PART II LESSON PLAN CUSTOMER SERVICE

Transcription

1 (COMPUTER SLIDE 1, Module Title) PART II LESSON PLAN CUSTOMER SERVICE (COMPUTER SLIDE 2, Learning Objectives) I. LEARNING OBJECTIVES: Review and discuss each objective. a. Elaborate on the phrase individual response value b. Discuss the following points from Chick-fil-a Customer Service 1. Use of the term My Pleasure at the end of a transaction. 2. Exhibit: humility, passion for service, compassion, and genuineness. 3. Servant Leadership a. Managers treat their employees the way they want those employees, in turn, to treat customers. b. If we have to keep telling people what to do, it means we are not modeling the behavior ourselves. c. If we are living it every day, we don t need to talk about it. d. Define service Act of helpful activity. Treating others with honor dignity, and respect. Do everything to ensure you are impacting the lives of people in positive ways e. What are some ways that you can reflect service? (helping, shaking hands, smiling, etc) II. It is always important to link your personal objectives with the learning objectives of the workshop. We can then determine WIIFM. III. What issues are clients facing when they come to your office? IV. How would you define Second Mile? ( going above and beyond, People expect you to be nice, work hard, be ethical and say please and thank you., it carries with it an air of authenticity. Your smile is authentic and you show that it is truly your pleasure to help. (COMPUTER SLIDE 3, Objective) GROUP ACTIVITY: Perform the group activity. I. Groups will select a recorder and reporter. Once the selection has been made, respond to the following questions. What do you consider excellent customer service? Why is it important that you deliver excellent customer service? II. Be prepared to share the results of your group discussion with the whole class.

2 (COMPUTER SLIDE 4, Internal vs. External Customers) STATE: This is the definition of internal customers: Customers who are people, departments or agencies serviced by what we do. The only exception would be an employee working in a totally isolated situation. STATE: This is the definition of external customers: Customers who are the end users of our organization s products or services. This meets what is typically referred to as the more traditional use of the term customer. (COMPUTER SLIDE 5, What are Customers Basic Needs?) I. STATE: Basic Needs of Customers 1. The Need to be Understood Those who select your service need to feel that they are communicating effectively. The messages that they send should be interpreted correctly. Barriers to this communication can impact this process. 2. The Need to Feel Welcome Any measure of exclusivity will influence the customer not to return. People need to feel that you are happy to see them and want their business. 3. The Need to Feel Important Ego and Self-Esteem are vitally important and powerful human needs. All that you do needs to be driven by your desire to make the guest feel special. 4. The Need for Comfort Customers need physical comfort, psychological comfort, the assurance that they will be taken care of properly, and the confidence that you will meet their needs. (COMPUTER SLIDE 6, Group Activity) GROUP ACTIVITY: Perform the group activity. (COMPUTER SLIDE 7, Importance of Meeting Expectations) STATE: This is the definition of internal customers: I. Share examples of when you have experienced a situation where these expectations have not been met. Timeliness - Need to know the service requirements for your job. II. Group Activity In your group, how did you define the following terms? Timeliness Responding to queries promptly, sending out information when you

3 say you will, providing front line service promptly, and doing regular rounds of washrooms. Quality We all have an idea of what quality means. Ex: clothes and socks that hold their shape Consistency Things are the same all the time. Ex: McDonald s First Impressions complete the exercise How good are the First Impressions you make? (COMPUTER SLIDE 8, Shocking Truth About Your Image) Why looking different may effect your image. Why being hard to understand may effect your image Why exaggerating might effect your image. Why being indiscreet may effect your image. (COMPUTER SLIDE 9, Standards and Expectations) GROUP ACTIVITY: I. Distribute Play Doh to each group. II. Each student will have five minutes to plan a design. He/She will have five minutes to create the Krystal hamburger. Be prepared to share the result of your plan time. III. Following the discussion of standards and expectations complete Play Doh exercise. (COMPUTER SLIDE 10, Communication) I. Communication four-way process, sending, message, receiving, and feedback. Understanding is very important as well. How would one check for understanding? II. What are some barriers that interfere with the receipt of information? Noise culture disinterest education emotion mood language vocabulary experience

4 III. Active Listening Three stages of active listening: non-verbal, cues, paraphrasing, clarifying and summarizing. Discuss the techniques that might be used as you engage in conversation. (COMPUTER SLIDE 11, Communication Skills for Excellent Customer Service) REVIEW: I. Review the slide and answer the question What can you do to overcome these barriers? II. Experience Sometimes our lack of experience can interfere with our clear understanding of what the message sender is trying to convey. We do not have enough of an experiential base to build upon. III. Background We may not have mastered skills necessary to clearly dialogue with the receiver. IV. Culture Perceptions of terms and ways to handle situations may vary based upon our cultural background. (COMPUTER SLIDE 12, Group Activity) GROUP ACTIVITY: I. Group Activity a. Discuss the three questions displayed on the slide. Create a flip chart that reflects the group s responses. (COMPUTER SLIDE 13, Listening) I. Listening is a skill that has been developed and can be done through continual practice. Hearing is the receipt of words without the attempt to fully understand the intent of the sender but to immediately respond. II. Manager s Role Listen sensitively Listen for total meaning III. Questioning Techniques Open questions Encourages people to share Prohibits the use or one word responses Responses begin with a variation of five W s or how Closed questions Answered only with yes or no. Small amount of information shared to help clarify. Tend to restrict thought development. Will sometimes shut down conversation.

5 IV. Probing Skills Types of probes- open probe, pauses, reflective statements (COMPUTER SLIDE 11, Communication Skills for Excellent Customer Service) REVIEW: I. Review the slide and answer the question What can you do to overcome these barriers? II. Experience Sometimes our lack of experience can interfere with our clear understanding of what the message sender is trying to convey. We do not have enough of an experiential base to build upon. III. Background We may not have mastered skills necessary to clearly dialogue with the receiver. IV. Culture Perceptions of terms and ways to handle situations may vary based upon our cultural background. (COMPUTER SLIDE 12, Group Activity) GROUP ACTIVITY: I. Group Activity a. Discuss the three questions displayed on the slide. Create a flip chart that reflects the group s responses. (COMPUTER SLIDE 13, Listening) I. Listening is a skill that has been developed and can be done through continual practice. Hearing is the receipt of words without the attempt to fully understand the intent of the sender but to immediately respond. II. Manager s Role Listen sensitively Listen for total meaning III. Questioning Techniques Open questions Encourages people to share Prohibits the use or one word responses Responses begin with a variation of five W s or how Closed questions Answered only with yes or no. Small amount of information shared to help clarify. Tend to restrict thought development. Will sometimes shut down conversation. IV. Probing Skills Types of probes- open probe, pauses, reflective statements

6 (COMPUTER SLIDE 14, How Do You Deal With Difficult People?) I. Activity Telephone techniques and Managing the Talkative Caller II. The Problem-Solving Process Activity Complete the discussion and debrief III. Saying the Right Thing - Brief role play How would you greet the customer? What would you say? Once the business has been taken care of, what would you say? IV. Dealing with Difficult People Summary (COMPUTER SLIDE 15, Perception) I. Definition Process of attaining awareness of understanding information based upon the five senses. II. Activity I. Each group will select a chart and respond to the statement starter. Begin the discussion of the questions and record all team members response on the chart. a. They feel b. They are c. They need to defend their d. They have been kept 2. Possible responses: (a) cheated, ignored, humiliated (b) angry, hurt (c) honor, reputation (d) waiting, in the dark (COMPUTER SLIDE 16, Seven Keys to Conquering Resistance from the Customer) I. Review the slide and how it will impact resistance from the customer. II. Role Play Activity Minimizing the risk of difficult encounters. (COMPUTER SLIDE 17, Let s Explore the Problem) (COMPUTER SLIDE 18, Functions of the Facilitative Dimensions) (COMPUTER SLIDE 19, Acting on the Problem)

7 (COMPUTER SLIDE 20, The Recovery Process) (COMPUTER SLIDE 21, Steps to Resolve Conflict) I. Reasons Customers are Difficult They are tired They are confused or overwhelmed They are defending their ego or self-esteem They have never been in situation before. They feel ignored. They may be under the influence of alcohol or drugs. They don t speak or understand the language well. They have been treated poorly in similar circumstances in the past. They are in a bad mood and take it out on you. They are in a hurry or have waited an extended period of time for service. II. Review the slide detailing the steps that can be used to resolve conflict. (COMPUTER SLIDE 22, Tools for Eliminating Customer Service Problems) I. Review definition of tools that might be used to eliminate customer service problems: Critical Evaluation Try to group information by using the how, what, where, when, and who format. Take a look at what could have been done differently. What are the advantages and disadvantages? Informal Surveys Input from your customers. Create a snapshot of information shared to form a basis for comparison. Focus Groups Groups usually composed of 8 10 participants. Those who are considered SMEs structured to address specific questions on flexibility, designed to address specific issues, and sessions that are moderated and structured. NGT (nominal group technique) Process similar to the Round Table. The end process is different in that the facilitator and the group prioritize the responses using the top 3-5. Fish Bone (Cause and Effect or Root Cause) Participants discuss the symptoms and categorize possible reasons under the heading on the

8 major bones of the fish. Brainstorming Any and all ideas are considered. (COMPUTER SLIDE 23, What to Say and How to Say It Intent vs. Impact) (COMPUTER SLIDE 24, Ten Helpful Phrases) (COMPUTER SLIDE 25, Ten Least Helpful Phrases) (COMPUTER SLIDE 26, 27, Qualities of an Excellent Customer Service Representative) (COMPUTER SLIDE 29, How Do We Ensure That Our Customers Return)