CUSTOMER SERVICE, SKILLS FOR SUCCESS, 4e



Customer Service: Skills for Success, 4th Edition

INSTRUCTORS MANUAL

Chapter 6 Customer Service and Behavior

LESSON OVERVIEW

Chapter 6 focuses on human behavior—why people do the things they do. This chapter contains some important concepts in helping students understand themselves. Once they better recognize their own behavioral patterns and characteristics of their preferred behavioral style, they can then better understand that of their customers. This will allow better communication and the provision of better quality service. Throughout the chapter, students are asked to analyze their current skill levels and to think of new ways to implement the strategies outlines in the text. The features, interactive exercises and ancillary materials provided with Customer Service: Skills for Success, 4e are designed to facilitate better student comprehension and learning.

CHAPTER OUTLINE

The textbook outlined the chapter with the following headings to focus and direct major lecture topics.

• Learning Objectives, p. 140

• In the Real World –Hospitality, p. 140

• Quick Preview, p. 142

• What are Behavioral Styles? p. 143

• Identifying Behavioral Styles, p. 144

--R: Rational, p. 145

--I: Inquisitive, p. 146

--D: Decisive, p. 147

--E: Expressive, p. 147

• Communicating with each Style, p. 148

• Building Stronger Relationships, p. 151

--Discover Customer Needs, p. 152

--Say “Yes,” p. 153

--Seek Opportunities for Service, p. 154

--Focus on Process Improvement, p. 155

--Make Customers Feel Special, p. 155

--Be Culturally Aware, p. 156

--Know Your Products and Services, p. 156

--Prepare Yourself, p. 157

• Dealing with Perceptions, p. 158

--Perceptions and Stereotypes, p. 158

• Summary, p. 160

• Key Terms, p. 160

• Review Questions, p. 160

• Search It Out, p. 161

• Collaborative Learning Activity, 161

• Face to Face, p. 161

• Planning to Serve, p. 162

• In the Real World, p. 162

• Quick Preview Answers, p. 163

• Ethical Dilemma Summary, p. 163

CHAPTER OBJECTIVES

The objectives will help you and the students discover the concepts and information that should be understood upon completion of the chapter. You may want to access the PowerPoint (PPTs) slides for Chapter 6 when you begin the study of the chapter and discuss each Learning Objective briefly. Each Learning Objective will be discussed separately in the Lecture Notes below, but are shown here in total as an overview of the sections being presented in Chapter 6. Use PPT1 and PPT2: Chapter Objectives in discussing the Chapter Objectives. You may want to flip back to the PPT1 and PPT2 as you discuss each objective in the next sections.

After completing this chapter, the students will be able to:

1. Explain what behavioral styles are and why you should be concerned with them.

2. Identify four key behavioral styles and the roles they play in customer service.

3. Develop strategies for communicating effectively with each behavioral style.

4. Respond to customer problems effectively while building relationships.

5. Use knowledge of behavioral styles to help manage perceptions of others.

KEY TERMS, p. 160

Key terms are posted in the student textbook margins and placed in bold in the copy. They are listed alphabetically here for your quick reference.

behavioral styles, p. 143 problem solving, p. 151

decisive style, p. 147 process improvement, p. 155

expressive style, p. 147 rational style, p. 145

inquisitive style, p. 147 seamless service, p. 155

perceptions, p. 146 stereotype, p. 158

primary behavior pattern, p. 144 win-win situation, p. 152

LECTURE OUTLINE AND LECTURE NOTES

General Teaching Suggestions for Chapter 6:

Instructor Note 1:

• This chapter sets the tone for understanding the importance of behavioral styles and how they play a role in customer service. Depending on the level of knowledge or expertise, you may want to bring in additional articles or information on the field of customer service. You may also want to invite several speakers individually and then again as a panel for a group discussion.

• Additionally, as suggested in the Search It Out activity on page 161 in the chapter, you may want to have students do some Internet research and report findings to the class. This research might be collecting other organizational philosophies and material related to the topic of customer service and behavior.

Instructor Note 2:

• Before the students arrive: Write the terms that you will be emphasizing in this chapter on the board. When the students settle in, you may do a quick review of the terms by asking students to provide an impromptu definition. This activity may serve to let you know what information students remember from reading the chapter or from experiences in the business world. Make copies of Work It Out 6.1 (page 145) for a class activity for the students.

Instructor Note 3:

• First of the class: Take attendance and take care of other administrative duties or paperwork. Here are some optional activities to supplement those listed in the chapter. Use these as you wish to supplement and enhance the content of the chapter.

• General Notes for Selected Activities: Use these as you have time and as students’ interest dictates:

1. Activity: Set up a panel of managers from local businesses or have a guest speaker (a professor who teaches behavioral subjects or a psychologist whose practice involves behavioral studies) talk with the class about behavior and how it affects various types of service. Have students prepared to ask questions when the time is provided by the panel or the speaker.

2. Activity: Begin the class by dividing learners into equal groups of 3 or 4 people (depending on class size). Give each group a marker and sheet of newsprint (flipchart paper). Ask each group to brainstorm a list of factors they believe contribute to good verbal communication techniques. Have them explain their list to the rest of the class. Tie in their comments to chapter content.

3. Activity: You may want to gather additional reference material related to organizations that have had breakdowns in communication or have had issues with behavioral styles in their organizations. Get personal experience input from learners. You may find interesting stories on various company communication issues in The Wall Street Journal, U.S. News and World Report, and your local newspapers.

4. Activity: Assign an out-of-class activity for learners to gather additional articles or information about chapter-related topics. Have them write a brief (no more than one typed page) summary of the article properly documented.

5. Activity: Have learners conduct field research and write a brief report before the next meeting. The focus might be on a visit to an organization or business to observe factors related to chapter content (e.g., the approach service providers take to communication, the appearance of the business, and any other factor that contributes to the service culture).

• If you have not secured the Video to be used with Customer Service: Skills for Success, 4th Edition, you may want to order it now so that you can use it for the end-of-chapter video scripts.

• Chapter 5 Activities from last class meeting: Activities may have been assigned to student groups from last week to turn in this week or at another time you have designated. If you assigned any of the activities noted in Chapter 5 Lesson Notes or plan to, you may want to discuss them during this class meeting. You may also want to spend some time reviewing the activities from the Search It Out, Collaborative Learning Activity, Planning to Serve, and the In the Real World sections, which are listed in the end-of-chapter materials. Note: Your students may need additional time to do some of the research activities. If so, assign the reports to be completed by another class meeting of your choosing.

• Part Three: Building and Maintaining Relationships: Discuss the Customer Service Interview (pages 138-139) with the class by having them relate to the questions that Nick Daher discussed. Select three or four questions he responded to and compare the students’ responses to those of Ms. Faries in Part 2, Chapter3, p. 58, and also to Mr. Tanzer in Part 1, Chapter 1, page 2.

LESSON NOTES

The following are specific instructional strategies related to Chapter 6: Customer Service and Behavior.

Instructor Note 4:

• Consider beginning with a brainstorming activity that generates a list of items related to any of the chapter topics and tie that into overall chapter content. The Quote on page 140 may stimulate some discussion: what did George Ross mean by the statement, “To be successful, you have to be able to relate to people; they have to be satisfied with your personality to be able to do business with you and to build a relationship with mutual trust”? How does this relate to the study of customer service? (Student answers will vary for all class discussions; you can contribute your interpretations of the quote as well).

• Ask students: Ask students how they feel about various personalities and behavioral styles of people with whom they deal daily in the classroom, at work or at home. Explain that getting along with people applies not only to your colleagues at work but also to vendors and customers who depend on you and your expertise.

Instructor Note 5:

• Show PPTs 1 and 2: Chapter Objectives to briefly introduce students to the topics in Chapter 6. As you briefly introduce each objective, ask students for comments about what they think each objective will involve.

• Move quickly on to the In the Real World on pages 140-141. Review the information about Ritz-Carlton Hotel Company. Review with the students how the Ritz-Carlton views customer service and the types of awards it has won. What sets them apart from all other hotels? Ask students if they know anyone who has been an employee of the Ritz-Carlton or if anyone in the class has stayed there or knows someone who has.

• Quick Preview—Have students respond in (orally or in writing) to the Quick Preview questions. The answers are located in the student text on page 163. A show of hands will give you an understanding of these questions. Tie the information to the objectives and the material in the chapter.

Instructor Note 6:

• Learning Objective 1: Explain what behavioral styles are and why you should be concerned with them.

• Learning Objective Note: PPT 1-3 should be used with Learning Objective 1 page143.

• WHAT ARE BEHAVIORAL STYLES? p. 143.

• Students should understand the importance of behavioral styles and their role in customer service. Use PPT3 to discuss the importance of definition of behavioral styles.

• This chapter stresses the need to recognize and understand various behavioral styles. You begin the chapter by learning what behavioral styles are by definition.

• Using PPT3, lead a discussion of the definition of behavioral styles (p. 143) and then immediately go to the Customer Service Success Tip on p. 143. Note that it states a key element: what to do to successfully deal with others. Ask students to review this Tip, giving input on what they think it means to recognize your own style. Stress that self-awareness of behavior is crucial in improving our own behavior and understanding that of customers. It is important to explore styles so that we do not try to impose our own beliefs, values, attitudes or needs onto customers or others.

Instructor Note 7:

• Learning Objective 2: Identify four key behavioral styles and the roles they play in customer service.

• Learning Objective Note: PPTs 2-5 should be used with Learning Objective 2, pages 144-148.

• IDENTIFYING BEHAVIORAL STYLES, p. 144

• Students should understand the four key behavioral styles, since they are likely to have customers who exhibit one or more of these styles. Review the meaning of behavioral styles and focus on identifying the styles. Use PPTs 4 and 5 to discuss the four behavior styles. Discuss the history of self-assessment questionnaires and of research related to behavioral styles based on the work of Carl Jung and others in the earlier part of the 20th century. Jung explored human personality and behavior. He divided behavior into two “attitudes” (introvert and extrovert) and four “functions” (thinking, feeling, sensing and intuitive). These attitudes and functions can intermingle to form eight psychological types, which can help define and describe human behavioral characteristics.

• From Jung’s complex research have come many variations, additional studies and a variety of behavioral style self-assessment questionnaires and models for explaining behavior. While you typically have a primary behavior pattern (the way that you act or react under certain circumstances) to which you revert in stressful situations, you also share the other characteristics and regularly demonstrate some of these other behavioral patterns. Identifying your own style preferences helps you! Identify similar ones in others.

Instructor Note 8:

• Have students go to Work It Out 6.1 on page 145. You were alerted to make copies of this page before class begins, so students have a page not in a textbook to write on. Use this survey to help students identify their behavioral style. Lead a class discussion when they have finished and have students share their style. Remind them there is no good, bad or perfect style. Review Figure 6. 1, which accompanies Work It Out 6.1.

• Move into Work It Out 6.2. Remind students to be non-threatening in their observance of other students in 6.2. Review their findings as indicated in the assignment.

Instructor Note 9:

• Refer the class to the Ethical Dilemma 6.1 on page 147. Have students read the scenario and discuss it in groups of 3 or 4 (depending on the class size). Then have them share their concerns with the rest of the class. Once they have finished, go around the room and ask what their highest scored area (primary style) and second highest scored area (secondary style preference) was. On a flipchart, write down the styles by student names and encourage them to write the information down also. As you discuss the various style behaviors, refer back to the list and ask people who scored high in those areas. This helps validate what they are learning, and they can also start to recognize behavior being exhibited by individuals. To help them with the identification, you may want to provide nametags on which students write their primary and secondary style and then wear the tag throughout the class. This will help them match styles with behaviors more firmly in their mind. Throughout the grading period, you can refer back to styles when an appropriate situation arises. In the discussion review all the tendencies noted in all four behavioral styles.

Instructor Note 10:

• Learning Objective 3: Develop strategies for communicating effectively with each behavioral style.

• Learning Objective Note: PPTs 6-7 should be used with Learning Objective 3, pages 148-151.

• COMMUNICATING WITH EACH STYLE, p. 148

• Students need to understand how to develop strategies for communicating with each behavioral style, since customer service providers will likely meet and serve all four styles. Use PPTs 6-7 to review the four styles (see pages 148-151). Have students turn to these text pages with you and review the four styles shown in Figure 6-2, the behaviors for each, the strategy and the customer service relationship strategy.

• Activity: Divide students into equal groups and have them work together to discuss how they feel about these styles. Have them compare their style to the chart and discuss with the group the features they find most noteworthy. Bring them back together to share after 10 minutes. Summarize their thinking by putting the main ideas on the board. Keep in mind that these types and other characteristics outlined in this chapter are only general in nature. Everyone is a mixture of all four styles and can convert to a different style to address a variety of situations at any time. Use these examples as an indication of style and not as absolute qualifiers.

Instructor Note 11:

• Learning Objective 4: Respond to customer problems effectively while building relationships.

• Learning Objective Note: PPTs 8-10 should be used with Learning Objective 4, pages 151-158.

• BUILDING STRONGER RELATIONSHIPS, p. 151

• Students need to be prepared to deal with customer problems and know how to build or maintain the relationship while solving problems.

• Recognizing and relating to their behavioral styles is just the first step in providing better service to your customers. To adequately deliver total customer satisfaction you will need to make the customer feel special. Whether a situation involves simply answering a question, guiding someone to a desired product or location or performing a service, customers should leave the interaction feeling good about what they experienced. Providing this feeling is not only good business sense on your part, but also helps guarantee the customer’s return or favorable word-of-mouth advertising. Many ways of partnering with customers allow a win-win situation (one in which the customer and you and your organization succeed). Whatever you do to achieve this result, your customers should realize that you are their advocate and are acting in their best interests to solve their problems.

• Use PPTs 8-10 to introduce students to suggestions for building a stronger customer relationship. Have students follow along with you on pages 152-158 and interact while reviewing these suggestions.

• DISCOVER CUSTOMER NEEDS, p. 152.

• Using communication skill techniques addressed in earlier chapters, engage customers in dialogue that allows them to identify what they really want or need. If you can determine a customer’s behavior style, you can then tailor your communication strategy as necessary. Keep in mind that some of a customer’s needs may not be vocalized. In these instances, you should attempt to validate your impressions or suspicions by asking questions or requesting feedback. Gather information about a customer from observing vocal qualities, phrasing, nonverbal expressions and movements, and his or her emotional state. For example, while providing service to Mr. Delgado, you told him that the product he’s ordering won’t arrive for three weeks. You noticed that when you told him this, he grimaced, and made a concerned sound of “um.” Based on the reaction, doing a perception check would have been appropriate. You could have said, “Mr. Delgado, you looked concerned or disappointed when I mentioned the delivery date. Is that a problem for you?” By doing so, you might have discovered that he needed the item sooner but resigned himself to the delay and didn’t question other options. In effect, he was exhibiting “I” or possibly “R” behavior through his silence and low-keyed reaction. Rather than have a confrontation, he simply accepted the situation without voicing disappointment or concern. He might have then gone go to a competitor. By reacting positively to his nonverbal signals, you could identify and address a concern, thus preventing a dissatisfied and/or lost customer.

Instructor Note 12:

• Activity: Using the information covered thus far, particularly the section on Communicating with Each Style, lead a discussion on how service providers of each style preference might handle a situation to avoid saying no.

• SAY “YES”

• If you must decline a request or cannot provide a product or service, do so in a positive manner. De-emphasizing what you cannot do and providing an alternative that you can provide puts the customer in a power position. This happens because even though customers may not get their first request, they are once again in control because they can say “yes” or “no” to the offered alternative or decide on the next step. For example, in a situation where a customer requests a brand or product not stocked by your organization, you could offer alternatives. You might counter with, “Mrs. Hanslik, while we don’t stock that brand, we do have a comparable product which has been rated higher by Consumer’s Report than the one you requested. May I show you…” This approach potentially serves the customer, while selling a product that might not otherwise be purchased.

Instructor Note 13:

• Have students think of a time when they had to tell a customer “no.” How did they handle the situation? What was the reaction? In retrospect, what could they have done better to address the customer’s behavioral style? Review Figure 6.3, page 153-154 with the group, strengthening the resolve to use strategies to respond to customer problems.

• SEEK OPPORTUNITIES FOR SERVICE, p. 154

• View complaints as a chance to create a favorable impression by solving a problem. In doing so, watch the behavioral characteristics being exhibited by your customers. Based on what you see and hear, take appropriate action to adapt to the customer’s personality needs and resolve the issue professionally. For example, Mrs. Minga complained loudly to you that the service woman who installed her new washer tracked oil onto the dining room carpet. As she is speaking, Mrs. Minga is pointing her finger and threatening to go to the manager if you do not handle this situation immediately. You can take the opportunity to resolve the issue and strengthen the relationship at the same time. You might try the following. Make direct eye contact (no staring), smile and say, “Mrs. Minga, I'm terribly sorry about your carpet. I know that must be very frustrating. If you'll allow me to, I'll arrange to have your dining room carpet cleaned, and for your inconvenience, while they're at it, we'll have them clean all the carpets in your house at no cost to you. How does that sound?" In reacting this way, you have professionally and assertively taken control of the situation. This was important because Mrs. Minga is exhibiting high “D” behavior. Responding is a less decisive manner would likely have resulted in her escalated emotions and a demand to see someone with authority.

• Activity: Next, lead a discussion on ways to deal with service breakdowns so that the customer’s needs are still met. Elicit examples and suggestions from students.

• FOCUS ON PROCESS IMPROVEMENT, p. 155

• Few customers like to have to wait because your system is obviously not functioning effectively. Rightfully so, they view their time as valuable. To expect them to patiently wait while a new cashier tries to figure out the register codes, while someone gets a price check because the product was coded incorrectly, while you call back to the office for information or approvals and so on, is unfair and unreasonable. These defects or delays should be handled when the customer is not present. As you read in earlier chapters, service should be seamless to customers, meaning they should get great service and never have to worry about your problems or breakdowns in process. When breakdowns do occur, they should be fixed quickly and the customer relationship smoothed over. Additionally, it is important to recognize that customers in each of the style categories will react differently to such breakdowns. Someone who exhibits “D” behavior may get loud, aggressive, and vocal and demand a supervisor after only a brief delay. Those with “I” styles may appear patient and not say anything or cause a confrontation, but will possibly request directions to the supervisor’s office and/or later send a detailed letter of complaint. The “R” style customers are likely to complain in a non-offensive manner and may even smile but may also seek out a supervisor. The “E” types may get upset, but will often make the best of their time complaining to other customers in line or around them and compare notes on similar past instances. No matter what style you witness, you should strive to reduce or eliminate customer inconvenience.

• In all cases, after a delay, you may want to compensate the customer for the inconvenience. At the least such a situation warrants a sincere apology. Such an instance might be handled in the following manner. "Mr. Westgate, I am sorry for your delay, we've been experiencing computer problems all day. I'd like to make up for your inconvenience by giving you a ten percent discount off your meal check. Would that be acceptable?" While not a significant offering, your intent is to show remorse and placate the customer so that he or she will continue to use your products and/or services.

• After you have handled the situation, your next concern should be to personally fix the process that caused the breakdown or make a recommendation to your supervisor or other appropriate person. Quality and improvement are the job of all employees.

Instructor Note 14:

• Activity: Lead a discussion on ways that service providers can help improve processes in a service organization. Discuss a variety of industries (e.g., manufacturing, banking, retail, transportation). Solicit specific examples of improvements that students may have been involved in with their organizations.

• MAKE CUSTOMERS FEEL SPECIAL, p. 155

• No matter which style tendencies a customer has, everyone likes to feel appreciated. By taking the time to recognize their value and by communicating effectively, you can bolster customers’ self-esteem. When customers feel good about themselves as a result of something you did or said, they are likely to better appreciate what you and your organization can offer them. For example, as appreciation for long-time service, you may want to recognize a customer as follows, “Mr. and Mrs. Hoffmeister, we really appreciate your loyalty. Our records indicate you’ve been a member for over twenty years. In recognition, on behalf of ________ I’d like to present you with a complimentary weekend stay at ______ and two tickets to see the opening night of _____, along with a coupon for up to $50 towards dinner for two at _________. Please accept these with our compliments.” This type of strategy certainly goes a long way in guaranteeing future loyalty by your customers.

Instructor Note 15:

• Activity: Lead a discussion on ways service providers can make customers feel special (e.g., being personable, remembering their name, birthday or special events, or favorite items such as clothing styles/colors or drinks). Elicit other ideas from students.

• BE CULTURALLY AWARE, p. 156

• The reality of a multicultural customer service environment further challenges your ability to deal with behaviors. This is because in today's multi-cultural business environment, it is likely that you will come into contact with someone of a different background, belief system or culture at any moment. Many problems that develop in these encounters are a result of diversity ignorance. Even after you master the concepts of behavioral styles, you will have to remember that because of differing values and beliefs in other cultures, behavior is also likely different. For example, in many countries or cultures, the nonverbal gestures that Americans use have completely different meanings. Also, the reactions to such gestures will differ based on the recipient’s personality style. Variations of symbols such as joining the thumb and index finger to form an "O," signaling "Okay," has sexual connotations in several countries (e.g., Germany, Sardinia, Malta, Greece, Turkey, Russia, the Middle East and parts of South America). Likewise, variations of the “V,” symbolizing “victory” or “peace” to many people in Western cultures, has similar negative connotations in some parts of the world (e.g., the British Isles and parts of Malta). Using the wrong symbol or gesture with someone could easily anger or offend them. Additionally, seemingly innocent behaviors such as crossing your legs so that the sole of your shoe points to someone or patting a small child on top of his or her head are very bad. In some parts of the world, the sole is the lowest part of the body and touches the dirt. Pointing it to a person basically implies they are lowly. This could be a problem for not only males from a Western culture, but specifically for males with high “D,” “I,” and “R” styles who tend to adopt a more formal posture when seated. (“E” style preference people often tend to be more relaxed and sprawling in their posture.) As for the head, many countries (e.g., the Far East, especially in Thailand) view this as a sacred part of the body. Patting a child there is sometimes seen to invite evil spirits or bad omens upon the child. This could be an action easily taken by someone with high “E” behavioral tendencies since they often tend to be touchy feely.

• To help send a positive message regarding customers from other cultures, you can simple things that might have major impacts. For example, if you worked in a restaurant and wanted to show appreciation for the large number of customers from a specific country who patronize your restaurant, you could recommend to your boss that your restaurant add a special dish from that area of the world to the menu. This addition could be promoted through flyers or advertisements. Such a strategy shows awareness of the customers and their culture while encouraging them to eat at your establishment. However, be sure that the special dish is correctly prepared and uses the correct ingredients. Otherwise, you may offend rather than please the customer.

• All of these strategies combined with a heightened knowledge of behavioral styles, can better prepare you to serve a wide variety of customers.

Instructor Note 16:

• Activity: Discuss briefly how the diversity issues addressed here can be a plus or, if disregarded, a minus in customer service. Point out that this topic will be covered in more depth in Chapter 8 on Diversity.

• KNOW YOUR PRODUCTS AND SERVICES, p. 156

• Similar to process improvement, customers expect you'll be able to identify and describe products and services offered. Depending on the behavioral style of the customer being serviced, you may get a variety of questions. For example, a person with a strong "D" behavior tendency may want to know the bottom line of using your service/product; an "I" may ask many questions related to options, testing, rebates and similarly detailed technical information; an "R" may want to know who uses your service/product(s) warranties and possibly ask to see the instructions; and an "E" may want to talk about uses, colors and sizes. Your inability to answer these questions could result in frustration, complaints and/or loss of a customer.

• An example of one solution might occur following the introduction of a new product line, when you request that your supervisor arrange special orientation classes for employees. In the classes, the features, benefits and operation of the new items could be explained and demonstrated.

Instructor Note 17:

• Activity: Lead a discussion on ways that service providers can better learn about their products and services (e.g., product literature, promotion advertising, orientation programs, training classes, Website information, talking with peers, supervisors, professional organizations and publications). Solicit strategies that are used in organizations where students work or have worked.

• PREPARE YOURSELF, p. 157

• Before you come into contact with customers, take a minute to look at your appearance. Ask yourself, “What image do I project?” Also, think about how well your appearance matches that of your typical customer. Also, evaluate your knowledge of your job and products and services offered by your organization. Are you ready and able to describe them to people with any style preference? If not, start getting ready by learning as much as you can and practicing your message delivery, based on some of the strategies discussed earlier related to each style preference.

Instructor Note 18:

• Activity: Have students complete the Work It Out 6-3 - Determining Styles, p. 157. Once they have finished, have them discuss each situation as a class, offering any similar examples they have personally experienced and how they handled them.

Instructor Note 19:

• Activity: Have students review the Customer Service Success Tip, p. 156, looking for ways to continue to be prepared to serve. Have them brainstorm in groups of 3 or 4 for 10 minutes; then report to the group how they plan to continue to prepare for serving customers more effectively.

Instructor Note 20:

• Learning Objective 5: Use knowledge of behavioral styles to help manage perceptions of others.

• Learning Objective Note: PPT 11 should be used with Learning Objective 5, pages 158-160.

• DEALING WITH PERCEPTIONS, p. 158

• Students need to recognize that everyone has perceptions about people and events and that the perceptions vary greatly. They should be prepared to understand this and learn not to use perceptions to stereotype. They should also realize that their customers may be doing just that, and they need to recognize that situation and deal with it professionally.

• Use PPT11: Factors Affecting Perceptions to lead a discussion on perceptions and stereotyping. Have students follow by reviewing Figure 6. 4 on page 158.

Instructor Note 21:

• Activity: Have students read Ethical Dilemma 6.2 on page 158. In groups of 3 or 4, have them make decisions and record their answers about dealing with coworker comments. How would they handle these comments? Let them brainstorm from their lists before they review the suggestions on page 163.

Instructor Note 22:

• Activity: Have students review Work It Out 6.4. (reflecting on 6.1 on page 145). Then in groups of 4 to 8 ask them to rate themselves on the questions in the exercise. Once this is finished (about 20 minutes), bring them back together to share their findings.

• Activity: Have students study the photos on page 159. What is going on in each photo? [People are having a snack as a meal in the first one and in the second one obviously a restaurant meal or banquet. Maybe a speaker is presenting in the right-hand photo.] The students may suggest that preconceived ideas about girls being “giggly” or gossipy could affect the way they are treated. In the second photo perhaps they are at a business or social function and service may be based on that idea

SUMMARY, p. 160

Spend approximately 5-10 minutes reviewing the key concepts of the chapter. Start by having students review the objectives at the front of the chapter and then discuss specific items covered to highlight and accomplish those objectives. You may want to go back through the PowerPoint slides one more time and quickly make a few brief comments related to each item. Use a question-and-answer format to see what students learned.

KEY TERMS, p.160

Review the key terms. Students should have used the Student Study Guide to help review and study the concepts. You may want to give a review quiz on the Key Terms.

REVIEW QUESTIONS, p. 160

Instructor Note: 23

Activity: You may want to divide the class into small groups or conduct a class discussion of the questions in the Review Section. Possible answers may vary.

1. What are behavioral styles?

Behavioral styles are observable tendencies that all people have in dealing with tasks or other people.

2. What are four personality style categories discussed in this chapter?

Decisive, Inquisitive, Rational, and Expressive.

3. What are some of the characteristics that can help you identify a person with the following style preference:

D = Decisive

Move quickly

Seek immediate gratification of needs or results.

Proactively work toward a solution to a problem.

Forceful and assertive in their approach (sometimes overly).

Project a competitive nature.

Display a confident, possibly arrogant demeanor.

Ask specific, direct questions and give short, straight answers.

Discuss rather that write about something (e.g., call or come in rather than write about a complaint).

Talk and interrupt more than listen.

Display symbols of power to demonstrate their own importance (e.g., expensive jewelry, clothes, cars, and business attire in power colors such as navy blue or charcoal gray).

Are solemn and use closed, nonverbal body cues.

Often have firm handshakes and strong, direct eye contact.

Have functionally decorated offices (all items have a purpose and are not there to make the environment more attractive).

Prefer active, competitive leisure activities.

I = Inquisitive

Rarely volunteer feelings freely.

Ask specific, pertinent questions rather than making statements of their feelings.

Rely heavily on facts, times, dates, and practical information to make their point.

Prefer to interact in writing rather than in person or on the phone.

Prefer formality and distance in interactions. They often lean back when talking, even when emphasizing key points.

Like to use formal titles and last names as opposed to first names. They may also stress use of full names or nicknames (e.g., Cynthia instead of Cindy, Robert instead of Bob, Candace instead of Candy, or Charles instead of Chuck).

Use cool, brief handshakes, often without a smile. If they do smile, it may appear forced.

Wear more conservative clothing although their accessories are matched well.

Are impeccable in their grooming, but may differ in their choice of styles from those around them (e.g. hair and makeup).

Are very punctual and time conscious.

May carry on lengthy conversations, especially when trying to get answers to questions.

Are diplomatic with others.

Prefer solitary leisure activities (e.g., reading technical material or listening to relaxing music).

Keep their personal life separate from a business situation.

R = Rational

Are very patient.

Wait or stand in one place for periods of time without complaining—although they may be irritated about any perceived breakdown in the system or lack of organization.

Exhibit congenial eye contact and facial expressions.

Prefer one-on-one or small group interactions to solitary or large group ones.

Seek specific or complete explanations to questions (e.g., "That's our policy" will never work with an R customer).

Dislike calling attention to themselves or a situation.

Avoid conflict and anger.

Often wear subdued colors and more informal, conservative, or conventional clothing styles.

Ask more questions rather than state their opinion.

Listen and observe more than they talk (especially in groups).

Communicate more in writing and like the use of notes, birthday, or thank you cards just to stay in touch.

Like to be on first-name basis with others.

Have intermittent eye contact with brief, businesslike handshake.

Have more informal, comfortable office spaces, possibly with pictures of family in view.

Like leisure activities that involve people (often family).

E = Expressive

Look for opportunities to socialize or talk with others (e.g., checkout lines at stores, bus stops, waiting areas).

Project a friendly, positive attitude.

Are enthusiastic, even animated when talking, using wide, free-flowing gestures.

Use direct eye contact and enthusiastic, warm (often two-handed) handshake.

Smile and use open body language.

Get close or touch when speaking to someone.

Talk rather than write about something (e.g., call or come in with a complaint rather than writing to complain).

Initiate projects.

Wear bright, modern, or unusual clothes and jewelry because it gets them noticed or fits their mood.

Dislike routine.

Share feelings and express opinions or ideas easily and readily.

Get distracted in conversations and start discussing other issues.

Prefer less formal use of names and like first name communication.

Less time conscious and may often be late for appointments.

Speak loudly and expressively with a wide range of inflection.

Like active-oriented, people-centered leisure activities.

4. When communicating with someone with an R preference, what can you do to improve your effectiveness?

Return firm, brief handshake

Mirror their style somewhat. Relax your message delivery.

Ask open-ended questions.

Use structured approach in communication.

Attempt to solve problems without creating a situation in which they feel challenged or obliged to defend themselves.

When communicating with someone with an “I” preference, what can you do to improve your effectiveness?

Use careful, non-animated body cues.

Avoid touching.

Respond in a formal manner with many details.

Speak in quiet, slow-paced pattern

Use subdued tone and volume.

Use brief, accurate statements.

Provide background information and data.

Respond in writing and provide adequate background information.

Address them by title and last name unless told otherwise.

Communicate on business level unless they initiate personal conversation.

Organize thoughts before responding.

5. When communicating with someone with a D preference what can you do to improve your effectiveness?

Return eye contact.

Respond in similar fashion; minimize small talk and details.

Stand your ground without antagonizing.

Don’t react defensively.

Use facts and logic and avoid unnecessary details.

Listen rather than defend.

Match rate somewhat.

Keep sentences short and communication brief.

6. When communicating with someone with an E preference, what can you do to improve your effectiveness?

Listen and respond enthusiastically.

Use open, positive body language and smile easily.

Use a firm, professional one-handed shake.

Acknowledge comments made, but use caution in touching.

Show interest and ask pertinent questions.

When writing, use a friendly reader-focused style.

Ask specific open-ended questions to help refocus, when necessary.

Mirror or match their rate and excitement, where appropriate.

Relax, listen and respond appropriately to stories and comments.

Ask questions to involve them.

7. What are some strategies for eliminating service barriers by using your knowledge of behavioral styles?

Discover customer needs, avoid saying no, focus on process improvement, make customers feel special, be culturally aware, know your products and services, and continue to learn about people.

8. What are perceptions?

Perceptions are views of the world that you have about the people and things you encounter each day. They are based on your education, experiences, events and interpersonal contacts and influences.

9. How can perceptions affect customer relations?

Understand that physical qualities, social roles, social behaviors, psychological qualities and group affiliations form the basis of our perceptions. Once we do that, we can take steps not to stereotype people based on any element but instead treat people as unique.

SEARCH IT OUT, p. 161

Instructor Note 24:

Assign the Search It Out activity as an out-of-class project and have students bring in their results to discuss for the next class.

COLLABORATIVE LEARNING ACTIVITY, p. 161

Instructor Note 25:

Have students prepare for the activity as discussed; pick a partner and go to a public place to observe three different people. Use the materials and specifics suggested in the activity. Compare notes with your classmates when you return to class.\

FACE-TO-FACE, p. 161

You work for a new store that has installed state-of-the-art systems for not only shoppers but also for children to play; shoppers can access and order from the computer in the mall, even seeing the customer service representative as he or she sees the shopper. The service has been outsourced to Pennsylvania. Complaints have increased over the last few months with all kinds of problems developing in the system, resulting in unhappy customers. You are a customer service representative and cashier at the store. Right now you have Mrs. Sakuro angry at you for an order she placed for her child’s birthday (in two days) and she now learns the order was not placed. She has all kinds of pertinent and angry questions for you about your system and customer service. You are now upset. What is the problem and how should it be handled?

Have students read through the scenario; think about the events and the fact that the system is apparently not fool proof, since something has happened and customers are not happy. Let students answer the questions individually (10 to 15 minutes) and then compare their answers in equal-sized groups. After 20 minutes, bring them back together to share before turning to the suggested answers below.

Possible Answers to Face to Face Questions:

1. Based on the behavioral style information in this chapter and other things you have read in this book, what do you think is causing of the complaints that are being made?

Apparently there are several issues in this situation. The first is that there are operational problems within the organization. For example, technology is not working properly, employees are passing the blame and not assuming responsibility, and there is not adequate follow-up. In addition, Mrs. Sakuro is upset and displaying high D tendencies—raised, forceful voice, pointing fingers, and threatening or trying to intimidate.

2. What systems changes would you suggest for Child's Play? Why?

First, fix the technology so that it works as designed. Secondly, train employees to use empathy and problem-solving skills and to take responsibility for service. Finally, make the processes and procedures more customer-friendly so that it is the organization and not the customer who has to monitor orders and resolve issues like this. For example, changing the policy on long distance calls will help accomplish some of these things. Doing these basic things can help the customer feel more appreciated and will ease their efforts in using the system and your service.

3. What can you do at this point to resolve the issue?

Empathize, apologize and listen as Mrs. Sakuro vents and work with her to quickly resolve the issue. If you are empowered to do so, you (or someone else who handles such functions) could check the system to locate the desired doll. You could then have it shipped overnight in order to arrive in time for the birthday. To compensate for inconvenience, you might also have the doll gift-wrapped and provide a free birthday card for the daughter. If you need to, you can go to a supervisor or team leader in order to accomplish these tasks and to seek other alternatives.

4. What primary behavioral style is Mrs. Sakuro exhibiting based on the described actions and language? What specific strategies should you use to address her behavior?

Some of the behavior displayed could be the result of frustration with the system and a language deficit. Additionally, she is displaying high D behavior (e.g., finger pointing, statements such as, “You people are stupid,” and the threatening). To deal with the behavior, remain calm, listen empathetically, offer alternatives, do not retaliate with abusive gestures or language, take responsibility and work toward resolution as quickly as possible.

PLANNING TO SERVE, p. 162

Instructor Note 26:

Have students work individually or in groups on this activity on the Ritz-Carlton. Then have students brainstorm and explain their answers to the questions in a class session you direct.

IN THE REAL WORLD, p. 162

Students may either work as a group or answer this activity individually. No solutions are provided here as students will be conducting their own research.

QUICK PREVIEW ANSWERS, p. 163

The answers to the Quick Preview are provided.

ETHICAL DILEMMA SUMMARY 6.1 and 6.2, p.16. Possible answers are provided in the text in addition to the activity noted in the IM on pages 12 and 25.

VIDEO NOTES:

If you ordered the Videos for Customer Service: Skills for Success, 4th Edition, locate the Video 6 for Chapter 6 to show the class. This scenario takes place in a medical office and deals with personality types and how they interact. Joe is the Administrative Staff Member. Carl is a Medical Equipment Supplier and delivers goods to the office today. Joe is busy and looks up as Carl comes in with the supplies. Joe tries to make small talk and find out information; Carl is having none of that.

Have students view the video, taking notes about the conversation (or lack of it) and the behavior patterns being exhibited.

Put the students in equal-sized groups to discuss the video. How would they react in a similar setting? Get some suggestions for how to work through a situation such as this and ask students for personal experiences they have had with people who did not take part in a conversation.

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