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LECTURE OUTLINE AND LECTURE NOTES
General Teaching Suggestions for Chapter 2:
Instructor Note 1:
This chapter sets the tone for understanding service culture, service
strategies, customer-friendly systems, positive service culture strategies,
excellent companies rather than average companies, and how to know
what customers want. Depending on students’ level of knowledge or
expertise, you may want to bring in additional articles or information on
the field of customer service. You may also want to invite several speakers
individually and then later as a part of a panel for a group discussion.
Additionally, as suggested in the Search It Out activity on page 55 in the
chapter, you may want to have students do some Internet research and
report their findings to the class. This research might include collecting
other organizational philosophies and material related to the topic of
service culture and mission statements.
Instructor Note 2:
Before the students arrive: Write the terms on the board that you will be
emphasizing in this chapter. When the students settle in, you may do a
quick review of the terms by asking students to provide an impromptu
definition. This activity may serve to let you know what information
students remember from reading the chapter or from experiences in the
business world.
Instructor Note 3:
First day of the class: Take attendance and take care of other
administrative duties or paperwork. Here are some optional activities to
supplement those listed in the chapter.
Use these as you wish to supplement and enhance the content of the
chapter. General Notes for Selected Activities: Use these as you have time
and as students’ interests dictate:
1. Activity : Set up a panel of managers from local businesses or have
a guest speaker who addresses the issue of his/her organization’s
service culture, what was done to establish and maintain it, and
specific examples of how employees play a role in the culture.
Have students prepared to ask questions when the time is provided
by the panel or the speaker.
2. Activity : Begin the class by dividing learners into equal groups of
3 or 4 people per group (depending on class size). Give each group
a marker and sheet of newsprint (flipchart paper). Ask each group
to brainstorm a list of factors they believe contribute to a sound
service culture. Have them explain their list to the rest of the class.
Tie in their comments to chapter content.
3. Activity : You may want to gather additional reference material
related to organizations that have had breakdowns in their service
cultures that ultimately resulting in their business failing. Get input
from the personal experiences of learners. You may find
interesting stories on various company failures and successes in
The Wall Street Journal, U.S. News and World Report, and your
local newspapers.
4. Activity : If you did not do this before the course started, contact
local businesses of varying size (or have students do this) for
copies of their organizational philosophy and/or mission
statements. Provide copies of what you obtain for discussion in
class; discuss those organizations that have no written philosophy.
Solicit student reaction concerning the businesses identified. Have
students had positive or negative experiences with the companies
identified? Tie their experiences into the concept of service
philosophy in the text.
5. Activity : Assign an out-of-class activity for learners to gather
additional articles or information about chapter-related topics.
Have them write a brief (no more than one typed page) summary
of the article, properly documented.
6. Activity : Have learners conduct field research and write a brief
report before the next class meeting. The focus might be a visit to
an organization or business to observe factors related to chapter
content (e.g., the approach service providers take to servicing
customers, the appearance of the business, or any other factor that
contributes to the service culture).
7. Activity : Have learners contact someone working in an
organization and conduct an interview on the company’s service
philosophy. They can report their findings to the class during the
next class meeting or they can write a paper on the interview. Have
them develop interview questions for your approval prior to the
interview, so students can practice developing and using open-
ended questions. Sample questions might include:
a. How would you define the term “service culture”?
b. Would you say most organizations in the area have a
positive service culture? Why or why not?
c. What role do employees play in your organization’s service
culture?
d. Does your organization have a written service culture? If
so, what are its elements?
e. What would you say is the biggest impact of service culture
on your customers? Explain.
f. If you could recommend one change in the service culture
of a typical organization, what would it be? Why?
If you have not secured the Video to be used with Customer Service: Skills
for Success, 4th Edition, you may want to order it now so that you can use
it for the end-of-chapter video scripts.
Chapter 1 Activities from last class meeting:
Activities may have been assigned to student groups from last week to
report on this week or at another designated time. The following activities
were used in Chapter 1 Lesson Notes; if you assigned these (or plan to)
you may want to discuss them during this second class meeting. Note:
Your students may need additional time to do some of the research
activities. If so, assign the reports to be completed by another class
meeting.
Activity : Students were assigned to groups of three or more to research
the Customer Relationship Management (CRM) programs and to report to
the class. Allow 5 to 10 minutes for the students to report their research
findings.
Activity : If students were assigned to research Mr. Kroger (founder of
Kroger) and the Kroger chain of food stores, allow 10-15 minutes for
students to report on what they learned and to field questions from you
and the other class members.
Activity : As a special team project, students may have researched the use
of the Internet in households today. They were to use statistics to update
the 2000 US Census figures given on page 14 of the text. Give students
time to report their findings and to solicit comments from their classmates
and you.
Activity : Give students time to reflect on the outsourcing technology they
learned about during their research. They were to research companies like
AOL, Microsoft, and other technology companies, as well as publishers
and others that outsource projects to other countries. Allow 5 or so
minutes for discussions and questions. You may want to bring in this
research to the discussion of outsourcing (Learning Objective 3 on page
15 in Chapter 1).
Activity : Students were to review the daily or Sunday Classified
advertisements in the paper and bring in ads that show the types of
business and occupational work the people do in your city or town. Allow
10-15 minutes for students to share their findings.
Activity : Students were to access the Salary Wizard (p. 25 Customer
Service Success Tip) to research salary levels for five jobs you put on the
board during the activity. If you asked them to report at this second class
meeting, provide at least 15 minutes for them to report.
Activity : If students were assigned to study human resources positions,
have them recap what they learned about new hiring techniques and ways
to attract qualified employees. If possible, you may want to have local
employers (those with whom you spoke earlier) come to the class to
discuss hiring practices in customer service.
LESSON NOTES
The following are specific instructional strategies related to Chapter 2: Contributing to
the Service Culture.
Instructor Note 4:
Consider beginning with a brainstorming activity that generates a list of
items related to any of the chapter topics and tie that into overall chapter
content. The quote on page 30 may stimulate some discussion: what did
Mr. Roosevelt mean by the statement that the most important single
ingredient in the formula for success is knowing how to get along with
people? How does this relate to the study of customer service? (Student
answers will vary for all class discussions; you can contribute your
interpretations of the quote as well).
Ask students: Solicit some views of the students and ask them how they
feel about those who do not get along with others on the job.
Explain that getting along with people applies not only to your colleagues
at work but also to vendors and customers who depend on you and your
expertise.
Instructor Note 5:
Show PPTs 1 and 2: Chapter Objectives to briefly introduce students to
the topics in Chapter 2. As you briefly introduce each objective, ask
students to comment on what they think each objective will involve.
Move quickly on to the In the Real World on pages 30 and 31. Review
the information about the Johns Hopkins University Health System, its
training program, and its emphasis on customer service. Ask students if
they know anyone who has been an employee or patient at this hospital.
Quick Preview—Have students respond (orally or in writing) to the Quick
Preview questions. The answers are located in the student text on page 57.
A show of hands will give you an understanding of these questions. Tie
the information to the objectives and the material in the chapter.
DEFINING A SERVICE CULTURE, p. 32
Instructor Note 6:
Learning Objective 1: Explain the elements of a
service culture.
Learning Objective Note: PPTs 1- 8 should be used with Learning
Objective 1 pages 32-44.
Students should understand the elements of a service culture and review
the definition on page 32. Figure 2.1 on page 33 provides an overview of
the typical elements of a service culture.
Instructor Note 7:
Use PPT3: Contributing to the Service Culture as you begin the chapter
discussion.
Ask: When you think of a service culture, what do you envision?
Use PPT4: Service Culture Defined and PPTs 5 and 6: Elements of a
Service Culture (see also Figure 2.3). Taking them one at a time, discuss
each element in detail. Ask students to evaluate the examples they gave
earlier. Do they fit into those given in the text?
Review the meaning of customer-centric and focus on Figure 2.2 as
students review the definition in the margin on page 33.
Instructor Note 8:
ASK: Students to think of logos, slogans, messages or phrases they hear
on television, see in advertising, or think about when certain company
names are mentioned. Ask them how they think these logos or slogans
are developed. (Marketing companies are often hired to develop and test
slogans and brand phrases for companies.) Review the slogans on page 33
in the text. Ask students for others they readily know and then follow
with: Why did you remember that slogan associated with that company?
Various reasons will be discussed including they hear it on television or
see it on billboards regularly. Some may also see them on the sides and
backs of city buses.
Review Figure 2.3, page 34, and the information/definitions below it.
SERVICE PHILOSOPHY/MISSION, p. 34
Instructor Note 9:
Stress that service cultures are more than paper framed and hung on the
wall, touting the organization’s level of commitment. The vision and tone
of an organization are set at high levels in an organization and must be
communicated and supported effectively to help ensure that the
organization stays customer-focused.
ASK: In what ways have you seen organizations demonstrate their
service culture?
Review again what it means for a company to be customer-centric (see
Figures 2.1 and 2.2 on page 33) and ask students how these two figures
differ in emphasis on the customer. (The customer is in the top of one and
in the bottom of the other figure, which shows where the customer ranks
in the hierarchy of the company.)
Instructor Note 10:
Activity : Divide students into groups and have them work together to
discuss how they feel about customer organizations with which they are
familiar (i.e., positive, negative, or neutral). Bring them back together to
share after 10 minutes. Summarize their thinking by putting the main ideas
on the board.
ASK: Do you believe that most organizations are customer focused?
Do you believe that those with popular slogans are more customer-focused
than those without slogans? Chart their answers on the flip chart paper or
put them on the board (or have a member of the team put them on the
board).
EMPLOYEE ROLES AND EXPECTATIONS, p. 35
Roles and expectations are typically outlined in job descriptions and
performance goals. These need to be regularly updated in order to ensure
that employees are measured against accurate standards and are
performing in a manner that supports the organizational mission.
Instructor Note 11:
Use PPT7: RUMBA to introduce the RUMBA concept.
Instructor Note 12:
Discuss each factor of the RUMBA model in detail, tying the information
into the role of service providers.
RUMBA, p. 35
RUMBA is an acronym that stands for the performance characteristics that
help define the role of an employee.
Realistic: a.) Behavior and responsibilities must align with actual
workplace requirements. Performance must be practiced for approximately
30 days and then evaluated for effectiveness and possible modification; b.)
Performance goals are driven by organizational goals passed down from
upper management; c.) Goals that cannot be modified should be adhered
to in order to maintain professionalism.
Understandable: a.) Performance goals must be understood in order for
them to be attained; b.) Employees should have input into development of
performance goals ideally; c.) Employees should ask for clarification of
goals that they do not understand.
Measurable: a.) Goals are measured in terms of specific factors such as
time, productivity, quantifiable results, revenue, and manner of
performance (how you accomplish your job tasks); b.) Employees should
know the acceptable level of performance and strive to meet it; c.) Factors
that inhibit goal attainment should be discussed with supervisors/team
leaders.
Believable: 1.) Goals must be believable and tie directly to departmental
and organizational goals; 2) Employee goals that conflict with
organizational philosophy can create problems.
Attainable: 1.) Attitude is an important element in goal attainment; 2.)
Managers should attempt to establish win-win situations; 3.) Customers
should not have to hear about internal problems.
Instructor Note 13:
Have students complete Work It Out 2.1 Organizational Culture on
page 36, and then lead a discussion on various organizational service
philosophies. If not completed earlier during preparation, contact
organizations in your geographic area and get copies of their mission
statements or philosophy statements to share with students. Students may
also collect their own as part of their Internet research activities.
Instructor Note 14:
Activity : Review the Ethical Dilemma 2.1 on page 36 in the text. Divide
the class into two groups or more (depending on the size) and have them
discuss the Ethical Dilemma here before they review the possible
responses listed at the end of the chapter. Have them answer the three
questions at the end of the insert and be prepared to discuss their answers
with the other groups.
Review the following sections in the text: Employee Roles in Larger
Retail and Service Organizations, p. 37
Customers look for certain provider qualifications and are often very
savvy consumers. The knowledge base of customers today has increased
considerably due to different television and media campaigns; therefore,
customers may expect even more knowledge from the service providers.
If they do not exhibit the qualifications expected, the result may be
negative repercussions and a breakdown in the relationship between you
and your customer.
Customers will look for the following qualifications and qualities in their
service providers:
Broad general knowledge of products and service
Interpersonal communication skills
Technical expertise related to products sold and serviced
Positive, customer-focused “can do” attitude
Initiative
Motivation
Integrity
Loyalty (to the organization, to products, and to customers)
Team spirit
Creativity
Sound ethics
Time management skills
Problem-solving capability
Conflict resolution skills
Instructor Note 15:
Activity : Ask students for additional characteristics they think service
provider roles need to have in large organizations. Record their responses
on a flip chart, then lead a brief discussion around the ones they identify
and the ones in the chapter.
Employee Roles in Smaller Retail and Services Organizations, p. 37
The growth of small businesses, especially those owned by women and
minorities, has skyrocketed. This has provided customers with more
choices. Small business employees must assume all the roles listed under
large organizations and then some. Since often no one can be called upon
for assistance when something goes wrong, employee and customer
frustration occasionally results.
It is important for workers in small organizations to continually upgrade
their knowledge and skills.
Review the examples of types of businesses that may be struggling (page
38 in the text).
ASK: Why do you think these types of businesses perform a variety of
tasks and may be struggling in frustration and anger? (There is often
no one to bump the issue up to so they have to deal with it on the lower
level.)
Employee Roles in Nonprofit Organizations, p. 38
Activity: Lead a discussion on nonprofit organizations in which you ask
students where these organizations get their money to operate. Students
may answer donations, gifts, grants, and/or other fundraising activities.
Ask students to name some nonprofit organizations in your area.
Review the qualifications for working in a nonprofit organization on page
38. Have students relate these qualifications to those found in workers in
for-profit organizations. Are they similar?
Policies and Procedures
Instructor Note 16:
Discuss the fact that there are many local, state and federal regulations to
address. Falling back on company policy is not good for establishing and
maintaining a positive customer-provider relationship. Managers should
regularly reexamine policies and procedures and employees should do the
same, making necessary recommendations for change.
The ultimate goal should be to process customer requests and satisfy needs
as quickly, efficiently and cheerfully as possible. Read the return policies
in Figure 2.4 on page 40 in the text.
Ask Students: How do you feel when you read these policies? Discuss
the impact of such policies, positive and negative, on customer service
culture. The company should make a commitment to the customer and
establish an environment that supports that commitment when things go
wrong or when service has broken down. Follow the class discussion with
Work It Out 2.2 on page 40.
Activity: Ask students to think about items they have returned to various
stores lately; what kind of service policy requirements did they have to
meet? Ask them specifically how stores deal with electronic products,
such as software and equipment for recording/listening, as well as cell
phones.
PRODUCTS AND SERVICES, p. 39
The type and quality of products and services contribute to organizational
culture. Customer perception of products and services can lead to loyalty
and positive word-of-mouth exposure from customers.
Instructor Note 17:
Activity : ASK: Think about a time when you purchased or leased a
product that did not deliver as advertised or as you expected. How did you
feel about the product? The company that made it/sold it to you?
Possibly the service provider?
Ask students for examples of any products that fit into the above group.
Study the photo on page 39. How can an owner make his or her business
special?
Ask students: if they owned a restaurant, how would they make it
different or special? (Students may suggest offering fresh
fruits/vegetables or different kinds of free snacks when customers are
waiting for a table.)
MOTIVATORS AND REWARDS, p. 40
Instructor Note 18:
Discuss that people work more effectively and productively when their
performance is recognized and rewarded. Rewards can be money, material
rewards, a pat on the back or public recognition through company
newsletters, bulletin boards, or city or town newspapers.
Instructor Note 19:
Remind students that not all efforts lead to monetary rewards or other
types of incentives.
Instructor Note 20:
Lead a discussion on ways that organizations reward customer service
providers. Get examples from students during the discussion. What types
of rewards have they able to receive on their jobs? In their school work?
MANAGEMENT SUPPORT, p. 41
Talk about the fact that employees cannot handle all situations and
sometimes need to refer situations to supervisors or team leaders. These
people serve the key role of providing effective coaching, counseling and
training of workers. They pass on valuable information, guidance and aid
in professional development of the employees.
Employees should strive for improvement – be optimistic, exhibit a “can
do” attitude, and positively influence others.
Courses, such as self-help seminars, can also be a valuable aid for
improvement.
Employees should also look for a strong mentor, someone well acquainted
with the job and the company. Figures 2.5 and 2.6, page 42, provide a
good list of characteristics for mentees and mentors. Review each item
with the class.
ASK students: Have you had a mentor at work or school? Have you
ever served as a mentor? If so, please give us some feedback on how you
were assigned a mentor/mentee relationship and how it worked for you.
Instructor Note 21:
Have students read Customer Service Success Tip on pages 42, 43. Have
they ever had to search for their own information to make customer
service seamless for their customers? Ask them for examples of how they
would ask these questions of a supervisor.
Instructor Note 22:
Avoid Complacency, p. 42
Stress the need to excel, and to not be satisfied with the status quo.
Employees should continually look for improvement opportunities and
make suggestions to enhance systems and procedures. Encourage students
to work through roadblocks preventing excellent service.
Instructor Note 23:
Lead a discussion on tactics and strategies that students can use to help
themselves if they end up in a situation where they have a weak or
unskilled manager. Ask them for examples of situations where they have
encountered issues related to this topic. Provide any pertinent comments
of your own. Record the responses on a flip chart or have a student list
them on the board.
Instructor Note 24:
Activity : Have students complete Work It Out 2.3 – Managing
Customer Encounters, p. 42. Group them in two or more groups to
answer the questions in the activity. Time them for 30 minutes, giving a 5-
minute warning to summarize before time is called. Lead a discussion
based on the questions. Summarize the input from the students on the flip
chart.
EMPLOYEE EMPOWERMENT, p. 43
Instructor Note 25:
Discuss the definition of empowerment (Use PPT8: What is
Empowerment?) and how large organizations can provide it to
employees. Ask students for examples of empowerment they have seen in
organizations, large or small. Use the examples to prompt discussion.
Review the Customer Service Success Tip on pages 42-43 again and
relate it to the discussion. How can service providers get the help they
need? Have students discuss the examples of empowerment in the Tip and
relate the examples to their own experiences.
TRAINING, p. 44
The importance of training cannot be emphasized enough. To perform
your job properly, you and those around you must be given the necessary
tools. Take advantage of training programs.
Activity : Ask Students: Do you alert your manager when
opportunities for training are available to see if you can get
permission (or funding, if needed) to attend these sessions? Doing this
shows that you are willing to go for training and recognize the value of
training opportunities. This may be another gauge management uses to
justify keeping you employed during downsizing events.
If the organization does not provide it, you may have to take the initiative
to get the information you need yourself.
ESTABLISHING A SERVICE STRATEGY, p. 44
Instructor Note 26:
Learning Objective 2: Define a service strategy.
Learning Objective Note: PPT9 should be used with Learning Objective 2,
p. 44.
Instructor Note 27:
Students should be aware of the meaning of a service strategy (review the
information provided in the margin and in the box regarding determining
needed approaches for service success). As they go about their work in
customer service, having strategies to improve customer service will be
very important.
Use PPT9: Establishing a Service Strategy; the best way to create a
service culture is to get everyone involved, brainstorm and plan.
Companies need to examine where they are and where they need to go to
be competitive.
Ask yourself these questions to clarify your role in determining needed
approaches to service success:
o Who is my customer?
o What am I currently doing or what can I do to help achieve
organizational excellence?
o Do I focus all my efforts on total customer satisfaction?
o Am I empowered to make the decisions necessary to serve my
customer? If not, what levels of authority should I discuss with
my supervisor?
o Are there policies and procedures that inhibit my ability to
serve the customer? If so, what recommendations about
dropping policies and procedures can I make?
o When was the last time I told my customers that I appreciated
their business?
o In what areas of organizational skills and product and service
knowledge do I need additional information?
CUSTOMER-FRIENDLY SYSTEMS, p. 44
Instructor Note 28:
Learning Objective 3: Recognize Customer-friendly
systems.
Learning Objective Note: PPT 10 should be used with Learning Objective
3, pages 44-49.
Students should understand this objective and its components: advertising,
complaint resolution, and delivery systems. These components are part of
customer-friendly systems and form part of the work ethic for customer
service positions they may hold.
Instructor Note 29:
Have students review the photo on page 44. What are the people doing in
the photo? They seem to be reviewing information on the computer to
initiate some changes perhaps. How do students think information is best
shared? They may provide input as to computer sharing, meetings,
seminars, mentoring or other ways in which information can be shared.
Explain: A service culture starts at the top of an organization and filters
down to the front-line employees. By demonstrating their commitment to
quality service efforts, managers lead by example. Show PPT10:
Customer-Friendly Systems; use the slide to discuss the components:
advertising, complaint resolution and delivery systems.
TYPICAL SYSTEM COMPONENTS, p. 45
Discuss how the following says “we care” about customers:
--Advertising— Should send a message of competitive pricing,
quality and quantity.
--Complaint resolution—the manner in which complaints are
handled signal concern for customer satisfaction (or lack of it).
SERVICE DELIVERY SYSTEMS, p. 45
Stress the need to effectively determine the best way to deliver quality
products and services and provide follow-up. Service to the customer
should be seamless. They should not have to be burdened with internal
policies, procedures, practices or politics. Customers expect value for their
money and providers should give it to them.
Direct versus indirect systems: Discuss the difference between “direct
delivery” systems (e.g. customers come into direct contact with a service
provider face-to-face or over a telephone) and “indirect delivery” systems
(e.g. customers deal with providers indirectly through technology—email,
Internet, correspondence or fax). Refer to Figure 2.7 on page 47 to discuss
ways organizations are providing service to customers and prospective
customers using direct or indirect contact.
Activity : Ask students for examples of how they have had products or
services delivered to them recently. Ask a student to be the recorder at the
board as students discuss the delivery methods they have experienced.
Some of the answers may be: U.S. Mail, couriers such as FedEx, DSL,
UPS, or private courier services hired by their companies. Some may
mention they have received services via the Internet connection (orders
through various online stores) or have received information by e-mail.
Third-Party Delivery (Outsourcing): Discuss outsourcing and how
organizations use it to provide multiple benefits to the organization and,
ultimately, the customer.
Instructor Note 30:
If possible, bring in speakers from the local community whose
organizations outsource. Have them discuss the pros and cons. Some
benefits of technology are shown in Figure 2.7 (which you discussed
earlier); note also that a bulleted list of positives and negatives of
outsourcing is provided on page 47. Review the list with the class to see
how each believes the item becomes a negative or a positive factor in
customer service.
Activity: ASK: Have you been in a situation recently wherein something
you were doing has been outsourced such as computer software/hardware
service support? What was the impact on you or those you know? How
was service to the customer affected? Did the service individual provide
the type of service expected?
Instructor Note 31:
Now would be a good time to have students report on the outsourcing
project from the activities in Chapter 1. If you assigned it in Chapter 1 for
presentation today, have students provide the information they learned and
the implications for productivity and employment (e.g., are people losing
their jobs when outsourcing to other countries occurs?). [The answer is,
yes, in many instances the workforce is reduced and outsourcing was
instituted as a cost-saving measure.]
TOOLS FOR MEASUREMENT, p. 48
Instructor Note 32:
Activity : Lead a discussion in which students discuss measurement tools
for data collection. What do students think and believe about measurement
tools? Divide the class into groups of 4 or 5; provide a sheet of flip chart
paper on which they can write the input from the group. Now would be a
good time also to have students who were assigned to research Standards
(Last week in Chapter 1, see IM p. 13) to discuss the research findings
in ISO and other standards.
Review each tool listed and ask students to provide input/feedback on
each tool regarding their experiences with measurement:
Employee focus groups
Employee opinion surveys
Customer focus groups
Mystery shoppers (check the local newspapers to see if
there are advertisements for people to take part in mystery
shopping in your city or town.)
Customer satisfaction surveys
Customer comment cards—check with local restaurants to
see if any cards are available for you to bring to class to
show the type of information asked. Do any of the cards
offer an incentive for completing them? Are they to be
done by hand or completed on the website provided on the
card?
Profit and loss statements—bring in some examples from
current accounting texts.
Employee exit interviews—ask students if anyone has
participated in an exit interview upon leaving a job.
Walk-through audits
On-site management visits
Management inspections
Instructor Note 33:
Activity : Lead a discussion of advantages and disadvantages of each type
after you have discussed it and elicited examples from the class.
Instructor Note 34:
Activity : Ask students to study the photo on page 49. What is happening
in the photo? Ask students: What skills do customer service
representatives need to create a positive service culture when talking
with customers? Get student input; ask one of the students to put the
skills called out by the class on the board. Have students developed these
skills? Which ones, if any, do they think they need to work on a bit more?
TWELVE STRATEGIES FOR PROMOTING A POSITIVE
SERVICE CULTURE, p. 49.
Instructor Note 35:
Learning Objective 4: Implement strategies for
promoting a positive service culture.
Students need to know various strategies and how to use them in situations
they may experience on the job.
Learning Objective Note: You should use the list on pages 49-52 as you
discuss this section. Use PPTs 11-13 Strategies for Success with Learning
Objective 4, pages 49-52.
Instructor Note 36:
Discuss the following strategies for success: To perform effectively as a
customer service professional, you need a plan. Here are some strategies for
success: Review each of these with the students, asking them for examples;
record them on a flip chart as students call out various examples.
Explore your organization’s vision.
Help communicate the culture and vision to customers—daily.
Demonstrate ethical behavior.
Identify and improve your service skills.
Become an expert on your organization.
Demonstrate commitment.
Partner with customers.
Work with your customer’s interests in mind.
Treat vendors and suppliers as customers.
Share resources.
Work with, not against, your customers.
Provide service follow-up.
Activity: Review the Customer Service Success Tip on page 51. How does
returning phone calls reap benefits if done correctly? Explain how customers
may be waiting on information from you and that call can make or break the
sale.
Instructor Note 37:
Lead a discussion on the concept of business etiquette. Ask for student input
on what they believe defines such behavior and ask for any examples of
positive and negative behavior.
Activity : ASK: In what ways have you seen organizations exhibit poor
etiquette? Have any of these companies made the television or newspaper
news lately? What was the result of this publicity for the organization?
Instructor Note 38:
Ask students for examples of ways that service providers can follow-up in
different types of organizations. Surveys, focus groups, comment cards, sales
mailings and other types of materials may be listed by the students.
ASK: What are some ways you have seen service providers deliver
effective customer follow-up? Emphasize effective customer follow-up by
asking students if the follow-up was appealing to them: did it make them feel
better toward the organization which sent it?
Instructor Note 39:
Ask students to review the person in the photo on page 50 and comment on
what they see regarding her appearance, her smile and her attitude. What skills
should a customer service person have? What type of follow-up may she be
giving to customers? She may be giving directions or providing information
about a product or service; she may also be asking how the product or service
worked for the customer.
SEPARATING AVERAGE COMPANIES FROM EXCELLENT
COMPANIES, p. 52
Instructor Note 40:
Learning Objective 5: Separate average companies from
exceptional companies.
Students should know the difference between average and exceptional
companies. Questions should be part of their information-building base when
searching for a new job or a promotion.
Learning Objective Note: You should use the information at the top of page 53
in discussing Learning Objective 5, page 52. Use PPT 14 with Learning
Objective 5, page 52.
What differences are there between average and excellent companies? Ask
students to relate what they believe are average companies and excellent
companies in your city or town. Ask for specific reasons why they group
companies under each title.
You may want to gather specific information on a few companies from the
Internet to bring to class for discussions.
What makes a company successful? Here are some typical factors:
Executives spend time with customers.
Executives spend time talking with front-line providers.
Customer feedback is regularly asked for and acted upon.
Innovation and creativity are encouraged and rewarded.
Benchmarking (identifying successful practices of others) is done with
similar organizations.
Technology is widespread, frequently updated and used effectively.
Training is provided to keep employees current on industry trends,
organizational issues, skills and technology.
Open communication exists between front-line employees and all
levels of management.
Employees are provided with guidelines and empowered (on certain
instances, authorized to act without management intervention) to do
whatever is necessary to satisfy the customer.
Partnerships with customers and supplies are common.
The status quo is not acceptable.
Instructor Note 41:
Learning Objective 6: Understand how to identify what
customers want.
It is important for students to understand what customers in general want and
what they need to keep doing business with a company. The list on pages 53-
54 will be useful for students to review to determine if they understand what
customers may want.
Learning Objective Note: PPTs 15-16 should be used with Learning Objective
6, pages 52-54.
WHAT CUSTOMERS WANT, p. 52.
Instructor Note 42:
Use PPTs15 and 16: What Customers Want to introduce this interesting
topic: WHAT CUSTOMERS WANT
Customers want value for their money and effective, efficient service as well
as several more intangible items. Some of the typical customer wants are:
Personal recognition
Courtesy
Timely service
Professionalism
Enthusiastic service
Empathy
Patience
Activity : ASK: What do you think of these customer wants? Do you
believe that all customers want these same things? How do you know what a
customer wants? You can tell by his or her tone, attitude, voice level, and
other hints given in the conversation. If the customer is angry, he or she may
just tell you in no uncertain terms what he or she wants from you exactly.
Customers should not have to deal with a service provider’s frustrations or
pressures. Service providers should not let their impatience over policies,
procedures, management, or whatever effect service to customers.
Instructor Note 43:
Activity: Have students complete Work It Out 2.5, page 54 as a group. Have
them brainstorm and list four or five expectations that they feel are common
to most customers. Which of the list are common to the class? Have one of the
students volunteer to write the list on the board or the flip chart as discussed.
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