Instructor Guide
Telephone Operatorand Customer Service SupervisorTrainingFacilitator GuideTeam 6? 2016 Concept Creators. All Rights Reserved.Table of Contents TOC \o "2-2" \h \z \t "Heading 1,1,Heading 3,3" Instructor Information PAGEREF _Toc448866786 \h iiiCourse Introduction PAGEREF _Toc448866787 \h iiiCourse Description PAGEREF _Toc448866788 \h iiiCourse Organization PAGEREF _Toc448866789 \h iiiAudience Description PAGEREF _Toc448866790 \h iiiTraining Environment [lm] PAGEREF _Toc448866791 \h ivCourse Objectives PAGEREF _Toc448866792 \h ivCourse Details PAGEREF _Toc448866793 \h vUsing the Guide [cr] PAGEREF _Toc448866794 \h viiPreparation Checklist [lm] PAGEREF _Toc448866795 \h viiiClass Overview [cr, mo] PAGEREF _Toc448866796 \h 1Lesson 02: Providing Customer Service PAGEREF _Toc448866797 \h 5Introduction [cr, mo] PAGEREF _Toc448866798 \h 5Asking Questions for Clarification [cc, cr, mo] PAGEREF _Toc448866799 \h 8Lesson 04: Providing Product Information PAGEREF _Toc448866800 \h 17Introduction [lm, gm] PAGEREF _Toc448866801 \h 17Accessing Product Information in the Database [lm, gm] PAGEREF _Toc448866802 \h 19Appendix A: Course Outline/Timeline PAGEREF _Toc448866803 \h 28Appendix B: Clarifying Questions Role Play Scenarios [cr] PAGEREF _Toc448866804 \h 30Appendix C: Clarifying Questions Role Play Checklist [cc, lm] PAGEREF _Toc448866805 \h 31Instructor InformationCourse IntroductionThe Telephone Operators (TO) and Customer Service Supervisor (CSS) Training will teach the TOs and CSSs the skills and knowledge needed to improve product knowledge, and sales skills, and to provide excellent service to customers. Course DescriptionThis course focuses on tasks that telephone operators and customer service supervisors must perform while interacting with customers on the phone. The training focuses on handling phone calls, providing customer service, taking orders, using the product database, and upselling and cross-selling. The training will be delivered in highly interactive, instructor-led sessions using instructional methods that include facilitated discussions, role plays, demonstrations, practice exercises and activities, and games.Course OrganizationThe course is developed and organized to incorporate training and base knowledge relevant to Telephone Operators and Customer Service Supervisor roles with PJ Enterprises. Course IntroductionLesson 1: Handling Phone CallsLesson 2: Providing Customer ServiceLesson 3: Taking OrdersLesson 4: Providing Product InformationLesson 5: Upselling and Cross-sellingConclusionAudience DescriptionThe audience for this training is the TO team and CSS team at PJ Enterprises. Audience make up:25 telephone operators and 4 customer service supervisors; all of whom are womenMost staff members fall into the 18 – 25 and 55 or older age rangesAll staff have completed high school or GED. None of the TO Staff have completed college degrees. The TO position is entry-level and for most, this is their first job. The average time they have been with PJ Enterprises is between 2 and 10 months.The customer service supervisors have been promoted from the ranks, based on performance typically tied to sales. They have had little to no additional training other than that of the telephone operators. The time they have been with PJ Enterprises ranges from 2-6 years The TOs cover three shifts: 4 on the night shift, 11 on the day shift, and 10 on the evening shift.Training Environment For this training, PJ Enterprises will split the telephone operators and the customer service supervisors into two groups to ensure adequate phone coverage during the training. In addition, the training will be conducted twice to accommodate for employees’ work schedules. Training will take place at PJ Enterprises in a dedicated training room. The training room will be large enough to support a variety of activities but also small enough to encourage interaction among the learners. For example, for those lessons that involve active learner participation, such as role plays and group discussions, the chairs, tables, flip charts, etc. will be arranged in a setup that promotes learner engagement. Round tables, for example, help facilitate discussions. Rectangular tables may be used for those observing and/or rating the role plays. If a lesson involves both active learner participation and computer training, the room needs to accommodate both.The environment—from the equipment and materials to the lighting and room temperature—should invite an atmosphere of learning. The room will be clean, free of clutter and, again, designated as a dedicated space for this specific course. Course ObjectivesAt the conclusion of this course, telephone operators and customer service supervisors will be able to: Follow specified telephone protocol guidelines when handling customer calls with 100% proficiency Demonstrate customer service skills including empathetic listening, clarifying customer questions, answering customer questions, handling customer complaints, and troubleshooting problems with 100% proficiencyDemonstrate the ability to enter customer orders during customer calls with no errorsAccess appropriate information in the product database to answer specific product questions with 100% accuracyRespond to product-related questions posed during customer calls according to the guidelines 100% of the time Demonstrate upselling and cross-selling techniques during customer callsCourse DetailsThe course is instructor-led and totals eight hours in length. TIMETOPIC15 MinutesCourse Introduction___:___ to___:___Welcome ___:___ to___:___Introductions___:___ to___:___Ice Breaker___:___ to___:___Course Materials___:___ to___:___Course Overview___:___ to___:___Questions45 MinutesLesson 1: Handling Phone Calls___:___ to___:___Introduction___:___ to___:___Discussion of current issues/successes for handling phone calls___:___ to___:___Answering calls according to protocol___:___ to___:___Transferring calls___:___ to___:___Placing calls on hold___:___ to___:___Ending calls according to script___:___ to___:___Role Play4 hoursLesson 2: Providing Customer Service___:___ to___:___Introduction___:___ to___:___Discussion of current issues related to customer service___:___ to___:___Employing empathetic listening___:___ to___:___Practice___:___ to___:___Asking questions for clarification___:___ to___:___Practice___:___ to___:___Answering customer questions___:___ to___:___Exercise___:___ to___:___Confirming customer satisfaction of questions answered ___:___ to___:___Role play: Confirming customer satisfaction___:___ to___:___Troubleshooting problems___:___ to___:___Exercise___:___ to___:___Handling complaints___:___ to___:___Exercise___:___ to___:___Scenario/Simulation using all learned skills___:___ to___:___Review/Summary40 MinutesLesson 3: Taking Orders___:___ to___:___Introduction___:___ to___:___Discussion of current issues/successes of taking orders___:___ to___:___Following PJ Enterprise’s protocol___:___ to___:___Activity: Put steps in the correct order___:___ to___:___Accessing the order entry system___:___ to___:___Maintaining customer information___:___ to___:___Role Play___:___ to___:___Confirming shipment details___:___ to___:___Taking payment___:___ to___:___Role Play___:___ to___:___Review Summary100 MinutesLesson 4: Providing Product Information___:___ to___:___Introduction___:___ to___:___Discussion: Identifying customer needs and issues locating specific product info___:___ to___:___Accessing the Product Database to provide customers with product information___:___ to___:___Practice: Scavenger Hunt___:___ to___:___Review/Summary40 MinutesLesson 5: Upselling and Cross-Selling___:___ to___:___Introduction___:___ to___:___Discussion of issues/successes of upselling and cross-selling product___:___ to___:___Suggesting related products___:___ to___:___Overcoming objections___:___ to___:___Role Play___:___ to___:___Review Summary20 MinutesConclusion___:___ to___:___Content Overview/Summary___:___ to___:___Discussion: How might you apply the skills learned?___:___ to___:___Evaluate your skills___:___ to___:___Questions___:___ to___:___Course evaluation___:___ to___:___Thank ParticipantsUsing the Guide The guide is intended to aide you in the facilitation of PJ Enterprises TO and CSS training, developed by Concept Creators. Before training, become familiar with the contents of the guide. Use the following Key to the Facilitator Guide to help you understand the features of the facilitator’s guide. Preparation Checklist Use the lists below to guide your preparation for your training class. You should do some of the tasks several days before your class and others the morning before your class. Several Days before the Training: Review this guide, learner guide, slide presentation, product database, and the new products. Become familiar with all subject matter. Make your own notes where needed. Reconfirm names and number of confirmed/enrolled attendees—this will impact room setupReconfirm day, time, length, and location of trainingReconfirm that learners know their usernames and passwords—these will be necessary for the product knowledge section of courseDetermine each learner’s work experience, length of employment, and level of knowledge—this may impact the pace of the course or affect the level of enthusiasm of some learnersDetermine special accommodations needed for any learners (sight-related, motor skills, limited mobility, etc.)—this may impact room setupConfirm room setup needs Space for role plays Space for group discussions and classroom activities (types of tables, number of chairs)Computer workstations when lessons include computer trainingInstructor audio-visual setup: computer with monitor, appropriate software, overhead projector, screen, remote control clickerHigh-speed Internet connectionPens, paper, Post-It notesFlip chart, markersPerform a walk-through with Maintenance (Facilities or Administrative Assistant) to check temperature settings (ability to change or set at certain temperature) and lightingConfirm locations of restrooms and snack machinesDevelop or obtain training attendance sign-in sheets (if needed)Ensure all training materials have been printed and are ready for deliveryReview all materials and be familiar with all subject matter; make your own notes where necessaryPractice presenting the materials to minimize the time spent reading from PowerPoint or facilitator guideThe Day(s) of the TrainingArrive at the training site well before the training time—approximately 45 to 60 minutesCheck temperature, lighting, and overall cleanliness of the roomMake sure all equipment is properly setup and workingHave everything turned on before class startsHave first slide of PowerPoint already on screenEnsure each participant can see the screen, the instructor, and any other equipment to be used during the trainingPrepare for the sessionCheck room setup for space appropriate to the lessonEnsure all computer workstations, if applicable to lesson, are set up the same and that computers are turned onEnsure student materials are available per class seat: pens, paper, Post-It notes, student guidesProvide attendance sheets (if needed)Bring more than one copy of the facilitator guide (or have a backup available online)Class Overview Time: 10 - 15 min.Welcome: the students to the training. Tell: In this training you’ll receive a solid foundation of customer service skills and an introduction to the new product guide database. You will get to practice using customer service skills and looking up product information in the database.WelcomeWelcome to the Telephone Operator and Customer Service Supervisor training. The course covers:Customer service skills and practiceIntroduction to the new product guide database and practice using itGo over: administrative details Let them know: that the training lasts a total of eight hours and is composed of five lessons. Tell: them that they will get a 15-minute break after each lesson and a 30-minute lunch break midway through the training. Remind them where the restrooms are located. Explain: that they can ask questions at any time, and that all cell phones should be silenced at this time. Administrative DetailsRestroomsBreaksCell phone usageQuestionsIntroduce: yourself and any other facilitatorsTell: participants to introduce themselves giving the information listed on the slide. IntroductionsYour instructor will introduce him/herself, and after which you will introduce yourself, giving the following information: Go over: the purpose for the training.Remind: participants that their role in the company is vital to PJ Enterprises organization Purpose of TrainingThe purpose of this training is to give you a solid foundation of customer relations, product knowledge, and sales skills you need to provide high-quality customer service in the call center. With this course in place, along with the creation and implementation of a product guide database, it is our expectation that customer service at PJ Enterprises will improve, resulting in increased customer satisfaction and customer service scores. Review: the course objectivesBy participating in this course, you will learn to:Handle customer calls with confidenceEmploy empathetic listening Clarify customer questions Answer customer questionsHandle customer complaints Troubleshoot customer problemsEnter customer orders during customer calls with no errorsAccess appropriate information in the product database to answer product questions Respond to product-related questions posed during customer calls according PJ Enterprise’s guidelinesUse upselling and cross-selling techniques Course ObjectivesExplain: the organization of the training and the agenda from Appendix anization of Training/ Agenda for the ClassIn addition to a brief Introduction and conclusion, the training is organized into 5 lessons. The lessons include the following topics:Tell: them how long the training will last.Duration of TrainingThe training will take 8 hours excluding lunch and breaks.Ask: what questions do you have?QuestionsWhat question do you have before we move on?Lesson 02: Providing Customer ServiceTime: 3.5 – 4 hrs.Introduction [cr, mo]Welcome: participants to the second lesson of the training: Providing Customer Service. Tell: them that our products will bring customers to us, but only a successful customer loyalty and retention plan will keep them coming back for more.?Never take customer loyalty for granted.Review: quote. Mahatma Gandhi said it best:IntroductionExplain: Customer expectations set the bar for customer satisfaction. It affects repurchase decisions and customer loyalty. If a customer feels like you did not deliver a service that was expected, they won’t come back and buy from you again. Remind: However, if you deliver a service that exceeds customer expectations, they will come back to buy again, and they’ll tell all their friends about the experience.Fail to meet their expectations and they’ll also talk about the experience.Review: image ImportanceAim to exceed customer expectations so your customers will come back to buy again, and tell all their friends about the experience.Source: 24/7 Wall St. and Zogby Analytics, 07/23/2015, Customer Service Hall of Fame.Provide: a brief overview of the lessonNote: In this workshop, you’ll present background information, examples and techniques surrounding customer service best-practices in communication and then allow for practice and implementation of these skills through classifying, sorting, role-play activities and more. Due to the active nature of these activities, the changes and desired behaviors of TOs will be easily transferable to their current positions. You will follow each presentation of facts, definitions and examples portion with a role-play or other practice opportunity. Throughout the workshop, you’ll also provide learners with various discussion opportunities to share their thought processes, ideas and concerns.Overview: In this lesson, you’ll learn how to provide customer services through empathetic listening, asking questions for clarification, confirming customer satisfaction, trouble shooting problems, and handle customer complaints. Go over: the objectives for the lesson 2EObjectivesReview: the topics to be covered with the lessonTopicsThis lesson includes the following topics:Asking Questions for Clarification Introduce: the new topic of the presentation.Explain: Many telephone operators (TO) do not ask enough questions to truly understand the customer's needs. Or they don't ask the RIGHT questions. Even if a TO is certain that she fully understands the customer's situation, asking at least one or two clarifying questions can help to ensure there is no misunderstanding.IntroductionReview: the topics to be covered with this subjectTopicsThis subject includes the following topics:Define: clarificationWhat is Clarification?Explain: this also communicates something to the customer about the TO's attitude. When the TO asks questions and listens carefully to the answer, this shows the customer that TO is truly engaged in helping her.Summarize: One additional important point to make about asking questions is that the purpose of questions is not just to gather information. The other purpose, in fact probably the most important purpose, is to help the customer feel heard. Questions serve the customer by helping her feel listened to. So even if you have all the information you need, asking a question or two can still significantly enhance the customer's perception of the service experience.Importance of Clarifying Questions?-1905131445Explain: Rather than always saying the same things in exactly the same way, the very best customer service professionals listen attentively to hear the customer's language: their words, phrases, tonality and pacing, and they communicate back to the customer using the same language.Guidelines for Clarifying:When clarifying, follow these guidelines to help aid communication and understanding.Review: examples of clarifying questions and rephrasing what you heardAsk: what makes these clarifying questions?Here are a few clarifying questions you can ask:Here are a few ways to rephrase what you heard:Explain: a question that clearly shows you are not listening is not a clarifying question a non-example would be any question that clearly shows you are not listeningAnd actions like being rude, terse, short, or seeming irritatedReview: non-examplesHere are a few non-examples of clarifying questions: Review: tips for using clarifying questionsHere are a few tips to help you use clarifying questions: Tell: them that it’s their turn to try and identify examples and non-examples of clarifying questions. Explain: that they will create a list of questions as a small group at their table, and work together to determine which questions fit into which column. Discuss: why participants feel that they classified their questions the way that they did. Clarifying Question SortTell: them that it’s time for them to try it outExplain: that they will be performing a role play of a customer call Review: the goal Putting it all TogetherNow it’s your turn to using clarifying questions. The class will separate into groups of three. One group member will be a telephone operator, one will be a customer, and one will be an observer/evaluator. Review: the rubric and scenariosExplain: the rules of the role play. Take turns playing the role of the customer, telephone operator, and observer/evaluator.Notes for facilitators: (Role Play Checklist Handout Found in Appendix C)This exercise should be done in groups of three. If there are extra participants, you can have a couple groups of four. Each of the three group member will have the role: telephone operator, customer, or observer/evaluator. With each new scenario they will switch roles so that they will have an opportunity to be in each role to see it from a new perspective. Two members of the group will do the role play first and then the other(s) will be the evaluators to discuss and analyze the performance of the telephone operator on clarifying questions. Note: the scenarios and checklist handout are also located in Appendix B and CRole Play DirectionsScenarios For Role PlayScenario 1:A customer informs you that the package she received was damaged and one of the necklaces she ordered was missing. Scenario 2:A woman phones in wanting to order a Christmas tree skirt that she saw in the catalog, but she isn’t sure now which one she wants. Scenario 3:A week later, the woman in the previous scenario calls again due to wanting to return the Christmas tree skirt.Facilitator Note: Evaluators will be using the checklist for role play to evaluate the performances of the other two members. Role play checklist handout can be found in Appendix C. Encourage the participant to get into their parts so that they are able to understand the different perspectives of the situation. Each group will perform all three scenarios to work on understanding all perspectives of customer service. After each role play the observer should provide the group member who was the telephone operator with one positive they saw and one thing that could be improved on. Note: you can create and use different scenarios based on your knowledge and experience.Role Play Performance Checklist:____Speaks clearly and directly most of the time____Excellent use of sentence structure and question structure____Uses effectively listening skills throughout the entire call____Applies empathetic listening skills when necessary____Does not interrupt caller____Encourages caller to speak____Uses at least three clarification-type questions or statements during customer interactionExamples:Admitting when they are unsureAsking caller to repeat informationRe-stating what the caller saidAsking for specific examples.____Results help transaction proceed____Customer is satisfied____Effectively summarizes the order on the call____Provides answers to all questions____Thanks customer for their business____Reminds customer to take brief survey following the call____Ends the call in a respectful and cheerful mannerTell: them what they’ve learned in the lesson and review the lesson objectives. Review/SummaryIn this lesson, you learned what clarification is, the importance of using clarifications, guidelines for clarifying, examples of clarifying questions, and tips for using clarifying questions. Ask: what questions do you have?QuestionsWhat questions do you have before we move on?Explain: that these are the references used. Learners may utilize these resources for further information.Works CitedLesson 04: Providing Product InformationTime: 50 min.Introduction Explain: to the learners what the training is about.Introduction/OverviewRead: the learning objective.ObjectiveExplain: the lesson topics to the learners one at a time.After the last bullet, declare something like, “Let’s begin!”TopicsAccessing Product Information in the Database Explain: how to access the product database from the desktop by clicking on the PJ icon as illustrated.Accessing the Product DatabaseExplain: how to login after clicking the icon, with learners utilizing the same username and password as the order entry system.LoginExplain: the main screen of the product catalog. Be sure to point out:The home buttonThe search field The new products buttonThe customer service tip of the weekMain ScreenExplain: that there is more than one way to search for any available item:The search field is one optionUsing the navigation bar at the top is another method of searchingSearch OptionsTell: the learners that this example will be a search for a turquoise bracelet. Demonstrate: how to type in the search field to find all PJ Enterprises’ turquoise bracelets.Search FunctionExplain: that the search field will bring up all the results of turquoise bracelets available to PJ customersSearch Function ResultsExplain: that another search option is using the navigation bars, which allows a more refined search. When utilizing the navigation bars, drop down menus will appear to further narrow a customer’s choices based on their desired products.Demonstrate: that the identifiers drop down will then display an item category and offer other choices:Name of itemManufacturerItem numberEtc. (read screen) Drop Down MenuTell: learners that they are selecting “jewelry” and then search by “type” to find the turquoise bracelets.Drop Down MenuExplain: that from the dropdown menu, further options will be available.Read: example categories on the slide.Tell: learners that they will type in “turquoise” under the “bracelet” field selectionIdentifiersExplain: that next you will see a screen with potential items that fit the customer’s search. These can then be narrowed down more specifically by customer preference.Tell: learners that the screen now displays all turquoise bracelet options available to the customer.Read: these three tips to the learners.TipsAsk: the learners if there are any questions you can clarify for them.Answer: any applicable questions.Questions?Explain: that now the learners will be logging into the product database to practice item lookups.Pause and give learners a chance to relocate to their training computers. Your turn to practice accessing items in the product database!Introduce: the scavenger hunt game about finding products in the product database. Product Database Scavenger HuntRead: the customer question on the slide. Explain: that they will use either the search field or navigation bars to find the desired items.Explain: that when they have located the items, they should notify the facilitator.Note: Learners will either use the search option or they can click on “children” and then “games” to find different types of available children’s games to present to the customer.Ask: learners to share how they found the items and tips they might have for each other.Scavenger Hunt Item #1Read: the customer question on the slide. Explain: that they will use either the search field or navigation bars to find the desired item.Explain: that when they have located the item, they should notify the facilitator to check.Note: Learners will either use the search option or they can click on “home accessories,” then “manufacturer,” then type Zweisel to find different types of available stemware to present to the customer.Ask: learners to share how they found the items and tips they might have for each other.Scavenger Hunt Item #2Read the customer question on the slide. Explain: that they will use either the search field or navigation bars to find the desired item.Explain: that when they have located the item, they should notify the facilitator to check.Note: Learners will either use the search option or they can click on “home accessories,” then “type,” then type coasters to find different types of available coasters to present to the customer.Ask: learners to share how they found the items and tips they might have for each other.Scavenger Hunt Item #3Read the customer question on the slide. Explain: that they will use either the search field or navigation bars to find the desired item.Explain that when they have located the item, they should notify the facilitator.Note: Learners will either use the search option or they can click on “seasonal,” then “type,” then “ornaments” to find different types of available “peace” ornaments to present to the customer.Ask: learners to share how they found the items and tips they might have for each other.Scavenger Hunt Item #4Congratulate: the learners on completing the lesson. Explain: that learners will move on to another lesson about upselling and cross-selling.Final CommentsAppendix B: Clarifying Questions Role Play Scenarios Facilitator NotesScenariosNotes for facilitators: This exercise should be done in groups of three. If there are extra participants, you can have a couple groups of four. Each of the three group member will have the role: telephone operator, customer, or observer/evaluator. With each new scenario they will switch roles so that they will have an opportunity to be in each role to see it from a new perspective. Two members of the group will do the role play first and then the other(s) will be the evaluators to discuss and analyze the performance of the telephone operator on clarifying questions. Evaluators will be using the rubric for role play to evaluate the performances of the other two members. Make sure you have thoroughly reviewed this rubric. Encourage the participant to get into their parts so that they are able to understand the different perspectives of the situation. Each group will perform all three scenarios to work on understanding all perspectives of customer service. After each role play the observer should provide the group member who was the telephone operator with one positive they saw and one thing that could be improved on. Note: you can create and use different scenarios based on your knowledge and experience. Scenario 1:A customer informs you that the package she received was damaged and one of the necklaces she ordered was missing. Scenario 2:A woman phones in wanting to order a Christmas tree skirt that she saw in the catalog, but she isn’t sure now which one she wants. Scenario 3:A week later, the woman in the previous scenario calls again due to wanting to return the Christmas tree skirt. Appendix C: Clarifying Questions Role Play Checklist Actions Needed to Show ProficiencyCommentsSpeaks clearly and directly most of the timeExcellent use of sentence structure and question structureUses effective listening skills throughout the entire callApplies empathetic listening skills when necessaryDoes not interrupt callerEncourages caller to speakUses at least three clarification-type questions or statements during customer interactionExamples:Admitting when they are unsureAsking caller to repeat informationRe-stating what the caller saidAsking for specific examples.Results help transaction proceedCustomer is satisfiedEffectively summarizes the order on the callProvides answers to all questionsThanks customer for their businessReminds customer to take brief survey following the callEnds the call in a respectful and cheerful manner ................
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