That Just Rude! LG



That’s Just Rude!

Leader’s Guide

Copyright Telephone Doctor, Inc.

All Rights Reserved

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Improving the way your organization communicates with customers.

30 Hollenberg Court • St. Louis, MO 63044

PHONE 314.291.1012 • 800-882-9911 • FAX 314.291.3710

CONTENTS

|The Goal of the Course/Objectives ……………………………………………………………………………………. |3 |

|Training Outline: That’s Just Rude!…..………………………………………………………………………………… |4-5 |

|Tips for Trainers …………………………………………………………………………………………………………. |6-7 |

|Key Point #1: Business Effect of Rude Behavior…………………..…………………………………………………. |8 |

|Key Point #2: Accidental Rudeness by Omission…..……….……………………………………………………….. |9 |

|Key Point #3: Accidental Rudeness by Commission…..….…………………………………………………………. |10 |

|Key Point #4: Intentional Rudeness by Omission…..…………………..……………………………………………. |11 |

|Key Point #5: Intentional Rudeness by Commission..……………………………………………………………….. |12 |

|Role Play Instructions …………………………………………………………………………………………………… |13 |

|Role Play Scenarios …………………………………………………………………………………………………….. |14-17 |

|Skills Practice Instructions………………………………………………………………………………………………. |18 |

|Before They Go ………………………………………………………………………………………………………….. |19 |

|Microsoft® PowerPoint® Presentation………………………………………………………………..………………… |20-22 |

|Instructor’s Notes ………………………………………………………………………………………………………… |23-24 |

About Telephone Doctor® Customer Service Training…

Telephone Doctor is a St. Louis based customer service training company that offers products and techniques designed to improve the service skills of customer contact employees. Nancy Friedman, our founder and president, presents this video program. Through videos, CD-ROMS, web-based courses, books, audio programs and instructor-led workshops, Telephone Doctor has helped tens of thousands of organizations increase revenue, improve customer satisfaction ratings, and reduce employee turnover. For additional information, please visit .

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That’s Just Rude!: The Goal of the Course

Most managers today often hear conflicting reports of rude behavior. Staff will complain customers are rude and customers complain employees are rude--sometimes because of what is said and sometimes because of what’s not said. Who’s right? Who’s not? And the answer is, rudeness is measured in the eyes of the injured party. The goal of this course is to: Establish how rudeness is perceived and how rudeness can be avoided.

Objectives:

In support of this goal, participants who have successfully completed this course will have demonstrated, through written, verbal, and/or role playing exercises, the ability to:

◊ Define the difference between omission and commission rudeness;

◊ List the four quadrants of rudeness;

◊ Explain how the perception of rude customer service affects the bottom line of any organization;

◊ Gain knowledge and insight into the behaviors required to avoid rudeness either by omission or commission; and,

◊ Apply the principles and/or behaviors exemplified by each quadrant to individual positions within your organization.

Facilitator Note:

Because rudeness is measured in the eyes of the injured party, you may encounter participants who perceive

THEY have been offended by customers. Our purpose in creating the program is to improve how your

organization communicates with customers. We encourage you to help participants focus THEIR attention on

THEIR behavior and how THEIR customers may perceive them.

The long-term value of this program creates a need to utilize the content in a variety of different uses. The following outline is based on a more traditional approach of showing the program in its entirety then participating in discussions. Additional uses include:

◊ One Key Point at a time during a staff meeting.

◊ Use a single segment as a buy-in activity.

◊ Individual Key Points can be used to add another dimension to other training programs.

Training Outline: That’s Just Rude!

I. Introduction to the Topic (See “The Goal of the Course”) ( 5 min.)

A. State the goal of the course in your opening comments.

B. Include the class objectives.

II. Getting Acquainted (see “Tips for Trainers”) (15 min.)

A. Introduction of trainer.

B. Use an icebreaker activity or buy-in activity.

III. View Program: That’s Just Rude! (22:44 min.)

IV. Application of Key Points (40 min.)

A. Ask discussion questions provided in Leader’s Guide.

Key Point #1: Business Effect of Rude Behavior

a. Rude behavior is the enemy of good customer service. It hurts both external and internal customers.

b. Rudeness always is measured in the eyes of the offended party.

c. Billions of dollars are sent to the competition each year as a result of rude behavior.

d. Lost sales mean lost profits and lost profits mean lost jobs.

Key Point #2: Accidental Rudeness by Omission

a. Accidental rudeness usually is caused by something we didn’t do.

b. Of all types of rudeness, this is among the most innocent.

c. Even accidental rudeness can be serious.

d. People are social creatures, and mistreating them, even accidentally, can have huge psychological effects.

Key Point #3: Accidental Rudeness by Commission

a. Accidental rudeness can be easily prevented.

b. It usually doesn’t take much effort to avoid accidental rudeness by commission.

c. Again, rudeness always is measured in the eyes of the offended party.

Key Point #4: Intentional Rudeness by Omission

a. Intentional rudeness usually can be prevented.

b. Rudeness by omission usually is caused by lack of action.

c. Taking responsibility for your actions rarely is considered rude.

d. Remember, rudeness always is measured in the eyes of the offended party.

Key Point #5: Intentional Rudeness by Commission

a. What is done deliberately, and the damage that follows, is difficult to undo.

b. Avoid giving the minimum, especially in dealing with customers.

c. Remember, rudeness always is measured in the eyes of the offended party.

d. Avoiding rude behavior improves customer service and interpersonal relationships.

VI. Skills Practice (30 min.)

A. Select role play method.

B. Complete the role play process.

VII. Wrap Up (15 min.)

A. Select method of review.

B. Use a commitment activity.

C. Ask participants to complete evaluation.

NOTE: The total length of this class is approximately: (2 hrs., 5 min.)

Tips for Trainers

In order for participants to receive the maximum benefits from this course, here are some tips for success.

Assemble Learning Resources

1. Locate the program: That’s Just Rude!.

2. You’ll need: A flip chart or white board and markers, or chalkboard and chalk.

Create a Comfortable Physical Learning Environment

1. Choose a comfortable, well-lighted room with good TV sight lines and no distractions.

2. Arrange straight tables in a U-shaped set-up or use round tables. Either way, it is important that each participant be able to make eye contact with other participants.

3. Use name tents or name tags for class participants.

4. Encourage note taking by using designated pages in the Participant Workbook or supply pencil and paper.

5. Schedule breaks every 1½ to 2 hours.

Create a Comfortable Psychological Learning Environment

1. Introduce yourself. Give the participants a brief sketch of your background, your experience, and how you relate to the training subject. The more comfortable the participants are, the more effective you will be in facilitating their learning.

2. Allow the participants to get comfortable with each other. Use self-introductions or icebreaking exercises to get the group relaxed.

A. The participants can use your introduction as a model, which will help them overcome any natural reluctance to talk about themselves.

B. Divide the class into groups of two. Give each pair of participants about ten minutes to interview each other. Each one, in turn, introduces his/her partner to the group. This will speed the process of getting the participants to function as a group.

C. Multiple sources for icebreaker exercises exist. Visit your favorite bookstore or local library.

3. Acquaint the participants with “housekeeping” items. Advise the participants regarding the important features of the training environment (e.g., location of restrooms and lounge facilities, breaks, etc.).

4. Establish clear goals. The specific learning objectives for this class are included in the Leader’s Guide. Keep in mind that the clearer the participants’ understanding of their objectives, the more likely it is that they will achieve those objectives.

Tips for Trainers (continued)

Involve the Participants

1. Choose the segments of the media that best meet your needs. Decide the viewing method that works best (start/stop, all inclusive, minus the review segment, etc.).

2. Verify participant understanding by asking questions. Make them do most of the work. Resist the urge to take over. Facilitate, but don’t dominate. Ask questions, coax answers, and encourage give and take.

A. Encourage involvement of participants by beginning questions with such phrases as:

1) “What did you think about that?”

2) “Tell me what you just saw.”

3) “That was interesting; what was your take on it?”

4) “What were your initial impressions?”

5) “How did that make you feel?”

B. Reduce participant’s apprehension by positively reinforcing their comments with statements such as:

1) “That’s interesting; tell me more about what you mean.”

2) “I hadn’t considered that angle yet.”

3) “Okay, thanks for sharing that with us.”

4) “That’ll be one of the things we need to consider.”

5) “I really like your insight.”

6) “That’s sure a unique perspective. Who else has some ideas?”

C. Reward participants for their enthusiastic participation. Prizes are always coveted and Telephone Doctor has many fun promotional items available for purchase.

Key Point #1: Business Effect of Rude Behavior

Discussion Questions:

1. Why is rude behavior the enemy of good customer service?

Answer:

A. It hurts internal customers.

B. It hurts external customers.

2. When a customer leaves a business or stops a transaction in the process, it is like “sending dollars over to the competition.” What are the consequences?

Answer:

A. Lost customers.

B. Lost profits.

C. Lost sales.

D. Lost jobs.

3. What are the consequences when rude behavior occurs between employees?

Answer:

A. Quit job.

B. Missed work.

C. Efficiency and productivity negatively affected.

D. Worst case scenario, violence.

4. What are other words for describing rude behavior?

Answer:

A. Uncouth, lacking the graces and refinement of civilized life.

B. Ill-mannered.

C. Discourteous.

What do these phrases mean to you?

Answer:

A. Process participant comments.

5. How is rudeness measured?

Answer:

A. In the eyes of the offended party.

B. It’s a matter of perception.

6. How is understanding how rudeness is perceived going to help us with our customers?

Answer:

A. Be able to better cope with the problem.

B. Avoid having our actions perceived as rude.

TELEPHONE DOCTOR® PRESCRIPTION:

1. Rude behavior is the enemy of good customer service. It hurts both external and internal customers.

2. Rudeness always is measured in the eyes of the offended party.

3. Billions of dollars are sent to the competition each year as a result of rude behavior.

4. Lost sales mean lost profits and lost profits mean lost jobs.

Key Point #2: Accidental Rudeness by Omission

Accidental rudeness caused by something we didn’t do.

Discussion Questions:

1. Why is this type of rudeness considered among the most innocent?

Answer:

A. It is doubtful someone gets up for work planning to be rude.

2. What is the key to this type of rudeness?

Answer:

A. It is inadvertent behavior caused by something NOT done.

B. Process participant comments.

3. In your opinion, why was Joe “not responding to the invitation” considered rude?

Answer:

A. Process participant comments.

4. When Joe was reminded about the invitation, how did he respond?

Answer:

A. Remorseful.

B. Embarrassed.

C. Concerned.

5. Why is even accidental rudeness considered serious?

Answer:

A. People are social creatures and mistreating them, even accidentally, can have huge psychological

effects.

B. Process participant comments.

6. Describe instances where you may have inadvertently been rude because of something you did not do?

Answer:

A. Encourage participants to share examples.

TELEPHONE DOCTOR® PRESCRIPTION:

1. Accidental rudeness usually is caused by something we didn’t do.

2. Of all types of rudeness, this is among the most innocent.

3. Even accidental rudeness can be serious.

4. People are social creatures, and mistreating them, even accidentally, can have huge psychological effects.

Key Point #3: Accidental Rudeness by Commission

Accidental rudeness caused by something we did do.

Discussion Questions:

1. How is rudeness determined?

Answer:

A. By perception. It is 100% the call of the person receiving the treatment.

B. The offended person is the sole judge and jury of what is rude.

2. Why was the cell phone ringing at the funeral considered rude?

Answer:

A. Disrupted the service.

B. Distracted others attending the service.

C. Disrespectful to others.

3. How could this have been prevented?

Answer:

A. Silencing the ringer.

B. Leaving the cell phone in the car.

C. Turning the cell phone completely off.

4. In our society, it is considered “rude” to not shake someone’s hand. Why was this scenario different?

Answer:

A. Anticipate responses such as:

1. It put the other party in an awkward position.

2. The sneezing changed the dynamics of the situation.

5. What could Joe have done instead?

Answer:

A. Anticipate responses such as:

1. Greet the person with friendliness and enthusiasm.

2. Use appropriate humor.

6. Describe instances where you accidentally may have been rude because of something you did do.

Answer:

A. Encourage participants to share examples.

TELEPHONE DOCTOR® PRESCRIPTION:

1. Accidental rudeness can be easily prevented.

2. It usually doesn’t take much effort to avoid accidental rudeness by commission.

3. Again, rudeness always is measured in the eyes of the offended party.

Key Point #4: Intentional Rudeness by Omission

Intentional rudeness caused by an action you did not take.

Discussion Questions:

1. Why was Joe’s not responding to repeated voice mails considered rude?

Answer:

A. It’s similar to being asked a question and just not answering it.

B. Customers deserve the courtesy of a response.

2. When a customer perceives you are wrong in how you treat him, it’s a perception you need to deal with. What do you need to do?

Answer:

A. Anticipate responses such as:

1. Don’t take the customer’s emotion personally. Focus on solving the issue.

2. Take responsibility for your actions (or lack thereof).

3. If Joe had truly been thinking of Carl, what would he have done?

Answer:

A. Cleaned up his own mess.

B. Thanked him for his help.

C. Treated Carl as his colleague and acknowledge Carl’s presence.

4. Describe instances where you accidentally may have been rude because of something you did not do.

Answer:

A. Encourage participants to share examples.

TELEPHONE DOCTOR® PRESCRIPTION:

1. Intentional rudeness usually can be prevented.

2. Rudeness by omission usually is caused by lack of action.

3. Taking responsibility for your actions rarely is considered rude.

4. Remember, rudeness always is measured in the eyes of the offended party.

KEY POINT #5: Intentional Rudeness by Commission

Intentional rudeness caused by something purposefully done.

Discussion Questions:

1. A. In the first scenario, what would make you think Joe was deliberately rude?

Answer:

A. Solicit specific behaviors the character demonstrated that could be perceived as rude.

B. How could the situation have been handled more appropriately?

Answer:

A. Process participant comments.

2. A. In her discussion of Joe’s call, Nancy poses the question, “Is the customer always right?” What do you think?

Answer:

A. Not really, but the customer always thinks he’s right.

B. We need to deal with that perception.

B. How does this affect the way you do your job?

Answer:

A. Process participant comments.

3. What perceptions are created when someone responds with one-word answers?

Answer:

A. The person giving one-word answers is giving back the minimum.

B. It’s one or two words away from not answering at all.

C. The respondent is trying to brush you off.

4. Why is this considered “industrial strength rudeness?”

Answer:

A. Because it is done on purpose to send a message.

B. It’s difficult to take back.

5. Describe instances where you intentionally may have been rude because of something you did.

Answer:

A. Encourage participants to share examples.

6. How does creating awareness concerning the “gray fog of rudeness” help you?

Answer:

A. Less rudeness earns better customer service and better interpersonal relationships.

B. It can creep silently in and damage good customer service.

Facilitator Note:

Reinforce the consequences as previously discussed in Key Point #1, questions 2 and 3 to emphasize this is more complex than just “being nice.”

TELEPHONE DOCTOR® PRESCRIPTION:

1. What is done deliberately, and the damage that follows, is difficult to undo.

2. Avoid giving the minimum, especially in dealing with customers.

3. Remember, rudeness always is measured in the eyes of the offended party.

4. Avoiding rude behavior improves customer service and interpersonal relationships.

Role Playing Instructions

Facilitator Note: A role play is simply a bit of make-believe that teaches us a lot about the real world. In each role play, two participants will pretend they’re working in a business setting. One participant will play the customer; the other will play the employee. The employee’s task will be to practice the skills presented in this course. Here’s how to make the role plays pay off for the entire class:

1. You’ll find instructions for role play scenarios on the next page. For each scenario, choose one participant to play the employee and another to play the customer. The remaining participants will be the observers.

2. Give the employee the profile entitled “Instructions for the Employee” to read. Give the customer the profile entitled “Instructions for the Customer.” Both will have the opportunity to refer to the printed profiles during the role play. (For this purpose, you have our permission to photocopy the Scenario pages of this guide.)

3. Have the customer and the employee play out the scenario. As they “act out” their part, have both assume positions relevant to the role they are playing.

4. After the role play, have the customer and the other participants (observers) critique the part of the employee in the role play. Make sure they address and discuss these questions:

A. Did the employee apply the skills discussed in the training?

B. What specific words or actions were used to make the employee effective?

C. What feelings did you experience as you watched the scene unfold?

D. How would you have felt if you were the customer? Same/Different?

5. After the group assessment of the role play, you ask the class:

A. What specifically did the employee do well in the role play?

B. What could the employee have done to be even more effective?

C. Which of the correct techniques are most likely to be useful as you handle your job?

Alternative Approach to the Role Plays:

Divide the class into triads and assign the role of customer, employee, and observer. (If there are participants remaining, have them join another group as a second observer.) Assign a different scenario to each group. Or assign the same scenario to all the groups, and rotate the role for each scenario so that everyone in the triad gets to be the customer, the employee and the observer. This approach allows more people to participate in the role plays in a less intimidating environment.

Role Playing Scenarios

Role Play #1:

Instructions for Employee #1

You are meeting with a colleague with whom you are working on a project. The deadline for the presentation of Phase 2 is fast approaching.

□ The colleague is meeting with you in your office.

□ You are both huddled around your desk.

□ As the colleague is expressing his thoughts about the presentation, your Blackberry vibrates.

□ While he is talking, you reach for the device to check the message.

□ As he is in mid-sentence, you immediately begin typing a response.

□ Once the message is completed, you return your attention to the colleague.

□ As the colleague is again attempting to make his point, an old friend of yours walks by your office.

□ You jump up to run outside your office to greet him.

□ After visiting with the old friend for a period of time, you return to your office and ask the colleague, “Thanks, are we all finished here?”

Instructions for the Employee #2

You are meeting with the colleague with whom you are working on a project. The deadline for the presentation of Phase 2 is fast approaching.

□ You are meeting with the colleague in his/her office.

□ You are both huddled around the desk.

□ As you are expressing your thoughts about the presentation, the colleague’s Blackberry begins to vibrate.

□ While you are talking, he reaches for the device to check the message.

□ As you are in mid-sentence, he immediately begins to type a response.

□ Once the message is completed, he returns his attention to you.

□ Again, you begin to express your thoughts on a significant point.

□ While doing so, someone you don’t recognize walks past the colleague’s office.

□ The colleague jumps up to run and catch the unidentified person.

□ You wait, and wait, and wait for the colleague to return.

□ When the colleague returns to the office, he says, “Thanks, are we all finished here?”

What would be your perception?

Role Playing Scenarios (continued)

Role Play #2: Instructions for the Customer

You are a customer at Candid Photo Camera Boutique with plans to purchase an expensive SLR Digital Camera.

◊ You attended a demonstration of the model you are interested in purchasing and decided to purchase the camera.

◊ You have dinner plans with friends; time is running short to arrive at the restaurant at the designated time.

◊ The store is staffed with a sales representative, the person giving the demonstrations, and a sales representative staffing the check-out counter.

◊ There are two customers ahead of you; you decide to wait.

◊ Several additional people come into the store: some to make purchases, others with repairs.

◊ Suddenly, the employee at the checkout stand announces: “As you can see, we are short staffed, as we always are on Mondays, so you will just have to wait until we can get to you.”

◊ When the employee finishes the announcement, you ask if there is someone else who could check them out.

◊ The employee completely ignores your request and continues to process the transaction of the customer in front of you.

What would be your perception?

Role Play #2: Instructions for the Employee

You are an employee at Candid Photo Camera Boutique. The shop is called a boutique because of the quality and selection of cameras it carries. You are a retail sales representative.

◊ It’s Monday; the store is staffed to handle a modest number of customers.

◊ The assignment you’ve been given for the day is to staff the checkout counter while your co-workers are providing demonstrations of cameras to the potential purchasers.

◊ There are three customers currently in line at the check-out counter.

◊ Suddenly, a large number of customers enter the boutique: some to make purchases, others with repairs.

◊ Now every employee has multiple customers waiting for service.

◊ You then decide it would be appropriate to make an announcement saying: “As you can see, we are short staffed, as we always are on Mondays, so you will just have to wait until we can get to you.”

◊ Upon making the announcement, one of the customers waiting to be checked out asks if there is someone else who could check them out.

◊ You ignore the question and continue to process the transaction of the next person in line.

Role Play #3: Instructions for the Customer

You are a sales professional for (insert your company name here). Your current position involves a great deal of travel.

◊ You check in to the hotel late in the afternoon.

◊ Email messages need to be checked and responses sent before meeting with a co-worker and prospect for dinner.

◊ The Internet access provided at this hotel is through a wireless access provider.

◊ After numerous failed attempts to secure a connection, you decide it’s time to call the 800 number provided for help.

◊ An information technology professional answers the call and indicates you have reached the help desk.

◊ You explain the issue and how the steps taken to remedy the issue have been unsuccessful.

◊ The help desk professional walks you through several steps, finally achieving success at opening a connection.

◊ You are obviously very appreciative of the help (after all, time is running short for you to be able to get your work completed and still make it to the restaurant at the designated time) provided and thank the professional profusely.

When the help desk professional hangs up without responding to the appreciation, what would be your perception?

Role Play #3: Instructions for the Employee

You are an information technology professional for a provider of high-speed wired and Wi-Fi wireless Internet access. You are currently a member of the help desk team.

◊ You are up to receive the next call in queue, answer appropriately, indicating to the customer they have reached the help desk.

◊ It’s a hotel guest who is having difficulty accessing the Internet through the wireless network.

◊ This is a common issue the help desk deals with on a regular basis every day—just a routine call.

◊ You sense urgency in the voice of the customer as he/she explains the difficulty and the failed attempts to connect.

◊ You calmly, politely walk the customer through the troubleshooting; access is achieved.

◊ The customer is obviously very appreciative of the help. As he/she is thanking you, you disconnect the call without responding.

Role Play #4: Instructions for the Customer

You have been a patient of Dr. (Insert a name of your choice) for 10 years.

◊ Over the last six months, several health issues have been detected that are causing you severe discomfort and alarming cause for concern.

◊ The doctor has ordered a battery of testing.

◊ Seven days have passed since the completion of the test with no communication from the doctor, and the symptoms are increasing.

◊ The doctor finally calls, states the test results were positive for gastrointestinal issues. The doctor instructs you to stay away from all forms of caffeine and alcoholic beverages, radically change your diet to all bland foods and remove all food items green in color, and promptly attempts to disconnect the call.

◊ You shout out, “Wait a minute, I’ve got some questions!”

◊ The doctor disregards your request by saying “goodbye” and disconnects the call.

What would be your perception?

Role Play #4: Instructions for the Employee

You are a doctor of internal medicine. Your responsibilities include diagnostic testing and patient care.

◊ A patient who has been a patient for 10 years is experiencing issues you suspect are self-induced by a series of bad habits.

◊ A series of testing is ordered to confirm your suspicions.

◊ The test results are returned to you for review, and your suspicions are confirmed.

◊ The appointments for the day have been completed; it’s now time to return calls to patients to address specific issues. This includes the patient with the issues induced by bad habits.

◊ There seems to be an unusual number of calls this afternoon. You’re running behind and have made commitments for the evening that are important for you to keep.

◊ You reach the patient with the bad habits and tell him/her the results of the test are positive. The instructions on how to alleviate the issue are simple: stay away from all forms of caffeine and alcoholic beverages, radically change the diet to all bland foods and remove all food items green in color. (This is not new news; you’ve provided the same instructions numerous times.)

◊ You then promptly attempt to disconnect the call.

◊ As you say “goodbye,” you hear the patient shout, “Wait a minute, I’ve got some questions!”

◊ You hang up the receiver anyway.

Skills Practice Instructions:

Telephone Doctor® programs are created in compliance with the methodology: “Tell them what you’re going to tell them, tell them, tell them in a different way, and if it’s really important, tell them again.” A skills practice is a non-threatening activity that reinforces a specific point and all participants are involved in the reinforcement.

Option A: In conjunction with role plays

◊ Upon completion of all four role plays provided on pages 14-17, divide participants into groups (4-5 participants per group).

◊ Following the matrix model, each group is to discuss the four role plays and come to a consensus as to which role play corresponds with each category.

◊ Instruct participants to record each role play scenario in the corresponding box.

◊ Designate a specific time restraint in order to keep groups on task. (Suggested time: 10 minutes)

◊ When designated time has elapsed, each group is to report how each role play was categorized.

◊ Facilitate discussion:

▪ Did all groups agree?

▪ Did everyone in each group agree?

▪ How difficult was the task of categorizing the role plays?

▪ What made the task difficult?

(Role Play Key: Role Play #1 – Accidental by Commission, Role Play #2 – Intentional by Omission, Role Play #3 – Accidental by Omission, Role Play #4 – Intentional by Commission)

Option B: Alternative to using role plays

◊ Ask participants to identify 8-12 examples of “rude” behavior.

◊ Capture examples on a flip chart or white board.

◊ Divide participants into groups (4-5 participants per group).

◊ Following the matrix model, each group is to discuss the examples and come to a consensus as to which examples correspond with each category.

◊ Instruct participants to record the scenarios in the corresponding box.

◊ Designate a specific time restraint in order to keep groups on task. (Suggested time: 10-15 minutes)

◊ When designated time has elapsed, each group is to report how each example was categorized.

◊ Facilitate discussion:

▪ Did all groups agree?

▪ Did everyone in each group agree?

▪ How difficult was the task of determining the category?

▪ What made the task difficult?

Before They Go

In order to reinforce the skills and techniques that have been addressed, choose one or more of these reinforcement options.

Choose Methods of Review

A. Additional discussion questions may be provided in this Leader’s Guide for your use.

B. Microsoft® PowerPoint® slides are a useful way to reinforce the key points made during the course. Notice the Key Points are identical to the Telephone Doctor® Prescriptions located throughout the Leader’s Guides. More great news! By purchasing the program, That’s Just Rude!, Telephone Doctor grants permission to recreate the Microsoft® PowerPoint® Presentation pages.

Your Finale

A. Change is more likely to occur if participants commit to implementing skills and techniques discussed during this course. Various resources are available illustrating commitment exercises.

B. In order to evaluate training success and identify areas to improve, provide participants with the opportunity to make comments using evaluations. This is a prime opportunity to identify future training needs.

Key Points: That’s Just Rude!

Key Point #1: Business Effect of Rude Behavior

A. Rude behavior is the enemy of good customer service. It hurts both external and internal customers.

B. Rudeness always is measured in the eyes of the offended party.

C. Billions of dollars are sent to the competition each year by rude behavior.

D. Lost sales mean lost profits and lost profits mean lost jobs.

2. Key Point #2: Accidental Rudeness by Omission

A. Rudeness by omission usually is caused by something we didn’t do.

B. Of all types of rudeness, this is among the most innocent.

C. Even accidental rudeness can be serious.

D. People are social creatures, and mistreating them, even accidentally, can have huge psychological effects.

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Key Points: That’s Just Rude!

Key Point #3: Accidental Rudeness by Commission

A. Accidental rudeness can be easily prevented.

B. It usually doesn’t take much to avoid accidental rudeness by commission.

C. Again, rudeness always is measured in the eyes of the offended party.

Key Point #4: Intentional Rudeness by Omission

A. Intentional rudeness usually can be prevented.

B. Rudeness by omission usually is caused by lack of action.

C. Taking responsibility of your action rarely is considered rude.

D. Remember, rudeness always is measured in the eyes of the offended party.

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Key Points: That’s Just Rude!

Key Point #5: Intentional Rudeness by Commission

A. What is done deliberately, and the damage that follows, is difficult to undo.

B. Avoid giving the minimum, especially in dealing with customers.

C. Remember, rudeness always is measured in the eyes of the offended party.

D. Avoiding rude behavior improves customer service and interpersonal relationships.

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Instructor Notes

Instructor Notes

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