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Telephone Etiquette
Sample Corporate Training Materials
Corporate Training Materials
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TABLE OF CONTENTS
Preface .............................................................................................................................................. 3
What is Courseware? ................................................................................................................................ 3
How Do I Customize My Course? .............................................................................................................. 3
Materials Required ................................................................................................................................... 4
Maximizing Your Training Power .............................................................................................................. 5
Icebreakers ........................................................................................................................................ 6
Icebreaker: Friends Indeed ........................................................................................................................ 7
Training Manual Sample ..................................................................................................................... 8
Sample Module: Aspects of Phone Etiquette ........................................................................................... 9
Instructor Guide Sample ................................................................................................................... 17
Sample Module: Aspects of Phone Etiquette ......................................................................................... 18
Activities ......................................................................................................................................... 27
Quick Reference Sheet ..................................................................................................................... 29
Certificate of Completion ................................................................................................................. 31
PowerPoint Sample .......................................................................................................................... 33
Full Course Table of Contents ........................................................................................................... 38
Preface
What is Courseware?
Welcome to Corporate Training Materials, a completely new training
experience!
Our courseware packages offer you top-quality training materials that
are customizable, user-friendly, educational, and fun. We provide your
materials, materials for the student, PowerPoint slides, and a take-
home reference sheet for the student. You simply need to prepare and
train!
Best of all, our courseware packages are created in Microsoft Office and can be opened using any
version of Word and PowerPoint. (Most other word processing and presentation programs support
these formats, too.) This means that you can customize the content, add your logo, change the color
scheme, and easily print and e-mail training materials.
How Do I Customize My Course?
Customizing your course is easy. To edit text, just click and type as you would with any document. This is
particularly convenient if you want to add customized statistics for your region, special examples for
your participants’ industry, or additional information. You can, of course, also use all of your word
processor’s other features, including text formatting and editing tools (such as cutting and pasting).
To remove modules, simply select the text and press Delete on your keyboard. Then, navigate to the
Table of Contents, right-click, and click Update Field. You may see a dialog box; if so, click “Update entire
table” and press OK.
(You will also want to perform this step if you add modules or move them around.)
If you want to change the way text looks, you can format any piece of text any way you want. However,
to make it easy, we have used styles so that you can update all the text at once.
If you are using Word 97 to 2003, start by clicking the Format menu followed by Styles and Formatting.
In Word 2007 and 2010 under the Home tab, right-click on your chosen style and click Modify. That will
then produce the Modify Style options window where you can set your preferred style options.
For example, if we wanted to change our Heading 1 style, used for Module Titles, this is what we would
do:
Now, we can change our formatting and it will apply to all the headings in the document.
For more information on making Word work for you, please refer to Word 2007 or 2010 Essentials by
Corporate Training Materials.
Materials Required
All of our courses use flip chart paper and markers extensively. (If you prefer, you can use a whiteboard
or chalkboard instead.)
We recommend that each participant have a copy of the Training Manual, and that you review each
module before training to ensure you have any special materials required. Worksheets and handouts are
included within a separate activities folder and can be reproduced and used where indicated. If you
would like to save paper, these worksheets are easily transferrable to a flip chart paper format, instead
of having individual worksheets.
We recommend these additional materials for all workshops:
Laptop with projector, for PowerPoint slides
Quick Reference Sheets for students to take home
Timer or watch (separate from your laptop)
Masking tape
Blank paper
Maximizing Your Training Power
We have just one more thing for you before you get started. Our company is built for trainers, by
trainers, so we thought we would share some of our tips with you, to help you create an engaging,
unforgettable experience for your participants.
Make it customized. By tailoring each course to your participants, you will find that your results
will increase a thousand-fold.
o Use examples, case studies, and stories that are relevant to the group.
o Identify whether your participants are strangers or whether they work together. Tailor
your approach appropriately.
o Different people learn in different ways, so use different types of activities to balance it
all out. (For example, some people learn by reading, while others learn by talking about
it, while still others need a hands-on approach. For more information, we suggest
Experiential Learning by David Kolb.)
Make it fun and interactive. Most people do not enjoy sitting and listening to someone else talk
for hours at a time. Make use of the tips in this book and your own experience to keep your
participants engaged. Mix up the activities to include individual work, small group work, large
group discussions, and mini-lectures.
Make it relevant. Participants are much more receptive to learning if they understand why they
are learning it and how they can apply it in their daily lives. Most importantly, they want to
know how it will benefit them and make their lives easier. Take every opportunity to tie what
you are teaching back to real life.
Keep an open mind. Many trainers find that they learn something each time they teach a
workshop. If you go into a training session with that attitude, you will find that there can be an
amazing two-way flow of information between the trainer and trainees. Enjoy it, learn from it,
and make the most of it in your workshops.
And now, time for the training!
Icebreakers
Each course is provided with a wide range of interactive Icebreakers. The trainer can utilize an
Icebreaker to help facilitate the beginning of the course, as it helps “break the ice” with the
participants. If the participants are new to each other, an icebreaker is a great way to introduce
everyone to each other. If the participants all know each other it can still help loosen up the
room and begin the training session on positive note. Below you will see one of the icebreakers
that can be utilized from the Icebreakers folder.
Icebreaker: Friends Indeed
Purpose
Have the participants moving around and help to make introductions to each other.
Materials Required
Name card for each person
Markers
Preparation
Have participants fill out their name card. Then, ask participants to stand in a circle, shoulder to
shoulder. They should place their name card at their feet. Then they can take a step back. You
as the facilitator should take the place in the center of the circle.
Activity
Explain that there is one less place than people in the group, as you are in the middle and will
be participating. You will call out a statement that applies to you, and anyone to whom that
statement applies must find another place in the circle.
Examples:
Friends who have cats at home
Friends who are wearing blue
Friends who don’t like ice cream
The odd person out must stand in the center and make a statement.
The rules:
You cannot move immediately to your left or right, or back to your place.
Let’s be adults: no kicking, punching, body-checking, etc.
Play a few rounds until everyone has had a chance to move around.
Training Manual Sample
On the following pages is a sample module from our Training Manual. Each of our courses
contains twelve modules with three to five lessons per module. It is in the same format and
contains the same material as the Instructor Guide, which is then shown after the Training
Manual sample, but does not contain the Lesson Plans box which assists the trainer during
facilitation.
The Training Manual can be easily updated, edited, or customized to add your business name
and company logo or that of your clients. It provides each participant with a copy of the
material where they can follow along with the instructor.
Sample Module: Aspects of Phone Etiquette
Many people do not realize they have little or no phone etiquette.
When they recognize this, they are often unsure about where to start.
One of the first steps to gaining or improving a person’s phone
etiquette is to know the different aspects of it, such as phrasing and
listening skills. Learning this knowledge can be a great starter tool for
many people and can help them feel more confident on the phone
right away.
First learn the meaning of what
you say – then speak.
Epictetus
Phrasing
When speaking on the telephone, a different set of phrasing is used instead of our
everyday talking phrases. Using a more professional group of phrasing portrays to the
caller a sense of confidence and a sense that you are there to help them. Using
phrases such “Could you”, “May I?”, “Please”, and “Thank you” can help the person
on the other end of the line feel more comfortable and feel more at ease with your politeness.
Important phrasing sections include introductions, transitions and even call conclusions. Although some
of the phrasing can seem uncomfortable at first, but with practice, they can become as natural as our
everyday speech.
Examples:
“How may I help you?”
“Thank you for calling.”
“Could you repeat that name again?”
“One moment while I transfer you.”
“May I take a message?”
Tone of Voice
The tone of voice in which we speak can portray a variety of emotions and feelings. When we’re sad or
angry our voice can lower in tone; and when we’re happy or excited it can
raise higher. It is generally recommended that when we speak on the
telephone, we should speak in our normal tone of voice, if not a few decimals
higher. Lower tones of voice can imply sarcasm or disinterest. The speaker
should never speak in monotone, which can sound bored and make the caller
feel as though the speaker is not sincere. When possible, use infliction in your voice to help stress
important points and give the caller verbal hints as to where the conversation is going.
Tips:
Speak in a normal speaking tone of voice (or higher)
Avoid lower tones or monotones
Use infliction when possible
Speaking Clearly
When speaking on the telephone, the two callers cannot read lips or take notice of
any sort of body language, so it’s important to speak clearly and in a professional
tone of voice. Do not speak too quickly, since it can cause your words to sound
jumbled or rushed. However, speaking too slowly can make words sound
distorted and can mislead the caller from what is trying to be said. As you speak,
articulate your words and ensure not to slur any sounds together. When you are
finished speaking, pause periodically for signs that the caller has heard and understood you, such as
answering the question or a simple “Mm hmm”. If in the end they did not catch what you said, calmly
repeat the information and try again.
Tips:
Take deep breaths before each phone call
Speak slowly – do not rush your phrases
Pause for understanding from the caller
Repeat words if necessary
Listen to the Caller
With a telephone in our hand, we can often feel a sense of power and can feel the
urge to perform all of the speaking – and forget how to listen. However, we forget
that the purpose of the call is the person calling us to begin with. After you give
your introduction, pause for a moment to listen for the caller to begin speaking and
identify the purpose of their call. Allow the caller to finish speaking without
interruptions. Focus on what the caller needs and what they are wanting. When
they are finished, reaffirm what they are wanting, which is sometimes referred to as active listening. Let
the caller know what you can do for them and how you can help with their needs.
Case Study
Robert was taking calls for the clinic one morning. When the phone rang, he picked up
the phone:
“Thank you for calling Dr. Smith’s office. My name is Robert. How may I help you
today?”
The caller sounded upset and began to explain how he was waiting on a prescription from the doctor
and still had not received it. Robert made sure that he did not interrupt the patient and waited for him
to finish speaking. When Robert spoke again, he spoke in a calm and reassuring tone of voice. He told
the patient that he would be able to connect him with the doctor’s nurse to help him with that. Robert
waited for the caller to acknowledge what he said before proceeding to connect him to the nurse’s
extension.
Module Two: Review Questions
1. What is one benefit of using correct phrasing on a telephone call?
a) Calls sound professional.
b) The call is completed quicker.
c) The customer is not bored.
d) The operator can persuade the client better.
2. Which of the following is an example of correct phrasing?
a) “What do you want today”
b) “Where can I transfer you to?”
c) “How may I help you?”
d) “Who do you want to speak to?”
3. What is one tool that can be used to control tone?
a) Volume.
b) Semantics.
c) Deep breathing.
d) Inflection.
4. Which of the following should not be used on a telephone call?
a) Soft tones.
b) Monotones.
c) Inflection.
d) Raised tones.
5. One technique that can help the operator speak clearly is to do what?
a) Take deep breaths before each call.
b) Hang up if they make a mistake.
c) Speak loudly into the receiver.
d) Talk more often during the day for practice.
6. Which of the following should be avoided on the telephone?
a) Soft tones.
b) Steady breathing.
c) Clearly pronounce words.
d) “Um’s” or “Uh’s”.
7. What is one tool that can be used to improve listening skills?
a) Increasing the telephone volume.
b) Active listening technique.
c) Shortening the length of the call.
d) Writing on sticky notes.
8. After their introduction, the operator should do what?
a) Continue with the call.
b) Offer to transfer the caller to someone else.
c) Pause for a response from the customer.
d) Change their tone.
9. Why was the caller angry with the doctor’s office?
a) He was waiting on a prescription.
b) He had missed his appointment.
c) He wasn’t feeling well.
d) He needed an excuse to go back to work.
10. How did Robert offer to resolve the caller’s problem?
a) He made the caller an appointment.
b) He told him to call back later.
c) He connected the caller to the nurse line.
d) He called the pharmacy.
Instructor Guide Sample
On the following pages is a sample module from our Instructor Guide. It provides the instructor
with a copy of the material and a Lesson Plans box. Each Instructor Guide and Training Manual
mirrors each other in terms of the content. They differ in that the Instructor Guide is
customized towards the trainer, and Training Manual is customized for the participant.
The key benefit for the trainer is the Lesson Plan box. It provides a standardized set of tools to
assist the instructor train that particular lesson. The Lesson Plan box gives an estimated time to
complete the lesson, any materials that are needed for the lesson, recommended activities, and
additional points to assist in delivering the lessons such as Stories to Share and Delivery Tips.
Sample Module: Aspects of Phone Etiquette
Many people do not realize they have little or no phone etiquette.
When they recognize this, they are often unsure about where to start.
One of the first steps to gaining or improving a person’s phone etiquette
is to know the different aspects of it, such as phrasing and listening skills.
Learning this knowledge can be a great starter tool for many people and
can help them feel more confident on the phone right away.
First learn the meaning of what
you say – then speak.
Epictetus
Phrasing
When speaking on the telephone, a different set of phrasing is used instead of our
everyday talking phrases. Using a more professional group of phrasing portrays to
the caller a sense of confidence and a sense that you are there to help them. Using
phrases such “Could you”, “May I?”, “Please”, and “Thank you” can help the person
on the other end of the line feel more comfortable and feel more at ease with your
politeness. Important phrasing sections include introductions, transitions and even call conclusions.
Although some of the phrasing can seem uncomfortable at first, but with practice, they can become as
natural as our everyday speech.
Examples:
“How may I help you?”
“Thank you for calling.”
“Could you repeat that name again?”
“One moment while I transfer you.”
“May I take a message?”
Estimated Time 8 minutes
Topic Objective Discuss the aspects of telephone phrasing.
Topic Summary Phrasing
Discuss how phrasing can differ from everyday speaking and telephone calls.
Materials Required Flipchart/board and marker
Planning Checklist None
Recommended Activity
Discuss with the class the different components of a phrasing and
vocabulary. Ask the group how our phrases change from our everyday
speech and how we speak on the phone. Ask them why that is. Write some
of their answers on the board/flipchart.
Stories to Share Share any personal or relevant stories.
Delivery Tips Encourage everyone to participate.
Review Questions Why is phrasing important in telephone etiquette?
Tone of Voice
The tone of voice in which we speak can portray a variety of emotions and
feelings. When we’re sad or angry our voice can lower in tone; and when we’re
happy or excited it can raise higher. It is generally recommended that when we
speak on the telephone, we should speak in our normal tone of voice, if not a
few decimals higher. Lower tones of voice can imply sarcasm or disinterest.
The speaker should never speak in monotone, which can sound bored and make the caller feel as
though the speaker is not sincere. When possible, use infliction in your voice to help stress important
points and give the caller verbal hints as to where the conversation is going.
Tips:
Speak in a normal speaking tone of voice (or higher)
Avoid lower tones or monotones
Use infliction when possible
Estimated Time 7 minutes
Topic Objective Discuss the effects on our voice tones.
Topic Summary Tone of Voice.
Discuss how tone of voice can affect our speech.
Materials Required Flipchart/board, marker
Planning Checklist None
Recommended Activity
Discuss with the class the different components of a tone of voice. Ask the
group to discuss how tone of voice can alter how our words are heard. Why
is this especially important on the telephone? Ask them why that is. Write
some of their answers on the board/flipchart.
Stories to Share Share any personal relevant stories.
Delivery Tips Encourage everyone to participate.
Review Questions How can our tone of voice effect how we speak on the telephone?
Speaking Clearly
When speaking on the telephone, the two callers cannot read lips or take notice of
any sort of body language, so it’s important to speak clearly and in a professional
tone of voice. Do not speak too quickly, since it can cause your words to sound
jumbled or rushed. However, speaking too slowly can make words sound
distorted and can mislead the caller from what is trying to be said. As you speak,
articulate your words and ensure not to slur any sounds together. When you are finished speaking,
pause periodically for signs that the caller has heard and understood you, such as answering the
question or a simple “Mm hmm”. If in the end they did not catch what you said, calmly repeat the
information and try again.
Tips:
Take deep breaths before each phone call
Speak slowly – do not rush your phrases
Pause for understanding from the caller
Repeat words if necessary
Estimated Time 8 minutes
Topic Objective Review methods of speaking clearly on the telephone.
Topic Summary
Speaking Clearly
Discuss the importance of having clear speech when speaking on the
telephone.
Materials Required 01 - Improving My Speech
Planning Checklist None
Recommended Activity Complete the worksheet individually. Share your answers with the rest of
the class.
Stories to Share Share any personal, relevant stories.
Delivery Tips Encourage everyone to participate.
Review Questions Why is it important to speak clearly on the telephone?
Listen to the Caller
With a telephone in our hand, we can often feel a sense of power and can feel the
urge to perform all of the speaking – and forget how to listen. However, we forget
that the purpose of the call is the person calling us to begin with. After you give
your introduction, pause for a moment to listen for the caller to begin speaking and
identify the purpose of their call. Allow the caller to finish speaking without
interruptions. Focus on what the caller needs and what they are wanting. When
they are finished, reaffirm what they are wanting, which is sometimes referred to as active listening. Let
the caller know what you can do for them and how you can help with their needs.
Estimated Time 7 minutes
Topic Objective Review why listening is important on telephone calls.
Topic Summary Listen to the Caller
Discuss how to better listen to the caller.
Materials Required 02 - Improving My Listening Skills
Planning Checklist None
Recommended Activity Complete the worksheet individually. Share your answers with the rest of
the class.
Stories to Share Share any personal, relevant stories.
Delivery Tips Encourage everyone to participate.
Review Questions How can actively listening help when speaking on the telephone?
Case Study
Robert was taking calls for the clinic one morning. When the phone rang, he picked
up the phone:
“Thank you for calling Dr. Smith’s office. My name is Robert. How may I help you
today?”
The caller sounded upset and began to explain how he was waiting on a prescription from the doctor
and still had not received it. Robert made sure that he did not interrupt the patient and waited for him
to finish speaking. When Robert spoke again, he spoke in a calm and reassuring tone of voice. He told
the patient that he would be able to connect him with the doctor’s nurse to help him with that. Robert
waited for the caller to acknowledge what he said before proceeding to connect him to the nurse’s
extension.
Estimated Time 6 minutes
Topic Objective Outline the Aspects of Phone Etiquette case study.
Topic Summary Case study
Discuss the different parts of proper phone etiquette.
Materials Required None
Planning Checklist None
Recommended Activity Discuss the outcome of the case study. What aspects of phone etiquette did
Robert display on the call?
Stories to Share Share any personal, relevant stories.
Delivery Tips Encourage everyone to participate.
Review Questions Where does Robert work?
Module Two: Review Questions
1. What is one benefit of using correct phrasing on a telephone call?
a) Calls sound professional.
b) The call is completed quicker.
c) The customer is not bored.
d) The operator can persuade the client better.
When the telephone operator uses correct phrasing, the call sounds professional while the
operator remains courteous and helpful.
2. Which of the following is an example of correct phrasing?
a) “What do you want today”
b) “Where can I transfer you to?”
c) “How may I help you?”
d) “Who do you want to speak to?”
Correct phrasing for telephone calls include polite and professional requests, such as “How may
I help you?” and “Would you like for me to connect you?”
3. What is one tool that can be used to control tone?
a) Volume.
b) Semantics.
c) Deep breathing.
d) Inflection.
Inflection is a tool that is used to stress syllables of words, thereby adding emphasis to them.
Inflection can be used to help control our tone by controlling what words we stress.
4. Which of the following should not be used on a telephone call?
a) Soft tones.
b) Monotones.
c) Inflection.
d) Raised tones.
Monotones are speech that does not change tone. Monotones should not be used on the
telephone since they do not express emotion or feelings.
5. One technique that can help the operator speak clearly is to do what?
a) Take deep breaths before each call.
b) Hang up if they make a mistake.
c) Speak loudly into the receiver.
d) Talk more often during the day for practice.
By taking deep, relaxing breaths before each call, the operator is better equipped to control
their speech and is more likely to speak more clearly.
6. Which of the following should be avoided on the telephone?
a) Soft tones.
b) Steady breathing.
c) Clearly pronounce words.
d) “Um’s” or “Uh’s”.
Stammer words, such as uh or um, should not be used when speaking on the telephone. These
words can make the operator sound unprepared and unprofessional.
7. What is one tool that can be used to improve listening skills?
a) Increasing the telephone volume.
b) Active listening technique.
c) Shortening the length of the call.
d) Writing on sticky notes.
Active listening is a technique used to improve listening skills by mirroring and verifying what
the caller has said and requested. This technique is commonly used in office environments.
8. After their introduction, the operator should do what?
a) Continue with the call.
b) Offer to transfer the caller to someone else.
c) Pause for a response from the customer.
d) Change their tone.
After the operator has given their introduction, they should pause for some sort of response
from the customer before continuing. Once the customer has acknowledged them, they can
continue with the call.
9. Why was the caller angry with the doctor’s office?
a) He was waiting on a prescription.
b) He had missed his appointment.
c) He wasn’t feeling well.
d) He needed an excuse to go back to work.
The caller was angry with the doctor’s office because he was waiting on a prescription that he
has not been able to pick up yet.
10. How did Robert offer to resolve the caller’s problem?
a) He made the caller an appointment.
b) He told him to call back later.
c) He connected the caller to the nurse line.
d) He called the pharmacy.
When Robert found out what the caller needed, he told the caller he would connect him to the
nurse’s extension for additional help.
Activities
During the facilitation of a lesson Worksheet or Handout may be utilized to help present the
material. If a lesson calls for a Worksheet or Handout it will be listed in the Lesson Plan box
under Materials Required. The trainer can then utilize the Activities folder for the
corresponding material and then provide it to the participants. They are all on separate Word
documents, and are easily edited and customized.
Below you will see the Worksheets or Handouts that are utilized during the training of the
above lesson. They are located in the Activities folder and can be easily printed and edited for
the participants.
Sample Worksheet: Improving My Speech
Use the spaces below to write different tips or hints you use to identify problem areas in your everyday
speech. How can you improve them to make them telephone-ready?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Quick Reference Sheet
Below is an example of our Quick reference Sheets. They are used to provide the participants
with a quick way to reference the material after the course has been completed. They can be
customized by the trainer to provide the material deemed the most important. They are a way
the participants can look back and reference the material at a later date.
They are also very useful as a take-away from the workshop when branded. When a participant
leaves with a Quick Reference Sheet it provides a great way to promote future business.
Proper Aspects of
Telephone Etiquette
Every environment we enter requires a different
form of ‘language’. For instance, we wouldn’t
enter a team meeting with the same type of
language we may use in the break room. The
same is true for the telephone. Telephone
language is different than our everyday
language and can take some time to get used to
its flow. But with the right tools, it can be easy
to adapt in no time.
Training Employees
While having good telephone etiquette is beneficial, it will
not do any good if it is not taught to the rest of the team.
It is important to the company’s success that every
employee is properly trained and able to demonstrate
telephone etiquette before being let loose on the
telephone. Every employee learns differently, so it’s
helpful to have several methods available to allow
employees to adopt these skills.
Handling Inbound/Outbound Calls
For many companies, inbound calls are a major part of the business. Customer call into the company for orders,
consultations and even seeking general information. Inbound calls can seem intimidating at times since many times
we don’t know who is on the other end of the line. But knowing the right tools, such as a proper greeting and key
phrases, can help the telephone operator through any situation.
Outbound calls can be some of the hardest types of calls to make. They require the caller to be well prepared and
be able to keep the ‘target’ engaged while trying to deliver a point. Feeling such as nervousness and a fear of
rejection can make these types of calls seem daunting to anyone. But with some helpful techniques and a little
practice, the caller will have no problems picking up the phone and dialing a number.
Telephone Etiquette
www.corporatetrainingmaterials.com © Corporate Training Materials
Certificate of Completion
Every course comes with a Certificate of Completion where the participants can be recognized
for completing the course. It provides a record of their attendance and to be recognized for
their participation in the workshop.
[Nam
e]
Has m
astered the course
Telephone E
tiquette
Aw
ard
ed th
is __
__
__
_ d
ay
of _
__
__
__
__
_, 2
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__
CE
RT
IFIC
AT
E O
F C
OM
PL
ET
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Presen
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Title
PowerPoint Sample
Below you will find the PowerPoint sample. The slides are based on and created from the
Training Manual. PowerPoint slides are a great tool to use during the facilitation of the
material; they help to focus on the important points of information presented during the
training.
Full Course Table of Contents
Preface ………………………………………………………………………………………………………………………………………………1
What is Courseware? ………………………………………………………………………………………………………………………………1
How Do I Customize My Course? ………………………………….…………………………………………………………………………1
Materials Required….………………………………………………………………………………………………………………………………3
Maximizing Your Training Power………………………………………………………………….…………………………………………3
Module One: Getting Started….…………………………………………………………………………………………………………5
Housekeeping Items……………….………………………………………………………………………………………………………………5
The Parking Lot……………………………………….………………………………………………………………………………………………6
Workshop Objectives…………………..…………………………………………………………………………………………………………6
Module Two: Aspects of Phone Etiquette…….……………………………………………………………………………………7
Phrasing…………………………………………………………………………….……………………………………………………………………7
Tone of Voice…………………………………………………………………………….……………………………………………………………8
Speaking Clearly………………………………………………………………………………………………………………………………………9
Listen to the Caller…………………………………………………………………………………………………………………………………10
Case Study……………………………………………………………………………………..………………………………………………………10
Module Two: Review Questions….…………………………………………………………………………………………………………12
Module Three: Using Proper Phone Language………….………………………………………………………………………15
Please and Thank You………………………………………………………………………………………………………………….…………15
Do Not Use Slang…………………………………………………………………………………..………………………………………………16
Avoid Using the Term “You” ……………………………………………………………………………………………………….…………16
Emphasize What You Can Do, Not What You Can’t…………………………………………….…………………………………17
Case Study………………………………………………………………………………….…………………………………………………………18
Module Three: Review Questions……………………..……………………………………………………………………….…………20
Module Four: Eliminate Phone Distractions………………………………….…………………………………………………23
Avoid Eating or Drinking……………………..…………………………………………………………………………………………………23
Minimize Multi-Tasking………………………….……………………………………..………………………………………………………24
Remove Office Distractions……………………………………………………………………………………………………………………24
Do Not Let Others Interrupt You……………………………………………………………………………………………………………25
Case Study…………………………………………………..…………………..……………………………………………………………………26
Module Four: Review Questions………………………..………………………………………………………….………………………28
Module Five: Inbound Calls………………………………………………………………………………………………………………31
Avoid Long Greeting Messages………………………………..……………………………………………………………………………31
Introduce Yourself……………………………………………………………………………………………………….…………………………32
Focus on Their Needs………………………….………………………………………………………………………….………………………32
Be Patient………………………………………………………………………………………………………………………………………………33
Case Study……………………………………………………………..………………………………………………………………………………34
Module Five: Review Questions……………………………………….…………………………………………….………………………35
Module Six: Outbound Calls……………………………..………………………………………………………………………………38
Be Prepared……………………………………………………..……………………………………………………………………………………38
Identify Yourself and Your Company………………………………………………………………………………………………………39
Give Them the Reason for the Call………………………………………………………………………………….………………………39
Keep Caller Information Private……………………………………….…………………………………………….………………………40
Case Study……………………………………………………..………………………………………………………………………………………41
Module Six: Review Questions…………………………………….…………………………………………………………………………43
Module Seven: Handling Rude or Angry Callers………………………..………………………………………………………46
Stay Calm…………………………………..….………………………………………………………………………………………………………46
Listen to Their Needs………………………….…………………….……………………………………………………………………………47
Never Interrupt……………………………..……………………………………………………………………………….………………………48
Identify What You Can Do for Them………………………………………………………………………………………………………48
Case Study………………………………………….…………………………………………………………………………………………………49
Module Seven: Review Questions……………………………………………………………………………………………….…………51
Module Eight: Handling Interoffice Calls……………………………………………………………………………………………54
Transferring Calls………………………………..…………………………………………………………………………………………………54
Placing Callers on Hold…………………………………..………………………………………………………………………………………55
Taking Messages……………………………………………………………………………………………………………………………………56
End the Conversation…………………………….………………………………………………………………………………………………57
Case Study……………………………………………………..………………………………………………………………………………………58
Module Eight: Review Questions………………………………………………..…………………………………………………………59
Module Nine: Handling Voicemail Messages……………………………………………………………………………………62
Ensure the Voicemail Has a Proper Greeting……………………………………………………………………….…………………62
Answer Important Messages Right Away………………………………………………………………………………………………63
Ensure Messages are Delivered to the Right Person………………………………………………………………………………64
When Leaving a Message for Others………………………………..……………………………………………………………………64
Case Study…………………………………………..…………………………………………………………………………………………………65
Module Nine: Review Questions…………………………………………………………………………………………….………………67
Module Ten: Methods of Training Employees…………………………….……………………………………………………70
Group Training………………………………………………………………………………………………………………………………………70
One-on-One Training………………………..…………………………………………………………………………………………..………71
Peer Training………………………………………………………………...………………………………………………………………………72
Job Shadowing………………………………………………………………………………………………………………………………………72
Case Study……………………………………………………………….……………………………………………………………………………73
Module Ten: Review Questions……………………………………………………………………………………….……………………75
Module Eleven: Correcting Poor Telephone Etiquette………………………………….…………………………………78
Screening Calls………………………………………………………………………………………………………………………………………78
Employee Evaluations……………………………………………………………………………………………………………………………79
Peer Monitoring……………………………………….……………………………………………………………………………………………80
Customer Surveys……………………………….…………………………………………………………………………………………………80
Case Study………………………..……………………………………………………………………………………………………………………81
Module Eleven: Review Questions…………………………………………………………………………………………………………83
Module Twelve: Wrapping Up……………………………………………….…………………………………………………………86
Words from the Wise………………………………….…………………………………………………………………………………………86
Review of Parking Lot……………….……………………………………………………………………………………………………………86
Lessons Learned………………….…………………………………………………………………………………………………………………86
Completion of Action Plans and Evaluations…………………………….……………………………………………………………87