Business Friendly Customer ServiceLG
ServiceSims
Leader’s Guide
Copyright Telephone Doctor®, Inc.
All Rights Reserved
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30 Hollenberg Court • St. Louis, MO 63044
PHONE: 314.291.1012 • 800.882.9911
FAX: 314.291.3710
CONTENTS
The Goal of the Course and Course Objectives 3
Training Outline: ServiceSims 4
Before You Begin: Tips for Trainers 5-6
Buy-in Activity 7
Scene 1 - Raging Bull Discussion Questions & Skill Practice 8
Scene 2 - The Hangover Discussion Questions & Skill Practice 9
Scene 3 - Les Miserables Discussion Questions & Skill Practice 10
Scene 4 - Look Who’s Talking Discussion Questions & Skill Practice 11
Scene 5 - Reality Bites Discussion Questions & Skill Practice 12
Scene 6 - Show Me the Money Discussion Questions & Skill Practice 13
Scene 7 - Extremely Loud & Incredibly Close Discussion Questions & Skill Practice 14
Scene 8 - Just the Facts Ma’am Discussion Questions & Skill Practice 15
Scene 9 - Back To the Future Discussion Questions & Skill Practice 16
Scene 10 - The Terminator Discussion Questions & Skill Practice 17
Scene 11 - Rules of Attraction Discussion Questions & Skill Practice 18
Scene 12 - Top Gun Discussion Questions & Skill Practice 19
Key Points 20-22
Before They Go 23
Closing Words 24
About Telephone Doctor, Inc. Customer Service Training
Telephone Doctor, Inc. is a St. Louis based customer service training company that offers products and techniques designed to improve the service skills of customer contact employees. Through DVDs, web-based courses, books, audio programs and instructor-led workshops, Telephone Doctor, Inc. has helped tens of thousands of organizations increase revenue, improve customer satisfaction ratings and reduce employee turnover. For additional information, please visit .
And now some legal stuff...
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The Goal of the Course: ServiceSims
The ServiceSims Series consists of 12 challenging customer service situations. Each challenging situation is followed by two distinct directions in which to handle that interaction. These choices offer varying strategies and each path leads to an alternate ending to that scene. Your group should discuss and consider the merits of each choice carefully.
The value of this course comes from your group’s discussions. Encourage individuals to articulate which path they advocate taking and more importantly, why they selected that direction. Next, view the vignette outcome of that choice. Encourage your team to again discuss what went right or wrong. What personal experiences can they draw from which were similar to the challenging scene they watched? It’s valuable to view both outcome vignettes since there are learning opportunities in reviewing and discussing both the right and wrong choices. By reviewing these challenging situations, we’ll discover effective strategies to resolve and be more effective ambassadors.
Objectives:
In support of the above goal, participants who have successfully completed this course will be exposed to written, verbal, and/or skill practice exercises, to better handle challenging situations:
• Rude, argumentative and irate customers
• When callers are in a ‘unique frame of mind’
• Special needs and senior citizens
• Demanding and sense of entitlement
• Callers that have unrealistic expectations
• Negative and difficult callers
• Threatening customers
• Lonely and talkative callers
• Background distractions and being put on hold by callers
• When to involve management and escalate calls
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Training Outline: ServiceSims
I. Introduction to the Topic (See “The Goal of the Course” on page 3) (3 min.)
A. State the goal of the course in your opening comments
B. Include the class objectives
II. Getting Acquainted (see “Before You Begin: Tips for Trainers” on pages 5-6) (15 min.)
A. Introduction of trainer
B. Use an icebreaker activity or buy-in activity
III. View Program: ServiceSims (Varies with teach method)
IV. Application of Discussion Questions (45 min.)
A. For each question:
♦ Review and discuss responses provided in the Leader’s Guide
♦ Optional: Use corresponding Skill Practices
V. Wrap Up (see “Before They Go” on page 23) (15 min)
A. Select method of review
B. Use a commitment activity
C. Ask participants to complete evaluation
NOTE: The normal total length of this class is approximately 2 hours and 30 minutes using the questions only. For each Skill Practice activity included in the session, increase the total length of the class by approximately 10-15 minutes. For example, if using Skill Practices #1, 3 & 5, the total length of the class is approximately 3 hours. Depending on the time available and with some imagination, the training can be as short as only watching the program or extended to a full day session.
Before You Begin: Tips for Trainers
To help participants receive the maximum benefits from this course, here are some tips for success:
Assemble Learning Resources
■ Locate DVD program ServiceSims
■ You’ll need:
A flip chart, or white board and markers, or chalkboard and chalk. Also have paper and writing instruments available for note taking and activities.
Media equipment: TV with DVD player or computer with DVD drive, speakers and screen or wall.
Create a Comfortable Learning Atmosphere
■ Choose a comfortable, well-lighted room with no distractions.
■ 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.
■ Use name tents or name tags for participants.
■ Encourage note taking for reinforcement purposes.
■ 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 with you, the more effective you will be in facilitating their learning.
■ Allow the participants to get comfortable with each other. Use self-introductions or icebreaking exercises to get the group relaxed.
1. The participants can use your introduction as a model, which will help them overcome any natural reluctance to talk about themselves.
2. Divide the class into groups of two. Give each pair of participants a few minutes to interview each other. Each one in turn introduces his or her partner to the group. This will speed the process of getting the participants to function as a group.
3. Multiple sources for icebreaker exercises exist. Bring your own or visit your favorite bookstore or local library for ideas.
■ Schedule breaks as needed.
Before You Begin: Tips for Trainers (Cont.)
Create a Comfortable Learning Atmosphere (Cont.)
■ 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.).
■ Establish clear goals. The specific learning objectives for this class are included in the Leader’s Guide (page 3). Keep in mind that the clearer the participants’ understanding of their objectives, the more likely it is that they will achieve those objectives.
Involve the Participants
■ Choose the segments of the program that best meet your needs. Decide the viewing method that works best (start/stop, all inclusive, minus the review segment, etc.).
■ Verify participant understanding by asking questions. They should do most of the work. Resist the urge to take over. Facilitate, but don’t dominate. Ask questions, coax answers, encourage give and take.
■ Encourage involvement of the participants by beginning questions with phrases such as:
“What did you think about that?”
“Tell me what you just saw.”
“How do you relate to that vignette?”
“That was interesting; what was your take on it?”
“What were your initial impressions?”
“How did that segment make you feel?”
■ Reduce participants’ apprehension by positively reinforcing their comments with statements such as:
“That’s interesting; tell me more about what you mean.”
“I hadn’t considered that angle yet.”
“Good point.”
“Okay, thanks for sharing that with us.”
“That’ll be one of the things we need to consider.”
“I really like your insight.”
“That’s sure a unique perspective. Who else has some ideas?”
■ Reward participants for their enthusiastic participation. Prizes are always coveted.
NOTE: Telephone Doctor encourages you to create your own Skill Practices for each question to simulate issues specific to your organization.
Buy-in Activity
Let’s get started with a buy-in activity. As a group, using a flip chart or smart board, facilitate a 10-15 minute brainstorming session and create a list of customer challenges your staff has experienced.
Expect to hear responses such as:
Customers who are: angry about cost, clueless, rambling/long conversations, lonely, threaten me or the company, crazy requests, complaints, background noise, distractions, frustrations regarding discontinued products or services, drunk or impaired, too friendly, ask personal questions, miscommunication, feel entitled…
When participants have shared and discussed their challenges, it’s now time to launch the Telephone Doctor chaptered DVD customer service training program ServiceSims and learn new proven techniques.
View Chapter 1 - Raging Bull.
Watch each program introduction and challenge. Then ask participants to select option A or B by a show of hands. View the most requested option and then view the remaining scene. Stop the program after both options have been viewed and compare participants brainstorming results. Then follow through this Leaders Guide’s Discussion Questions, Skill Practices and Key Points.
Continue the above process and view each ServiceSims chapter. ENJOY!
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Chapter 1 – Raging Bull
Rude, angry, abusive customers are a challenge to handle. What's the best method to defuse the situation so you're able to steer it towards a positive outcome?
Discussion Questions:
A. Paige did several things incorrectly. What were they?
• She immediately took a defensive stance, figuratively speaking, since the customer was clearly attacking her personally. By her tone, she conveyed to the customer that she was not about to take any abuse from him.
B. At times, our jobs are very challenging. Especially when customers swear or raise their voice at us. It’s best to explain to customers that you are able and willing to help, but will not be the target for their abusive language. What technique was applied in this program to help control the call?
• Telephone Doctor’s ‘Swear Stopper’ from “How to Handle the Irate Caller” program.
Skill Practice: Allow 10-15 minutes
• Divide your class into several small teams with 2-4 participants.
• Make worksheets with the generic ‘Swear Stopper’ below.
Swear Stopper: “Excuse me; I can handle your problem, that’s not a problem. I’m not able to handle your abusive language. Tell me what happened and I’ll help you.”
Team Challenge: Example – Upset caller that needs a specific product
Team Personalized Script: Example – “Mr. Stout, I can handle your issue, that’s not a problem. I’m not able to handle your swearing. Now, let’s work together; what’s the part number you need?”
• Assign an appropriate ‘Buy-In Activity’ challenge to each team (page 7).
• Instruct these teams to script a “Swear Stopper” response for their specific challenge.
• To recap, ask teams to select someone to read their script to the class.
KEY POINTS:
• Don't take irate customers personally.
• Be certain to apologize, sympathize/empathize with the client, accept responsibility, and then prepare to help.
• When faced with swearing and abusive language, use Telephone Doctor’s ‘Swear Stopper’ technique to turn the situation around.
Bonus Tip: Don't let negative emotions from one client interaction carry over to your next interaction.
Chapter 2 – The Hangover
Some late night and weekend callers can be in a ‘unique’ frame of mind. How do you walk the tight rope of staying polite while also valuing your time so you're able to assist other customers?
Discussion Questions:
A. Some shifts may be more challenging than others. What’s wrong with trying to accommodate these ‘late night’ callers who are in a ‘unique’ frame of mind?
• It’s a waste of precious time, staff talents and resources.
B. What are a few suggestions to better handle this type of caller?
• Be prepared by knowing how to handle the situation in advance.
• Know your organization’s policy and local help lines.
• Regardless of your customer’s emotional state, keep in mind that you are the organization’s representative and you need to maintain your decorum and professionalism.
• Find the balance between respect for your customer and respect for your time.
Skill Practice: Allow 10-15 Minutes
In this class exercise, lead a class discussion on what approach your organization will apply in the future.
Consider posting this recap in a common area of your office for future reference.
KEY POINTS:
• Be prepared by knowing how to handle the situation in advance. Know your organization's policy and local help lines.
• Regardless of your customer's emotional state, keep in mind that you are the organization's representative and you need to maintain your decorum and professionalism.
• You always want to respect your customers, but you will need to find the balance between respect for your customer and respect for your time.
Chapter 3 – Les Miserables
Occasionally we encounter a chain of complaints about our policies. What's the best method to handle these situations?
Discussion Questions
A. In the ineffective segment, what were a few of the comments Paige made that will damage her company?
• You’re there to resolve the issue for your customers.
• Demonstrate that you truly care about your customer.
B. When policies or procedures are changed and customers are unhappy, what is an effective way to acknowledge the customer's concerns?
• Offer verbal feedback that you're listening.
• Inform the customer that you're taking down their comments and will email this feedback to ‘the powers that be.’
• Ask them if they would like your supervisor to call back to discuss service options.
Skill Practice: Allow 10-15 Minutes
For better or worse, one thing we can all count on is change happens! Open the discussion for this activity. Ask participants to share a few changes your organization has made and discuss how they handled the customer’s request.
Expect to hear responses like:
“I told Mr. Jones we no longer carried Part #12345 because it had design flaws. I asked for his email address and told him that I’d send him a note when the replacement part would be available in 6-8 weeks. He said if that was the best I could do, he’d like a call back instead.”
“A customer didn’t like the ‘look’ of our new website. I apologized and empathized then offered to ‘walk’ her through the site and address her questions. She calmed down and was lovely after that.”
“Becky was furious because she only wanted to order 3 fish tank light bulbs. I explained our minimum order was 6. She demanded to speak with the owner immediately. I offered to take her information and have my supervisor return her call within 1 business day. She refused and said she’d never do business again. She called back 10 minutes later and placed an order for 6.”
KEY POINTS:
• When you have questions or concerns about your organization's policies, discuss them only with management.
• Customers need to hear confidence and reassurance from you that your organization is capable of handling their needs.
Chapter 4 – Look Who’s Talking
Sometimes customers love to tell you their life story. What's the best strategy for resolving situations like this without upsetting talkative customers?
Discussion Questions
A. Darius attempted to get this talkative customer back on track by interrupting and saying: “Ma’am, ma’am, ma’am! Look, we want to offer the best service to all our customers. I can see we have dozens of other customers waiting in queue for help. Now please focus…” Explain how you would feel if you were this talkative customer.
• “Wow, their staff is abrupt. They don’t care about their customers.”
• “I was just being friendly, why should I spend my money here.”
• “So, what you’re telling me is that other customers are more important?”
B. It’s important to guide ‘talkative’ customers and get them back on track to better assist them. True or False?
• True – Your job is to assist customers and resolve challenges.
Skill Practice: Allow 10-15 Minutes
Let’s have some fun with this skill practice. What suggestions will help you keep in control of conversations and better guide calls?
Divide class into small groups (3-4 participants). Nominate a ‘talkative’ person to play the part of the caller.
Encourage other participants in each group to politely interject. On paper, make a list of the successful attempts.
Expect to hear:
The ‘And’ technique; Again, my name is…; I know you called for a reason, let me help you; I’m glad you had a great vacation, now tell me how I can help you today; Sounds like you’re a busy lady, let me complete your order so you can get on with your day; Mrs. Baker, let me ask a few more questions about the software you’re interested in.
Ask each group to read their TOP 3 ‘Back on Track’ suggestions.
KEYPOINTS:
• When a customer asks you how you are, it's OK to not engage in this conversation, but to simply say, "Fine, thank you. And, how might I help you today?"
• Take control of your conversations and steer callers back on track.
• Long-winded conversations can take up valuable talk time and cause delays for other customers.
Chapter 5 – Reality Bites
Occasionally, callers seem to operate outside of reality. What's the best way to handle challenging situations like these?
Discussion Questions
A. When callers are unwilling or unable to understand your explanations, what are some of the right and wrong ways to handle the situation?
• Hang up on a caller.
• Apologize to the customer for the misconception.
• Let them know you’re sensitive to their feelings by showing empathy.
• Tell them what you can do.
• Verbal cues that could send a negative message, such as a sigh.
• Sometimes there are those you will not be able to please.
B. Wouldn’t it be nice if all our customers were happy, reasonable people? When we find ourselves in these situations, of what do we need to keep reminding ourselves?
• First and foremost, it’s not personal.
• The customer is upset at what they perceive to be some sort of injustice.
• At all times, we represent the company. Our actions must portray the company in a positive, courteous manner.
Skill Practice: Allow 10-15 minutes.
Let’s improve our communication skills by revisiting the Telephone Doctor’s Five Forbidden Phrases. On a flip chart or smart board, recreate the information below and discuss how your company can apply these phrases.
KEYPOINTS:
• When a customer is being unreasonably irate, remember that it's not personal. They’re upset about the situation, not you.
• Keep in mind that you represent your organization to the customer. Behave as such and be sensitive to their feelings.
• Know your organization’s guidelines regarding call escalation and, when necessary, be prepared to transfer an irrational caller to someone who is better able to help.
Chapter 6 – Show Me the Money
Customers occasionally argue for more than your policy allows. What's the best course of action for these thorny requests?
Discussion Questions
A. Darius had a customer that demanded reimbursement for part of his trip to Africa because his camera didn’t work. Darius hesitated and restated the crystal clear company policy. How did Darius come across to the customer?
• Darius isn’t trained well.
• He didn’t care about me or my problem with their camera’s failure!
• He ‘stood’ behind the policy.
B. When you are dealing with a customer (either on the phone or in person) who is demanding more than you can give, what would be a course of action once you've determined that no matter what you try, you are not able to help them?
• Tell the customer, "I wish I could (do whatever is requested), since I'm not able to do that, let me get you to a supervisor and see what can be done.”
Remember, customers do not care about company policies! Avoid saying any of the “Killer Words of Customer Service” such as: “Sorry, that’s our policy.”
Skill Practice: Allow 10-15 minutes
Let’s create our own “Wish Statements.” On a flip chart or smart board, brainstorm unrealistic requests from a customer. They can be an actual or made up requests. Divide your class into small groups of 2-3 participants. Each team selects a request and creates and writes down a customized WISH Statement. Include: customers name, details, product info, etc.
Facilitator – Write this generic statement on flip chart paper or worksheet:
WISH Statement: “I wish that was an option; that would be great. What we are able to do is…”
Example of a customized WISH Statement: “Steven, we wish a refund was possible; it’s not an option we have for a two year old hat. What can be done is credit your account $10 towards your next purchase. Shall I issue a credit today?”
KEYPOINTS:
• Stand behind your organization and its product(s) or service(s).
• Be confident and know your limits when dealing with demanding customers.
Chapter 7 – Extremely Loud and Incredibly Close
Background noises and distractions can make delivering excellent service extremely difficult. What strategies can help solve these problems?
Discussion Questions
A. Paige attempted to assist a caller; however, the noise in the background was preventing her from hearing clearly. What could Paige have done to better manage this situation?
• Ask the customer politely to reduce the background noise.
• Ask for the customer’s phone number and offer a call back.
• Ask the caller if it’s possible to step into another room.
• Apologize that you’re unable able to hear and express your desire to help them.
B. When a caller puts you on hold, there are a number of consequences. What can be said to the caller before being put on hold so they understand your situation?
• I wish I could wait on hold; however other callers are waiting.
• I’ll be happy to hold for up to two minutes or would you prefer to call us back when it’s more convenient for you?
• Is there a better time for us to call you back?
Skill Practice: Allow 10-15 minutes
On flip chart paper or smart board, make a list of the reasons it is not effective to wait on hold or attempt to carry on a conversation with customers when there’s background noise or distractions that are preventing you from doing your job.
Responses you may hear: Wastes time and resources; not fair to other customers; negatively effects call times; prevents staff from completing other duties; lowers productivity; costs the company money; it’s boring, etc.
KEYPOINTS:
• Acknowledge background noise on a customer's phone line and offer to hold while the customer does something about it.
• Know your organization's policy on how long to stay on the line when a caller puts you on hold.
Chapter 8 – Just the Facts Ma’am
Sometimes customers can be extremely emotional about personal situations. What's the best way to handle these situations?
Discussion Questions
A. Emotional customers can be very challenging. What did Darius do that made the situation worse?
• Darius came across as callus and too busy to be nice.
• He didn’t ask questions to determine the caller’s purpose.
• It was as if he didn’t listen or hear how upset the caller was.
• Darius didn’t display genuine empathy to the customer for the total loss of her home and contents.
• This was a serious call. Darius didn’t acknowledge her story or seem to care at all.
B. In the best practices segment, why do we encourage the customer service staff to show empathy?
• Displaying empathy will go a long way towards building a positive business relationship and even to helping the customer get back to focus on the main reason for their call.
• Your customer is more likely to remain your customer!
Skill Practice: Allow 10-15 minutes
Discuss issues or challenges which have caused your customers to become emotionally charged.
(Examples include: financial challenges, family issues, billing errors, health problems, delays, wrong quantity or items sent, miscommunications, system errors, and no follow-up.)
Now, let’s discuss more effective options or improved verbiage which may help to resolve these emotional customers.
(Examples include: allow a bit more time, politely guide the caller, offer options to resolve company errors, show compassion, be sincere and sympathize with them, inquire how else your company can assist them, be sincere – put yourself in their shoes, offer to escalate the call to someone on your team with more experience, apply the Telephone Doctor’s ASAP technique.)
KEYPOINTS
• Don’t miss opportunities to show you care and show some empathy for a customer who needs it.
• Remember that any kindness you extend will come back to you later and will also help with building business relationships and customer retention.
Chapter 9 – Back to the Future
Calls from ‘seasoned’ citizens deserve extra care. How can you demonstrate great service when you don't have what they're calling about?
Discussion Questions
A. When a customer requests an item which is no longer being produced or a service has been discontinued, what’s wrong with saying, “Sorry, that product or service is obsolete.”
• It’s harsh, rude and doesn’t help the customer.
B. True or False: Some customers may require additional time.
• True! Every customer is deserving of respect and dignity. Especially ‘seasoned’ citizens. They may need more patience and understanding. Look for alternatives and solutions. Do not make excuses or negative comments. All customers are looking for solutions; not excuses.
Skill Practice: Allow 10-15 minutes
Have participants work independently on the two items below.
#1 - Have you ever experienced an employee who made negative comments about a product or service you needed?
#2 - Explain the situation and describe the end result of the experience.
To recap, ask a few volunteers to briefly share his/her experience. Then ask the class the question below.
Could this type of treatment damage our organization’s reputation? Yes or No
Key Points:
• Every customer is deserving of respect and dignity.
• ‘Seasoned’ citizens need your patience and understanding.
• Regardless of the nature of the request, stay positive.
• Look for positive alternatives when a customer is making an impossible request.
Chapter 10 – The Terminator
Thankfully, threatening callers are rare. If you do encounter a customer making threats, what course of action should you take?
Discussion Questions
A. Darius connected with an irate customer who made threats against the company. Most callers want to vent and rarely act on their threats. True or False?
• True. However you should advise your supervisor of the conversation immediately.
B. What are a few simple suggestions to help resolve issues?
• Don’t take it personally.
• Remain calm and confident.
Skill Practice – Allow 15-20 Minutes
Let’s create an ‘ASAP Technique’ Shield of Defense. Invite the class to help you brainstorm a list of ‘problems’ that cause customers to become angry.
Responses you may hear: Late shipment, backorders, out of stock, no follow-up or returned phone call, pricing error, warranty issue, misunderstanding, etc.
Copy the ASAP info below on worksheets for this activity leaving space to create a response.
Next, assign participants a ‘problem’ and write an ASAP response. Read aloud as time permits.
APOLOGIZE/ACKNOWLEDGE:
We apologize for…; I’m so sorry for…; I hear what you’re saying about… (the delay/confusion/ error).
SYMPATHIZE:
We understand your situation; This can be confusing; I hear your concern, etc.
ACCEPT RESPONSIBILITY:
Again, my name is…; Here’s what I can do…; Let me/us get to work on this; I’ll handle this personally; My team will start…; Let’s work together on…, etc.
PREPARE TO HELP: (End this technique by always asking an engaging question.)
When can we reschedule your appointment? And your number is? Where can I ship this package? And your email address is? Please, tell me what happened.
Key Points:
• Stay calm.
• Follow your organization's incident plan.
• Be prepared for any situation in advance by knowing your organization's guidelines for various scenarios.
Chapter 11 – Rules of Attraction
Sexual harassment is a serious issue. How should you react if it arises in a customer service setting?
Discussion Questions
A. Why is it best to leave no ‘gray area’ with sexual harassment or other offensive remarks?
• Because ignoring improper comments, normally won’t stop the caller.
• These types of comments are inappropriate and shouldn’t be tolerated.
• Involving a supervisor in this type of situation should eliminate the problem.
B. When a customer starts steering the conversation in the wrong direction, what might be said to help reverse the course?
• Overlook the inappropriate comments and steer the conversation back onto the right track by using a phrase like: "Let's check on this for you and get you an answer."
Skill Practice – Allow 10-15 Minutes
Let’s brainstorm ‘warning signs’ of sexual harassment. On a flipchart or smart board, write participant’s examples which are possible in an office environment. All seven touch points of communication apply (in person, phone, email, fax, text or LIVE chats, voicemail, regular mail).
Key Points:
• It's best to leave no ‘gray area’ with this type of situation and respectfully make it clear that inappropriate behavior such as this will not be tolerated.
• When ignoring inappropriate comments doesn't work, it's time to escalate the situation to your supervisor.
Chapter 12 – Top Gun
Your manager just issued a directive to escalate fewer calls. How do you handle the caller who immediately demands a supervisor?
Discussion Questions
A. In this scenario, Darius could certainly hear the feedback signals from this customer (terse tone, exasperated sighs, and obvious irritation). How should he have responded?
• Be aware and recognize the signals.
• Remain calm and use a business friendly tone of voice.
• Confidently acknowledge the customer's level of frustration.
• Explain that you understand the issue at hand and will help.
B. When a customer asks to be immediately transferred to a supervisor, what are a few comments you can say to be an effective employee before escalating the call?
• “Certainly, let me gather some information then I’ll connect you with my supervisor.”
• “We don’t want you to be unhappy, let me start the ball rolling. And I’m speaking with…? And your order number is…?”
• “My name is Katy; let me get the details so I can transfer you to the right person.”
Skill Practice: Allow 10-15 Minutes
LET’S ROLE PLAY!
As a class, come up with 3-6 scenarios when a customer has demanded from the onset of the conversation to be connected with a supervisor. Depending on the size of your class, break into small teams and assign a scenario to each group. Allow time to script for the ‘customer’ and ‘company representative.’ Then, present each scenario to the class. ENJOY!
KEYPOINTS:
• Reassure customers that you are very familiar with your organization's product(s) or service(s) and that you ARE able to help them.
• Calm, cool confidence is what a customer needs to hear from you.
• Take ownership of your customer's issue. They can feel when you're trying to help.
• Stay with the customer as long as you can and offer as much help as you can. Escalate when necessary.
KEY POINTS: ServiceSims
1. Raging Bull
□ Don't take irate customers personally.
□ Be certain to apologize, sympathize/empathize with the client, accept responsibility, and then prepare to help.
□ When faced with swearing and abusive language, use Telephone Doctor’s ‘Swear Stopper’ technique to turn the situation around.
Bonus Tip: Don't let negative emotions from one client interaction carry over to your next interaction.
2. The Hangover
□ Be prepared by knowing how to handle situations in advance.
□ Know your organization's policy and local help lines.
□ Regardless of your customer's emotional state, keep in mind that you are the organization's representative and you need to maintain your decorum and professionalism.
□ You always want to respect your customers, but you will need to find the balance between respect for your customer and respect for your time.
3. Les Miserables
□ When you have questions or concerns about your organization's policies, discuss them only with management.
□ Customers need to hear confidence and reassurance from you that your organization is capable of handling their needs.
4. Look Who's Talking
□ When a customer asks you how you are, it's OK to simply say, "Fine, thank you. And, how might I help you today?"
□ Take control of your conversations and steer callers back on track.
□ Long-winded conversations can take up valuable talk time and cause delays for other customers.
KEY POINTS: ServiceSims (Continued)
5. Reality Bites
□ When a customer is being unreasonably irate, remember that it's not personal - they aren't mad at you, but at the situation.
□ Keep in mind that you are your organization's representative. Behave as such.
□ Be sensitive to the feelings of the customer.
6. Show Me the Money
□ Stand behind your organization and its product(s) or service(s).
□ Be confident and know your limits when dealing with demanding customers.
7. Extremely Loud & Incredibly Close
□ Acknowledge background noise on a customer's phone line and offer to hold while the customer does something about it.
□ Know your organization's policy on how long to stay on the line when a caller puts you on hold.
8. Just the Facts Ma’am
□ Don't miss opportunities to show you care and show some empathy for a customer who needs it.
□ Remember that any kindness you extend will come back to you later and will also help with building business relationships and customer retention.
9. Back to the Future
□ Every customer is deserving of respect and dignity.
□ ‘Seasoned’ citizens need your patience and understanding.
□ Regardless of the nature of the request, stay positive.
□ Look for positive alternatives when a customer is making an impossible request.
KEY POINTS: ServiceSims (Continued)
10. The Terminator
□ Stay calm.
□ Follow your organization's incident plan.
□ Be prepared for any situation in advance, by knowing your organization's guidelines for various scenarios.
11. Rules of Attraction
□ It's best to leave no "gray area" with this type of situation and respectfully make it clear that inappropriate behavior such as this will not be tolerated.
□ When ignoring inappropriate comments doesn't work, it's time to escalate the situation to your supervisor.
12. Top Gun
□ Reassure customers that you are very familiar with your organization's product(s) or service(s) and that you ARE able to help them.
□ Calm, cool confidence is what a customer needs to hear from you.
□ Take ownership of your customer's issue. They can feel when you're trying to help.
□ Stay with the customer as long as you can and offer as much help as you can. Escalate when necessary.
Before They Go
In order to reinforce the skills and techniques that have been addressed, choose one or more of these reinforcement options:
Suggested Methods of Review
▪ Discussion questions are provided in this Leader’s Guide for your use.
For Continued Success
▪ 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.
▪ According to experts, it takes 21 days to develop a new skill or routine. To reinforce what insights they gained from this program, ask the participants to write them down. The participants can then refer back to the insights and share them with others.
▪ In order to evaluate training success and identify areas to improve, provide participants with the opportunity to evaluate the training by using an evaluation survey. (See sample below.) This is a prime opportunity to identify future training needs.
TRAINING EVALUATION
Thank you for attending a Telephone Doctor workshop today!
Please take a minute to let us know your feelings.
Rate the following: 1 - 5 (5 being the best)
( This course was useful & I enjoyed it 1 2 3 4 5
( Material related to my job 1 2 3 4 5
( Topics were clear & easy to understand 1 2 3 4 5
( I will use these skills 1 2 3 4 5
( Please rate the instructor 1 2 3 4 5
( Overall rating for this class 1 2 3 4 5
Comments are appreciated:
Your Name: Date:
Instructor:
Closing Words
Knowing how to communicate effectively isn't good enough. You need to put what you know to use. You need to make it work for you. If you do, you'll get what we promised at the start of this course – more satisfaction from your job and a brighter future for your organization and for yourself.
● You've got the skills.
● You've got the knowledge.
● You've got the purpose.
● THE REST IS UP TO YOU!
Good Luck!
And Remember –
IT'S FUN TO BE GOOD!
-----------------------
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Avoid Negative Phrases
• I don’t know.
• We can’t …
• You’ll have to …
• Just a second.
• No… at the start of a sentence.
Use Positive Replacements
• “I’ll find out…”
• “What we can do is…”
• “What I’ll need you to do is…”
• “Are you able to hold?”
• Begin sentence without NO, say “I wish we…
WARNING SIGNS
Possible responses:
‘PSI’ - Personal Space Invaders
‘TMI’ - Offers too much personal information
Improper comments/notes/gifts/walk-bys
Have an uncomfortable ‘gut’ feeling
Flirtatious gestures
Only ‘you’ can assist them
Stalkers - contact without real purpose
Unsuitable jokes
Inappropriate attire
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