front-line staff training manual - lern

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LERN MEMBERSHIP SERVICES

Front-Line Staff Training Manual

This is a digital publication of the Learning Resources Network (LERN), the leading international association in lifelong learning programming, offering information and resources to providers of lifeling leraning programs, with more than 5,000 members in 12 countries.

LERN serves a variety of institutions involved in lifelong learning programming, including four-year colleges and universities, community colleges, vocational-technical institutes, public schools, recreation departments, museums, associations, hospitals and health care organizations, community organizations and independent programs.

Established in 1974, LERN is a nonprofit tax-exempt educational organization governed by a Board of Directors.

LERN is a membership organization, and offers a robust selection of benefits and services as well as: publications, ebooks, newsletters, webinars, seminars, training institutes, on-site training and consulting, conferences, online courses, and partnership programs.

For more information on available services contact:

Tammy Peterson at [email protected] or

800-678-5376

©2014 by Learning Resources Network. All rights reserved by the publisher. No part of this publication may be reproduced or utilized in any form by any means without written permission from the Learning Resources Network (LERN).

About this publication

This publication is guaranteed. If, for any reason, you are not satisfied, simply return it within thirty days for a refund. LERN publications are designed to be concise, providing practitioners with only practical, how-to ideas that work. Just one technique or tip from a LERN publication can make, or save, your program hundreds of dollars in increased enrollments, income, or reduced costs.

Guarantee

♦ Front-Line Staff Training Manual

♦ Front-Line Staff Training Manual

Front-Line StaffTraining Manual

We all know that providing extraordinary customer ser-vice is the key to retaining our customers. In today’s com-petitive world, customer retention is a central focus of every business, including the lifelong learning business. This short publication is one of several guides created by LERN to help you and your staff provide the support you need to keep customers satisfied and coming back to you.

Recruiting a new customer is a lot more difficult and ex-pensive than retaining an existing customer. Every partici-pant in your program is critical to success and growth. How you respond to your participants, and the effort you expend to make sure their needs are met can make a big difference in your bottom line.

If you are interested in knowing more about LERN’s con-sulting services, webinars, or training on Customer Service topics, contact Tammy Peterson at [email protected].

Preface

♦ Front-Line Staff Training Manual 1

Front-Line Staff Training Manual

The growing importance of having a well-trained front-line staff has led you to seek ways of improving the training you provide for these important people on your staff. The manual you have received will you and your staff the guidance necessary to improve the professionalism of the front-line staff and the customer service image of your organization.

In order to make this manual maximally useful, there are some pieces which only you can provide.

1. The mission statement. This is an important document for your program and your staff. Everyone, from the front-office staff to the program director, needs to know what your mission statement says and be able to tell anyone who asks. If you do not have a copy of your mission statement already, you should prepare one and provide it to your front-line staff as part of the training manual.

2. Policies and Procedures for Front Desk Staff. Sometimes, managers complain that front-line staff just don’t follow the established procedures. Even if you have spelled out those procedures elsewhere, these procedures should be given, as part of the training manual, to your front-line staff.

In addition to do’s and don’ts for proper office behavior, you should write a set of authority guidelines. These guidelines should provide specific information about how front-line staff can respond to common situations such as requests for refunds, complaints, and problems. By having authority spelled out, front-line staff can handle situations professionally and contribute to the satisfaction of your participants.

For example, if a caller telephones and complains about the quality of a class he/she participated in, spell out how the front-line staff person can handle this complaint. Tell the staff person he/she can refund the registration fee, offer a class in the next session, or give a refund voucher. Whatever your policies, spell out the actions front-line staff can take before having to refer the caller to higher authority.

3. Appendix: Assessments. This section contains organizational and self-assessment forms to help you determine areas of excellence and areas that need work.

4. On-going training. Training not only helps your staff improve their knowledge of your organization and their skills. It is also an important opportunity for communication. Trainers communicate management’s expectations, and trainees have a chance to share problems or frustrations.

Thus two-way communication can lead to implementation of new policies, procedures or structures that lead to overall quality improvement.


Training also helps staff understand that each person is a professional. It helps staff have a higher sense of their value and self-worth and raises self-esteem. These are important elements in creating a high-quality, customer-oriented organization.


Writing Your Mission Statement

A mission statement is not a document stuck in your files – it is a living, active, productive marketing technique. Here’s why you should have a good mission statement:

1. It is your guide to the future. Keep your organization focused by using your mission statement as a guide. If an activity doesn’t fit your mission – don’t do it.

2. It is your ultimate marketing statement. Tell your participants what you want them to know about your program.

3. It is your tool for staff members. Everyone on your staff should know and be able to repeat your mission statement. It helps staff to understand what the organization is about.

4. It is a motivation technique. You can use your mission statement to encourage staff, teachers and volunteers to help your organization work toward your goals.

5. It is an image maker. By telling your customers and your staff what you want to do and be, you encourage them to hold that image of your organization.

Here is how to write a mission statement:

a. Make is short. McDonald’s mission statement is only four words: “Quality, consistency, cleanliness, service.” Keep it to one sentence.

b. Make it memorizable. Use simple words – ones people can remember and actually use.

c. Make it audible. Your mission statement should not only look good on paper, but sound good as well. You want people to say it over the phone. Your mission statement should sound almost conversational in tone.

d. Make it a “becoming” statement. Your mission statement should not state merely what you are, but also provide a sense of “becoming” your goal, a process or something to look forward to.


Welcome to Staff

All of us here are excited to have you on board with us. We take great pride in our professionalism and quality of service given to the citizens of our community. We expect great things from you, but no more than you are able to give. We pledge to do our best to make your employment here a benefit to your present and future. We will train you on how to achieve excellence, which will result in better performance not only here, but at home and elsewhere. We expect from you a willingness to do your best, to change, and to give 100 percent effort.

This manual is designed to train you to become the kind of employee we expect. Read all of it, do what it asks you to do and you will understand what we expect from you as a Front-Desk employee. If you have any questions at any time while reading this, ask your supervisor.


Mission Statement

Place a copy of your mission statement here.


Policies and Procedures for Front Desk Staff

Making sure your staff knows your policies is the first step to increasing their professionalism. Spell out your expectations clearly with specific policy statements. Keep the policy statements to a reasonable number and emphasize areas that are most important for assuring a professional image for your program.

Following is an example of a policy statement for front desk staff.

1) No one is allowed inside the office or front desk area except for on-duty staff or supervisors, i.e., no boyfriends, girlfriends, spouses, friends, or patrons inside the front desk area.

2) Honesty. We realize that our agency is not immune from internal theft, including unauthorized use of equipment, facilities and services as well as theft of hardgoods. We expect nothing but the highest degree of honesty and integrity from our staff. This includes not only your being honest, but reporting dishonesty or theft when you suspect it exists. We wish to clearly communicate our policy which includes immediate dismissal for anyone involved and prosecution for the value lost.

3) Patrons should not congregate in the front lobby area. A crowded lobby area is too confusing for new patrons. Clearing the Front Desk area also eliminates unnecessary conversations between patrons and on-duty staff.

4) If instructors wish to change a program in any way, they must clear it through their supervisor.

5) Dress Code: you must dress to create a good first impression to the public when they enter the building. Attire should be appropriate to an office environment (i.e., slacks, dress, nice jeans, shirt or blouse.) Clothing should be neat, attractive, and in good taste. No shorts, tank tops, off the shoulder or backless tops or backless shoes are allowed.

6) Eating is confined to the kitchen/break area. Please do not leave drinks around the computer workstation!


Organizational Chart

CUSTOMER

FRONT-DESK STAFF

NIGHT MANAGER

FRONT DESK MANAGER

DEPARTMENT SECRETARY

RECREATION SUPERINTENDENT

DEPARTMENT DIRECTOR


Image Building

THE BASIC BUILDING BLOCKS OF YOUR CUSTOMER SERVICE IMAGE

Mastering the basics in interpersonal skills will result in dramatic improvements in our Customer Service Image. We human beings respond in amazingly positive ways when treated with simple courtesy and provided with accurate information. Here are the “Basic Fourteen” you can begin to practice:

1. Greet each and every customer warmly and with a smile.

2. Speak loudly enough to be heard by the customer but not by others, so that each interaction is personal.

3. Use the customer’s name often during each interaction.

4. Limit clothing and accessories to professional attire that reflects our business image.

5. Answer every phone call with a pleasant and efficient greeting.

6. Apologize if you have to keep a customer waiting.

7. Take an interest in each customer by being helpful and giving full attention.

8. Be especially pleasant when a customer has been waiting or seems upset.

9. Know the necessary procedures.

10. Be familiar with directions, details of programs and services, and other information that will be helpful.

11. Maintain composure no matter what transpires.

12. Speak well of your co-workers and managers, without being defensive, in working through problems.

13. Provide speedy and accurate service.

14. Thank the customer for coming or calling.


Maximizing the Opportunity to Create a Positive First Impression

While charisma, charm and “good people skills” may appear to be magical, with some “having it” and some not, the components can be identified, learned, and practiced. Acknowledge other immediately with eye contact; greet others warmly, both verbally and visually; SMILE!; look interested and attentive; maintain eye contact; use the other’s name.

If you believe that you could use feedback, ask a trusted colleague, supervisor, friend or family member to help you rate yourself. After all, impressions are the collective thoughts of others about you. Ask for help only from those who wish to support you in your personal growth.

Another few words about appearance: One’s appearance is a powerful cue in impression-making. Grooming, cleanliness, choice of clothing, accessories, hairstyle, and body language all send a message about your professionalism. Failure to select wisely can undermine your attempts to create an excellent first impression. Eating and drinking at customer contact areas should also be avoided.


Perceptions, Attitude, and Behaviors

PERCEPTION EXERCISE

Ask yourself whether you are one of those people who has an excellent attitude for serving customers.

Place a 1, 2, 3, 4 or 5 to the left of each statement.

Never Seldom Sometimes Frequently Always

1 2 3 4 5

YOU …

1. ______ are organized for work prior to starting time.

2. ______ answer the telephone promptly, within two rings.

3. ______ prepare yourself for each contact or call by “centering yourself” and seeing the caller as an opportunity to serve.

4. ______ genuinely enjoy contact with all people.

5. ______ look forward to each day and its new opportunities to help people.

6. ______ take the necessary time to answer customers questions.

7. ______ work well with your co-workers and encourage them to see customer service as wonderful skills to be mastered.

8. ______ are sensitive to customers’ frustrations and seek to help solve their problems.

9. ______ prefer to have people contact but are willing to do the support tasks.

10. ______ carefully follow up on promises made to customers.

11. ______ can mask negative feelings by putting customers’ needs first.

12. ______ naturally smile a lot.

13. ______ enjoy giving precise and helpful directions to assist customers.

14. ______ take a little extra time with people and still be efficient.

15. ______ can diplomatically say “no” and explain to gain acceptance of your decisions.

16. ______ view complaints as an opportunity to win permanent loyal customers.

17. ______ are friendly and courteous even when mistreated.


18. ______ never say “I don’t know” without offering to find assistance.

19. ______ offer to do little things for people.

20. ______ extend the same superb courtesy to all customers.

21. ______ maintain a high level of enthusiasm throughout the day.

22. ______ genuinely value the work you do.

23. ______ can explain all organizational policies and the logical reasons each exists.

24. ______ stay well-informed about services and programs and go out of your way to share your knowledge with customers.

TOTAL YOUR SCORE HERE:

ATTITUDE

Nobody but you determines your attitude. Don’t let outside influences affect your attitude.

Accept responsibility for your role.

Remember: Don’t sweat the small stuff – and it’s all small stuff!

Don’t be a “SNIOP” Susceptible to the Negative Influences of Other People!

Describe ways that you can send a more positive message about yourself and, thereby, experience more positive interactions with your customers.

Enjoy yourself more and see your customers as even more deserving of your attention.

ANTICIPATING CUSTOMERS’ EXPECTATIONS

Expectations vary to some degree, but most customers want and expect that certain needs be met. Study this list and add other expectations from your own experience.

EXPECTATIONS:

• RECOGNITION. They want to feel important. They want to be treated with dignity and respect.

• COURTESY. They want friendly encounters.

• INDIVIDUALITY. They want to be treated as individuals with unique needs.

• COMFORT. They want assurance and safety, both physically and psychologically.


• WELCOMED. They want to feel that their business counts, and they are valued.

• INFORMATION. They want to be informed. They want to learn.

• UNDERSTANDING. They want to feel communication will be effective, even during complaints.

• ADVICE AND HELP. They want to know that they will receive sound guidance and support.

• SERVICE DELIVERY. They want to believe that they will receive their money’s worth.

• CONSISTENT TREATMENT. They want to be treated in a manner that reflects their self-value.

• SOCIAL AND ECONOMIC BENEFITS. They want to feel they have made a good decision to use your services.

• SUCCESS. They want to feel good about dealing with your organization.

• THANKS. They want stated appreciation for their business.


Complaints are Valuable

Complaints are not a nuisance or an indictment about your service. Consider the statistics.

First, 96% of dissatisfied customers won’t complain to you – instead they voice their dissatisfaction to nine other people. And of that 96% who are unhappy with our Department, 91% will never come to us again.

Second, of those customers who do complain, between 54 and 70 percent will do business again if their complaint is resolved. That percentage jumps up to 95% if customers believe their complaint was resolved expeditiously.

Third, those who feel their complaint was happily resolved will tell an average of five people about the positive treatment they received during the complaint resolution process.

REMEMBER THE BASIC PRINCIPLES• The majority of customers with complaints never register

them.

• If customers have another option, they will simply go elsewhere for service.

• Although they may not tell you their complaints, they do, however, tell many others.

TREAT CUSTOMERS’ COMPLAINTS AS GOLDEN OPPORTUNITIESComplaints are opportunities to correct problems, to build a sound customer-department relationship, and to help ensure a long-term friendship with the customer. So, be thankful for the complaints! You are given the rare opportunity to clear up misunderstandings and to make a customer a friend for life.

• The customer with a complaint will come to you because he or she cares about sustaining a relationship with you.

• The complaint will allow you to cement the relationship and encourage the customer to come back.

• When complaints are veils for small slights that occurred during service, you can make amends.

• Customers who share their complaints let you know that you can improve, forewarning you of future, potential problems with other customers.

COMPLAINT STRATEGIES AND SECRETS• TRUST YOUR CUSTOMERS. Be sure your complaining

customers know that you trust them. few of them are dishonest.


Don’t alienate customers or give them the impression that you do not trust them, because of a few untrustworthy ones.

• CONVEY ACCEPTANCE. By having a good attitude and desire to see the customer as “right”, you convey that a positive resolution can be reached.

• FACIAL EXPRESSIONS SHOULD BE PLEASANT. Remember that the initial impression created by friendly demeanor starts with the face.

• SHOW INTENSE INTEREST. By avoiding interruptions during a complaint, you can display patience, and the customer will feel confident that his or her problem can be resolved.

• THE EYES REFLECT THE HEART. The best way to assure the customer that you are sincerely interested and trust this or her story is to have a “good heart”. Customers will pick up any indications that they are suspected and will react accordingly.

• REASSURE THE CUSTOMER. If you inadvertently send a message of criticism, reassure the customer that you are open and objective.

• AVOID IRRITATING THE CUSTOMER. If you know that you cannot satisfy the customer, say so without asking a lot of questions. Explain the reason.

• LOOK FOR CLUES OF DISSATISFACTION. Sometimes it’s easy to mistake a complaint for an inquiry. Be sensitive to customers becoming increasingly upset. Be alert to tapping fingers, frowns, curt responses and signs of irritation. Be ready to follow the formula for handling complaints.

THE FORMULA FOR SUCCESSFUL COMPLAINT HANDLING

LISTENListen to the entire complaint. Listen to everything the customer wishes to say. Listen without interrupting. Listen closely for both the content and the feelings being expressed.

EXPRESS REGRETBriefly apologize that the customer has had a problem. Say something like, “I’m sorry you have been disappointed …” or “I’m sorry you have had this experience …” Be prepared to LISTEN again.

EXPRESS EMPATHYSay that you understand the customer’s feelings. Generally, customers are frustrated, angry, or disappointed. “I certainly can understand that you would be frustrated …” or “I can understand how disappointed you must feel …” or “I would feel just as angry if …” are examples. In each case, state the feeling and also include a short paraphrase of the content of the problem or situation. Be prepared to LISTEN again.


LISTEN FOR POINTS OF AGREEMENTValidate the customer’s points by mentioning those that you can agree with by making an “I agree …” statement.

ASK QUESTIONSClarify any points you did not fully understand if they seem pertinent to a solution. Ask what would help. Ask for suggestions. Avoid defensiveness or trying to explain. Do not argue or correct the customer.

TALK ABOUT SOLUTIONSExplore possibilities with the customer. Suggest options. Offer alternatives so that the customer can make a choice that will be acceptable to both of you. Reach a solution. If there is only one solution, say so: “Let me tell you what we can do.”

THANK THE CUSTOMER

ASK IF THERE’S ANYTHING ELSE. FOLLOW UP.Always thank the customer for allowing you to help. Keep the door open for another way you can assist. Take the action that you told the customer you would take on his or her behalf.

ANGRY CUSTOMERS

WHY DO CUSTOMERS GET ANGRY?Generally customers get angry for good reasons. They get angry when:

1. They are treated with nonchalance.

2. They are handled discourteously.

3. Their concerns are treated with indifference.

4. They wait in line while customer service personnel answer the phones first.

5. Promises are not kept.

6. They are put “on hold” on the telephone without intermittent reassurances that their request will receive a response.

7. They are treated like a registration number, with no name and no personal identity.

8. They don’t get what they expected and no one intervenes to “make it right”.

9. Their letters and telephone calls are not answered promptly.

10. The customers get the feeling they are asking too many questions.

11. They feel they are getting the “runaround” or shuffled from one person to another.


12. A substitution is made without their permission or knowledge.

13. They show up for a program that’s been canceled.

14. They ask for a logical explanation and receive a simple, “That’s our policy.”

15. The customer service person says “Ma’am” or “Sir” in a condescending tone.

16. The customer is interrupted while asking questions or making a point.

17. The customer service person acts bored, doesn’t make eye contact, or rolls his eyes.

18. The customer asks for information that the customer service person can’t provide but makes no effort to obtain the requested information from another source.

19. Customers are treated like just another registrant or participant instead of a regular customer who should be viewed as an old friend.

20. They receive a form letter to a personal request.

21. Refunds are delayed without explanation.

22. The customer’s honesty is questioned.

23. The catalogue is misleading, and there is no acknowledgment.

24. Additional fees are required for a class without being clearly stated.

25. They are treated like children (and they’re not), or nuisances, or like “second class citizens”.

The list is endless. But, more often than not, customers become angry after they talk to someone because they perceived that their needs were not going to be met. Mildly angry customers can become hostile and aggressive because of improper handling of the situation.

SO, HOW DO YOU HANDLE THE REALLY ANGRY PERSON?FIRST – Recognize that people go through three phases, sometimes in your presence, or before you have to deal with them:

1) POWERLESSNESSBecause they feel they cannot control the situation, they make comments that signal their sense of powerlessness. They make comments like “I’ve tried everything …” or “Isn’t there anyone who can help me?” or “I’m at the end of my rope.”

2) FRUSTRATIONTheir helplessness passes into anger, extreme disappointment, or disgust. They may say, “I’ve had it up to here …” or “There’s got to be a way …” or “I want to speak to someone in charge.”


3) RAGEFrustration builds into rage, agitation, and extreme anger. They may make threats, shout, throw insults, or make extreme demands.

SECOND – Because a person can pass through the three stages of anger before you have had a chance to handle the situation, be prepared to use this formula.

GIVE THE PERSON YOUR FULL ATTENTION. Stop whatever you are doing, and LISTEN.

LISTEN without interrupting, offering apologies or attempting to help.

MAINTAIN EYE CONTACT. Sit or stand at eye level with the distressed person.

PROVIDE THE OPPORTUNITY FOR THE PERSON TO VENTILATE. Continue to listen with concern and concentration.

CONVEY YOUR UNDERSTANDING. After the person has completely vented his frustrations, paraphrase your understanding of the problem.

BE PREPARED TO LISTEN AGAIN WITHOUT INTERRUPTING. You may hear the entire story again, and then some.

AFTER PARAPHRASING, ASK IF YOU’VE MISSED ANY KEY DETAILS. Try to convey both the content and the feelings of the person.

ASSURE THE PERSON YOU WILL TRY TO ASSIST. Tell the person exactly what you plan to do.

ASK IF YOUR PLAN MEETS WITH HIS APPROVAL.

BE PREPARED TO MODIFY YOUR PLAN. Seek approval of your recommendation before you take any action.

SHOW YOUR CONCERN. By projecting your sincerity and by not judging or assigning blame, you can help the person feel more comfortable.

REMAIN IN AN OPEN POSTURE. Lean forward, continue eye contact, indicate that you are in agreement with the perceived seriousness. (After all, you are handling an angry person which is quite serious.)

BE SURE YOUR VERBAL AND NONVERBAL MESSAGES ARE CONGRUENT.

BE PREPARED TO GO THROUGH THESE STEPS AS MANY TIMES AS IT TAKES TO GET APPROVAL OF YOUR PLAN, AND THEN PROCEED.


HOW TO REFER A COMPLAINTOccasionally, complaints must be referred to a supervisor or to another department. Remember that almost all complaints should be resolved with the first representative with whom the customer speaks. Referring takes more time and sometimes angers the customer who may feel he is getting the runaround or that he has wasted his time explaining his problem. Referrals should become rare as high-contact staff members are more thoroughly trained in customer retention marketing.

Follow these steps when you have done everything possible to resolve the complaint at the initial level.

1. Be certain that you have a complete understanding of the problem so that the customer does not have to repeat pertinent information. Take notes in outline form to be certain you have accurately recorded the facts.

2. Find out exactly what the customer wants your organization to do about the problem.

3. List the options that you have presented to the customer and know why each of the options was unsatisfactory to the customer.

4. If possible, ask your supervisor to join you and the customer so that the customer hears your representation of the problem.

HOW TO INTERCEPT A COMPLAINTFront desk staff are best equipped to solve customer complaints and should be given authority to handle almost every complaint.

Sometimes customers first ask to speak to the “manager” or “your boss” before they explain their complaint. Try to intercede in a polite way:

“Certainly you may speak with the Director, but may I first ask you something?” (Generally customers will say yes.”

“It would be helpful if we could do this: I would like to try to help you as I can generally handle 99% of the problems we receive. I would certainly like to try to do my best for you. Then, if you feel we haven’t found the solution, I will be happy to refer you to my supervisor. Does that seem fair?”

NOTE: By using the work “happy,” you present yourself as congenial. By using the word “fair,” you have appealed to the customer’s sense of fair play.

CUSTOMER COMPLAINT FORMEvery time an employee receives a complaint, they must fill out a Customer Complaint Form and turn it in to the Night Manager or Front Desk Manager. The supervisor will then determine what follow-up action is necessary.


You, the Customer, and the Telephone

The telephone is a powerful communication tool. Though not as effective as face-to-face contact, communicating over the telephone can produce excellent results.

Developing good telephone skills is important because the telephone conversation is the only connection that the customer has with the organization at that time. In fact, it may be the only contact that the customer ever has with your organization.

Unlike direct contact, the telephone conversation cannot rely on visual cues such as a welcoming reception area or facial expressions or other friendly body posture. Unlike written messages that can be reread or carefully worded and edited, telephone conversations rely on voice inflections and word choices. All communication is verbal, and the customer must depend upon oral explanations of action that is being taken.

In short, the customer may never call again if the conversation is not satisfactory. The customer may give your organization only one chance. See Appendix A, The Telephone Checklist for an in-depth assessment of your telephone skills.


THE QUICK SELF-MONITOR FOR TELEPHONE USE

Be Prepared to Do This: Avoid Doing This:Smile before you pick up the phone Frown at interruptions

Have pencil and pad handy Search for them

Answer before the third ring Answer after the third

Answer clearly and distinctly Mutter or be distracted

Have an enthusiastic greeting Fumble for words

Be attentive Sound tired

Welcome the call Act too busy

Speak in a lower pitch Use a shrill voice

Be efficient and make your points Ramble; appear hesitant

Set a positive tone Be negative

Discuss Argue

Want to help Rush through

Prepare to answer objections Become irritated

Speak into the phone mouthpiece Mumble; move around

Thank the customer for calling Be abrupt

Listen patiently Interrupt

Speak at a normal pace Speak rapidly

Use inflections Speak in a monotone

Stay on the subject Provide the extraneous

Say: “I’ll find out.” Say: “I don’t know.”

Listen for feelings and respond Listen only for content

Be interested and concerned Appear condescending

Use straightforward language Use technical jargon

Give full attention Talk to others

Add vitality to your tone Be bored


Standards of Professional Telephone EtiquetteAll employees must answer the telephone is a well-defined manner. Outside lines will be answered with a greeting, identification of the organization, and name of person answering the telephone. When a great volume of calls is received, a shorter version is acceptable.

EXAMPLE:(Name of your program) This is ____. How may I direct your call?

TELEPHONE EXERCISE: REPHRASE FOR EFFECTIVENESSThe following telephone statements are poor ones to use. Suggest a courteous, professional way of rephrasing each statement:

“Can you hang on? I’ve got another call.”

“Mr. Tobbin hasn’t come into the office yet.”

“Can you speak up?”

“Couldn’t you find the number in your telephone book?”

“Could you call back in an hour. Mrs. Pritchert isn’t here.”

“Mr. Riley has been gone for over an hour. We’re not sure where he is.”

“You have the wrong number.”

“Gary is the only one that has that information, and he’s at a convention.”

“Her line is busy.”

“I’m sorry, Ma’am, I’m just the receptionist. You need to talk to the Director.”

“Sally is on break now.”

“Who’s calling?”

“Hang on. I’ll get right back to you.”

“I can’t imagine why you were told to call this number. We don’t handle that in this office.”

“Mr. Rockman isn’t accepting calls this afternoon.”

“I’m putting you on hold, Mrs. Crawford.”

“Gosh, Gee, I really can’t help you.”

“Well, no one has ever asked me that before.”

“Let me give you another number to call.”

“We’ve been getting calls for that all day, and we’re not sure how to help you.”

“Hold on. Let me find a pencil.”

“Oh, golly, that’s a tough one.”


SPECIAL TELEPHONE TECHNIQUES

WHEN YOU ARE ASKED TO TAKE MESSAGES EVEN WHEN THE BOSS IS IN:Sometimes staff members are not free to take telephone calls because of projects or upcoming meetings.

FIRST, say, “Mrs. Paul is not free at this time. May I take a message?”

SECOND, if the caller says, “No I’ll call back”, say “May I tell her who called? I’m sure she will want to know.”

THIRD, if the caller declines to leave a message, say, “Certainly you can call back if that’s more convenient. Thank you for calling.”

WHEN YOU MUST LEAVE THE LINE FOR CONSIDERABLE TIME TO OBTAIN INFORMATION:Sometimes you have to do research or talk to a number of different people in order to respond properly to the caller.

FIRST, say, “Mrs. Owens, will you wait while I get this information? Or shall I call you back?”

SECOND, if the caller prefers to wait, tell the caller that you will place her on hold: “Mrs. Owens, I’ll place you on hold and be back with you in a few moments.”

THIRD, return to the telephone every minute (note more than two) and tell her your progress.

FOURTH, if several minutes pass, ask the caller again if she prefers to wait or to have you call back.

FIFTH, after you have obtained the information, say “Mrs. Owens, thank you for waiting. I have that information now …”


Question: Is Susan Jones in?

Improper Responses:• No, she isn’t.• Ms. Jones hasn’t come in yet.• Ms. Jones has left for the day.• Ms. Jones is out somewhere.

Proper Responses:• Ms. Jones isn’t in right now. Can someone else/I

help you?• Ms. Jones is working out of the office today. Can

she return your call tomorrow?• Ms. Jones will be in (state time) this afternoon.

Follow Up Initiatives

Improper Responses• I’ll leave her the message (too vague and

uncertain). Try “give” her the message.• I’ll make sure she calls you. (Only do this if you can

guarantee she will make the call. Generally not good to suggest someone else’s actions or take responsibility for others.)

Proper Responses:• Can I help you?• Can someone else help you?• Can she return your call tomorrow?• I’ll make sure she gets the message.

Question: Do you offer XXX Class?(which you don’t)

Improper Responses:• No, we don’t• Why don’t you try back next session/month?• No, we don’t offer that kind of thing.

Proper Responses:• We DO offer various courses in (type of subject

area)• We have other courses, such as ______ and ______.• While we don’t have that particular course, we do

have hundreds/scores of other courses. Would you like me to send you our latest brochure?

• I can take your name and suggest the course to our Director, and if we are able to offer it next session, we can get in touch with you.

• Our organization offers courses in _____ and _____. Would you like more information about us?

STANDARD RESPONSES TO COMMONLY ASKED QUESTIONSQuestion: Anything you can’t answer.

Improper Responses:• I don’t know.• We don’t know.• I have no idea.• We don’t know those kinds of things.

Proper Responses:• We can find out for you and get right back to you.• Let me get your name and phone and call you

right back.• The person who would have that answer is

(Regarding a question for which no one in your office has the answer. Do not use this response if someone in your organization DOES have the answer.)

• While we don’t have that information, an organization you can call would be …

Question: Can I get more information?

Improper Responses:• I’m sorry, we don’t keep a mailing list.• Our next session won’t start for another six weeks.

Proper Responses:

• Yes, I can send you our last brochure immediately, and while our next session doesn’t start for another six weeks, most of the courses in the brochure will be offered again.

• Yes, I can send that information to you directly.

• I can mail that information first class.

OTHER STANDARD RESPONSES

Everyone in your organization would give the same response, in 25 words or less, and preferably much less, to the following questions.

It is a good idea to write out the best responses to each question for each staff person to memorize. It is also a good idea to test staff’s responses to each question in a staff meeting or office memo.

a. What is (name of your organization)?b. What do you do (or what do you offer)?c. Who comes to your programs?


Rewards

Keeping employees motivated and enthusiastic guarantees their following our procedures. Therefore, you may wish to develop a Rewards System. This system is based upon the exact opposite of Disciplinary Procedures, i.e., you will be given written commendations when a co-worker or supervisor catches you doing something extraordinarily well. Here are the reward guidelines:

1) Every time you notice a fellow employee do or perform beyond what is normally accepted, you write them up on one of our “You were caught doing something GREAT!” forms. (Remember, you get in return what you give out first. So if you want to receive written commendations, you must expect to give them, too!)

2) Turn this form in to your supervisor. They will make a copy and give it to the appropriate employee. As each employee accrues commendations (gets “written up”), they will receive awards.

SERVING YOUR CUSTOMERS1. Service consumers seek and rely more on information from personal sources than from nonpersonal sources when evaluating services prior to purchase.

2. Consumers engage in greater post-purchase evaluation and information-seeking with services than with products.

3. Consumers perceive greater risks when buying services than when buying products.

MARKETING BY PHONE1. When speaking on the phone, teach yourself to physically smile.

2. Never tell customers you can’t help them.

3. Say one thing differently to each caller to avoid sounding like a recording.

4. Ask one question of each caller, to express your interest in him or her and to keep you stimulated.

5. Write down important phrases. The way something is said is very important, like a recording.

6. Be repetitious and obvious.

7. Don’t promise a customer another staff person will do something. If the staff member is not in the office, have that member get back to the customer.

8. Imply we are interested in the person’s learning.

9. Slow down, speak clearly, and don’t mumble.

10. If there is a problem, state the problem and the agreement you


have come to at the en dof the conversation, so both you and the customer clearly understand the agreement.

11. If the staff member being requested by the customer is not available, say “Can I help you?”

12. Never tell a customer “We don’t know.” Instead, tell her or him, “We will find out.”

IN-PERSON COMMUNICATIONFirst impressions are lasting impressions. What do customers see when they come in? Your environment is a reflection of an attitude; it should be one of customer service.

People get information in auditory, visual, and kinesthetic ways. All should say, “You are important.”

Use the S-O-F-T-E-N technique:

Smile

Open posture

Forward lean

Territory

Eye contact

Nod

COMMUNICATING BY EMAILA prompt response if first priority. Send requested material in one working day.

You want to get their attention in the midst of all their email. Have a clear subject line that addresses the issue concerning them.

Avoid antiquated language: “enclosed herewith” “please be advised” “under separate cover.” Be natural, just “talk” as you write.

End your email on a constructive note. The p.s. is what people will remember most.

Write what you can do and de-emphasize the negative points.

Watch typos on registrations and the mailing list, especially on spelling of names. People tend to be sensitive about the misspelled name.

Be sure that statements, especially policies, are made positively, avoiding “you must” and “you should.”


LISTENINGThe average listener listening for ten minutes will hear, understand, evaluate and retain 50% of the material. After 48 hours, that declines another 50% to 25% effectiveness.

Of the four main communication methods, listening is first learned, most used and least taught.

One key to the problem is the gap between the speakers rate of 125-180 words per minute and the brain’s processing capacity of 450-800 words per minute.

Bad Listening Habits:

Pretend listening

Sporadic listening

Missing message complexity

Dislike speaker/message

Listening to argue

Record-keeping listening

TEN KEY AREAS FOR IMPROVED CUSTOMER SERVICE1. Meet the customer’s expectations.

2. Reduce time – faster service.

3. Reduce the number of contacts.

4. Give clear instructions.

5. Bridge the language gap.

6. Make the customer feel valued.

7. Never make the customer feel at fault.

8. Never embarrass the customer.

9. Optimize speed vs. personal attention trade-off.

10. Include quality of service measure as part of the employee job performance criteria.


Appendix

EVALUATIONS AND ASSESSMENTS

POST-TRAININGSELF-ASSESSMENT TOWARD HIGHER QUALITY CUSTOMER SERVICEYour candid responses will assist us in developing the most meaningful training program for our organization. Your individual response will be confidential and will be compiled along with others to establish a trend. The trend will help us decide which customer service training areas will be most useful.

Thank you for your help. Your feedback is yet another step toward our goal to serve our customers well.

Strongly Disagree Neutral Agree StronglyDisagree Agree

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1. ______ I have been provided with information that I need to respond to most customer’s questions.

2. ______ I see my job with customers as critical to the overall operation of my organization.

3. ______ My understanding of our services and programs is adequate to serve most customers.

4. ______ I can almost always solve the problems of my customers.

5. ______ I receive numerous compliments from customers about the way I relate to them.

6. ______ Whenever I need assistance, I can get it to help a customer.

7. ______ I am good at handling complaints and my customers go away satisfied.

8. ______ I know how to politely decline and say “no” to a customer’s request.

9. ______ I always smile and make eye contact.

10. ______ I know the proper way to refer a customer to my supervisor.

11. ______ Providing excellent customer service is a standard practice in our organization.

12. ______ I give equal service to all customers.

13. ______I am often praised by my supervisors for my interpersonal skills.


14. ______ I have sufficient latitude to make exceptions.

15. ______ I am always polite, even when I have “bad” days.

16. ______ We have an excellent follow-up procedure.

17. ______ I am involved in deciding ways to improve service to our customers.

18. ______ The other people I work with are as committed to customer service as I am.

19. ______ Even when the customer is wrong, I do not point it out, but find a way to satisfy the customer.

20. ______ I can handle customers efficiently without making them feel rushed.

21. ______ Telephone customers are treated as well as walk-in customers.

22. ______ Very few customers upset me.

23. ______ When things get stressful, I know how to reduce my stress.

24. ______ I am always enthusiastic and polite and ready to serve the next customer.

25. ______ I always return every telephone call I promise to make to a customer.

26. ______ Our organization provides enough written guidelines for me to do my job.

27. ______ I am able to forgive angry customers and cheerfully move on to the next.

28. ______ I am proud of my organization’s concern for customer service.

29. ______ I use the customer’s name during every transaction.

30. ______ I listen effectively without interrupting.

31. ______ I always say something about our other programs and services when there’s no one waiting.

32. ______ I always thank the customer for registering or using our services.

33. ______ It’s easy for me to remain calm and relaxed even when other customers are waiting.

34. ______ I can be attentive and accurate at the same time.


Self-Assessment Toward Higher Quality Customer ServiceYou are one of the most important people to our organization. Your contact with our customers helps to form our customers’ image of our organization. You are counted on to provide an excellent service, accurately, sincerely, and courteously.

Each month you are asked to complete this self-assessment which will help you see your progress and to know which areas you wish to work on in the coming month. Please ask your supervisor if you have specific questions. Periodically you will be asked to generally review your progress with your supervisor.

Rate yourself on a scale of 1 to 5.

Never Seldom Sometime Frequently Always

1 2 3 4 5

1. ______ Thoroughly explain the programs and services we offer.

2. ______ Can handle tension and remain calm.

3. ______ Remember to offer to do extra things for the customer.

4. ______ Smile and make eye contact.

5. ______ Graciously listen to complaints and follow the formula.

6. ______ Suggest new and other programs whenever there is time.

7. ______ Handle even the angriest customer.

8. ______ Remember to provide helpful guidance and direction.

9. ______ Greet each and every customer with a cheerful look.

10. ______ Record customer suggestions if they require future consideration.

11. ______ Treat all customers pleasantly, even if they are not pleasant.

12. ______ Avoid judging people.

13. ______ Remember to ask support from my co-workers and supervisors.

14. ______ Daily enhance my self-esteem.

15. ______ Remain enthusiastic and positive.

16. ______ Avoid blaming others when guidance is not perfect.

17. ______ Openly discuss ways to improve customer service.

18. ______ Handle customers efficiently and accurately and still be attentive.

19. ______ Return all calls promptly.

20. ______ Thank the customer after each transaction.

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CUSTOMER SERVICE CHECKLIST

1. We answer each phone call on or before the third ring.

2. There is an initial phone greeting when we answer the phone that is consistent in phrasing and positive in tone.

3. When someone calls, we are able to connect the person to the proper staff person with just one transfer.

4. We keep people on hold for less than 30 seconds at a time before getting back to them and informing them of the status of the hold.

5. We have standard responses to the most asked questions.

6. We have a weekly or monthly records of the cumulative totals of the most frequent comments of callers, such as most asked questions, inquiries, or complaints.

7. We have responses prepared with alternatives and options to such questions as “Do you have X course?”

8. We put everyone on our mailing list who calls or writes requesting information or a brochure.

9. We have standard sheets or forms for: Phone registrationRequest for brochure or informationPutting inquiry names on our mailing list.

10. We respond to inquiries for more information:Within 24 hoursWith a personal note or standard message

11. We market to people after they have registered, by sending a confirmation letter, a newsletter, or other promotional pieces.

12. We make a professional and attractive impression on people who walk in to our office.

13. We handle a complaint with personal attention and within one working day of receiving it.

14. We call or otherwise communicate with every person whose class has been canceled and offer an alternative class or other offer.

15. We have a standard procedure for attempting to please a participant who is dissatisfied.

16. We publicize to our participants that we welcome criticism, suggestions and complaints.

17. We have a way for participants to evaluate our classes and teachers.

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18. We have a way for participants to evaluate our administrative efforts, such as registration, mailings, publicity, scheduling, and class locations.

19. We have a follow-up communication with participants after their experience is over in order to thank them for their involvement and invite future participation

20. We update our records and mailing list when a participant sends in a correction or change.

21. We have a mechanism to apologize to a participant when a mistake has been made.

22. We have procedures to listen to participants and get their ideas, such as a survey, focus groups, attending classes.

23. We have someone from our staff attend at least one class or program each session.

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Authority Guidelines

One of the keys to having satisfied customers is to resolve their concerns quickly and efficiently. It is best, whenever possible, to make a decision regarding a problem without having to refer the matter to someone else. The following guidelines will help you know your authority in resolving a problem.

We want our participants to be satisfied and positive about our program. We know that sometimes they are not right, but we should go out of our way to try to bring all problems to a positive resolution.

1. You have the authority to resolve problems, make adjustments and authorize refund vouchers to the customer’s satisfaction.

2. When you become aware of a potential problem, whether or not the customer has complained, you can take one of the following steps, depending upon the severity of the problem:

send a person note;send an Oops! voucher, good for $5 off the next class.

3. If a dissatisfied customer calls, try to resolve the problem with the caller right away. Depending upon the severity of the complaint, you might:

authorize an Oops! voucher;authorize a credit voucher for the value of one class;authorize a credit voucher for up to the value of two classes;authorize a cash refund.

Ideally, we would like to avoid refunds, so offer this as a last resort. Often, a customer will be satisfied just to have you openly discuss the problem, express concern, and make suggestions about how we can avoid the repetition of the problem in the future.

4. You should let your supervisor know whenever you authorize a refund. If this is done often, it can be a sign that the problems are not isolated but are problems that need to be tackled at the source.


REGISTRATION FORM

PASTE YOUR REGISTRATION FORM TO THIS PAGE …

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