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©Telephone Doctor, Inc., St. Louis, MO1

Questioning TechniquesTo Determine Needs

Leader’s Guide

30 Hollenberg Court • St. Louis, MO 63044PHONE: 314.291.1012 • 800-882-9911 FAX: 314.291.3710 www.telephonedoctor.com

QUESTIONING TECHNIQUES LEADER’S GUIDE

CONTENTSThe Goal of the Course and Course Objectives........................................................................................3

Training Outline: Questioning Techniques to Determine Needs...............................................................4

Before You Begin: Tips for Trainers..........................................................................................................5

Pre-Program Quiz ~ Questioning Techniques to Determine Needs......................................................... 8

Key Point #1: Open-Ended Questions.....................................................................................................10

Key Point #2: Closed-Ended Questions..................................................................................................12

Key Point #3: Probing Questions.............................................................................................................14

Key Point #4: The Echo Question...........................................................................................................16

Key Point #5: Leading Questions............................................................................................................18

Key Point #6: The “And Technique”........................................................................................................20

Key Point #7: Interpreting Disguised Responses....................................................................................22

Before They Go.......................................................................................................................................24

A Call to Action........................................................................................................................................25

Closing Words.........................................................................................................................................26

Key Points...............................................................................................................................................27

About Telephone Doctor, Inc. Customer Service TrainingTelephone Doctor, Inc. is a St. Louis based customer service training company that offers products and techniques designed to improve the service skills of customer contact employees. This program is presented by Nancy Friedman, our founder and president. Through DVDs, web-based courses, books, audio programs and instructor-led workshops, Telephone Doctor, Inc. has helped tens of thousands of organizations increase revenue, improve customer satisfaction ratings and reduce employee turnover. For additional information, please visit www.telephonedoctor.com.

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The Goal of the Course: Questioning TechniquesProper questioning techniques are key when gaining needed information from a caller or customer. High level questioning techniques are a learned skill. This course introduces seven types of questioning situations and illustrates how and when to employ them. Improving questioning techniques will expand one's ability to effectively obtain valuable information to become a better problem solver.

Objectives:In support of this goal, participants who have successfully completed this course will have demonstrated, through written, verbal, and/or Skill Practice exercises, the ability to:

state the importance of the relationship between effectively determining the needs of a customer and providing excellent service to customers; and

recall and apply five techniques for improving questioning.

The long-term value of this program creates a need to utilize the content in a variety of different uses. The following outline is based on a more traditional approach of showing the program in its entirety, then participating in discussions.

Additional uses include:

● One Key Point at a time during a staff meeting

● Use a single segment as a buy-in activity

● Individual Key Points can be used to add another dimension to other training programs



Training Outline: Questioning Techniques

I. Introduction to the Topic (See “The Goal of the Course” on page 3) (3 min.)

A. State the goal of the course in your opening comments

B. Include the class objectives

II. Getting Acquainted (see “Before You Begin: Tips for Trainers” on pages 5-7) (15 min.)

A. Introduction of trainer

B. Use an icebreaker activity or buy-in activity

C. Administer the Pre-Program Quiz (pages 8-9)

III. View Program: Questioning Techniques to Determine Needs (12 min.)

IV. Application of Key Point (45 min.)

For each Key Point:

♦ Ask the class discussion questions provided in the Leader’s Guide

♦ Have participants complete the accompanying Participant Workbook pages

♦ Optional: Use corresponding Skill Practices

V. Wrap Up (see “Before They Go” on page 24) (15 min)

A. Select method of review

B. Use a commitment activity

C. Ask participants to complete evaluation

NOTE: The normal total length of this class is approximately 90 minutes using the Key Point discussion questions only. For each Skill Practice activity included in the session, increase the total length of the class by approximately 10 minutes. For example, if using Skill Practices #1, 3 & 5, the total length of the class is approximately 2 hours. Depending on the time available and with some imagination, the training can be as short as only watching the program or extended to a full day session.



Before You Begin: Tips for TrainersTo help participants receive the maximum benefits from this course, here are some tips for success:

Assemble Learning Resources

■ Locate DVD program Questioning Techniques.

■ Using the PowerPoint Presentation and Participant Workbook for attendees will greatly enhance the training. (To customize your training materials, your organization logo may be inserted in the PowerPoint and Workbook.)

■ You’ll need:

A flip chart, or white board and markers.

TV with DVD player or computer with DVD capability.

Create a Comfortable Learning Atmosphere

■ Choose a comfortable, well-lit room with no distractions.

■ Arrange straight tables in a U-shaped set-up or use round tables. Either way, it is important that each participant be able to make eye contact with other participants.

■ Use name tents or name tags for participants.

■ Encourage note taking by using the Participant Workbooks or supply pencil and paper.

■ Introduce yourself. Give the participants a brief sketch of your background, your experience and how you relate to the training subject. The more comfortable the participants are with you, the more effective you will be in facilitating their learning.

■ Allow the participants to get comfortable with each other. Use self-introductions or icebreaking exercises to get the group relaxed.

1. The participants can use your introduction as a model, which will help them overcome any natural reluctance to talk about themselves.

2. Divide the class into groups of two. Give each pair of participants a few minutes to interview each other. Each one in turn introduces his or her partner to the group. This will speed the process of getting the participants to function as a group.

3. Multiple sources for icebreaker exercises exist. Bring your own or visit your favorite bookstore or local library for ideas.

■ Schedule breaks as needed.



Before You Begin: Tips for Trainers (Cont.)

■ Acquaint the participants with “housekeeping” items. Advise the participants regarding the important features of the training environment (e.g., location of restrooms and lounge facilities, breaks, etc.).

■ Establish clear goals. The specific learning objectives for this class are included in the Leader’s Guide (page 3). Keep in mind that the clearer the participants’ understanding of their objectives, the more likely it is that they will achieve those objectives.

Involve the Participants

■ The corresponding Participant Workbook provides a “Pre-Program Quiz.” This activity has a dual purpose. Use it as a pre-test or buy-in activity which sets the stage for immediate involvement. Reviewing the answers at the end of the training session is very effective to reinforce the new skills and techniques learned in this session.

■ Choose the segments of the program that best meet your needs. Decide the viewing method that works best (start/stop, all inclusive, minus the review segment, etc.).

■ When using Telephone Doctor Participant Workbooks, there are a variety of ways to complete the questions.

1. Divide participants into two groups, assign each group a page and have the group prepare to discuss one or two questions from each page.

2. Prior to class, instructor selects most pertinent questions to be completed during class.

3. Assign homework to participants to complete remaining questions.

■ Verify participant understanding by asking questions. They should do most of the work. Resist the urge to take over. Facilitate, but don’t dominate. Ask questions, coax answers, encourage give and take.

■ Encourage involvement of the participants by beginning questions with phrases such as:

“What did you think about that?”

“Tell me what you just saw.”

“How do you relate to that vignette?”

“That was interesting; what was your take on it?”

“What were your initial impressions?”

“How did that scene make you feel?”



Before You Begin: Tips for Trainers (Cont.)

Involve the Participants (Cont.)

■ Reduce participants’ apprehension by positively reinforcing their comments with statements such as:

“That’s interesting; tell me more about what you mean.”

“I hadn’t considered that angle yet.”

“Good point.”

“Okay, thanks for sharing that with us.”

“That’ll be one of the things we need to consider.”

“I really like your insight.”

“That’s sure a unique perspective. Who else has some ideas?”

■ Reward participants for their enthusiastic participation. Prizes are always coveted.

NOTE: Telephone Doctor encourages you to create your own Skill Practices for each Key Point to simulate issues specific to your organization.



Pre-Program Quiz ~ Questioning Techniques

Before watching the program Questioning Techniques, have the participants answer the questions below to the best of their ability. Review the answers as a group at the end of the training session.

1. What is an open-ended question?

A. It is a long sentence with no period at the end.

B. It can be answered with a simple “yes” or “no.”

C. It helps you get more information and insight into the customer’s feelings.

2. The following is an example of a closed-ended question:

A. “May I send you an informational brochure, Mr. Wilks?”B. “Why do you prefer the heavy-duty model to the economy model?”

C. “I think that the heavy-duty model is the right choice for you.”

3. “What specifically was wrong with your shipment?” is an example of a

A. Probing question.B. Closed-ended question.

C. Leading question.

4. A probing question is an open-ended question intended to

A. urge the customer to make a decision.

B. narrow the focus of the conversation and obtain more information.C. welcome the customer.

5. The Echo Question is:

A. a question that you ask twice, but in different ways.

B. a technique that is only effective in the mountains.

C. a technique to seek more information by using the key words from the customer’s last statement.

6. “You’ve had good results so far with our cleaning products, haven’t you?”

A. Is a probing question.

B. Is an echo question.

C. Is a leading question.



Pre-Program Quiz ~ Questioning Techniques (Cont.)

7. The purpose for learning the Questioning Techniques and when to use them is:

A. to speed up and expedite customer service situations.

B. to improve the way you communicate with your organization’s customers.C. to be able to manipulate your customer’s decision.

8. The “And Technique” is a form of questioning designed to

A. get them to add another service or product to their order.

B. interrogate customers to get to the real issue they are calling about.

C. be a smooth way to ask for details without sounding nosy or intrusive.

9. What is a disguised response from a customer?

A. A technique customers use to keep you guessing as to why they are calling.

B. It covers up the customer’s real need with a statement or exaggeration.C. It is a way to keep their private information safe.

10. There is no difference between an open-ended question and a closed-ended question.

A. True

B. False



Discussion Questions – Key Point #1: Open-Ended Questions1. What are open-ended questions?

♦ They don’t limit or restrict the answer.

♦ They encourage continued conversation..

♦ They help you draw out more information.

♦ They provide insight into the customer’s feelings.

2. When should you use open-ended questions?

♦ When you want the customer to “open up.”

♦ When you need sizeable amounts of information from the customer.

♦ When you want customers to say what’s on their minds.

3. Give some examples of open-ended questions that were used in the first scene.

♦ “What are some of the factors you consider when choosing a doctor?”

♦ “Why is the warranty extension an important factor in your decision?”

♦ “How would you describe your experience with the LogiMax system?”

TELEPHONE DOCTOR ® PRESCRIPTION: 1. Use open-ended questions to “open up” a conversation and get full information.2. Open-ended questions encourage continued conversation.



Skill Practice – Key Point #1: Open-Ended QuestionsFacilitator Note: Asking open-ended questions is an excellent way to engage your customers.

Read the article below and discuss as a class.

Exercise:

Divide the class into small groups with 4-6 participants each. Ask each group to create a list of Open–Ended questions that are appropriate for their jobs, such as:

Tell me more…

Tell me specifically what I…

From the pool of questions created, select a few Open-Ended questions for a Role-Play activity. Ask volunteers to act out these scenarios for the class and discuss;

How do you feel your customers respond to these questions?

What important details were gained by asking this type of question?

How does the use of Open-Ended questions impact your customers?


REMEMBER: Open-ended questions encourage continued conversation.

“I have SIX serving men. They taught me all I know.Their names are Who, What, Where, Why, How, and When.”

They can serve you just as they served Rudyard Kipling a hundred years ago. They are ageless. All they need to do what they did for him and countless others is to be used every day.

We are so busy telling people about what we sell and who we are; we lose sight of who they are and what they are “selling.”

Let’s find out what is going on in our customers’ world before we try to change it. Who is doing what? Where are they doing it, and why? How are they getting it done, by when?

Write out specific informational and directional questions for each sales call. (A directional question is one you think you already know the answer to but is asked to direct the conversation along the lines you hope to take it.)

For example: “When is the current contract up?” You know the date, but want to move toward refining next year’s specs in your favor! “Who is the most important person in the process?” You know you are talking to them, but they would like to tell you how big they really are. Use all six “serving men” every day on every call.

Reprint permission granted by Jack Falvey – Author & Founder www.makingthenumbers.com

http://www.makingthe/


Discussion Questions – Key Point #2: Closed-Ended Questions

1. How do closed-ended questions differ from open-ended questions?

♦ They tack down and confirm details.

♦ They limit or restrict the answer.

♦ They can be answered by “yes” or “no,” or in just a few words.

2. When should you use closed-ended questions?

♦ When you need only brief facts.

♦ When you want to pin down specifics.

TELEPHONE DOCTOR ® PRESCRIPTION: 1. Use closed-ended questions to pin down brief facts.2. Use closed-ended questions to tack down and confirm details.



Skill Practice – Key Point #2: Closed-Ended QuestionsFacilitator Note: Closed-Ended questions can be used to “TACK DOWN” your customers. Remember, these types of questions will vary, but should be phrased like the following, which require very short responses such as “yes,” “no,” “next Tuesday,” etc.

Below are generic examples of closed-ended questions to launch this exercise:

1. “Would you like me to send you a brochure?”

2. “Is your system still under warranty?”

3. “Would you like the phone number of our 24-hour hotline?”

4. “Do you close at 5:00 P.M. or 6:00 P.M.?”

5. “What time do you need to leave by?”

6. “When can I call you?”

As a group, brainstorm on a flip-chart specific closed-ended questions to use with your customers.


REMEMBER: Use closed-ended questions to pin down brief facts.

“TACK DOWNS” Closed-Ended Questions

Do…Did…May…Was…What…Can…


Discussion Questions – Key Point #3: Probing Questions1. Sometimes, in order to get the information you need to help the customer, you’ll need to ask

more than one kind of question. Recall from the program that probing questions can be very effective in many cases. Exactly what are probing questions?

♦ They obtain more information.Example: “What specific topics are you interested in?”

♦ They clarify current information.Example: “Which warning codes on the system are you experiencing?”

2. When should you ask probing questions?

♦ When a more general open-ended question has not succeeded in getting the information you need. Example: “What kind of inaccuracies did the maps contain, Mr. Columbus?”

♦ When you want to be sure you’ve gotten to the core of the customer’s request.Example: “What are the size and weight requirements for the apples, Mr. Newton?”

TELEPHONE DOCTOR ® PRESCRIPTION: 1. Use probing questions when you want to dig a little deeper to identify the customer’s needs. 2. Remember—if one probing question doesn’t do the whole job, feel free to use another. Use

several probing questions, if necessary, to learn what you need to know.



Skill Practice – Key Point #3: Probing QuestionsFacilitator Note: Let’s practice digging for additional information and become more inquisitive. Complete the exercise below; then have a group discussion.

In this activity, ask for three volunteers to engage in a conversation. Ask one person to tell a story and describe their favorite restaurant.

Give the other participants copies of the Probing Questions below to alternately ask thestoryteller.


REMEMBER: Use probing questions when you want to dig a little deeper to identify the customer’s needs.

Volunteer #2 Probing Questions “When did you go last?”

“Do they have booths or tables?”

“How many customers were there that night?”

“Did you order appetizers?”

“Approximately, how much was the bill for dinner?”

“I’m curious, how did you first hear about this restaurant?”

Volunteer #1 Probing Questions “Where is that restaurant located?”

“Approximately, how many seats does it have?”

“What did the tables around you order?”

“What did you order for dessert?”

“Specifically, how often do you go out for dinner?”

“I’m curious, when did you start going to this restaurant?”


Discussion Questions – Key Point #4: The Echo Question1. Very often, one or two words in a customer’s statement will provide a natural lead-in to your

next question. How can you make the most of these opportunities? What kinds of questions are best suited to these situations?

♦ In those instances, echo questions can be very effective. These questions, sometimes called “mirroring” or “reflecting” questions, repeat some of the customer’s words, turning them into questions.

♦ Echo questions effectively seek more information from the customer. Using the customer’s own words identifies what part of the statement needs more detail.

2. What three things should you do when asking an echo question?

♦ Repeat the last word or last few words spoken by the customer.Example: CUSTOMER: “I’d like to know why your office is sending duplicate bills.”

YOU: “Duplicate bills?”

♦ Change the tone of the words from a statement to a question by raising the tone of your voice slightly at the end, then

♦ pause. Give the customer a chance to provide the information.

TELEPHONE DOCTOR ® PRESCRIPTION: 1. Use echo questions to help you get more information.2. Phrase your question using the key words from the customer’s last statement.3. Raise the tone of your voice slightly at the end to make the words a question.4. After asking the echo question, pause to give the customer a chance to provide more

information.©Telephone Doctor, Inc., St. Louis, MO

16


Skill Practice – Key Point #4: The Echo QuestionFacilitators Note: Complete the exercise below; then engage your class in a group discussion.

Listed in the table below are generic customer statements, which require more information.

Next, select a key word or words from each statement and enter an effective echo question in thespace provided.

CUSTOMER STATEMENT ECHO QUESTION1. “The greenery that was delivered is wrong.” “The greenery is wrong?”2. “I got my electric bill this morning, and I’m shocked.” “You’re shocked?”3. “Who can I talk to in order to get shrimp that are big enough?” “Big shrimp?”4. “Somebody there owes me an explanation!” “An explanation?”

Based on these examples, let’s create ‘A CALL FOR ECHOES’ using real statements.

1. Divide the class into small teams and discuss past conversations regarding issues that confuse or frustrate your customers or co-workers.

2. Ask each team to write down 5 statements.3. Then, ask each team to pass their statements to another team.4. Now each team can create a script of ECHO questions for another teams statements to

gather additional information to assist customers or co-workers.

Encourage team involvement by beginning questions with phrases such as:

“What do you think about this type of question?”

“Were you surprised at any of the statements?”

“Can you see yourself using Echo Questions everyday?”

“Are you aware when you have been asked an Echo Question?”


REMEMBER: Phrase your question using the key words from the customer’s last statement.


Discussion Questions – Key Point #5: Leading Questions1. Because of your experience in working with customers, you may recognize the right decision

before the customer does. How can your use of leading questions help customers confirm decisions more quickly?

Leading questions are closed-ended questions that

♦ suggest what the answer should be; and

♦ direct the customer toward the desired answer.

2. In what situations are the use of leading questions most appropriate?

♦ When you want to encourage a customer to make the right decision.

♦ Assist customers in doing what is in their best interest.

3. How are leading questions constructed?

♦ They consist of a statement followed by a questioning phrase that suggests the desired answer.Example: “You’ve had good results so far, haven’t you?”

♦ The phrasing of the statement/question combination determines the response to which the customer is being directed.Example: “You want to place the same order again, don’t you?”

or“You don’t want to place the same order again, do you?”

TELEPHONE DOCTOR ® PRESCRIPTION: 1. When customers are undecided, use leading questions to direct them to a decision.2. Remember—the object is to lead, not to push.



Skill Practice – Key Point #5: Leading Questions

Facilitators Note: Complete one or both of the exercises below, then have a group discussion.Leading questions are useful in guiding customers, leading them to make decisions.

Here are a few questions from the Questioning Techniques program:1. “You want to know about our same-day service visits, right?”

2. “You understand what I mean by pet occupancy permits, don’t you?

3. “You’ll want to go ahead and make a reservation for this back pain seminar, won’t you?”

Activity #1: Ask all participants to write down three Leading Questions that would be useful in their departments. Next, review these questions in small groups and select a few to share with the class. Examples might include:

“When should I call you…Thursday morning or Friday afternoon?”

“Did you want this shipped today or tomorrow?”

Activity #2: Let’s have some FUN! Ask each participant to create a few Leading Questions to use with family members or friends?

Expect to hear examples like this:

“You’d like to help put away the groceries, wouldn’t you?”

“You said dinner was on you, correct?”

“Many hands make light work, isn’t that right?”

“You can drive me to the mall, can’t you?”

“The floors need to be swept, wouldn’t you agree?”

Offer these examples to help participants get started – “Restate”/ “Tie Down” examples include:

Don’t you? Isn’t that right? Haven’t you? Wouldn’t you? Shouldn’t you?


REMEMBER: When customers are undecided, use leading questions to direct them to a decision.


Discussion Questions – Key Point #6: The “And Technique”1. In order to give customers the best possible service, it is often necessary to get greatly

detailed or widely varied information. Doing this by simply asking a series of standard questions may make customers feel they’re being interrogated or “grilled.” How can you get the information you need and still keep your customers comfortable?

Telephone Doctor recommends the use of the “And Technique” to gather information. What are the advantages of this technique, which also is called the “fill-in-the-blank” technique?

♦ a smooth, easy-flowing way to get answers; and

♦ a way to ask for details without sounding nosy and intrusive.

2. What are the three steps you should follow to use the “And Technique” effectively?

♦ Begin your sentence with the word “And”;

♦ slightly stretch out the last word and raise the tone of your voice a bit to indicate it’s a question; then

♦ pause for the customer to “fill-in-the-blank.”

3. What makes this technique so important and effective?

♦ Customers find it non-threatening.

♦ It lets the customer know exactly what information you need.

4. Why is it important to practice the “And Technique” in order to use it effectively?

♦ For many people this is a new skill. In effect, you are asking the customer to finish the sentence you have started. This may seem odd or awkward until you’ve had enough practice to do it smoothly.

♦ Like any other skill, the “And Technique” can lose its effectiveness if it is used too frequently or in the wrong circumstances. Remember, this technique should supplement other questioning methods, not replace them.

TELEPHONE DOCTOR ® PRESCRIPTION: 1. Remember—a series of abrupt or disjointed questions can make customers uncomfortable.2. Use the “And Technique” to gather information without making customers feel they’re being

interrogated.



Skill Practice – Key Point #6: The “And Technique”Facilitator Note: Complete the exercise below and have a group discussion.

Using the “And Technique” helps gather information as part of a conversation; which helps to avoid confrontation.

For this activity, you’ll need four volunteers divided into two teams. Each team will consist of a person to ask the questions listed below and the other to provide answers.

Ask for feedback from the class and participants.

Did the participants react differently?

♦ Why?

Which interview was more effective?

♦ Why?


Team #1 will collect information using the questions below:

1) I’ll need to enter your information in my system; may I ask your name? 2) The screen is asking for your address – what is it?3) What’s that telephone number I can reach you at? 4) Now, what department are you currently working in?5) I need the name of your direct supervisor – what is it?

Team #2 will collect information using the “And Technique” questions below:

1) AND I’m speaking with? 2) Thanks, AND your address is?3) AND that telephone number is? 4) Got it, AND the department you’re in?5) AND your supervisor’s name would be?


Discussion Questions – Key Point #7: Interpreting Disguised Responses1. When customers have urgent requirements to fill, serious problems to solve, or a complaint to

register, they may respond to your greeting by expressing their feelings before they express their needs. How can you recognize these “disguised responses” in order to deal with them effectively?

♦ A disguised response, which covers up the customer’s real need, can take the form of a statement or a question.Example: “I don’t know how you stay in business. Does your shipping department mess

things up on purpose?”

♦ Disguised responses often contain exaggerations, which should not be taken literally.Example: “This is the eighty-second time I’ve had to call you this week!”

♦ Many disguised responses are actually tests a customer uses to find out if you’re interested enough to ask for an explanation.Example: “I’m probably wasting my time telling you this, but here goes.”

2. When a customer seems to be giving you a disguised response, what should you do to remove the disguise and discover the real need?

♦ Listen carefully. Ask yourself, “Do they really mean that?” “What is this person really trying to tell me?”

♦ Ask sincere questions designed to reveal the true nature of the customer’s need.

TELEPHONE DOCTOR ® PRESCRIPTION: 1. Pay close attention to what the customer says. Try to determine what the customer is really trying

to tell you.2. Never argue. Instead, ask sincere questions designed to get through the disguise and identify

the actual need.



Skill Practice – Key Point #7: Interpreting Disguised ResponsesFacilitator Note: Complete the exercise below and engage in a group discussion.

Learning to recognize disguised responses will help your company to better identify the actual needs of your customers.

What’s Underneath that Disguised Response? As a class, use a flip chart or chalkboard to create a list of disguised responses that your

company has encountered.

Then divide the class into small groups.

Ask each group to select one or two disguised responses from the class list.

Ask each group to practice ways to respond to the selected comments.

Examples:CUSTOMER: “I’m tired of getting the runaround; doesn’t anyone ever return messages anymore?”

YOU: “I apologize for the lack of follow up; my name is Susan, and your name is_______? Thanks, please tell me what happened and I’ll help you.”

CUSTOMER: “You don’t know how to treat your patients.”

YOU: “I’m so sorry. Again, my name is Katy. You sound upset. Please tell me what happened.”


REMEMBER: Pay close attention to what the customer says. Try to determine what the customer is really trying to tell you.

.

“To find the exact answer, one must first ask the exact question.”S. Tobin Webster –Clergyman


Before They Go

In order to reinforce the skills and techniques that have been addressed, choose one or more of these reinforcement options:

Suggested Methods of Review

Discussion questions are provided in this Leader’s Guide for your use.

The companion PowerPoint presentation is a useful way to reinforce the Key Points made during the course. Notice the Key Points are identical to Telephone Doctor® Prescriptions located throughout the Leader’s Guide and Participant Workbooks.

After viewing the program, consider using the Pre-Program Quiz ~ Questioning Techniques as group discussion questions and evaluate the different responses.

For Continued Success

Change is more likely to occur if participants commit to implementing skills and techniques discussed during this course. Various resources are available illustrating commitment exercises. We have included “A Call to Action” exercise in both the corresponding Participant Workbook and this Leader’s Guide.

In order to evaluate training success and identify areas to improve, provide participants with the opportunity to evaluate the training by using an evaluation survey. (See sample below.) This is a prime opportunity to identify future training needs.

TRAINING EVALUATIONThank you for attending a Telephone Doctor® workshop today!

Please take a minute to let us know your feelings.Rate the following: 1 - 5 (5 being the best)

( This course was useful & I enjoyed it 1 2 3 4 5( Material related to my job 1 2 3 4 5( Topics were clear & easy to understand 1 2 3 4 5( I will use these skills 1 2 3 4 5( Please rate the instructor 1 2 3 4 5( Overall rating for this class 1 2 3 4 5

Comments are appreciated:

Your Name: Date:

Instructor:



A Call To Action!Experts say that it takes a minimum of 21 days to change a behavior. Your level of readiness to change will determine how successful you are, and how much time it will take. But you need to be ready, able and willing to make change happen in 21 days. Habits are hard to break.

Let's start creating a successful plan by writing down three new skills you want to learn from today’s session.

PRACTICE, PRACTICE, PRACTICE and you’ll have more confidence!

What three items will you commit to change in 21 days?

1.

2.

3.

PRACTICE, PRACTICE, PRACTICE and you’ll have more confidence!



It’s Fun To Be Good!



Closing WordsOn the next page, you'll find a summary of the Key Points made in this course. They're crucial because they make a real difference to you and to your future. We urge you to do three things with them:

1. memorize them;

2. keep them in mind every time you talk with a customer; and

3. practice them.

The last of the three is by far the most important. Knowing how to communicate effectively isn't good enough. You need to put what you know to use. You need to make it work for you. If you do, you'll get what we promised at the start of this course – more satisfaction from your job and a brighter future for your organization and for yourself.

● You've got the skills.

● You've got the knowledge.

● You've got the purpose.

● THE REST IS UP TO YOU!

Good Luck!

And Remember –

IT'S FUN TO BE GOOD!



Key Points: Questioning Techniques

1. Open-Ended Questions

♦ Use open-ended questions to “open up” a conversation and get full information.

♦ Open-ended questions encourage continued conversation.

2. Closed-Ended Questions

♦ Use closed-ended questions to pin down brief facts.♦ Use closed-ended questions to tack down and confirm

details.

3. Probing Questions

♦ Use probing questions when you want to dig a little deeper to identify the customer’s needs.

♦ Remember—if one probing question doesn’t do the whole job, feel free to use another. Use several probing questions, if necessary, to learn what you need to know.

4. The Echo Question

♦ Use the echo question to help you get more information.♦ Phrase your question using the key words from the

customer’s last statement.♦ Raise the tone of your voice slightly at the end to make

the words a question.♦ After asking the echo question, pause to give the

customer a chance to provide more information.



Key Points: Questioning Techniques (Cont.)

5. Leading Questions

♦ When customers are undecided, use leading questions to direct them to a decision.

♦ Remember—the objective is to lead, not to push.

6. The “And Technique”

♦ Remember, a series of abrupt or disjointed questions can make customers uncomfortable.

♦ Use the “And Technique” to gather information without making customers feel they’re being interrogated.

7. Interpreting Disguised Responses

♦ Pay close attention to what the customer says. Try to determine what the customer is really trying to tell you.

♦ Never argue. Instead, ask sincere questions designed to get through the disguise and identify the actual need.


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