Customer First


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  • RATER activity – rate a service org as a customer 11 RELIABILITY AND PROMISES
  • Confusing feedback with getting it off your chest Poor timing Knowledge the other person will be defensive Prior troubles in relationship Giving too much feedback at once Assuming others will know what you are talking about
  • In the last lesson I introduced the idea of the Parent, Adult, and Child ego states and how during communication or relating to another person it is your three ego states that are relating to the other person’s three ego states. The possibilities of various combinations are huge. But let’s do a sample conversation you may be familiar with. Two people, A and Z living together meet at the kitchen sink one morning. A starts it: “It really bugs me that you always leave your dirty dishes from the night before. Responsible adults would do their dishes properly.” Z replies: “What’s your problem. They’re my dishes so quit bugging me.” A: “You should do them right after eating so they don’t get all hard and difficult to wash.” Z: “Take a hike ya jerk.” So A says: “And I resent your attitude. If it wasn’t for me this place would be a pig sty. You should be grateful to me for all the work I do around here.” If you were A or Z and interested in improving the relationship such that this conversation didn’t happen repeatedly, you’d need to study the way it happened to see how you could have done it differently. To study relationships, TA breaks communications into discreet parts called transactions. So in the above sample, the first transaction is from A. We call it the opening transaction: “It really bugs me that you always leave your dirty dishes from the night before. Responsible adults would do their dishes properly.” Sound familiar - like mom or dad? A is in Parent. And who is mom or dad talking to? A child. So it is directed at Z’s Child ego state. An opening transaction like this will often stimulate the complementary response. So the responding transaction: “What’s your problem. They’re my dishes so quit bugging me.” is coming from Z who is in Child. Thus the ego state A addressed did in fact respond - a complementary transaction sequence. The series continues as long as the transactions are complementary. A stays in Parent and Z stays in Child for the rest of our sample. This sample shows how transactions can flow back and forth when they are complementary. To interrupt this flow either A or Z could use a crossed transaction.
  • Crossed Transactions In the last lesson we talked about transactions between people and how if they were complementary to the ego states involved, the dialogue could proceed back and forth. We saw how the Parent and Child ego states are complementary, and the Parent to Parent ego states are complementary. (Child to Child and Adult to Adult are also complementary.) Let’s start the dialogue again like last time but this time we introduce a subtle change. Two people, A and Z living together meet at the kitchen sink one morning. A starts it: “It really bugs me that you always leave your dirty dishes from the night before. Responsible adults would do their dishes properly.” Z replies: “I’m unwilling to wash dishes at night. What other options would you be content to accept?” A looks surprised, stammers a bit and says: “Ah well I haven’t really thought of any.” Z says: “I’m willing to give my dishes a quick rinse after dinner. How does that sound?” A pauses and says: “Ah, yea that sounds better. Thanks.” The different outcome from this series of transactions is directly related to how Z responded to the opening stimulus. Because A’s transaction was from Parent, Z was invited to respond from a complementary ego state such as Child. However this time, because Z has studied TA and practiced crossing transactions, Z’s response was from Adult addressed to another Adult: a direct statement of position and a clear request for information. The unexpected response crossed the transaction. Whenever a transaction is crossed, the recipient experiences a moment of confusion because it wasn’t expected. The crossing transaction terminates the initial transaction and invites new transactions to begin. So in our sample, A stumbled a bit but then responded from the complementary Adult ego state: “Ah well I haven’t really thought of any.” So Z continued from Adult, again complementary: “I’m willing to give my dishes a quick rinse after dinner. How does that sound?” Of course A didn’t have to respond from Adult after Z crossed the opening transaction. A could have stayed in Parent and attempted to once more get either a Child response or a Parent response. And Z could have stuck with Adult, or switched.
  • Ulterior Transactions In the last two sections we’ve talked about transactions, complementary and crossed. In this section we’ll deal with another form of transaction called the ulterior transaction. For example: A and Z are living together and meet at the kitchen sink one morning. A begins with a scowl and puts emphasis on the word ‘your’: “I see the sink is full of your dirty dishes.” B responds with a smirk and dragging out the word ‘all’: “Yep they’re all mine.” In an ulterior transaction there are actually two sub-transactions or messages, a social one and a psychological one. The psychological message is hidden and covert while the social message is overt and easily heard. Frequently with ulterior transactions, the social message is Adult to Adult but the psychological message is Parent to Child or Child to Parent. So two things are happening at the same time in an ulterior transaction. First is the words that are spoken and the meaning they convey, and secondly is the tone, gesture, posture, emphasis, and all other ‘body language’ with the implied meanings they convey. In the above example, A’s opening transaction has the social message of an observation - a simple statement of what is observed. The psychological message however is much different and probably something like “You left this mess and I do not like it. You are naughty!” B responds to each message in kind. To the social level stimulus B replies with a social response, a confirmation of A’s observation. However the psychological response is something like “I know you get upset when I leave my dishes. Ha ha, ya old fart!” The dynamics of the interaction begins with Adult to Adult at the social level, and Parent to Child at the psychological level. The response is Adult to Adult at the social level and Child to Parent at the psychological level. Notice that each component is complementary. So unless someone crosses a transaction, the dialogue will proceed in this manner. The behavioural outcome of an ulterior transaction will be determined at the psychological level. So in this example, Z is responding from a rebellious or adapted Child so we can be sure that Z will not do dishes anytime soon regardless of what is said. Often what happens is that as the interchange proceeds, the social message and psychological message converge and merge. For example A might pick up after Z’s response with “Of course they’re yours, who else is immature enough to leave dirty dishes in the sink overnight? My point is, when will you wash them and get this place cleaned up and civilized?” Z comes back with: “Yea well at least I’m not an anal retentive neat freak like some people around here!”
  • Disappointed customers Use in the summary of Module 2-3 or 2-3a, or whenever you discuss disappointment. Use for illustration purposes only - do not spend hold lengthy discussion over it.
  • The importance of first impressions Use anywhere in the opening phase to illustrate the importance of first impressions.
  • Enthusiastic customers Use in Module 2-3,2-3a or when you summarize that the best advertisement is a an enthusiastic customer.
  • Moments of Truth - The definition Use to illustrate the definition of Moments of Truth in Module 2-3. This is your opening slide to the concept.
  • Moments of Truth - satisfaction Use to introduce expectation and reality, to illustrate that if you receive what you expected, nothing amazing happens. Use to illustrate the ‘content’ customer.
  • Moments of Truth - Disappointment Use for Module 2-3, or whenever you refer back to the disappointed customers. Illustrates disappointment if you get less than you expected.
  • Moments of Truth - Enthusiasm Use in Module 2-3, or whenever you refer back to the enthusiastic customer. Illustrates what happens if you receive more than you expect.
  • Expectations grow Use in Module 2-3, to illustrate what factors make customer expectations grow. Uncover the bullet points one by one as you discuss the topics, or use it as a summary of a facilitation.
  • Customer First

    1. 1. Customer First By A.W.George
    2. 2. Customers Internal External <ul><ul><li>Colleagues </li></ul></ul><ul><ul><li>Superiors </li></ul></ul><ul><ul><li>Subordinates </li></ul></ul><ul><ul><li>Other departments </li></ul></ul><ul><ul><li>Suppliers </li></ul></ul><ul><ul><li>Buyers </li></ul></ul>
    3. 3. What Is Service <ul><li>The term service has a variety of different meanings. These include : </li></ul><ul><ul><ul><li>Doing work on behalf of another </li></ul></ul></ul><ul><ul><ul><li>Helping </li></ul></ul></ul><ul><ul><ul><li>Assisting </li></ul></ul></ul><ul><ul><ul><li>Providing expertise </li></ul></ul></ul><ul><ul><ul><li>Giving advice </li></ul></ul></ul><ul><ul><ul><li>Solving problems </li></ul></ul></ul><ul><ul><ul><li>Following up an earlier action </li></ul></ul></ul><ul><ul><ul><li>Giving satisfaction or pleasure </li></ul></ul></ul><ul><li>If we combine these elements, and accept that service is primarily concerned with customers and clients, we can come up with our own definition. </li></ul><ul><li>“ Service is identifying and efficiently meeting customers’ and clients’ obvious and hidden needs”. </li></ul>
    4. 4. Exercise : Experiences Of Being Served <ul><li>1. Think of one of the best experiences you have had as as an internal customer . List the reasons why it was a good experience. </li></ul><ul><li>2. Think of one of the worst experiences you have had as an internal customer . List the reasons why it was a bad experience. </li></ul>
    5. 5. Excellent Service <ul><ul><li>Doing ordinary things extraordinarily well </li></ul></ul><ul><ul><li>Going beyond what is expected </li></ul></ul><ul><ul><li>Taking care of the customer the way you would take care of your grandmother </li></ul></ul><ul><ul><li>Treating each customer with respect </li></ul></ul><ul><ul><li>Adding value and integrity to each customer interaction </li></ul></ul><ul><ul><li>Surprising yourself with how much you can do </li></ul></ul><ul><ul><li>Being at your best with every customer </li></ul></ul><ul><ul><li>Discovering new ways to delight your Customer </li></ul></ul>
    6. 6. Importance of Good Service Ability to charge up to 11% premium Faster growth Reputation Customer retention
    7. 7. Why Customers Leave
    8. 8. Word of Mouth (WOM) <ul><ul><li>Positive Word of Mouth: 1 person tells 3-4 </li></ul></ul><ul><ul><li>Negative Word of Mouth: 1 person tells 9-10 </li></ul></ul>100 people Total (70% are Satisfied) 70 Positive tell 3 people each = 210 + WOM 30 Negative tell 9 people each = 270 – WOM Source: Esomar 1999
    9. 9. Satisfaction-Loyalty Curve Apostle Near Apostle Terrorist Loyalty Very Very % 4 20 40 60 80 100 1 2 3 5 dissatisfied Dissatisfied Satisfied satisfied Satisfaction Zone of affection Zone of defection Zone of indifference
    10. 10. Achieving Customer Loyalty Material Service Customer Satisfaction Customer Happiness Customer Ecstasy
    11. 11. COMPONENTS
    12. 12. What is service customer service involves two basic elements : TECHNICAL (OR) PROCEDURAL ELEMENTS PROCESS ELEMENTS <ul><ul><li>TECHNICAL OR PROCEDURAL ELEMENT IS A SPECIFIC TASK LIKE </li></ul></ul><ul><ul><ul><ul><ul><li>Fixing the Computer </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>The fixing of the appointment </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Typing of the letter </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Attending to the visitors </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Follow – up with other department. </li></ul></ul></ul></ul></ul>
    13. 13. <ul><ul><li>CAN YOU LIST DOWN TECHNICAL ELEMENTS FOR YOUR JOB? </li></ul></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><ul><li>PROCESS ELEMENT </li></ul></ul><ul><li>Involves the way in which the service is provided, that is the manner or attitude displayed by the person carrying out the procedure. </li></ul>
    15. 15. TECHNICAL (OR) PROCEDURAL ELEMENTS PROCESS ELEMENTS SOME SAY: IS VERY CRUCIAL What is most important today? SOME SAY : NOT SO IMPORTANT ONE CANNOT REPLACE THE OTHER <ul><ul><li>Providing technical (or) procedural element is acceptable . </li></ul></ul><ul><ul><li>Excellence in the process element makes a huge difference </li></ul></ul>
    16. 16. By the same person at different times and in different moods Service is Seen in Different Ways By different people in the same organization By people from different levels of knowledge & experience
    17. 17. Don’t think of Service as “mere” Perception Get Standards The individual customer perceives service in his or her own unique way. Customer’s Perception Customer’s Expectation PERCEPTION is all there is
    18. 18. What Is “Bad”/”poor” Service? <ul><ul><li>Casual </li></ul></ul><ul><ul><li>Indifferent </li></ul></ul><ul><ul><li>Disinterested </li></ul></ul><ul><ul><li>Curt </li></ul></ul><ul><ul><li>Laid back </li></ul></ul><ul><ul><li>Poor knowledge </li></ul></ul><ul><ul><li>Blaming others </li></ul></ul><ul><ul><li>Unresponsive </li></ul></ul><ul><ul><li>Over commitment </li></ul></ul><ul><ul><li>Rude </li></ul></ul><ul><ul><li>Passing on the buck </li></ul></ul><ul><ul><li>Mediocre </li></ul></ul>
    19. 19. The Rights Of Your Customers Customers may sometimes appear to be over demanding. They might insist on discussing a whole range of issues before deciding. Do they have the right to waste your time? Good business practice acknowledges that customers do have certain rights which include: <ul><ul><li>The right to receive accurate and relevant information about your services </li></ul></ul><ul><ul><li>The right to expect “value for time” </li></ul></ul><ul><ul><li>The right to your assistance, cooperation and support while you interact with them. </li></ul></ul>
    20. 20. What Are Customer Expectations of Quality Service Response <ul><ul><li>Listen to me </li></ul></ul><ul><ul><li>Understand me </li></ul></ul><ul><ul><li>Give me dependable service </li></ul></ul><ul><ul><li>Give me correct information </li></ul></ul><ul><ul><li>Know your job and offer suggestions </li></ul></ul><ul><ul><li>Give me consistent service </li></ul></ul><ul><ul><li>Give courteous service </li></ul></ul><ul><ul><li>I expect action when something is wrong </li></ul></ul>
    21. 21. To Summarize, As Customers We Expect <ul><ul><li>Competence </li></ul></ul><ul><li>comes with sincere practice </li></ul><ul><ul><li>Knowledge </li></ul></ul><ul><li>comes with initiative to learn </li></ul><ul><ul><li>Pride </li></ul></ul><ul><li>comes with involvement in your job </li></ul><ul><ul><li>Courtesy </li></ul></ul><ul><li>comes with authentic feeling </li></ul><ul><ul><li>Professional attitude </li></ul></ul><ul><li>a combination of the above </li></ul>When we meet these customer expectations we create a perception that we are sensitive and responsive to their needs.
    22. 22. It’s not enough any more to merely satisfy the customer; customers must be “delighted”-surprised by having their needs not just met, but exceeded. What You Do Is Critically Important
    23. 23. Interpretation Of Service It is intangible and can not be weighed or measured   More emotional than rational  Service is evaluated in terms of expectations  You can sell it but you can’t give a customer a sample to take and show to another
    24. 24. Quality of Service <ul><ul><li>In many industries, quality of service is one of the few variables that can distinguish a business from its competition </li></ul></ul><ul><ul><li>Customers are willing to pay more to receive better service. </li></ul></ul><ul><ul><li>A good sale is good service. </li></ul></ul><ul><ul><li>Good service leads to increased sales. </li></ul></ul>
    25. 25. What is Customer Service? Competent Error - free Timely
    26. 26. Competence <ul><ul><li>Product Knowledge </li></ul></ul><ul><ul><li>Process Knowledge </li></ul></ul><ul><ul><li>Skills (Technical & People) </li></ul></ul>
    27. 27. Error - Free <ul><ul><li>Correct Information </li></ul></ul><ul><ul><li>Complete Information </li></ul></ul><ul><ul><li>Persistent follow-up </li></ul></ul><ul><ul><li>“ Under promise & Over deliver” </li></ul></ul>
    28. 28. Timely <ul><ul><li>Ascertain TATs (Turn around times) </li></ul></ul><ul><ul><li>Communicate the correct TATs to the customer </li></ul></ul><ul><ul><li>Buy some realistic buffer time for the opportunity </li></ul></ul><ul><ul><li>Delight customer by solving issues in time </li></ul></ul>
    29. 29. Customer needs <ul><ul><li>A task need </li></ul></ul><ul><ul><li>A respect need </li></ul></ul><ul><ul><li>A personal need </li></ul></ul><ul><li>“ Good customer service is when the customers task need is met after which he not only feels respected but special & unique” </li></ul>
    31. 31. <ul><ul><li>R eliability. The ability to provide what was promised, dependably and accurately. </li></ul></ul><ul><ul><li>A ssurance. The Knowledge and courtesy you show to customers, and your ability to convey trust, competence and confidence. </li></ul></ul><ul><ul><li>T rust. The ability to evoke confidence </li></ul></ul><ul><ul><li>E mpathy. The degree of caring and individual attention you show customers. </li></ul></ul><ul><ul><li>R esponsiveness. The willingness to help customers promptly. </li></ul></ul>Getting Yourself Organized - The RATER Factor
    32. 32. Promises You can’t promise your customers sunshine, but you can promise to hold an umbrella over them when it rains.
    33. 33. Assurance <ul><ul><li>Product Knowledge – Customers expect you to know the features, advantages and benefits of whatever it is your company makes, does or delivers </li></ul></ul><ul><ul><li>Company Knowledge – Customers expect you to know more than the limits of your job; how your organization works so you can guide them to someone who can meet their needs, if those needs should fall outside your area of responsibility </li></ul></ul>
    34. 34. Assurance <ul><ul><li>Listening skills – Customers expect you to listen, understand and respond to their specific needs as they explain them to you; they expect you to pay attention and get it right so they don’t have to repeat it. </li></ul></ul><ul><ul><li>Problem solving skills – Customers expect that when things go wrong or don’t work, they expect you to know how to fix things – and fix them fast. </li></ul></ul>
    35. 35. Assurance I always wanted to fully understand the situation before I made a commitment. It finally dawned on me that my customer needs the reassurance of my commitment, before he will give me the time to understand the problem.
    36. 36. Trust <ul><ul><li>Confidence And Faith </li></ul></ul><ul><ul><li>Establish your credibility </li></ul></ul><ul><ul><li>Enthusiasm </li></ul></ul>
    37. 37. Empathy LISTENING TO Appreciate the other person’s Attitudes, feelings and emotions While putting aside our own
    38. 38. Keys to Empathetic listening <ul><ul><li>Prepare in advance </li></ul></ul><ul><ul><li>Limit your own talking </li></ul></ul><ul><ul><li>Think like the other person </li></ul></ul><ul><ul><li>Ask questions </li></ul></ul><ul><ul><li>Take notes </li></ul></ul><ul><ul><li>Listen for ideas, not words, not the person </li></ul></ul><ul><ul><li>Make encouraging responses </li></ul></ul><ul><ul><li>Turn off your own inner dialogue </li></ul></ul>
    40. 40. Empathy vis a vis Sympathy Learn to Empathize and not Sympathize with your customer
    41. 41. Responsiveness <ul><ul><li>Setting and Meeting Deadlines </li></ul></ul><ul><ul><li>The next time you are in doubt, ask your customer, “When would you like this?” . It gives the customer a sense of control and involvement. </li></ul></ul><ul><ul><li>When Customers Must Wait , Pay special attention to waiting time </li></ul></ul>
    42. 42. Communication Skills It is the art of conveying ideas, thoughts, views from one mind to Another to achieve the desired result.
    43. 43. Face to Face Communication
    44. 44. Telecommunication
    45. 45. Why we communicate <ul><ul><li>We communicate to: </li></ul></ul><ul><ul><ul><li>Share our ideas and opinions </li></ul></ul></ul><ul><ul><ul><li>Provide feedback to others </li></ul></ul></ul><ul><ul><ul><li>Get information from others </li></ul></ul></ul><ul><ul><ul><li>Gain power and influence </li></ul></ul></ul><ul><ul><ul><li>Develop social relationships </li></ul></ul></ul><ul><ul><ul><li>Maintain self-expression and our culture </li></ul></ul></ul><ul><ul><ul><li>and other ideas you may have thought of </li></ul></ul></ul>
    46. 46. Questioning <ul><ul><li>Questions may be classified into two categories: </li></ul></ul><ul><ul><li>Open ended questions : </li></ul></ul><ul><li>These are questions that solicit more than a yes/no answer. </li></ul><ul><li>e.g. 5W1H </li></ul><ul><li>These encourage the speaker to talk more </li></ul>
    47. 47. Questioning Contd… <ul><ul><li>Close ended questions : </li></ul></ul><ul><li>These solicit a yes/no answer. </li></ul><ul><li>e.g. Questions that begin with words like Did, Could, Can, Would , Will, Is etc. </li></ul><ul><li>These discourage the speaker from talking too much. They are also useful in getting specific details </li></ul>
    48. 48. Questioning Contd.. <ul><ul><li>Choice questions : </li></ul></ul><ul><li>These mostly solicit one of the options that the questioner provides within the question </li></ul><ul><li>e.g. Would you prefer tea or coffee? </li></ul><ul><li>Is your shirt blue or black? </li></ul><ul><li>These help the questioner to provide the choices that he wants to. </li></ul>
    49. 49. Giving feedback <ul><ul><li>Why is it necessary to give constructive feedback to others? </li></ul></ul><ul><li>Take a few moments to write down some of your thoughts… </li></ul>
    50. 50. Give feedback when… <ul><ul><li>Someone asks for your opinion </li></ul></ul><ul><ul><li>Work errors occur frequently </li></ul></ul><ul><ul><li>A coworker’s habits disturb you </li></ul></ul><ul><ul><li>A coworker’s behavior has negative consequences </li></ul></ul><ul><ul><li>There are unresolved problems </li></ul></ul><ul><ul><li>and other ideas you may have thought of </li></ul></ul><ul><li>Constructive feedback focuses on facts not people, solving problems instead of placing blame, and strengthening relationships instead of “being right” </li></ul>
    51. 51. Obstacles to giving constructive feedback <ul><ul><li>What makes it hard to give constructive feedback? </li></ul></ul><ul><li>Take a few moments to write down some of your thoughts… </li></ul>
    52. 52. Obstacles to giving constructive feedback <ul><ul><li>Separating the person from the problem </li></ul></ul><ul><ul><li>Others becoming defensive or angry </li></ul></ul><ul><ul><li>Fear of negative consequences (especially if the other person is a supervisor) </li></ul></ul><ul><ul><li>Dealing with potential conflict (especially if the other person is aggressive) </li></ul></ul><ul><ul><li>Avoiding hurt feelings </li></ul></ul><ul><ul><li>Preserving relationships </li></ul></ul><ul><ul><li>Not having all the facts and jumping to conclusions </li></ul></ul><ul><ul><li>Choosing the right time so that the other person is most receptive </li></ul></ul><ul><ul><li>and other ideas you may have thought of </li></ul></ul>
    53. 53. STATE feedback – a model <ul><ul><li>S tate the constructive purpose of your feedback </li></ul></ul><ul><ul><li>T ell specifically what you have observed </li></ul></ul><ul><ul><li>A ddress and describe your reactions </li></ul></ul><ul><ul><li>T ender specific suggestions for improvement </li></ul></ul><ul><ul><li>E xpress your support and respect for the person </li></ul></ul>
    54. 54. STATE feedback – an example <ul><li>State the constructive purpose of your feedback </li></ul><ul><ul><li>“ I’d like to give you some feedback about your training style so that your evaluations will be more positive and you will enjoy it more”. </li></ul></ul><ul><li>Tell specifically what you have observed </li></ul><ul><ul><li>“ I notice that you rely heavily on your notes”. </li></ul></ul><ul><li>Address and describe your reactions </li></ul><ul><ul><li>“ I feel as though you are unsure of yourself when you read”. </li></ul></ul><ul><li>Tender specific suggestions for improvement </li></ul><ul><ul><li>“ I can help you develop a PowerPoint presentation so that you can use the screens as a cue instead of being tied to your notes”. </li></ul></ul><ul><li>Express your support for the person </li></ul><ul><ul><li>“ You know a lot about the subject. With practice you can become a good trainer”. </li></ul></ul>
    55. 55. Importance of Listening 45%- time that we spend listening $100 billion- cost of poor listening (cost per mistake $10, number of mistakes per week per person-2, number of workers 100 million) 99.9%- Number of workplace problems due to poor listening
    56. 56. Listening Attend Understand Respond Hearing (Receiving)
    57. 57. Levels of Listening Concentration Effort Level 3 Tuned out Pretending Ignoring <ul><li>Level 2 </li></ul><ul><ul><li>Selective listening </li></ul></ul><ul><ul><li>Divided attention </li></ul></ul><ul><li>Level 1 </li></ul><ul><li>Tuned in </li></ul><ul><ul><li>Attentive </li></ul></ul><ul><ul><li>Empathic </li></ul></ul>
    58. 58. Barriers to effective listening <ul><ul><li>Physiological barriers </li></ul></ul><ul><ul><li>Environmental barriers </li></ul></ul><ul><ul><li>Attitudinal barriers </li></ul></ul><ul><ul><li>Faulty assumptions </li></ul></ul><ul><ul><li>Socio-cultural barriers </li></ul></ul>
    59. 59. Physiological barriers <ul><ul><li>Hearing problems </li></ul></ul><ul><ul><li>Rapid thought </li></ul></ul><ul><ul><li>Tiredness </li></ul></ul>
    60. 60. Environmental barriers <ul><ul><li>Physical distractions </li></ul></ul><ul><ul><ul><li>People </li></ul></ul></ul><ul><ul><ul><li>Seating </li></ul></ul></ul><ul><ul><ul><li>Temperature </li></ul></ul></ul><ul><ul><li>Message overload </li></ul></ul>
    61. 61. Attitudinal barriers <ul><ul><li>Preoccupation </li></ul></ul><ul><ul><li>Egocentrism </li></ul></ul><ul><ul><li>Expectations of the message </li></ul></ul>
    62. 62. Faulty assumptions <ul><ul><li>Speaker is responsible </li></ul></ul><ul><ul><li>Listening is passive </li></ul></ul><ul><ul><li>Listening is unimportant </li></ul></ul><ul><ul><li>Talking is a big advantage </li></ul></ul>
    63. 63. Socio-cultural barriers <ul><ul><li>Cultural differences </li></ul></ul><ul><ul><li>Gender differences </li></ul></ul><ul><ul><li>Lack of training </li></ul></ul>
    64. 64. Listening <ul><ul><li>Listening is of 3 types: </li></ul></ul><ul><ul><li>Selective : When the receiver acknowledges things for his convenience </li></ul></ul><ul><ul><li>Attentive :When the receiver acknowledges only things pertaining to business </li></ul></ul><ul><ul><li>Empathetic : When the receiver acknowledges the emotion and keeps the business aspect in mind </li></ul></ul>
    65. 65. Listening Contd… <ul><ul><li>Selective Listening: </li></ul></ul><ul><li>Wife says: “ Go to the store, wash and wax the car, lay down the kids and pets, get some videos and do the rest of the dishes” </li></ul><ul><li>Husband hears: “Go, lay down and get some rest” </li></ul>
    66. 66. Listening Contd… <ul><ul><li>Attentive Listening: </li></ul></ul><ul><li>Customer says: “ I’m sorry I could not make the payment in time as we had a bereavement in the family ” </li></ul><ul><li>Agent responds: “Please make the required payment and your account will be fine” </li></ul>
    67. 67. Listening Contd… <ul><ul><li>Empathetic Listening: </li></ul></ul><ul><li>Customer says: “ I’m sorry I could not make the payment in time as we had a bereavement in the family ” </li></ul><ul><li>Agent says: “I know its hard to keep track of things in a crisis , please make the payment at the earliest so that your account reflects the same” </li></ul>
    68. 68. Paraphrasing <ul><ul><li>Paraphrasing refers to repeating what the customer has said in your own words so that the customer and you know that the concern has been understood clearly </li></ul></ul><ul><ul><li>Helps in complete understanding </li></ul></ul><ul><ul><li>Serves as a check point for both the agent as well as the customer </li></ul></ul>Let me see if I understood you correctly, you require a change in address and your refund to be mailed out to your new address in your wife’s name. Is that correct?
    69. 69. Resolution <ul><ul><li>Once all the earlier stated steps are performed, we need to provide a solution to the concern </li></ul></ul><ul><ul><li>Complete resolution: When all the customers issues have been addressed and resolved </li></ul></ul><ul><ul><li>Incomplete resolution: When all of the customers issues could not be addressed due to policy restrictions </li></ul></ul>
    71. 71. Steps in a Call
    72. 72. Steps in a Call <ul><ul><li>Opening </li></ul></ul><ul><ul><li>Questioning </li></ul></ul><ul><ul><li>Listening </li></ul></ul><ul><ul><li>Paraphrasing </li></ul></ul><ul><ul><li>Resolution </li></ul></ul><ul><ul><li>Summary </li></ul></ul><ul><ul><li>Closing </li></ul></ul>
    73. 73. Professional Hold Procedure <ul><ul><li>Seek permission </li></ul></ul><ul><ul><li>Explain why hold is necessary </li></ul></ul><ul><ul><li>Give approximate time of hold </li></ul></ul><ul><ul><li>Wait for response </li></ul></ul><ul><ul><li>Thank the customer before putting on hold </li></ul></ul><ul><ul><li>Keep checking back often </li></ul></ul><ul><ul><li>Thank the customer on returning from hold </li></ul></ul><ul><ul><ul><li>Apologize in case of delays </li></ul></ul></ul>
    74. 74. How to Transfer the Call <ul><ul><li>Explain why the transfer is necessary </li></ul></ul><ul><ul><li>Seek permission to transfer the call </li></ul></ul><ul><ul><li>Apply correct hold procedure </li></ul></ul><ul><ul><li>Inform the person to who the call is being transferred </li></ul></ul><ul><ul><li>Give a brief background of the issue/concern </li></ul></ul><ul><ul><li>Tell the customer who is going to be on line </li></ul></ul>
    76. 76. Disconnect <ul><ul><li>An objection is any rule, policy or process that the customer is not comfortable with. </li></ul></ul><ul><li>Handling Disconnects: </li></ul><ul><ul><li>Misconception : Clarify and move ahead </li></ul></ul><ul><ul><li>Real disadvantage : Highlight why it is important </li></ul></ul><ul><ul><li>Genuine concerns : Bring to the attention of the seniors </li></ul></ul>
    77. 77. When Service Fails, We… Complain Get Abusive Panic Become Sarcastic Escalate the calls Get abusive (mute button) Get restless Panic
    78. 78. In the Process, we… Hook is any any behavior from the customer that gets us to respond in a non-productive manner.
    79. 79. Parts of Behavior <ul><ul><li>Human personality is made up of three &quot;ego states&quot; </li></ul></ul><ul><ul><li>Each of these is an entire system of thought, feeling, and behaviour from which we interact with each other: </li></ul></ul><ul><ul><ul><li>Parent </li></ul></ul></ul><ul><ul><ul><ul><li>Nurturing </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Controlling </li></ul></ul></ul></ul><ul><ul><ul><li>Reasoning or Adult </li></ul></ul></ul><ul><ul><ul><li>Child </li></ul></ul></ul><ul><ul><ul><ul><li>Rebellious </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Adaptive </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Spontaneous </li></ul></ul></ul></ul>
    80. 80. The Parent <ul><ul><li>Formed by external events and influences through early childhood </li></ul></ul><ul><ul><li>Our ‘taught’ concept of life </li></ul></ul><ul><ul><li>Controlling or Nurturing </li></ul></ul>
    81. 81. Nurturing Non-verbal Clues <ul><ul><li>Gentle touch </li></ul></ul>Verbal Clues <ul><ul><li>“ Don’t worry” </li></ul></ul><ul><ul><li>“ Let me help you” </li></ul></ul>Characteristics <ul><ul><li>Protective </li></ul></ul><ul><ul><li>Caring </li></ul></ul><ul><ul><li>Comforting </li></ul></ul>
    82. 82. Controlling Non-verbal Clues <ul><ul><li>Pointing fingers </li></ul></ul><ul><ul><li>Wrinkled brow </li></ul></ul><ul><ul><li>Sighs </li></ul></ul>Verbal Clues <ul><ul><li>“ You always..” </li></ul></ul><ul><ul><li>“ You never..” </li></ul></ul>Characteristics <ul><ul><li>Prejudiced </li></ul></ul><ul><ul><li>Moralizing </li></ul></ul><ul><ul><li>Punitive </li></ul></ul>
    83. 83. The Adult or Reasoning <ul><ul><li>Our ability to think and determine action based on received data. </li></ul></ul><ul><ul><li>Begins to form at around ten months old </li></ul></ul><ul><ul><li>The means by which we keep our Parent and Child under control. </li></ul></ul><ul><ul><li>Our ‘thought’ concept of life </li></ul></ul>
    84. 84. Reasoning Non-verbal Clues <ul><ul><li>Thoughtful </li></ul></ul><ul><ul><li>Neutral </li></ul></ul><ul><ul><li>Serious </li></ul></ul>Verbal Clues <ul><ul><li>“ The facts are..” </li></ul></ul><ul><ul><li>“ What, why, how” </li></ul></ul>Characteristics <ul><ul><li>Objective </li></ul></ul><ul><ul><li>Lives in present </li></ul></ul><ul><ul><li>Organized, planned </li></ul></ul>
    85. 85. The Child <ul><ul><li>Our internal reaction and feelings to external events form the ‘Child’ </li></ul></ul><ul><ul><li>The seeing, hearing, feeling, and emotional body of data within each of us </li></ul></ul><ul><ul><li>Is in control when anger or despair dominates reason, Our ‘felt’ concept of life </li></ul></ul>
    86. 86. Rebellious Non-verbal Clues <ul><ul><li>Whining </li></ul></ul><ul><ul><li>Teasing </li></ul></ul><ul><ul><li>Giggling </li></ul></ul>Verbal Clues <ul><ul><li>“ I don’t care..” </li></ul></ul><ul><ul><li>“ Make me do it” </li></ul></ul>Characteristics <ul><ul><li>Manipulative </li></ul></ul><ul><ul><li>Defiant </li></ul></ul><ul><ul><li>Destructive </li></ul></ul>
    87. 87. Adaptive Non-verbal Clues <ul><ul><li>Afraid </li></ul></ul><ul><ul><li>Quiet </li></ul></ul><ul><ul><li>Withdrawn </li></ul></ul>Verbal Clues <ul><ul><li>“ Please… let me” </li></ul></ul><ul><ul><li>“ I don’t know” </li></ul></ul>Characteristics <ul><ul><li>Compliant </li></ul></ul><ul><ul><li>Obedient </li></ul></ul><ul><ul><li>Submissive </li></ul></ul>
    88. 88. Spontaneous Non-verbal Clues <ul><ul><li>Temper tantrums </li></ul></ul><ul><ul><li>Shoulder shrugging </li></ul></ul><ul><ul><li>Carefree actions </li></ul></ul>Verbal Clues <ul><ul><li>“ That’s fun” </li></ul></ul><ul><ul><li>“ Look at me” </li></ul></ul>Characteristics <ul><ul><li>Impulsive </li></ul></ul><ul><ul><li>Directed by feelings </li></ul></ul><ul><ul><li>Inquisitive, self indulgent, excited </li></ul></ul>
    89. 89. How Transactions Happen… P A C P A C Stimulus Response
    90. 90. Types of Transactions <ul><ul><li>Complementary transactions </li></ul></ul><ul><ul><li>Crossed transactions </li></ul></ul><ul><ul><li>Ulterior transactions </li></ul></ul>
    91. 91. Adult-Adult Transactions P A C P A C Stimulus Response What’s the time? 10 O’clock First Rule of Communication: So long as transactions remain complementary, they can continue indefinitely.
    92. 92. Adult-Adult, Child-Parent Transactions P A C P A C Response Have you tried doing it this way? You are always criticizing me! A crossed transaction is one in which the ego state addressed is not the one which responds Stimulus
    93. 93. Adult-Adult, Parent-Child Transactions P A C P A C Response What is the time? You tell me. You are late again! Second rule of communication: When a transaction is crossed, a break in communication results and one or both individuals will need to shift ego states for communication to be re-established. Stimulus
    94. 94. Ulterior Transactions P A C P A C Where are my socks? In the drawer! Third rule of communication: The behavioural outcome of an ulterior transaction is determined at the psychological and not the social level. You *@%&# Get lost, you idiot!
    95. 95. disappointed customers
    96. 97. enthusiastic customers
    97. 98. Managing Customer Expectations Moments of Truth/Magic
    98. 99. Moments of Truth Moments of truth are the moments when a prospective customer or existing customer receives an impression from you, your product/ service or company, and, associates this impression with the quality of yourself, your product/ service or your company .
    99. 100. moments of truth module 4 when the customer receives an impression … and makes a small decision.
    100. 101. moments of truth module 4 satisfaction If you get what you expected ...
    101. 102. moments of truth module 4 disappointment If you get less than you expected...
    102. 103. moments of truth module 4 enthusiasm If you get more than you expected...
    103. 104. Moments of Truth <ul><ul><li>As many as 200 such readings are taken in the course </li></ul></ul><ul><li>of a normal sales interaction. </li></ul><ul><ul><li>The final buying or non buying is largely dependant </li></ul></ul><ul><li>on these readings . </li></ul>
    104. 105. expectations grow <ul><ul><li>Competition is exceeding customer expectations </li></ul></ul><ul><ul><li>Technological improvements educate customers </li></ul></ul><ul><ul><li>Own experiences with similar products or services </li></ul></ul>
    105. 106. Customers Want… Consistency <ul><ul><li>Kept promises </li></ul></ul><ul><ul><li>Relevant information </li></ul></ul>Responsive <ul><ul><li>Quick action </li></ul></ul><ul><ul><li>Willingness to assist </li></ul></ul>Assurance <ul><ul><li>Trustworthiness </li></ul></ul><ul><ul><li>Accurate information </li></ul></ul>Empathy <ul><ul><li>Respect </li></ul></ul><ul><ul><li>Individual attention </li></ul></ul>
    106. 107. Positive Phrases <ul><ul><li>“ Certainly!” </li></ul></ul><ul><ul><li>“ I’ll be glad to assist you with that” </li></ul></ul><ul><ul><li>“ What I can do is…” </li></ul></ul><ul><ul><li>“ Let’s work through this together.” </li></ul></ul>
    107. 108. Complaints <ul><ul><li>A complaint is generated when competent, timely and error – free service is not provided to the customers </li></ul></ul><ul><li>Handling Complaints: </li></ul><ul><ul><li>Apologize : for the inconvenience </li></ul></ul><ul><ul><li>Acknowledge : state how you feel about it </li></ul></ul><ul><ul><li>Action Plan : propose a solution </li></ul></ul>
    108. 109. Empathy <ul><ul><li>Empathy refers to acknowledging the emotion behind the customers comment and relating to the same </li></ul></ul><ul><li>Steps to Effective Empathy: </li></ul><ul><ul><li>Focus on the emotion and not the action </li></ul></ul><ul><ul><li>Refer to the action and then state how you would have felt about it in case you were at the receiving end </li></ul></ul>I can understand your disappointment, I would have felt the same way if not worse. Lets see what we can do to rectify this at the earliest.
    109. 110. Handling Difficult Customers <ul><ul><li>Difficult Customers are of 3 kinds: </li></ul></ul><ul><ul><li>Angry </li></ul></ul><ul><ul><li>Demanding </li></ul></ul><ul><ul><li>Talkative </li></ul></ul>
    110. 111. Handling Angry Customers <ul><ul><li>Customers are often angry due to complaints or objections </li></ul></ul><ul><li>Counter-strategy: </li></ul><ul><ul><li>Apologize </li></ul></ul><ul><ul><li>Empathize </li></ul></ul><ul><ul><li>Action Plan </li></ul></ul>I can understand your being upset, I would have felt the same way if not worse. Lets see what we can do to rectify this at the earliest.
    111. 112. Handling Demanding Customers <ul><ul><li>Demanding customers are perceived by all as being high strung and aggressive </li></ul></ul><ul><li>Counter-strategy: </li></ul><ul><ul><li>Provide choices that would help in resolving issues </li></ul></ul><ul><ul><li>Do not get involved in the customers emotion </li></ul></ul><ul><ul><li>Use the ‘Broken Record’ technique </li></ul></ul><ul><ul><li>Use assertiveness </li></ul></ul>I understand that you need 3 seats for Friday, however, due to the lack of physical space available, I can only provide you with 2 seats on Friday. So you could either take the 2 seats or move all 3 to next Friday’s program which would not be an issue
    112. 113. Handling Talkative Customers <ul><ul><li>Talkative customers are considered difficult as they eat into the AHT (Average Handling Time) by constantly talking about trivial matters </li></ul></ul><ul><li>Counter-strategy: </li></ul><ul><ul><li>Constantly ask them close ended questions and keep a follow up question handy to break their chain of thought </li></ul></ul>
    113. 114. Handling Talkative Customers Close Ended Close Ended Close Ended Answer : Yes Answer : No
    114. 115. Types of Behaviour <ul><ul><li>Aggressive: </li></ul></ul><ul><li>“ My need is more important than yours” </li></ul>
    115. 116. Types of Behaviour <ul><ul><li>Submissive/ Passive: </li></ul></ul><ul><li>“ Your need is more important than mine” </li></ul>
    116. 117. Types of Behaviour <ul><ul><li>Assertive: </li></ul></ul><ul><li>“ Both our needs are important” </li></ul>
    117. 118. Comparison Type of Behaviour Advantages Disadvantages <ul><ul><li>Aggressive </li></ul></ul><ul><ul><li>Get work done quickly </li></ul></ul><ul><ul><li>Charged up personalities </li></ul></ul><ul><ul><li>Work centric </li></ul></ul><ul><ul><li>Not people friendly </li></ul></ul><ul><ul><li>Rub people off the wrong way/ Rude </li></ul></ul><ul><ul><li>Submissive </li></ul></ul><ul><ul><li>Please - all personalities </li></ul></ul><ul><ul><li>Never confronting </li></ul></ul><ul><ul><li>Docile and soft spoken </li></ul></ul><ul><ul><li>Emotion centric </li></ul></ul><ul><ul><li>Taken for granted </li></ul></ul><ul><ul><li>Considered expendable </li></ul></ul><ul><ul><li>May fall into martyrdom </li></ul></ul><ul><ul><li>Assertive </li></ul></ul><ul><ul><li>Charged up without being aggressive </li></ul></ul><ul><ul><li>Work and emotion centric </li></ul></ul><ul><ul><li>WIN - WIN </li></ul></ul>
    118. 119. Assertiveness <ul><ul><li>The ability to express your needs and rights, positive or negative feelings without violating the rights and limits of others </li></ul></ul><ul><li>Steps to Assertiveness: </li></ul><ul><ul><li>Acknowledge: the emotion </li></ul></ul><ul><ul><li>State: how you feel about it (emotion) </li></ul></ul><ul><ul><li>Task: state what you require (task) </li></ul></ul><ul><ul><li>Confirm: Ask for feedback </li></ul></ul>
    119. 120. Assertiveness Examples <ul><ul><li>“ Sir, I am trying my level best to assist you however, the language you are using is neither helping you nor me; so I would have to request you to kindly refrain from using that language or I would have to hang up the phone. What do you prefer?” </li></ul></ul><ul><ul><li>“ Ma’am, I felt upset when I heard about what you said about me to the others. Hence, I would request you to avoid talking about me like that. Is that ok with you?” </li></ul></ul>
    120. 121. Fundamentals of Assertiveness <ul><ul><li>Think of and value yourself as an equal </li></ul></ul><ul><ul><li>Recognize and protect your rights </li></ul></ul><ul><ul><li>Take responsibility for yourself and not other people </li></ul></ul><ul><ul><li>Express negative thoughts and feelings healthily </li></ul></ul><ul><ul><li>Stand up for yourself </li></ul></ul><ul><ul><li>Confront awkward people </li></ul></ul><ul><ul><li>Give and receive criticism </li></ul></ul><ul><ul><li>Handle conflict </li></ul></ul><ul><ul><li>Learn to say ‘No’ </li></ul></ul>
    121. 122. Social Styles
    122. 123. DRIVER – DOMINANT <ul><li> Voice: Loud/harsh or both </li></ul><ul><li> Rate of speech: Demanding & fast talking </li></ul><ul><li> Highly assertive and unresponsive </li></ul><ul><li> Try to keep emotions to self </li></ul><ul><li> Try to control others </li></ul><ul><li> Sometimes are aggressive and hostile </li></ul><ul><li> Poor listeners and Close– minded </li></ul><ul><li> Would like you to be precise and to the point </li></ul><ul><li> Feeling of being incapable of being wrong </li></ul><ul><ul><li>Take fast and definitive decisions </li></ul></ul><ul><ul><li>Impatient and action oriented </li></ul></ul><ul><ul><li>Do not engage in small talk </li></ul></ul><ul><ul><li>Get to the point </li></ul></ul><ul><ul><li>Stick to the point </li></ul></ul><ul><ul><li>Do not challenge their knowledge </li></ul></ul><ul><ul><li>Be brief and short </li></ul></ul><ul><ul><li>Usage of concise and economical words </li></ul></ul><ul><ul><li>Allow them to feel in control </li></ul></ul><ul><ul><li>Talk results and actions </li></ul></ul><ul><ul><li>Ask for agreement on seeing an opportunity </li></ul></ul>Characteristics Response
    123. 124. Expressive – Extroverted <ul><li>Characteristics </li></ul><ul><ul><li>Voice: Lively, vibrant , full of feeling, sincere and warm </li></ul></ul><ul><ul><li>Rate of speech: Uneven </li></ul></ul><ul><ul><li>Open and friendly, yet assertive </li></ul></ul><ul><ul><li>Less control over emotions </li></ul></ul><ul><ul><li>Image conscious </li></ul></ul><ul><ul><li>Relaxed and unhurried </li></ul></ul><ul><ul><li>Gets warm or cool to the subject </li></ul></ul><ul><ul><li>Talks a lot – asks opinion on things </li></ul></ul><ul><ul><li>Colourful choice of words to match personality </li></ul></ul><ul><ul><li>Not concerned for details </li></ul></ul><ul><li>Response </li></ul><ul><ul><li>Like to be liked </li></ul></ul><ul><ul><li>Low emphasis on details </li></ul></ul><ul><ul><li>Look for verbal agreements </li></ul></ul><ul><ul><li>Use open ended questions </li></ul></ul><ul><ul><li>Bring back focus when rambles </li></ul></ul><ul><ul><li>Talk feelings or in a feeling manner </li></ul></ul><ul><ul><li>Demonstrate concern </li></ul></ul>
    124. 125. Amiable – Sociable <ul><li>Characteristics </li></ul><ul><ul><li>Voice: Encouraging, reassuring </li></ul></ul><ul><ul><li>Rate of speech : Slow talker </li></ul></ul><ul><ul><li>Less assertive and highly responsive </li></ul></ul><ul><ul><li>Security conscious </li></ul></ul><ul><ul><li>Degree of indecisiveness (may doubt) </li></ul></ul><ul><ul><li>Looks for approval of actions </li></ul></ul><ul><ul><li>Ask a lot of questions </li></ul></ul><ul><ul><li>Speak directly into the phone </li></ul></ul><ul><ul><li>Voice reflect uncertainty </li></ul></ul><ul><ul><li>Talk readily about problem </li></ul></ul><ul><li>Response </li></ul><ul><ul><li>Skills as a communicator put to test </li></ul></ul><ul><ul><li>Be patient and persuasive to make them act </li></ul></ul><ul><ul><li>Evolve a call structure </li></ul></ul><ul><ul><li>Choose your words to cater to feelings </li></ul></ul><ul><ul><li>Do not wander off the subject </li></ul></ul><ul><ul><li>Stick to the point </li></ul></ul><ul><ul><li>Methodical call approach and strategy </li></ul></ul><ul><ul><li>Do not surprise or change line of thought </li></ul></ul><ul><ul><li>Benefits to be recommended precisely </li></ul></ul><ul><ul><li>Force a decision tactfully </li></ul></ul>
    125. 126. Analytical-Technical <ul><li>Characteristics </li></ul><ul><ul><li>Voice: Calm, flat, unemotional, paced </li></ul></ul><ul><ul><li>Rate of speech: Even </li></ul></ul><ul><ul><li>Not assertive over others </li></ul></ul><ul><ul><li>Maintain control over emotion </li></ul></ul><ul><ul><li>Detail oriented </li></ul></ul><ul><ul><li>Concerned with data, facts, specifics </li></ul></ul><ul><ul><li>Base decision on reason, not emotion </li></ul></ul><ul><ul><li>General alertness and tendency to respond quickly </li></ul></ul><ul><ul><li>Information as mean of controlling decision making </li></ul></ul><ul><ul><li>Ask knowledgeable questions </li></ul></ul><ul><ul><li>Decisive but deliberate </li></ul></ul><ul><li>Response </li></ul><ul><ul><li>Skills as a communicator put to test </li></ul></ul><ul><ul><li>Analytical and technical </li></ul></ul><ul><ul><li>Expertise required </li></ul></ul><ul><ul><li>Stick to details </li></ul></ul><ul><ul><li>Do not employ pushy and aggressive style </li></ul></ul><ul><ul><li>Make solid and factual statements </li></ul></ul><ul><ul><li>Take notes and answer in same manner </li></ul></ul><ul><ul><li>Organized and structured </li></ul></ul><ul><ul><li>Bluffing to be avoided </li></ul></ul>
    126. 127. Ashok Wilfred George [email_address]