Design Document for PEP Training for PJ Enterprises

By Team #3, Instructional Solutions

Document Description [BB]This design document is intended to provide the management of PJ Enterprises a description and outline of “PJ Enterprises Telephone Operator PEP Training”, which will be delivered Monday June 5th, through Friday June 16th, 2017. This document includes a high-level description of the course, including goals, purpose and audience. This document also provides a low-level description, including a detailed outline of course lessons, materials, exercises and assessment.

Purpose of the Course [DL] The purpose of this course is to improve telephone operator customer service skills, procedures, and etiquette while also emphasizing efficient use of the newly formatted electronic product guide. With this course in place, along with the revisions to the product guide, customer service and product knowledge will improve, resulting in decreased customer complaints and increased sales. This will help PJ Enterprises meet their goals for next year.

Audience Description [NM]The PJ Enterprises telephone operators and the supervisors will participate in the in-service training. The telephone operators and supervisors are all women who range in age between 18 and 60. The smallest number of telephone operators’ age range is between 35 to 55. Some have had prior telephone experience, but for many, this is their first job. The telephone operator position is an entry-level job. The required education level is high school completion, or a GED. Some operators have had some college, however, none have a college degree. The telephone operator supervisors have ascended to their position by having top sales and rising to their positions. All participants must have foundational knowledge of how to use the phone and order entry systems prior to attending the training.

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Course Description [BB]This course is designed to provide training for telephone operators in the tasks and procedures required for successful customer interactions. The course is organized into two, half-day trainings. The trainings must be attended in sequence. The first training covers principles of polite customer interaction and how to use the new product guide. The second training is comprehensive, covering all aspects of answering phone calls. Learners will apply and practice newly gained knowledge with iterative knowledge checks and activities throughout the training. The course culminates with a skills summary assessment, ensuring that learners apply new skills and knowledge to routine phone calls. It is imperative that all telephone operators attend the course. Even though some topics may be remedial to expert learners, using the new product guide is a new skill that all learners must become familiar with. The activities and assessments allow collaboration with between between more expert learners and less experienced learners. These individuals More experienced learners will partner with and act as mentors for those with less experience, thereby enriching the process.

Course Seat Time 8 hours

Instructional Architecture/Strategy for Course [DL] The overall architecture of this course is directive with instruction provided via lessons. The learner will be required to attend a the training sessions and participate in both activities and assessments to build associations that form the basis of telephone operator job skills. The information will be chunked into lessons by similar topics and sequenced so as to scaffold from previous lessons. This course allows for the learner to frequently practice or identify desired skills or behaviors with trainers/facilitators providing frequent feedback both during and after these activities.

Major Course Objectives [DL]At the end of this course, telephone operators will be able to:

Follow call procedures by answering the call, determining purpose of call, fulfilling customer request based on policy, and ending call accurately 100% of the time.

Select and use the appropriate script for each call with no errors.

Correctly identify and promptly transfer calls requiring supervisor assistance.

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Iin the electronic product guide, l Locate information in the electronic product guide that answers customer questions or inquiries in under one minute and with no errors.

Use the principles of quality customer service (respect, empathy, considerate behavior, and honesty) with 100% of calls.

Learning Assessment for Course [CM]Formative assessments will be embedded within each lesson following each chunk of new learning. These formative checkpoints will be unscored role play exercises. They will allow the facilitators and participants to informally assess the learning in progress. A culminating summative assessment will be administered at the end of the training. Learners will be assessed for mastery on course objectives using a rubric. The summative assessment will be a test case scenario where participants will individually engage in a 2-3 minute role play with one of the facilitators (see additional information in Appendix C). This will take place while the other learners are completing the end of course survey and providing course feedback, thus keeping the training within the agreed upon timing.

Course Outline [DL] I. Course Introduction

a. Introductioni. Welcome

ii. About the facilitatorsiii. Administrative Detailsiv. Course Prerequisites

1. Able to use the order entry system2. Able to operate the phone system (answering calls, placing calls on

hold, transferring calls)v. Course Objectives

vi. Course Materials 1. Student guide2. Job aids3. Advanced organizer: flowchart of processes including phone scripts

b. Agenda and Lessonsi. Agenda for the class

ii. Lessons in the courseiii. What will not be covered in the courseiv. Questions

II. Lesson 1: Identify the type of customer and follow interaction proceduresa. Introduction

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b. Apply the principles of etiquettei. Contingency Diagram Activity

ii. Be respectful1. Use proper manners

a. Please, Thank-you, Sir, Ma'amb. Do not interrupt customer while they are speaking

[2.] Assessment Activity[iii.] Show empathy

2.[1.] Remain calm3.[2.] Listen4.[3.] Validate understanding5.[4.] Partner with customer (use “we” instead of “you” or “I/me”)

[iv.] Empathy and RespectAssessment Activity activitiesiii.[v.] Show consideration

1. Be efficienta. Take time to practice and orient yourself to the product

guide, system, phones, and any other updates prior to starting your shift

b. Do not keep customers on hold for prolonged periods of time2. Be professional

a. A calm demeanor and the tone of voice is importantb. Speak clearly and enunciate words when speaking

[3.] Assessment Activity[vi.] Be honest

3.[1.] Take ownership of call to ensure resolution4.[2.] Acknowledge when you do not know something and look to find

the answer without causing conflictiv. Consideration and Honesty activities

v.[vii.] Cumulative assessmentc. Customer Interactions (Break out sessions)

i. Complete standard customer interactions1. Recognize characteristics of a standard customer interaction. [2.] Utilize the standard sService etiquette aids cript2.[3.] Utilize AIDET: Acknowledge, Introduce, Duration, Explanation,

Thank3.[4.] Assessment Activity

ii. Complete challenging customer interactions1. Case study2. Recognize characteristics of a potentially challenging customer

interaction[3.] Utilize phone scripervicet recommendations for challenging

customers3.[4.] Mitigate risk of a challenging customer interaction

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a. Employ active listening techniques[b.] Utilize the phone back up script prompts for challenging

customers 4.[5.] Recognize when to transfer the call to a supervisor5.[6.] Assessment Activity

iii. Cumulative assessmentd. Review and Summary

i. Introductionii. Review

iii. Questionsiv. Cumulative Assessment

III. Lesson 2: Utilize the Product Guide to answer customer questionsa. Introductionb. Product Guide Basics

i. Locate and access the Product Guide ii. Utilize the Table of Contents to locate a product

iii. Assessment Activityiv. Utilize the search feature to locate a productv. Assessment Activity

vi. Read product information page and interpret information to answer customer questions

vii. Assessment Activityviii. Utilize cross references to search for similar products

ix. Assessment Activityc. Manage customer's time on call while locating information

i. Case studyii. Set the expectation for time

iii.[ii.] Provide distractioniv.[iii.] Assessment Activity

d. Review and Summaryi. Introduction

ii. Reviewiii. Questionsiv. Cumulative Assessment: product search timed competition

IV. Lesson 3: Answer Phone Callsa. Introductionb. Use the phone script

i. Review phone script ii. Activity: Practice phone script

c. Provide answers regarding product information.i. Product guide tie-in example

ii. Manage customer's time on call while locating information tie-ind. Assist with exchanges per policy

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i. Identify which items can be exchangedii. Review exchange procedure and associated phone script

iii. Activity: Practice exchange proceduree. Assist with returns per policy

i. Identify which items can be returnedii. Review return procedure and associated phone script

iii. Activity: Practice return proceduref. Upsell/cross-sell items

i. Review procedure and associated phone scriptii. Product guide tie-in example

iii. Activity: role play cross-selling or upselling an itemg. Survey customers on service

i. Review purpose of survey and associated phone scriptii. Survey questions review

h. Complete the phone call[i.] Review phone script hereto complete call

i.[ii.] Activity: practice phone scripti. Activity- flowchart of call procedures, prompts, and/or scriptsj. Review and Summary

i. Introductionii. Review

iii. Questionsiv. Cumulative Assessment- Role Play Scenarios

V. Course Summarya. Introductionb. Content Summaryc. Skills Summary Assessment: tie knowledge together through role playing

simulations followed by self/partner critiques d. Questionse. Course Evaluation

Media [KA]The training material will include stock photos to add further context to instructional material and customized diagrams to present a visual representation of complex concepts and procedural information. Audio clips of customer service scenarios will be used to demonstrate etiquette principles. Slides will be used when appropriate to present information.

Development Tools [KA]The content for this training will be created within Google Docs, Google Slides, and Microsoft Word.

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Audio recordings might be included in the training, and QuickTime Pro will be used to record and edit.

Development Time [NM]Instructor Led Training Development Time - 8 hours of set time x 43 hours to create one hour of training = 344 hours

Product Guide Development Time - 275 pages x 4 hours to create one product page = 1,100 hours

Total Development Time - 1,444 hours

Support requirements [CM]Instructional Solutions will require the following support from PJ Enterprises for successful development and delivery of the aforementioned training. PJ Enterprises will be responsible for the following:

● Jane MacKenzie will provide timely review and communication regarding to both major milestones and status updates.

● SMEs will provide will provide timely review and communication regarding training materials and content.

● Sheena and SMEs will provide timely review and communication regarding the product guide.

● PJ Enterprises will acquire additional product guide information from both internal and external sources as needed.

● PJ Enterprises will provide access to the call center, including the computers, to review environment and determine ease of access of the product guide.

● PJ Enterprises will provide access to IT for the order entry system and other issues that may arise.

● PJ Enterprises will provide proper staff scheduling to ensure that all individuals are able to attend and successfully complete training.

● PJ Enterprises will provide individuals to train as facilitators.● PJ Enterprises will provide the following items needed for successful training sessions:

○ Training room○ Instructor computer○ LCD screen○ Computers with access to the online order system and product guide○ Each station set-up to replicate the call center environment, including phones.○ Laminated call scripts created by PJ Enterprises○ Facilitators/Trainers○ Printed materials for learner

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Ownership [BB]Instructional Solutions will maintain training materials developed for one year after initial training, after which PJ Enterprises will maintain material. The updated product guide will be maintained by PJ Enterprises upon project completion.

Project Sign-off [KA]Please sign below indicating agreement with the proposed course plan and approving start-up of the development phases.

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Instructional Designer Date

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Project Manager/Sponsor Date

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Appendices

Appendix A: Job Task Analysis Diagram [DL]

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Appendix B: Detailed Design [CM]

Mins Tasks/Topic/Key Concept Objective Method Assessment Instruction and Assessment Description

II.a 5 Introduction N/A N/A N/A N/A

II.b.i 15 Contingency

Diagram Exercise: Examples and Non-examples of Customer Service Etiquette Principles

Given a customer service scenario, learners will classify examples and non-examples of customer service etiquette principles.

Define and give characteristics of quality customer service, providing examples and non-examples.

Sort and classify examples and non-examples of quality customer service.

Facilitators, in conjunction with learner brainstorming, will provide examples and non-examples of customer service etiquette principles

The learners will sort and classify provided customer service descriptors into one of the 2 categories: examples or non-examples of customer service etiquette principles.

II.b.ii 10 Demonstrating Respect

Use proper manners

● Please, thank you, Sir, Ma’am

● Not interrupting the customer.

Given a customer service scenario, learners will demonstrate the principles of respect with no errors.

Explanation of principles and demonstration of principle-based task.

Application of principles

Facilitators will define concepts principles and list guidelines.

The learners will engage in a brief ”think, write, pair-share” exercise. They will first process the new material

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individually. This will be followed by a partner discussion and practice for the principle of respect through role-play.

II.b.iii 15 Demonstrating Empathy

● Remain calm● Listen● Validate

understanding● Partner with

customer (use “we” instead of “you” or “I”/”me”)

Given a customer service scenario, learners will demonstrate the principles of empathy with no errors.

Explanation ofr principles and demonstration of principle-based task.

Facilitators will demonstrate principles in role-play.

Application of principles.

Facilitators will define concepts principles and list guidelines.

Facilitators will demonstrate principles in role-play.

The learners will engage in a brief ”think, write, pair-share” exercise. They will first process the new material individually.

This will be followed by a partner discussion and practice for the principles of respect and empathy through role-play.

Partners will provide each other with informal feedback using the checklist and rubric (Appendix C).

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Partners will rotate so they are not the same for each exercise.

II.b.iv 10 Demonstrating Considerate Behavior

Be efficient

● Practice with guide, system, and phone prior to starting shift

● Do not keep customers on hold for prolonged periods of time.

Be professional

● Use a calm demeanor

● Speak clearly and enunciate words when speaking

Given a customer service scenario, learners will demonstrate principles of considerate behavior with no errors.

Explanation or principles and demonstration of principle-based task.

Application of principles.

Facilitators will define considerate behavior and list etiquette guidelines for considerate customer service behavior.

The learners will engage in a brief ”think, write, pair-share” exercise. They will first process the new material individually. This will be followed by a partner discussion.

II.b.v 15 Demonstrating Honesty

● Take ownership of call to ensure resolution

● Acknowledge when you don’t know something and look to find the answer without causing conflict.

Given a customer service scenario, learners will demonstrate the principles of honesty with no errors.

Explanation or principles and demonstration of principle-based task.

Application of principles.

Facilitators will define honesty and list etiquette guidelines for honesty in customer service.

The learners will engage in a brief ”think, write, pair-share” exercise. They will first process the new material individually. This will be followed by a partner discussion and practice for the principles of consideration and

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honesty through role-play.

Partners will provide each other with informal feedback using the checklist and rubric (Appendix C). Partners will rotate so they are not the same for each exercise.

II.v.vi 5 Lesson Closing n/a n/a n/a The learners will participate in a 3-2-1 closing activity.

Participants will be asked to reflect on any questions they still have following the lesson. They will individually write the following in their student guides.

3 important ideas to remember

2 things they’d like to know more about

1 idea they are looking forward to trying

III.b.ii 15 Utilizing the Table of Contents to Locate Products

Given a product name, locate the product in the table of contents in under 1

Demonstration of procedural task via role-play.

Application of procedure.

Facilitators will demonstrate how to use the Table of Contents using procedural steps.

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minute. The learners will work with a partner and practice finding a given product within a 1-minute time frame. The partners will quiz each other and provide feedback.

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Appendix C: Final Assessment [CM]

DESCRIPTION:

The summative assessment will be administered at the end of the course to assess whether the desired learning on etiquette principles has occurred. A separate summative assessment will not be administered for the product guide component as the test case will require the learner to apply 2 of the key product guide procedures: 1) Using the search feature to locate a product and 2) Reading product information and interpreting information to answer customer questions. The formative assessments embedded within the lessons will assess learning on the remaining product guide procedural basics.

The summative assessment will be a test case scenario format where participants will individually engage in a 2-minute role play with one of the facilitators. The assessment will be designed to elicit each of the principles of etiquette taught in the course. Learners will be assessed on each etiquette principle according to the rubric below. In accordance with quality assessment design and scoring principles, learners will pass the summative assessment by meeting the expectations in each of the Principle categories. The exceeding expectations category goes beyond what is expected for mastery after the course (applying principles without the use of a job aid). If a learner does not pass the summative assessment on the first try, he/she may repeat the assessment until mastery is reached. Point values were intentionally not assigned because mastery is considered meeting the expectations in each category. Assigning point values may allow a learner to achieve a passing score if he/she exceeds in some categories but is developing/not demonstrating in others.

SCENARIO:

A customer calls PJ Enterprises one week before Christmas about a recently delivered order. She purchased a specialty puzzle as a present for her 7-year old granddaughter. The puzzle was marketed in the catalog as appropriate for children 5-7 years old. The customer states that upon receiving the puzzle, she realized that it will not be challenging enough for her granddaughter who is an avid puzzlemaker. She needs the telephone operator’s help to select a more challenging puzzle from the many puzzle options in the catalog. The only items on her granddaughter’s Christmas list are puzzles and it is imperative that a more appropriate puzzle be delivered in time for Christmas.

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PRINCIPLE OR PROCEDURE

NOT DEMONSTRATING

DEVELOPING MEETS EXPECTATIONS

EXCEEDS EXPECTATIONS

Demonstration of Respect

Learner did not demonstrate any components of the principle during the role-play.

Learner demonstrated some of the components of the principle as discussed in the course while using the customer service job aid.

Learner demonstrated all of the components of the principle as discussed in the course while using the customer service job aid.

Learner demonstrated all of the components of the principle as discussed in the course without the use of the customer service job aid.

Demonstration of Empathy

Learner did not demonstrate any components of the principle during the role-play.

Learner demonstrated some of the components of the principle as discussed in the course while using the customer service job aid.

Learner demonstrated all of the components of the principle as discussed in the course while using the customer service job aid.

Learner demonstrated all of the components of the principle as discussed in the course without the use of the customer service job aid.

Demonstration of Consideration

Learner did not demonstrate any components of the principle during the role-play.

Learner demonstrated some of the components of the principle as discussed in the course while using the customer service job aid.

Learner demonstrated all of the components of the principle as discussed in the course while using the customer service job aid.

Learner demonstrated all of the components of the principle as discussed in the course without the use of the customer service job aid.

Demonstration of Honesty

Learner did not demonstrate any of the components of the principle during the role-play.

Learner demonstrated some of the components of the principle as discussed in the course while using the customer service job aid.

Learner demonstrated all of the components of the principle as discussed in the course while using the customer service job aid.

Learner demonstrated all of the components of the principle as discussed in the course without the use of the customer service job aid.

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Use of Product Guide

Learner did not follow any of the procedural steps during the role -lay.

Learner followed some of the procedural steps as discussed in the course while using the product guide job aid.

Learner demonstrated all of the procedural steps as discussed in the course while using the product guide job aid.

Learner demonstrated all of the procedural steps as discussed in the course without the use of the product guide job aid.

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