RPL Netguides Training: Customer Service Andrea Mercado, Netguides Supervisor

Netguides = customer service + teaching

*Great* Customer Service means: Taking ordinary to extraordinary Going above and beyond Being at your best with every customer Surprising yourself with how much you can do Taking care of the customer like you would take care of your grandmother (assuming you like her a *lot*) We want to offer GREAT customer service

Taking ordinary to extraordinary

Going above and beyond

Being at your best with every customer

Surprising yourself with how much you can do

Taking care of the customer like you would take care of your grandmother (assuming you like her a *lot*)

We want to offer GREAT customer service

Make The Great Customer Service Entrance Smile!  Make eye contact and ask, “How may I help you today?” LOOK at the person as you speak to them, if possible Give them 100% of your attention Hear out the question Is there a queue? Acknowledge and give a timeline

Smile! 

Make eye contact and ask, “How may I help you today?”

LOOK at the person as you speak to them, if possible

Give them 100% of your attention

Hear out the question

Is there a queue? Acknowledge and give a timeline

Teaching is hard. For serious. Typical issues for teachers include: Talking to/in front of people is sometimes scary Varying abilities or disabilities Distractions Lots of questions Problems listening Problems understanding Disinterest in learning Communication is unclear (speed, accent, charged, unorganized, etc.)

Typical issues for teachers include:

Talking to/in front of people is sometimes scary

Varying abilities or disabilities

Distractions

Lots of questions

Problems listening

Problems understanding

Disinterest in learning

Communication is unclear (speed, accent, charged, unorganized, etc.)

Important qualities in a teacher PATIENCE! Communicates well: listens attentively, speaks clearly Asks good questions to help the learner Maintains a positive attitude Comfortable with admitting, “I don’t know” Avoids technical terms, or explains them clearly/with analogies Gives the learner a feeling of confidence in the teacher Makes the learner feel important and (at least a bit more) confident Soothes ruffled feathers

PATIENCE!

Communicates well: listens attentively, speaks clearly

Asks good questions to help the learner

Maintains a positive attitude

Comfortable with admitting, “I don’t know”

Avoids technical terms, or explains them clearly/with analogies

Gives the learner a feeling of confidence in the teacher

Makes the learner feel important and (at least a bit more) confident

Soothes ruffled feathers

Active Listening Listen to what the learner is asking or saying Repeat back to them what they are saying, using your own words, to verify that you understand* If necessary, break the question/issue down into smaller phrases as you repeat back Ask questions to suss out what you’re missing Proceed to answer or address the issue Rinse and repeat *[Absolutely DO NOT interrupt when you are active listening, except if the patron has gone into Broken Record Mode]

Listen to what the learner is asking or saying

Repeat back to them what they are saying, using your own words, to verify that you understand*

If necessary, break the question/issue down into smaller phrases as you repeat back

Ask questions to suss out what you’re missing

Proceed to answer or address the issue

Rinse and repeat

*[Absolutely DO NOT interrupt when you are active listening, except if the patron has gone into Broken Record Mode]

Questions that help you help them Open Questions Solicit more than “yes,” “no,” or one-word responses Get ‘em talkin’ General information Lead into what, how, why Example: “What can I help you with today?” Closed Question Just “yes,” “no,” or 1-word Limit talking, control direction Specific information Lead into who, when, did, which, would, are, can, have, do, is, will, and may Example: “Does the floppy make a crunchy noise?”

Open Questions

Solicit more than “yes,” “no,” or one-word responses

Get ‘em talkin’

General information

Lead into what, how, why

Example: “What can I help you with today?”

Closed Question

Just “yes,” “no,” or 1-word

Limit talking, control direction

Specific information

Lead into who, when, did, which, would, are, can, have, do, is, will, and may

Example: “Does the floppy make a crunchy noise?”

Even if you’re frowning on the inside Smile, even if you don’t feel like it Accentuate the positive Negative: “You have to remember to save often, or else you’ll lose your work.” 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.” Make sure you eat well and get lots of rest Remember: this interaction has an end point Can’t smile anymore? Take a break

Smile, even if you don’t feel like it

Accentuate the positive

Negative: “You have to remember to save often, or else you’ll lose your work.”

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.”

Make sure you eat well and get lots of rest

Remember: this interaction has an end point

Can’t smile anymore? Take a break

Zen and the art of intelligent ignorance Don’t know the answer? It’s OK! Say, “I don’t know” or “I’m not sure” Ask the librarian for help Refer to the handouts and books Try to figure out the answer Leave me a note or post a Message and we’ll talk about it

Don’t know the answer? It’s OK!

Say, “I don’t know” or “I’m not sure”

Ask the librarian for help

Refer to the handouts and books

Try to figure out the answer

Leave me a note or post a Message and we’ll talk about it

Rah! Rah! Go learner! Encourage the learner when they’re on the right track Give praise when a task is completed correctly Building rapport builds confidence in the ability of both you and the learner Use the customer’s name Be polite Show interest and empathy Give the learner options

Encourage the learner when they’re on the right track

Give praise when a task is completed correctly

Building rapport builds confidence in the ability of both you and the learner

Use the customer’s name

Be polite

Show interest and empathy

Give the learner options

Jargonese: your special language, not theirs Jargon = slang: a characteristic language of a particular group (as among thieves); "they don't speak our lingo“ Slang = informal nonstandard vocabulary composed of invented words, changed words, and exaggerated or humorous figures of speech Define jargon using another familiar word or phrase memory vs. RAM “computer space” vs. hard drive Use analogies for really technical stuff

Jargon = slang: a characteristic language of a particular group (as among thieves); "they don't speak our lingo“

Slang = informal nonstandard vocabulary composed of invented words, changed words, and exaggerated or humorous figures of speech

Define jargon using another familiar word or phrase

memory vs. RAM

“computer space” vs. hard drive

Use analogies for really technical stuff

No, really, the answer is “NO!” but nicely . When you can’t fulfill a learner’s request: Explain the reason, but stay positive Show empathy Let the learner know what you can do, offer an alternative solution “I’m sorry, I can’t drive the mouse for you. By having you drive the mouse, we help you learn to be independent.” “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.”

When you can’t fulfill a learner’s request:

Explain the reason, but stay positive

Show empathy

Let the learner know what you can do, offer an alternative solution

“I’m sorry, I can’t drive the mouse for you. By having you drive the mouse, we help you learn to be independent.”

“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.”

Who counts as a ornery patron? Frustrated no matter how well you do Can’t stay focused, mad/annoyed when you don’t indulge them Raised voice, or voice and tension seems to be escalating A patron who wants you to drive, and becomes snippy if you don’t

Frustrated no matter how well you do

Can’t stay focused, mad/annoyed when you don’t indulge them

Raised voice, or voice and tension seems to be escalating

A patron who wants you to drive, and becomes snippy if you don’t

Wrangling the ornery Acknowledge their feelings “ You seem… [frustrated, annoyed, tired]. How can I help?” “ It’s OK, this is hard for many people. Let’s try again.” Offer them a 5-minute break Excuse yourself if you need to, and take a deep breath to clear your head Tell someone if you need help, or to get feedback/advice If the sitch is too tense, let another Netguide or the librarian try

Acknowledge their feelings

“ You seem… [frustrated, annoyed, tired]. How can I help?”

“ It’s OK, this is hard for many people. Let’s try again.”

Offer them a 5-minute break

Excuse yourself if you need to, and take a deep breath to clear your head

Tell someone if you need help, or to get feedback/advice

If the sitch is too tense, let another Netguide or the librarian try

Breaktime!

Activity: Amateur Architects Goal: Improve questioning and active listening skills Instructions: I’ll put you in pairs You each get a picture of a house 5 mins: “House A” person describes, “House B” person draws 5 mins: Compare “House A” picture to drawing together Switch 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 .

Goal: Improve questioning and active listening skills

Instructions:

I’ll put you in pairs

You each get a picture of a house

5 mins: “House A” person describes, “House B” person draws

5 mins: Compare “House A” picture to drawing together

Switch

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 .

Activity: Pass It Along Goal: Improve digestion and use of complex explanations Instructions, round 1: First person: say message once, whisper in the ear of the person to your left Next person: Repeat the message to the next person as you understood it Last person: repeat message to the group

Goal: Improve digestion and use of complex explanations

Instructions, round 1:

First person: say message once, whisper in the ear of the person to your left

Next person: Repeat the message to the next person as you understood it

Last person: repeat message to the group

Pass It Along Instructions, round 2: First person: say message as an “I” statement Next person: confirm as a “You” statement Pass it along Last person: repeat message to the group

Instructions, round 2:

First person: say message as an “I” statement

Next person: confirm as a “You” statement

Pass it along

Last person: repeat message to the group