skills in dealing with customers from diverse

cultural and ethnic backgrounds

Value of interpersonal skills in dealing with diversity:

- puts individuals at ease

- creates a welcoming environment

- fosters positive interactions and relationships

- makes individuals feel accepted

7. Identify the 5 regions and 50 states of which the United States of America (USA) is

comprised.

Regions West Southwest Midwest Southeast Northeast

States Washington

(WA)

Oklahoma

(OK)

North Dakota

(ND)

Arkansas (AR) Maine (ME)

Oregon

(OR)

Texas (TX) South Dakota

(SD)

Mississippi

(MS)

New

Hampshire

(NH)

Idaho (ID) New

Mexico

(NM)

Nebraska

(NE)

Louisiana (LA) New York

(NY)

Montana

(MT)

Arizona

(AZ)

Kansas (KS) Tennessee (TN) Vermont

Wyoming

(WY)

Minnesota

(MN)

Georgia (GA) Massachusetts

(MA)

Colorado

(CO)

Wisconsin

(WI)

Alabama (AL) Rhode Island

(RI)

California

(CA)

Iowa (IA) Florida (FL) Connecticut

(CT)

Nevada

(NV)

Illinois (IL) South Carolina

(SC)

New Jersey

(NJ)

Utah (UT) Missouri

(MO)

North Carolina

(NC)

Delaware

(DE)

Michigan

(MI)

Maryland

(MD)




Regions West Southwest Midwest Southeast Northeast

Pennsylvania

(PA)

Ohio (OH)

Indiana (IN)

West Virginia

(WV)

8. List the six major time zones followed in the USA and the states which follow each.

Major Time Zones in USA:

- Hawaii-Aleutian Time (Hawaii Standard Time)

- Alaska Time (Alaska Standard Time)

- Pacific Time (Pacific Standard Time)

- Mountain Time (Mountain Standard Time)

- Central Time (Central Standard Time)

- Eastern Time (Eastern Standards Time)

9. Discuss the features of Daylight Saving Time Policy.

Features

- Daylight saving time begins 2 a.m. on the second Sunday in March

- Daylight saving time ends 2 a.m. on the first Sunday of November

- Daylight saving time is not observed in:

o Hawaii

o American Samoa

o Guam

o Puerto Rico

o The Virgin Islands

o Most of the Eastern Time Zone portion of Indiana




10. Outline the range of American holidays

American holidays include:

- Federal holidays –legal public holidays recognized by the United States

Government -Labor Day (first Monday of September)

Memorial Day (last Monday of May)

Independence (July 4)

Columbus Day (second Monday of October)

Thanksgiving (fourth Thursday of November)

Veterans Day (November 11)

Other holidays include:

- Martin Luther King Day (third Monday of January)

- Halloween Day (October 31)

- St. Patrick‟s Day (March 17)

10. Describe the denominations of the US currency.

Denominations include:

one dollar note (George Washington)

five dollar note (Abraham Lincoln)

ten dollar note (Alexander Hamilton)

twenty dollar note (Andrew Jackson)




fifty dollar note (Ulysses S. Grant)

one hundred dollar note (Benjamin Franklin)

five hundred dollar note (William McKinley

11. Describe the typical American customer/consumer and factors that keeps him or her

satisfied.

Typical American consumer/customer:

- places high value on good customer service

- knows their rights

- expects to get value for money

- very busy/hard working

- insists on choice

- has a „can do‟ attitude

- thinks bigger is better

- wants things done quickly and „on time‟

- engages in a lot of small talk

- expects quick thinking and use of initiative

- wants the latest technology

Satisfying American consumer/customer involves:

- being friendly/polite

- being knowledgeable about product/service

- offering good value

- attending to their requests quickly

- ease of doing business/convenience





learning activities

1. Respect for all cultures

2. Sensitivity to cultural differences

3. Broad awareness of local and international cultures

4. Tolerance when attending to customers

5. Helpfulness and politeness when dealing with customers

6. Empathy when addressing the cultural peculiarities of guests

7. Clarity and effectiveness when communicating with others

8. Awareness of US geography and time zones

9. Politeness when interacting with American consumers







Mathematics

Cultural Sensitivity Case Study and Discussion

Provide learners with case studies or scenarios involving foreign nationals who call various

organisations to conduct business and are treated poorly. For example, an American contacts a

call centre and is called a name that is used as a term of endearment locally. The caller finds this

insulting and calls back to complain. Allow learners to discuss different scenarios in groups. Let

each group share a summary of the discussion. Facilitate discussion of the ignorance/cultural

insensitivity toward foreign clients, the negative impact of such behaviours on the company and

the industry and the need for education in the area of cultural diversity.

American States Cooperative Learning

Divide learners into small groups. Have learners view map of the United States which highlights

the 5 regions (do not include the states). After viewing, ask them to examine another map

showing the 50 states. Be sure to discuss the location of Hawaii and emphasize it as one of the

50 states. Allow them to compare both maps. Provide learners with a blank map. Ask them to

complete the map to include the 50 states and the regions in which they fall. Encourage them to

make the maps as attractive as possible. Let them also use the Internet to identify the standard

abbreviations used for each state and include them on the map.

Consumer Behaviour Role-Play/Discussion

Have learners volunteer to role-play how they imagine the typical American consumer behaves

when making a purchase. After role-playing activity, highlight the accuracies/inaccuracies in

their depictions and then guide them into a discussion of the features of the typical American

consumer. Show learners video(s) on consumer behavior such as the one located at

https://www.youtube.com/watch?v=65Vt9nmVYDM. After viewing, lead learners in discussion

about the importance of knowing/understanding your customers and satisfying their needs.


REFERENCES


and used

1. Auerbach, S., & Gramling, S. (1998). Stress management. Upper Saddle River, NJ:

Prentice-Hall Inc.

2. Barrett, C., Kimbrell G., & Odgers, P. (2003). Office skills (3rd

ed.). USA: Thomson-

South Western.

3. Beich, E. (2001). The Pfeiffer book of successful team building tools: Best of the annuals.

San Francisco: Pfeiffer-Jossey/Bass.

4. Blonna, R.(1996). Coping with stress in a changing world. St. Louis, MS: Mosby-Year

Book Inc.

5. Boone, L. E. & Kurtz, D. L. (n.d.). Contemporary business communication.

6. Bourne, L., & Scott, P. (1994). Administration (NVQ level 2, (2nd

ed.) Pitman Publishing,

London, England.

7. Bradley, S. (2003). Customer service – Candidate handbook S/NVQ (level 2, unit 1).

United Kingdom: Heinemann Education Publishers.

8. Bradley, S. (2003). Customer service (level 2). Heinemann Educational Publishers.

9. Bulleid, A., Ritchie, C., & Whibberly, J. (1993). Reception – Student guide (NVQ/SVQ

2). United. Kingdom: Stanley Thornes Publishers

10. Captain safety: Episode 3 avoid safety hazards [Video]. (n.d.). Retrieved January 4,

2013,from http://www.youtube.com/watch?v=oJHy2239CcU&feature=related. Retrieved

8/4/2010

11. Cherry, K. (n.d.). What is emotional intelligence? Definitions, history and measures of

emotional intelligence. Retrieved August 29, 2013, from

http://psychology.about.com/od/personalitydevelopment/a/emotionalintell.htm


REFERENCES (Cont’d)

12. Coleman, D. (1995). Emotional intelligence. New York: Bantam Books

http://www.ucdmc.ucdavis.edu/hr/hrdepts/work_comp/Computer_Workstation_Manual.p

df

13. Computer workstation ergonomics: Keeping the workplace safe: UCDavis Health System

http://www.ucdmc.ucdavis.edu/hr/hrdepts/work_comp/Computer_Workstation_Manual.p

df

14. Davidoff, D.M. (1994). Contact – Customer service in the hospitality and tourism

industry, Prentice Hall Inc.

15. Emotional intelligence and return on investment-Business case studies. Retrieved

August 30, 2013, from http://eqforsuccess.com/what-is-emotional-intelligence/

16. Gamvros, T. (2006). Team building: How to create a dynamic and successful work

environment. Retrieved January 29, 2013, from http://ezinearticles.com/?Team-Building:-

How-to-Create-a-Dynamic-and-Successful-Work-Environment&id=165362

17. Girdano, D. A. et al. (1997). Controlling stress and tension (5th

ed.). Needhamm Heights,

Massachusetts: Allyn & Bacon.

18. Hanks, F. (1996). Procedures for the office professional (3rd

ed.). Ohio: South-Western

Educational Publishing.

19. Hardwick, R. (1995). Responsive customer service (workbook 3). Pergamon Open

Learning.

20. Harrington-MacKin, D. (1993). The team building tool kit: Tips, tactics and rules for

effective workplace teams. AMACOM.

21. Learning Management Services Department. (2003). Operate in a culturally diverse work

environment. (LG - THHCOR0061A). Kingston, Jamaica: HEART Trust/NTA

22. Learning Management Services Department. (2002). Call contact centre agent (level 1).

Kingston, Jamaica: HEART Trust/NTA

23. Learning Management Services Department. (2003). Customer service representative

(level 1). Kingston, Jamaica: HEART Trust/NTA

24. Learning Management Services Department. (2005). Communicate effectively in a

customer contact centre (LG – ITCCOR0011A). Kingston, Jamaica: HEART Trust/NTA

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