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RPL Netguides Training: Customer Service Andrea Mercado, Netguides Supervisor
Netguides = customer service + teaching
*Great*  Customer Service means: <ul><li>Taking ordinary to extraordinary </li></ul><ul><li>Going above and beyond </li></...
Make  The  Great Customer Service Entrance <ul><li>Smile!   </li></ul><ul><li>Make eye contact and ask, “How may I help y...
Teaching is hard. For serious. <ul><li>Typical issues for teachers include: </li></ul><ul><ul><li>Talking to/in front of p...
Important qualities in a teacher <ul><li>PATIENCE! </li></ul><ul><li>Communicates well: listens attentively, speaks clearl...
Active Listening <ul><li>Listen to what the learner is asking or saying </li></ul><ul><li>Repeat back to them what they ar...
Questions that help you help them <ul><li>Open Questions </li></ul><ul><ul><li>Solicit more than “yes,” “no,” or one-word ...
Even if you’re frowning on the inside <ul><li>Smile, even if you don’t feel like it </li></ul><ul><li>Accentuate the posit...
Zen and the art of intelligent ignorance <ul><li>Don’t know the answer?  It’s OK! </li></ul><ul><ul><li>Say, “I don’t know...
Rah!  Rah!  Go learner! <ul><li>Encourage the learner when they’re on the right track </li></ul><ul><li>Give praise when a...
Jargonese:  your special language,  not  theirs <ul><li>Jargon = slang: a characteristic language of a particular group (a...
No, really, the answer is “NO!” but  nicely . <ul><li>When you can’t fulfill a learner’s request: </li></ul><ul><ul><li>Ex...
Who counts as a ornery patron? <ul><li>Frustrated no matter how well you do </li></ul><ul><li>Can’t stay focused, mad/anno...
Wrangling the ornery <ul><li>Acknowledge their feelings </li></ul><ul><ul><li>“ You seem… [frustrated, annoyed, tired].  H...
Breaktime!
Activity:  Amateur Architects <ul><li>Goal:  Improve questioning and active listening skills </li></ul><ul><li>Instruction...
Activity:  Pass It Along <ul><li>Goal:  Improve digestion and use of complex explanations </li></ul><ul><li>Instructions, ...
Pass It Along <ul><li>Instructions, round 2: </li></ul><ul><ul><li>First person: say message as an “I” statement </li></ul...
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RPL Netguides Training: Customer Service

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The Netguides program at Reading Public Library trains high school students (we'll expand the program in the future!) to help patrons through one-on-one technology training sessions and assistance in computer classes. For more information, see the Netguides information page at http://www.readingpl.org/netguides.html

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  • Transcript of "RPL Netguides Training: Customer Service"

    1. 1. RPL Netguides Training: Customer Service Andrea Mercado, Netguides Supervisor
    2. 2. Netguides = customer service + teaching
    3. 3. *Great* Customer Service means: <ul><li>Taking ordinary to extraordinary </li></ul><ul><li>Going above and beyond </li></ul><ul><li>Being at your best with every customer </li></ul><ul><li>Surprising yourself with how much you can do </li></ul><ul><li>Taking care of the customer like you would take care of your grandmother (assuming you like her a *lot*) </li></ul><ul><li>We want to offer GREAT customer service </li></ul>
    4. 4. Make The Great Customer Service Entrance <ul><li>Smile!  </li></ul><ul><li>Make eye contact and ask, “How may I help you today?” </li></ul><ul><li>LOOK at the person as you speak to them, if possible </li></ul><ul><li>Give them 100% of your attention </li></ul><ul><li>Hear out the question </li></ul><ul><li>Is there a queue? Acknowledge and give a timeline </li></ul>
    5. 5. Teaching is hard. For serious. <ul><li>Typical issues for teachers include: </li></ul><ul><ul><li>Talking to/in front of people is sometimes scary </li></ul></ul><ul><ul><li>Varying abilities or disabilities </li></ul></ul><ul><ul><li>Distractions </li></ul></ul><ul><ul><li>Lots of questions </li></ul></ul><ul><ul><li>Problems listening </li></ul></ul><ul><ul><li>Problems understanding </li></ul></ul><ul><ul><li>Disinterest in learning </li></ul></ul><ul><ul><li>Communication is unclear (speed, accent, charged, unorganized, etc.) </li></ul></ul>
    6. 6. Important qualities in a teacher <ul><li>PATIENCE! </li></ul><ul><li>Communicates well: listens attentively, speaks clearly </li></ul><ul><li>Asks good questions to help the learner </li></ul><ul><li>Maintains a positive attitude </li></ul><ul><li>Comfortable with admitting, “I don’t know” </li></ul><ul><li>Avoids technical terms, or explains them clearly/with analogies </li></ul><ul><li>Gives the learner a feeling of confidence in the teacher </li></ul><ul><li>Makes the learner feel important and (at least a bit more) confident </li></ul><ul><li>Soothes ruffled feathers </li></ul>
    7. 7. Active Listening <ul><li>Listen to what the learner is asking or saying </li></ul><ul><li>Repeat back to them what they are saying, using your own words, to verify that you understand* </li></ul><ul><li>If necessary, break the question/issue down into smaller phrases as you repeat back </li></ul><ul><li>Ask questions to suss out what you’re missing </li></ul><ul><li>Proceed to answer or address the issue </li></ul><ul><li>Rinse and repeat </li></ul><ul><li>*[Absolutely DO NOT interrupt when you are active listening, except if the patron has gone into Broken Record Mode] </li></ul>
    8. 8. Questions that help you help them <ul><li>Open Questions </li></ul><ul><ul><li>Solicit more than “yes,” “no,” or one-word responses </li></ul></ul><ul><ul><li>Get ‘em talkin’ </li></ul></ul><ul><ul><li>General information </li></ul></ul><ul><ul><li>Lead into what, how, why </li></ul></ul><ul><ul><li>Example: “What can I help you with today?” </li></ul></ul><ul><li>Closed Question </li></ul><ul><ul><li>Just “yes,” “no,” or 1-word </li></ul></ul><ul><ul><li>Limit talking, control direction </li></ul></ul><ul><ul><li>Specific information </li></ul></ul><ul><ul><li>Lead into who, when, did, which, would, are, can, have, do, is, will, and may </li></ul></ul><ul><ul><li>Example: “Does the floppy make a crunchy noise?” </li></ul></ul>
    9. 9. Even if you’re frowning on the inside <ul><li>Smile, even if you don’t feel like it </li></ul><ul><li>Accentuate the positive </li></ul><ul><ul><li>Negative: “You have to remember to save often, or else you’ll lose your work.” </li></ul></ul><ul><ul><li>Positive: “By saving often, you’ll always know that you’ll have the most recent version of your file, and you won’t lose your work.” </li></ul></ul><ul><li>Make sure you eat well and get lots of rest </li></ul><ul><li>Remember: this interaction has an end point </li></ul><ul><li>Can’t smile anymore? Take a break </li></ul>
    10. 10. Zen and the art of intelligent ignorance <ul><li>Don’t know the answer? It’s OK! </li></ul><ul><ul><li>Say, “I don’t know” or “I’m not sure” </li></ul></ul><ul><ul><li>Ask the librarian for help </li></ul></ul><ul><ul><li>Refer to the handouts and books </li></ul></ul><ul><ul><li>Try to figure out the answer </li></ul></ul><ul><ul><li>Leave me a note or post a Message and we’ll talk about it </li></ul></ul>
    11. 11. Rah! Rah! Go learner! <ul><li>Encourage the learner when they’re on the right track </li></ul><ul><li>Give praise when a task is completed correctly </li></ul><ul><li>Building rapport builds confidence in the ability of both you and the learner </li></ul><ul><ul><li>Use the customer’s name </li></ul></ul><ul><ul><li>Be polite </li></ul></ul><ul><ul><li>Show interest and empathy </li></ul></ul><ul><ul><li>Give the learner options </li></ul></ul>
    12. 12. Jargonese: your special language, not theirs <ul><li>Jargon = slang: a characteristic language of a particular group (as among thieves); &quot;they don't speak our lingo“ </li></ul><ul><li>Slang = informal nonstandard vocabulary composed of invented words, changed words, and exaggerated or humorous figures of speech </li></ul><ul><li>Define jargon using another familiar word or phrase </li></ul><ul><ul><li>memory vs. RAM </li></ul></ul><ul><ul><li>“computer space” vs. hard drive </li></ul></ul><ul><li>Use analogies for really technical stuff </li></ul>
    13. 13. No, really, the answer is “NO!” but nicely . <ul><li>When you can’t fulfill a learner’s request: </li></ul><ul><ul><li>Explain the reason, but stay positive </li></ul></ul><ul><ul><li>Show empathy </li></ul></ul><ul><ul><li>Let the learner know what you can do, offer an alternative solution </li></ul></ul><ul><ul><ul><li>“I’m sorry, I can’t drive the mouse for you. By having you drive the mouse, we help you learn to be independent.” </li></ul></ul></ul><ul><ul><ul><li>“I’m sorry, I can’t come to your house for computer help, my role is only here at the library. But you can always make another appointment for more help.” </li></ul></ul></ul>
    14. 14. Who counts as a ornery patron? <ul><li>Frustrated no matter how well you do </li></ul><ul><li>Can’t stay focused, mad/annoyed when you don’t indulge them </li></ul><ul><li>Raised voice, or voice and tension seems to be escalating </li></ul><ul><li>A patron who wants you to drive, and becomes snippy if you don’t </li></ul>
    15. 15. Wrangling the ornery <ul><li>Acknowledge their feelings </li></ul><ul><ul><li>“ You seem… [frustrated, annoyed, tired]. How can I help?” </li></ul></ul><ul><ul><li>“ It’s OK, this is hard for many people. Let’s try again.” </li></ul></ul><ul><li>Offer them a 5-minute break </li></ul><ul><li>Excuse yourself if you need to, and take a deep breath to clear your head </li></ul><ul><li>Tell someone if you need help, or to get feedback/advice </li></ul><ul><li>If the sitch is too tense, let another Netguide or the librarian try </li></ul>
    16. 16. Breaktime!
    17. 17. Activity: Amateur Architects <ul><li>Goal: Improve questioning and active listening skills </li></ul><ul><li>Instructions: </li></ul><ul><ul><li>I’ll put you in pairs </li></ul></ul><ul><ul><li>You each get a picture of a house </li></ul></ul><ul><ul><li>5 mins: “House A” person describes, “House B” person draws </li></ul></ul><ul><ul><li>5 mins: Compare “House A” picture to drawing together </li></ul></ul><ul><ul><li>Switch </li></ul></ul><ul><li>If the drawer asks an open question, give several details . If the drawer asks a closed question, only say yes , no , or a 1-word reply . </li></ul>
    18. 18. Activity: Pass It Along <ul><li>Goal: Improve digestion and use of complex explanations </li></ul><ul><li>Instructions, round 1: </li></ul><ul><ul><li>First person: say message once, whisper in the ear of the person to your left </li></ul></ul><ul><ul><li>Next person: Repeat the message to the next person as you understood it </li></ul></ul><ul><ul><li>Last person: repeat message to the group </li></ul></ul>
    19. 19. Pass It Along <ul><li>Instructions, round 2: </li></ul><ul><ul><li>First person: say message as an “I” statement </li></ul></ul><ul><ul><li>Next person: confirm as a “You” statement </li></ul></ul><ul><ul><li>Pass it along </li></ul></ul><ul><ul><li>Last person: repeat message to the group </li></ul></ul>
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