Instructor Guide

PJ Enterprises Telephone Operator Training for Current Employees mage courtesy of Stockimages at FreeDigitalPhotos.net

© 2015 PM Consultants. All Rights Reserved.

Table of Contents

Instructor InformationiiiAbout the Facilitator GuideiiiUsing the Facilitator GuideiiiAudience InformationiiiContent IntroductionivContent DetailsivTraining EnvironmentivTips for TrainingvPreparation for TrainingvTime-lineviClass Overview1Lesson Three: Assisting Challenging Customers9Protocols for Assisting Challenging Customers9Protocols for Working with Challenging Customers continued13Knowledge Check with Scenarios28Role Play30Personal Action Plan32Lesson Four: Answering Product Questions34The New Database – An Introduction34Database Introduction39Database Components and Job Aid40Partner Exercise Using Job Aid42Database Practice44Appendix A: Job Aid for Customer Service47Appendix B: Knowledge Check48Appendix C: Role Play Scenario 149Appendix D: Role Play Evaluation Scenario 150Appendix E: Role Play Scenario 251Appendix F: Role Play Evaluation Scenario 252

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Page iiTable of Contents[Title]

Instructor Information About the Facilitator Guide

This facilitator guide has been developed to help you conduct this training with confidence and clarity. It is intended to be used in conjunction with the PJ Enterprises ‘Telephone Operator Training for Current Employees’ PowerPoint and a live projection of the database.

Using the Facilitator Guide

This Facilitator Guide will provide you with the information needed to effectively conduct this training. It will help you to train each of your current employees in a consistent way. Let’s review some of the key features of this guide:

· The left hand column provides you with notes on how to teach a particular topic.

· The right hand column provides content that you will use during the training and it references content presented to students in the ‘Telephone Operator Training for Current Employees’ PowerPoint presentation and student guide. Be sure to refer to this information as you are conducting the training so that students become familiar with its content.

· The page numbers of the facilitator guide and the student guide will correspond.

Audience Information

The target audience consists of the 25 telephone operators and four customer-service supervisors at PJ Enterprises. The target audience consists of:

· All women

· Ages range from 18 into the 60s

· Few employees are between the ages of 35-55, with the majority falling outside of that range

· All have completed high school or obtained a GED

· A few have some college experience, but none have a college degree

· Some have prior telephone experience

· Many have no experience and this is their first job

Content Introduction

The ‘Telephone Operator Training for Current Employees’ is intended for current telephone operators and customer-service supervisors. It will provide them with the skills and knowledge necessary to provide excellent customer service to customers.

This course includes the introduction and practice of using customer service protocols, including working with difficult customers. It also includes techniques for upselling and cross-selling. In addition, the telephone operators and customer-service supervisors will be introduced to a new database which will be used to locate information about new spring catalog products, as well as products that have been identified as best sellers and/or those products receiving a high number of questions from customers. This course provides the employees with an opportunity to see and physically handle new products.

This course is modular and customizable in that the modules can be taught independent of one another; although, there is a sequence to the instruction that must be maintained. In this way, training can be taught in short components, minimizing the disruption to the telephone operator’s schedule.

Content Details

The course outline was carefully developed considering the current skills of telephone operators and customer-service supervisors. As you look at the outline you will see that tasks are sequenced in a manner that will allow learners to use in subsequent lessons skills learned previously. The table below gives the entire outline of the course.

Lesson 1

Introducing the Course

Lesson 2

Handling Phone Calls and Providing Customer Service

Lesson 3

Assisting Challenging Customers

Lesson 4

Answering Product Questions

Lesson 5

Upselling and Cross-Selling

Lesson 6

Reviewing Course Content

Training Environment

PJ Enterprises will provide the space for this training. The training room will include projector capabilities, as well as laptops or desktop computers for participants. In addition to computer access for participants, the course facilitator should have his/her own computer, which will allow him/her to connect with projection technology. The training will also require table space for catalog products to be presented and shared. This training will be conducted three times in order to address the scheduling needs of the shift-work nature of the telephone operators.

Tips for TrainingComment by Jane MacKenzie: Nice.

There will be a relatively small audience for training during any given session. It may be helpful to remember that these participants may have extensive work related experience and may feel reluctant to change their current methods of operation. This will be a new type of training experience for the participants, and it is important to establish a positive atmosphere during instruction. Emphasize the goal of empowering them to be able to conduct their jobs more efficiently and positively. Additionally, an emphasis should be placed on the fact that this training and the database is being created to make their jobs easier and so they can better serve customers.

Many of the participants will have interesting experiences they can share; therefore, you can take extra time with discussions since the audience is small. Real examples from their work will enhance this training and make it even more relevant. Some of the communication skills may feel new and “unnatural”; extra time can be provided to practice these if you notice that the learners are asking a lot of questions or feeling uncomfortable. If there is an odd number of participants during the role play exercise, it would be best to pull in another employee to play the customer and not use a supervisor or trainer. During other sharing experiences, a group of three would work out fine, as long as enough time is given for all participants to discuss their thoughts.

Preparation for Training

Use the lists below to help you prepare to conduct your training. Be sure to complete these tasks in the timeframe given.

Several Weeks before the Training

· Ensure that PJ Enterprises has arranged for training space

· Ensure that PJ Enterprises has arranged for the availability of telephone operators and customer-service supervisors and scheduled which training session each employee will attend

· Ensure PJ Enterprises has the physical spring catalog items present at the training

· Ensure training participants have computer access during training

· Arrange with IT personnel to have projection equipment set-up and available to use during training

Several Days before the Training

· Review this guide and become familiar with its contents. Add notes and annotations where needed

· Gather supplies that you’ll need that day

· Review and set-up the PJ Enterprises ‘Telephone Operator Training for Current Employees’ PowerPoint presentation

· Ensure that PJ Enterprises has arranged for spring catalog items to be present at the training

· Be sure you have an extra employee available for role plays if a training session has an odd number of people

· Ensure that participants will have computer access during training and that projection equipment is functioning correctly

· Prepare customer role play scenario scripts

· Ensure that the database is functional

Day of the Training

· Gather materials necessary for training

· List of attendees for each training session

· Spring catalog items

· Student guides

· Writing utensils

· Attendee list

· Name tags for everyone

· Markers to use for participants to write their names on nametags

· Scripts for customer role play scenarios and evaluations printed/copied from Appendix C, D, E, F of the guideComment by Jane MacKenzie: If they’re in the guide, do you need to copy them? Same for the rest. Comment by Cynthia Feldmeier: Some are not in the guide and some are meant as standalone “job aids” to use at their desks as well as in class.

· Job aids printed/copied from Appendix A of the guide

· Knowledge check printed/copied from Appendix B of the guide

· Visit and prepare your training room

· Ensure that all equipment has been provided, set-up, and is functional

· Check to see that there is adequate seating and table space

· Place student guides on table, one per attendee

· Place nametags on top of student guides

· Open the slide presentation to the first slide

Time-line

Use this time-line to approximate your training schedule. The total time for training is approximately 6 hours.Comment by Jane MacKenzie: Like your colors.

Lesson

Minutes

Start Time

End Time

Lesson 1: Introducing the Course

10

__:__

__:__

Lesson 2: Handling Phone Calls and Providing Customer Service

45

__:__

__:__

Break

15

__:__

__:__

Lesson 3: Assisting Challenging Customers

85

__:__

__:__

Break

30

__:__

__:__

Lesson 4: Answer Product Questions

75

__:__

__:__

Break

15

__:__

__:__

Lesson 5: Up Selling and Cross Selling

60

__:__

__:__

Lesson 6: Reviewing Course Content

30

__:__

__:__

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Page 8Instructor Information

Class Overview

Time: 10 min.

Welcome: the learners to the training and thank them for their time.

Welcome

Welcome to PJ Enterprises Telephone Operator Training for Current Employees

Comment by Jane MacKenzie: I notice that your slides are bordered. Nice!!

Go Over: the administrative details.

Tell: the learners to sign-in for the training on the specified sheet. This will ensure they receive compensation for their time.

Explain: that the training will have two 15 minutes breaks, one in the morning and one in the afternoon. To keep within the time parameters given, a timer will be used to time the break.

Remind: the learners that telephones should not be used during the course of the training, but may be used during the allocated break times.

Administrative Details

Your instructor will go over administrative details, including:

· Sign-in sheet

· Location of closest restrooms

· Hours

· Two 15 minute breaks, one in the morning and one in the afternoon

· Break timer

· Lunch, 30 minutes

· Telephones

Introduce: yourself, giving your name, position within the company, years and type of experience. Tell them your favorite product sold by PJ Enterprises.

Tell: participants to introduce themselves giving the information on the slide.

Introductions

Your instructor will introduce him/herself, after which you will introduce yourself, giving the following information:

· Your name

· Your position at PJ Enterprises

· Your background and experience

· Share a favorite product sold by PJ Enterprises

Go over: the purpose for the training.

Remind: all employees that even though they have experience with providing customer service and taking orders, they will learn the standards and protocols set by PJ Enterprises.

Purpose of Training

The purpose of this training is to give you a good foundation on the standards of customer service at PJ Enterprises, as well as specific skills you’ll need to perform your job. You’ll be able to learn how to use the new database to locate product information in a timely manner.

From a business standpoint, when you’re properly trained, your performance and quality customer service skills will benefit the bottom line of PJ Enterprises and ensure its profitability.

Tell: them that there are specific pre-requisites for this course.Comment by Cynthia Feldmeier: Jane, you said that “State: if a participant is not comfortable with all of these skills, they should let a facilitator know” did not flow so we removed it.

Pre-requisites of Training

The pre-requisites of the training include the ability to:

· Use the basic functions of the phone and headset such as answering and completing calls, switching between multiple lines, and using the hold, transfer, and conference call features.

· Access, log-in, and navigate the order entry system including inputting and changing all customer information as needed and modifying orders.

· Enter, confirm, take payment for, and submit orders in the order entry system.

· Conduct customer service surveys with customers, including documenting responses and reporting survey results to customer-service supervisors.

Point out: the instructional objectives on the slide.

Inform: learners that these will be achieved over the course of the day by participating in many exercises throughout the day.

Course Objectives

By the time you complete this training, you’ll be able to:

· Identify and utilize the etiquette standards established by PJ Enterprises when working with all customers, and use the appropriate protocols to determine when to send a call for “servicing” with no errors.

· Take orders in the order entry system, including adding additional items to a customer order with no errors.

· Identify the 52 new products from the spring line, the top 10 selling products, and the 5 products that generate the most customer questions with no errors.

· Navigate the new online database to locate product information, including products to upsell, and products to cross-sell with no errors.

· Complete the product return process using customer service protocols with no errors.

Explain: the organization of the course.

Go over: the lessons for the course.

Point out: that this introduction is the first lesson of the training.

Organization of Training and Agenda

The training is organized into six lessons. The following are the lessons that will be covered throughout the training:

· Lesson 1: Introduction to the course (the current lesson)

· Lesson 2: Handling Phone Calls and Providing Customer Service

· Lesson 3: Assisting Challenging Customers

· Lesson 4: Answering Product Questions

· Lesson 5: Upselling and Cross-selling

· Lesson 6: Reviewing Course Content

Tell: how long the training will last.

Duration of Training

The training time will occur over the course of 6 hours.

Ask: what questions do you have?

Questions

What questions do you have before we move on?

[Title]Class OverviewPage 1

Lesson Three: Assisting Challenging Customers Comment by Cynthia Feldmeier: Jane, just a reminder that we agreed to do 3 C and 3 E only

Time: 60 min.

Protocols for Assisting Challenging Customers

Explain: that great customer service is at the heart of PJ Enterprises. Working with challenging customers can be frustrating and having strategies to work with these customers is essential to make every customer’s experience with the company positive.

Tell: them that they will learn protocols for working with challenging customers.

Introduction

Great customer service is our goal in each and every interaction. It can be very challenging to know how to respond to a customer who is angry or has unreasonable expectations. In this lesson, you will learn new PJ Enterprise protocols about how to respond to challenging customer situations.

Explain: that having good communication skills is essential in order to provide excellent customer service for every customer. Knowing protocols and techniques will help to ensure that every customer has a positive experience.

Importance

In order to provide great customer service, it’s important to have good communication skills. This course will provide you with protocols, tips, and techniques to work with challenging customers.

Tell: them that they will have the chance to not only learn about the protocols, but to practice using the protocols and techniques presented.

Overview

We will introduce you to the new protocols and then there will be an opportunity to apply your new knowledge in various scenarios.

Comment by Jane MacKenzie: I like our little dude, or is it a dudette?

Point out: the instructional objective on the slide.

Explain: that in this lesson, they’ll learn to use defined telephone communication techniques to work with challenging customers and facilitate the conclusion of the call. The following techniques will be taught:

· Rephrasing

· Listening

· Demonstrating empathy

· Staying calm

· Reassuring customer

· Positive tone of voice

Inform: learners that these will be achieved over the course of the day by participating in many exercises that will help them to gain confidence and experience with these skills.

Objectives

By the end of this lesson, you will be able to accomplish the following objectives:

· Given customer scenarios, learners will identify, with no errors, the customer service techniques to use with a challenging customer in a scenario.Comment by Cynthia Feldmeier: Jane, you suggested:So here’s where you can modify the language to more user friendly. For example:You will identify, with no errors, the customer service techniques to use with a challenging customer in a scenario.This has been changed.

· Given two scenarios with challenging customers, learners will be able to use the designated communication protocols to work with challenging customers with no errors.

You will be taught the following techniques:

· Rephrasing

· Listening

· Demonstrating empathy

· Staying calm

· Reassuring customer

· Positive tone of voice

Point out: the four topics that will be covered in order to help them to meet the objective.

Explain: that students will first learn about the communication protocols for assisting challenging customers. Then they will practice with the job aid and have a chance to practice via role play. Last they will create a personal action plan to reflect on their experience and set goals for after the training.

Topics

This lesson includes the following topics:

Topic

1

Introduction to Communication Protocols for Assisting Challenging Customers

2

Exercise with Job Aid

3

Role Play

4

Personal Action Plan

Protocols for Working with Challenging Customers continued

Ask: the question, “What do they think is great customer service?” Give them one minute to answer out loud.

Write: all answers on a white board.

Introduction of the Protocols:

First, let’s define GREAT customer service!

What is your definition?

Tell: the definition.

Ask: the question, “Is there anything more?”

Write: more information if it is provided.

Here is the PJ Enterprises definition:

· We treat customers respectfully at all times

· We follow up on feedback

· We assist complaints and returns gracefully

· We strive to understand customers' needs and wants

· We always want to exceed customer expectations

· We go out of our way to help them

Ask: the question, “What have they done in the past?” Give them one minute to answer out loud.

Write: all answers on a white board in two columns. Use GREEN for suggestions that were successful, RED for suggestions that were unsuccessful.

Show: new protocols on Power Point Slide.

Write: circle the GREEN suggestions that fit in these categories.

How do we meet our goal?

What have you done in the past when working with customers who are angry or have unreasonable expectations? Give examples that both worked and didn’t work.

Here are the new PJ Enterprises Protocols:

1. Be Patient

2. Be Positive

3. Be a Problem-Solver

Ask: learners to think about the experiences they have had with unhappy customers as we discuss each of the protocols and expected behaviors.Comment by Jane MacKenzie: ‘m having a little trouble following the sequence here when comparing to the right. If you put the placeholders for the exercise/pairing in the right, the sequence will be clearer. I like the discussion and the fact that you’re pulling the information not just pushing, so create the space on the right for them to make their notes based on that discussion prior to you telling/affirming what they’ve said. In that way, you also have two pages see note for second slide.I’d also make this first topic patience. Then start another one for being positive, instead of a topic called “let’s break this down.” That way, you can draw attention to each principle more effectively. Comment by Cynthia Feldmeier: Slides have been fixed and exercises paired in the right and left columns. Removed “Let’s break this down” as you instructed

Introduce: ‘Be Patient’ and discuss how it is used. Focus on the expected behavior.

Ask: the question, “Considering the experience you were thinking about, how you might change your behavior?”

Patience

What does it mean to BE PATIENT?Comment by Jane MacKenzie: Add space here if you want them to write. If not, ok.

Here is a fun fact, the word patience comes from the Latin word pati which means to suffer, to endure, to bear. Can you relate to that?

Remember, the customer’s complaint is not personal, it’s NOT about YOU.

Ways you can demonstrate patience:

· Listen. Don’t talk until the customer has expressed his concern.

· Be present. Reflect the customer’s concern by rephrasing the problem so you are sure you have it right.

· Express empathy and concern about the issue. Simply saying, “I apologize that your order didn’t arrive on time. I can hear that caused you a lot of problems,” will demonstrate you heard and you care.

· Stay calm. Focus on your breathing if you begin to notice you are getting upset.

Expected Behavior: Stay calm, listen quietly, and rephrase the concern when client has fully expressed himself.

Direct: the learners to turn to the person next to them and very briefly explain the situation and then make a statement that expresses empathy and concern. Switch and repeat with the partner.Comment by Jane MacKenzie: I’m a little lost on who does what. Adding the exercise instructions to the right would also help – maybe with Person 1 and Person 2 indicators? Comment by Cynthia Feldmeier: Done

Ask: the question, “What makes it hard to be patient with customers?”

Discuss and Write: write learners’ thoughts on the white board.

Ask: the question, “What action steps can you take to be more patient?”

Possible ideas:

· breath control

· focus on the issue, take notes

· visualize the customer as someone you know and love

· create a statement you always use such as “I apologize about….and I can hear that this ….caused you to ….”

Discuss and Write: write learners’ thoughts on the white board.

Review ways to demonstrate patience.

Let’s Practice!

Turn to the person next to you.

Person One: briefly explain the challenging customer experience you have been reflecting on. Make a statement, as if it were to that customer, which expresses empathy and concern for their problem.

Person Two: briefly explain the challenging customer experience you have been reflecting on. Make a statement, as if it were to that customer, which expresses empathy and concern for their problem.

Ask: learners to think about the experiences they have had with unhappy customers as we discuss being positive

Introduce: ‘Be Positive.’ Focus on the expected behavior.

Positivity

What does it mean to BE POSITIVE?

First rule, simply SMILE. Even if the customer is upset, smile and offer your assistance. Your goal here is to understand the solution from the customer’s perspective and stay positive as you attempt to help him. He can feel your smile. You are the rock! No matter what the customer says, stay positive! Remember, this isn’t about YOU.

Some other ways you can demonstrate positivity:

· Keep the tone of your voice positive.

· Keep your language positive. Apologize and assure that you can help. “I apologize for that error and I can help you with replacing the order.”

· Assume positive intent. Even if the customer’s complaint makes no sense to you, it’s ruining his day for some reason! Find out why!

· Focus on the concern, not the complaint. Once you know the concern, how to solve it comes more easily.

· And, no matter what happens, ACT AS IF you are positive. Sometimes, we all are actors!

Expected Behavior: SMILE and remain positive that this problem can be solved to the customer’s satisfaction.

Ask: the question, “Considering the experiences you were thinking about, how you might change your behavior?”

Direct: the learners to turn to a different person and very briefly explain the situation and then practice smiling while making a positive statement, using a positive tone of voice about the issue. Switch and repeat with a partner.

Demonstrate: say this sentence twice, once in a “dismissive tone” and once in a “positive tone”

“I apologize for the error and I can help you to replace the order”

Ask: the learners if they can hear and feel the difference?

Discuss: how the statement made them feel

Ask: the questions, “What does it mean to focus on the concern and not the complaint? How does that change your behavior?”

Discuss and Write: write learners’ thoughts on the white board.

Ask: the question, “What does it mean to assume positive intent?”

Discuss and Write: write learners’ thoughts on the white board.

Review ways to demonstrate positivity.

Let’s Practice!

Think about that challenging experience you were reflecting on during this discussion, how might you change your behavior to be more positive?

Now, turn to a partner, try to use someone different than in the last exercise. Briefly explain the situation to your partner. Then, make a statement as if you were talking to the customer while you smile and use a positive tone of voice.

Switch roles and do the exercise.

Now, with your partners, try this:

Say this sentence in a dismissive tone; “I apologize for the error and I can help you to replace the order”

Repeat the sentence in a positive tone; “I apologize for the error and I can help you to replace the order”

Can you hear and feel the difference?

Ask: learners if they have ever felt like “problem solvers?” Why or why not?

Let’s break this down (continued)

What does it mean to BE A PROBLEM SOLVER? Have you ever felt like a “problem solver?” Why or why not?Comment by Jane MacKenzie: Leave space and give them a minute to jot some notes. I did this to show you how to include space for the thinking. I think one of the things I’m having trouble with, which we may not have touched on, is that I try to line up the instructor notes with the appropriate/correlating info on the right. Comment by Cynthia Feldmeier: I have made space and lined up instructor notes with correlating information

You will need to know what you can and can’t offer the customer. And, when to move the customer to the next level.

Reassure the customer that you will solve the problem!

Ask the customer: "What would be an acceptable solution to you?"

Introduce: ‘Being a Problem Solver.’ The telephone operators are being provided with two offers they can use at their discretion; overnight delivery or a 10% discount. Focus on these as this is a new protocol and they may have questions about it.

Ask: the question, “How will having the option of offering the compensation of overnight delivery or a 10% discount change their ability to help the customer?”

Discuss: how their role is changing. The telephone operators are now able to offer compensation and do the next level of customer service, which had been the realm of the supervisor.

Here are the new customer service options you can employ on your own; supervisor permission is not required to enact these measures. You can offer the customer one of these options:

· Overnight delivery

· 10% discount on their order

Ask: the learners how they anticipate customers will respond to being asked what an acceptable solution is for them.

Discuss and Write: their ideas on the white board.

Ask: the learners if they have any questions about the closing steps?

To close:

· Thank them for bringing their concern to you and tell them you will alert the management to this problem.

· Send an email to your supervisor with the customer’s name and concern.

· The supervisor will send a card with a note as to how this problem has been addressed and provide a card for an ADDITIONAL 5% discount on their next order.

If you are unable to solve the problem, stay on the line with the customer until he is connected to the customer-service supervisor. Further information on this will be provided in a later lesson.

Expected Behavior: Ask customer what an acceptable solution might be and provide it within the guidelines above. Follow all closing steps.

Knowledge Check with ScenariosComment by Jane MacKenzie: So if this happens – a stray topic row, you have too much on the page to keep the next rows with the heading. Split the next row into two. Comment by Cynthia Feldmeier: fixed

Point out: job aid on page 27 and knowledge check on page 29, these will be used in this exercise

Explain: the directions for the knowledge check, reading aloud each of the scenarios

Knowledge CheckComment by Jane MacKenzie: So leave white space between the scenarios for them to write their thoughts. Okay – I see the space on the next page. Let them know Comment by Cynthia Feldmeier: Actually I have the scenario’s on an appendix for them to write on, I made the directions clearer and removed the scenarios from this area as it was not needed

Using the job aid, you will complete a knowledge check with three scenarios with challenging customers. Identify techniques you would use for each scenario and how you will use them to assist the customer.

Ask: the learners to spend five minutes answering the questions on the Knowledge Check. Think about what techniques would be MOST useful in this situation.

Discuss: how they think the outcome would be if they tried this technique. (Discuss as large group) What new learning did they have?

Write: learners’ thoughts on the white board.

Role Play

Introduce: role play scenarios:

Tell: the learners the two scenarios:

Scenario I:

Elderly customer, upset because she received the wrong item. She states the telephone operator is at fault. The customer is hard of hearing and has a strong accent. Comment by Jane MacKenzie: Good one.

Scenario II:

Young mother, with toddler screaming in the background. She is very upset that the product she ordered will not arrive in time for her child’s upcoming birthday.

Putting it All Together!

You have been introduced to the new protocols for assisting challenging customer situations. Next, you will have an opportunity to practice these skills.

Explain: each learner will be both the telephone operator and the customer. There are two different scenarios.

Show: a copy of the evaluation form (Appendix D and F)

Tell: them to get into pairs and decide who will be the “customer” in round one.

Give: a copy of “Scenario I” to the designated customer.

Emphasize: that the customer should act as his/her role but the goal is to get to resolution, so don’t play it too well!

Explain: that the telephone operators can use the job aid to assist them.

Ask: Questions?

Time: the interaction for five minutes and then say, “Stop.”

Role Play

You will get to take on the roles of both the telephone operator and the customer. You will go through two different scenarios to practice the skills you have learned so far today.

Watch, Listen, Take Notes: walk around the room and take notes on the evaluation form, Appendix D and F. These will be shared with the supervisors and compared with the telephone operators’ evaluations and Personal Action Plans.Comment by Jane MacKenzie: What form? Is there a debrief? Is that what you mean by evaluation? Do they know what they’re being evaluated on? Since you’re using an evaluation form, you could do the role play in triads: TO, customer, evaluator. Switch so each person gets a chance. At the end do a solid debrief of what went well, etc., giving TOs first the opportunity to share their own self-eval, then custs what it felt like, then the evaluator. Comment by Cynthia Feldmeier: Jane, I would have had to create a third scenario in order to do this so I left it. I wanted each scenario to be a “surprise” to the TO. I did create a new slide showing what the “evaluation” looked like

Provide: three minutes for the evaluation.

Give: a copy of “Scenario II” to the new customer while the evaluation is being completed.

Time: the interaction for five minutes and then say, “Stop.”

Provide: three minutes for the evaluation.

Ask: all participants to remain in pairs. Trainers will come to the pair and review the evaluations.

Page 9

Page 11

Personal Action Plan

Explain: that each participant will be given a Personal Action Plan to fill out. They will designate two strengths and two areas of growth.

Give: out the Personal Action Plans to each participant

Time: ten minutes

Provide: envelopes for confidentiality

Explain: that each participant will bring the Personal Action Plan to the one-on-one meeting with his/her supervisor the following week.

What’s your plan for using this new information?

What are your strengths and things you already do well? What do you need to work on or are new concepts for you? You will have ten minutes to complete this Personal Action Plan which will be shared with your supervisor next week in a one-on-one meeting.

Lesson Four: Answering Product Questions Comment by Cynthia Feldmeier: Jane, just reminder that we did only 4 C and 4 E, skipping 4D

Time: 70 min.

The New Database – An Introduction

Ask: the following questions to learners:

· Are you ready to learn about something that is going to improve your work life and make it easier to do your job?

· Are you excited about the prospect of having answers at the stroke of a key?

· Have you thought about the possibilities of having customers that are less challenging?

Describe: the purpose of the database and its value to them.

Introduction

PJ Enterprises places great value on outstanding customer service, but PJE has come to realize that having the right tools is a key component in being able to provide that service. You can do everything right and really connect to a customer, but if you are hampered trying to find the correct information for the products, customer service goes by the wayside. This new database has been created to help you do your job better - to enhance the work that you are already doing and to make your job easier to provide great customer service. In this lesson, you will learn how to navigate the new database.

Explain: that ultimately, PJ Enterprises wants to improve customer service. After careful evaluation, they have determined that one of the biggest frustrations to both customers and to their employees is the challenge imposed trying to research products in an efficient and timely manner. The new searchable database has been designed with input from the learners and they will get the chance to see it in action.

Importance

In order to provide great customer service, it’s important to understand your tools. Guess what? Your new tool is a new online searchable database. This course will provide you with an introduction of the database and then give you an opportunity to learn how to use it.

Comment by Jane MacKenzie: Did one of you create the image in this screen? Nice!!

Explain: that the learners will have an opportunity to learn about each of the key features and see how all the pieces tie together.

Overview

We will introduce you to the functionality of the database, its components, and its features.

Point out: the instructional objectives on the slide.

Describe: that at the end of this lesson, learners will be able to search the new database accurately and efficiently. They will be able to search by category, by catalog name, by catalog number, and by product information. They will be given the tips and tricks to search fast and accurately. Every search should end in a result within 30 seconds.

Objectives

By the end of this lesson, you will be able to accomplish the following objectives:

· Given database page and a worksheet of page areas, learners will identify the main components with no errors.

· Given a list of 12 new product items, learners will find the missing product information with 100% accuracy, within 30 seconds for each product.

In this lesson, you’ll learn to navigate the new online searchable database, learn how to use the database, and see the key components and features. The following components features will be introduced:

· Category search

· Catalog name search

· Catalog number search

· Product information

Point out: the four topics that will be covered in order to help them to meet the objective.

Explain: that students will learn about the database, including all of its components. They will receive job aids to assist them with learning the database, as well as to use when on the job. They will have the opportunity to practice using the database.

Topics

This lesson includes the following topics:

1

Database Introduction

2

Database Components and Job Aid

3

Partner Exercise using Job Aid

4

Database Practice

Database Introduction

Ask: the leaners to think about all the things they could do if they had a database full of products and it was completely searchable.

Ask: the learners how a searchable database could improve their ability to provide good customer service.

Write: the learners’ ideas on the white board.

Introduction of the Database:

Let’s unveil this fantastic totally new searchable tool for you to use.

Aren’t you excited! A lot of thought has gone into making this database as useable as possible. This tool has been designed with you in mind.

Show: the Main Product Page Template on the screen.

Ask: the learners, “What do you notice about this page?”

Discuss and Write: the learners’ thoughts on the white board.

The Main Product Page Template

Here is a look at what the main product page looks like.

Comment by Jane MacKenzie: Great slide!

Database Components and Job Aid

Ask: the learners to think individually about which features will most likely be the most useful for their day to day work.

Wait: give the learners a few minutes to reflect.

Show: the main product page on the screen.

Tell: the learners that you will provide an overview of each of the features.

Point Out: the images?

Explain: that each product page contains images. The visual details of each product are easy to see.

Point Out: that the first box on the page is the “Search” box.

Explain: that this box appears on every page and allows you to type in any specific words that a customer says. A tabbed list of results will then appear.

Point Out: that every product is assigned a specific category. Instead of items being labeled both “Women’s dress” and “Dress”, they will be assigned to one specific category – “Women’s dress.”

Ask: the learners to think about what that will do to eliminate confusion.

Point Out: that the next box will contain the actual catalog name.

Point Out: that the fourth box contains the catalog code. This is the number that will be entered into the order entry system.

Components of the Main Product Page:

Every product in the database has its own page, and every page is ordered in the same exact way so that you know where to look for the information that you need to share with your customers.

Each product page contains information such as:

· General Search

· General Category

· Catalog Name

· Catalog Code

· Catalog Description

· Additional Description

· Price

· Sizes

· Catalog

· Catalog Page

· Color Choices

· Dimensions

· Images

Point Out: that the fifth box is a detailed catalog description. This is the same description that is found in the catalog.

Point Out: that the sixth box contains more details for the customer. This information provides further information on the product.

Point Out: that the next boxes are self-explanatory at least until you get to the cross sell items.

Point Out: that each product on every page contains an item to suggest to the customer along with the code for that item. If you want to go to that item for more information, you simply put the code in the search box at the top and you will be taken directly to the information for the cross-sell product.

Partner Exercise Using Job Aid

Explain: that now that they’ve done the previous exercise, they will practice some more to help them really feel comfortable with the database. It is a great opportunity for them to work together to get the process down.

Show: the job aid (“cheat sheet”), “How To Access the Database” on the screen for the learners to see.

Give: a copy of the job aid to each learner.

Point out: the little icons.

Explain: that these will help them get to the place they want to be. There are 4 of them.

Point out:

1. The file folder icon allows them to see all category items.

2. The name icon allows them to search for the name of the item.Comment by Jane MacKenzie: My mind does a little hiccup here. I usually associate the tag with the price. What do you think? Comment by Stacy L. Mallory: An alternate image was inserted.

3. The number icon lets them look up an icon by catalog number

4. The “info” icon will take them directly to a product page where they can use the search box.

Job Aid

Here is a little cheat sheet for you to use while you get used to the system.

Ask: the question, “What is the product?”

(Answer: Little Chick Blanket)

Ask (one of the partnerships): to demonstrate how they got to the answer (walk through the procedure if necessary).

Explain: that each person needs to think about the thing that they most like about the database and makes some notes.

Ask: the learners to turn to their partner and share that one thing that they like about the database with their partners. Ask them to explain their reasons.Comment by Jane MacKenzie: I personally would put these questions on the right and let them jot notes before the discussion. Comment by Cynthia Feldmeier: resolved

Wait: for the partnerships to share.

Ask: the learners to share one thing that they are nervous about with using the database.

Wait: for the partnerships to share.

Explain: that even though there are probably some things that make them nervous about using the database, they’re going to practice to alleviate any concerns they may have.

Ask: the learners if they are ready to do a little scavenger hunt to put all of their knowledge to use.

What is your favorite thing about the database?

What’s one thing you’re nervous about with using the database?

Database Practice

Ask: each learner to go to their own computer.

Tell: the learners that using the job aid (“cheat sheet”) and all that they have learned about the database, they will participate in a scavenger hunt.

Explain: that you will give them a list of 12 new products and it is up to them to find the missing information. They will have 30 seconds to find each item and 30 seconds to write down the answer. They should be able to complete the practice in 12 minutes total time. At the end of You will then give them time to write the answer on their form. The person with the most right answers in the allotted time gets a prize.

Say: ready, set , go.

Scavenger Hunt

Now it will be your turn to try out the new database. You are being tasked with finding 12 new products in the database using what you have learned. All of these products are in the new catalog so you will have an opportunity to review some of the new things coming out.

Aren’t you excited?

Do: tell the learners the following answers after the time period of 12 minutes has passed.

Answer 1: Blackberry, Vintage Lace, Laurel Green

Answer 2: Order one ½ size larger

Answer 3: 5”x 6”

Answer 4: $98.00

Answer 5: Black Hat Bunny, Hearty Heart Bolster, Smiling Chick

Answer 6: 16” x 16”

Answer 7: 6549

Answer 8 is: XL (16)

Answer 9: Our “miracles” tree in rustic iron is hung with the metal charms traditional to Hispanic cultures. We include 38 milagros, and you may also add your own. Stands 31 inches high and 19 inches wide.

Answer 10: Treasured Love Necklace, Treasured Love Bracelet, Starry Night Diamond Cuff, Lacey Hoops, Faithful Love Necklace

Answer 11: Wool

Answer 12: Robin’s Egg Blue/Gray, Canary/Gray, Rose/Gray

1. What colors are available for product 9269? Comment by Jane MacKenzie: Again, give them the questions and the work space. Then you don’t need the questions in the left-column; just the answers. Comment by Cynthia Feldmeier: resolved

2. What are the sizing recommendations for the Sorel Snow Slip-Ons?

3. What are the size dimensions for product 8704?

4. What is the price of the “Many Layers Hanging Art?”

5. What variations of “Holiday Hooked Pillows” are available?

6. What are the dimensions of the “Holiday Hooked Pillows?”

7. What is the order number for the “Northern Lights Jeweled Lights?”

8. What is the largest size available for the “Frosted Blossoms Cardigan?”

9. What is the catalog description of the “Milagro Tree?”

10. Name three types of valentine jewelry?

11. What is the material of the “Zinnia Striped Hat?”

12. What colors are available for the “Zinnia Striped Hat?

Ask: the learners the following questions:

· Who had all 12 right?

· Does this exercise help you feel like you have a grasp on the database?

· What are your thoughts on the database?

· How do you think this database will make your job easier?

Listen: to learners’ responses.

Give: prizes to winners.

Respond: to any questions and address any concerns.

Let’s see how you are doing.Did you have all 12 answers correct?

Did this exercise help you feel more comfortable using the database?

How are you feeling about the database now?

How do you think the database will make your job easier?

Appendix A: Job Aid for Customer Service

Appendix B: Knowledge Check

Appendix C: Role Play Scenario 1

Appendix D: Role Play Evaluation Scenario 1

Appendix E: Role Play Scenario 2

Appendix F: Role Play Evaluation Scenario 2

Page 32

PJ Enterprises Customer Service

Be Patient Be Positive Be a Problem Solver Our Definition of Customer Service:

We strive to understand customers' needs and wants We always want to exceed customer expectations

We treat customers respectfully at all times We assist complaints and returns gracefully

We go out of our way to help them We follow up on feedback

BE PATIENT

• Listen. Don’t talk until the customer has expressed his concern • Be present. Rephrase the problem so you are sure you have it right • Express empathy and concern about the issue • Stay calm. Focus on your breathing if you begin to notice you are getting upset

What does patience look like? Stay calm, listen quietly and rephrase the concern when client has fully expressed himself.

BE POSITIVE • SMILE • Keep your voice tone positive • Keep your language positive; apologize AND assure YOU CAN HELP! • Assume positive intent • Focus on the concern, NOT the complaint! • ACT AS IF you are positive. This isn’t about you!

What does positivity look like? SMILE and assure the customer that this problem can be solved to his/her satisfaction.

BE A PROBLEM SOLVER • Reassure the customer; you WILL solve the problem! • Ask, “What would be acceptable to you?” • Know the options: Offer either overnight delivery or 10% discount • Know the procedure to close the call:

1. Thank them for bringing their concern to you 2. Tell them you will alert the management to this problem 3. Send an email to your supervisor with the customer’s name and concern

The supervisor will send a card with a note and provide a card for a 5% discount on their next order. NOTE: If you are unable to solve the problem, stay on the line with the customer until he is connected supervisor. What does a problem solver look like? Ask customer what an acceptable solution might be and provide it within the guidelines above. Follow all closing steps.

Knowledge Check Customer Service

Be Patient Be Positive Be a Problem Solver Scenario I:

Customer received wrong item and wants financial compensation over and above cost of product, which is not allowable per company policy. What would you say?

Scenario II: Angry customer received an item that was broken. He is yelling and won’t let the telephone operator speak. How would you respond?

Scenario III: Customer received lighted product that does not “blink” as she believed it would. This product is not made to “blink” so is not defective, but customer is insistent that the telephone operator told her it would. What would you say?

Name: ____________________________ Date: ________________ Supervisor’s Name: __________________

Personal Action Plan

Be Patient Be Positive Be a Problem Solver

Our Definition of Customer Service We strive to understand customers' needs and wants

We always want to exceed customer expectations We treat customers respectfully at all times We assist complaints and returns gracefully

We go out of our way to help them We follow up on feedback

What do you do well? What have you discovered you do well? How will you continue to practice these skills?

BE PATIENT What will you focus on in the next three weeks to improve your patience when solving customer service problems? How will you know you have improved?

BE POSITIVE What will you focus on in the next three weeks to be more positive when solving customer service problems? How will you know you have improved?

BE A PROBLEM SOLVER What will you focus on in the next three weeks to be more positive when solving customer service problems? How will you know you have improved?

PJ Enterprises Customer Service

Be Patient Be Positive Be a Problem Solver Our Definition of Customer Service:

We strive to understand customers' needs and wants We always want to exceed customer expectations

We treat customers respectfully at all times We assist complaints and returns gracefully

We go out of our way to help them We follow up on feedback

BE PATIENT

• Listen. Don’t talk until the customer has expressed his concern • Be present. Rephrase the problem so you are sure you have it right • Express empathy and concern about the issue • Stay calm. Focus on your breathing if you begin to notice you are getting upset

What does patience look like? Stay calm, listen quietly and rephrase the concern when client has fully expressed himself.

BE POSITIVE • SMILE • Keep your voice tone positive • Keep your language positive; apologize AND assure YOU CAN HELP! • Assume positive intent • Focus on the concern, NOT the complaint! • ACT AS IF you are positive. This isn’t about you!

What does positivity look like? SMILE and assure the customer that this problem can be solved to his/her satisfaction.

BE A PROBLEM SOLVER • Reassure the customer; you WILL solve the problem! • Ask, “What would be acceptable to you?” • Know the options: Offer either overnight delivery or 10% discount • Know the procedure to close the call:

1. Thank them for bringing their concern to you 2. Tell them you will alert the management to this problem 3. Send an email to your supervisor with the customer’s name and concern

The supervisor will send a card with a note and provide a card for a 5% discount on their next order. NOTE: If you are unable to solve the problem, stay on the line with the customer until he is connected supervisor. What does a problem solver look like? Ask customer what an acceptable solution might be and provide it within the guidelines above. Follow all closing steps.

Knowledge Check Customer Service

Be Patient Be Positive Be a Problem Solver Scenario I:

Customer received wrong item and wants financial compensation over and above cost of product, which is not allowable per company policy. What would you say?

Scenario II: Angry customer received an item that was broken. He is yelling and won’t let the telephone operator speak. How would you respond?

Scenario III: Customer received lighted product that does not “blink” as she believed it would. This product is not made to “blink” so is not defective, but customer is insistent that the telephone operator told her it would. What would you say?

Role Play Scenario I

Be Patient Be Positive Be a Problem Solver

You are an elderly customer, upset because you received the wrong item. You think that the TO is at fault. You are hard of hearing and have a strong accent.

Role Play Evaluation

Be Patient Be Positive Be a Problem Solver Scenario I

Skill Did the TO:

How did the Telephone Operator demonstrate or not demonstrate this skill during the Role Play. Provide details.

Listen without interruption?

Rephrase the problem?

Express concern?

Stay calm?

Smile?

Use positive language?

Focus on the concern?

ASK: what would be an acceptable solution?

Offer a solution?

Close the call with correct procedure: • Thank you? • Inform you

management would be notified?

Role Play Scenario II

Be Patient Be Positive Be a Problem Solver

You are a mother, with toddler screaming in the background. You just received an email that the product you ordered is now back ordered. It won’t arrive in time for your child’s upcoming birthday, which is in three days.

Role Play Evaluation

Be Patient Be Positive Be a Problem Solver Scenario II

Skill Did the TO:

How did the Telephone Operator demonstrate or not demonstrate this skill during the Role Play. Provide details.

Listen without interruption?

Rephrase the problem?

Express concern?

Stay calm?

Smile?

Use positive language?

Focus on the concern?

ASK: what would be an acceptable solution?

Offer a solution?

Close the call with correct procedure: • Thank you? • Inform you

management would be notified?