The document outlines the schedule and agenda for a customer service training day. The schedule includes sessions on introductions, campus resources, diversity training, mediation and conflict resolution, and communication skills. Breaks are scheduled throughout the day. The diversity training covers topics like microaggressions, stereotypes, and an exercise called "The DOT Exercise". Conflict resolution training discusses confrontation, de-escalation techniques, and types of communication. The training aims to provide customer service representatives with skills to effectively serve a diverse group of students.

1. Customer Service
Meghan Campbell, Chris Jones, Hannah Kelliher and
Lenora Willis

2. Schedule for the Day!
● 9:00-9:15: Welcome and Breakfast!
● 9:15-9:30: Introductions and go over the day’s schedule.
● 9:30-9:45: Where the Wind Blows.
● 9:45-10:30: Knowledge of your campus!
● 10:30-10:45: BREAK!
● 10:45-11:30: Resource Tour.
● 11:30-12:00: Discussion about the morning.
● 12:00-1:00: LUNCH
● 12:45-1:45: Diversity Training Part One.

3. Schedule continued
● 1:45-2:45: Diversity: Part two.
● 2:45-3:00: BREAK!
● 3:00-4:00: Mediation and Conflict Resolution.
● 4:00-5:15: Communication and Positivity.
● 5:15-5:30: Questions, Comments, and Concerns.

4. Where the Wind Blows!

5. Know Your Campus!

6. Important Offices
• Career Services
• Counseling and Health
• Disability Services
• Residence Life
• Campus Police
• Registrar’s Office
• Financial Aid
• Bursars Office
• International Student's
• Library
• Civic
Engagement/Inclusion
Office
• Athletics
• Student Activities/Clubs

7. How to be a Student Ambassador!
•
•Warm Welcome
•Connect with Visitors
•Why it is important to have knowledge
about campus and services.
•Ability to address financial concerns.
•How to give effective tours.

8. Resource Tour!
• Purpose of Resource/Campus Treasure hunt.
• Directions:
o Students will break up into teams of no more than four but no
less than two other student ambassadors.
o If possible the teams should be made up of strangers.
o Before they start groups will make introductions to each other.
• Get the Campus treasure map from the presenter
• Go on tour and have fun! You have 30 minutes to complete this!
• Remember group who answers most correctly gets Prize!

9. Discussion/Wrap up
• What did you learn on the Campus
Resource/Treasure hunt?
• What happens if you don’t know an answer
to a question a visitor has?
o Is this okay? Or are you expected to know
everything?
• How are you going to put what you learned
today into action?

10. Diversity: Part One

11. Microaggressions
●What is your understanding of
microaggressions?

12. Microaggressions continued
• Micro-aggressions are defined as “brief and
commonplace daily verbal, behavioral, or
environmental indignities, whether intentional or
unintentional, that communicate hostile, derogatory, or
negative racial slights and insults towards people of
color” (Sue, Capodilupo, Torino, Bucceri, Holder, Nadal,
& Equin, 2007, para. 1).
Sue, D.W., Capodilupo, C., Torino, G, Bucceri, J., Holder, A., Nadal, K., & Equin, M. (2007). Racial Microaggressions in Everyday
Life: Implications for Clinical Practice. The American Psychologist , 62 (4) 271-286. Retrieved from:
http://www.div17.org/TAAR/media/topics/microaggressions.php

13. Types of microaggressions
•
• Micro-assaults
• Micro-insults
• Micro-validations

14. What is the hidden
message?• “When a White couple (man and woman) passes a Black man on the
sidewalk, the woman automatically clutches her purse more tightly, while
the White man checks for his wallet in the back pocket.”
• “A third generation Asian American is complemented by a taxi cab driver
for speaking such good English.”
• “American Indian students at the University of Illinois see Native
American symbols and mascots - exemplified by Chief Illiniwek dancing
and whooping fiercely during football games.”
• Can you think of any more?
Sue, D.W. (2010). Microaggressions in everyday life. Is subtle bias
harmless?

15. Stereotypes
•What is your understanding of stereotypes?

16. Stereotypes Defined
• According to the Merriam Webster Dictionary the
definition of stereotypes is: “To believe unfairly that all
people or things with a particular characteristic are the
same”
• Why is it important for you as student ambassadors to
understand what stereotypes are?
• Where do you think stereotypes originate from?
Merriam Webster Dictionary. (2013). Retrieved from: http://www.merriam-webster.com/dictionary/stereotype

17. What would you do?
• Watch the video!
• https://www.youtube.com/watch?v=XbIUEiDBPPg
• What was the most surprising thing about the video?
• What was the most inspiring part of the video?
• Have you seen similar incidents in your life?
• In what ways could this scenario play itself out on campus?
• What are the stereotypes found in this video?

18. Racial Sorting
•
• Let’s do this activity together!
• http://www.pbs.org/race/002_SortingPeople/
002_00-home.htm

19. Diversity: Part Two

20. Recap
•How did you feel about the topics covered in the first part of
Diversity?
•Do you feel as though you have a clear understanding of what
microaggressions and stereotypes are and why they are important to
understand?

21. The DOT Exercise
•
• What are some of the ways we are different from one
another?
• Where could we learn information about a group to
which we do not belong?
• What does Dominant Culture mean to you?

22. The DOT Exercise
Continued
• Dominant Culture: According to Sparknotes (2013)
dominant culture is “the group whose members are in
the majority or who wield more power than other
groups. In the United States, the dominant culture is
that of white, middle-class, Protestant people of
northern European descent”(para 2).
• What do you think are Culture Identity Messages?
SparkNotes (2013). Retrieved from: http://www.sparknotes.com/sociology/society-and-culture/section6.rhtml

23. Directions for the DOT Exercise
• Under each statement, you will find a continuum, from deeply
rejected to deeply held. You will place all four colors of dots on each
page; under each statement illustrating where the messages they
received from each of the four sources lay on this continuum.
• RED – people who raised you.
• GREEN – k-12 schooling
• YELLOW – mass media; including television, radio, books,
movies, internet, etc.
• BLUE – your friends

24. Diversity Wrap up!
• Do you feel comfortable with what was discussed in the
Diversity Section?
• What was the most valuable part of this portion of the
training for you?
• Do you feel as if you learned about yourself?
o Were you surprised about what you learned?
• Do you see the value in understanding microaggressions
and stereotypes as student ambassadors?

25. Mediation and Conflict Resolution

26. Conflict Anyone??
Who has ever had a conflict?
Who has not?
How do we know conflict is happening?

27. Levels of Conflict
Discomfort
Incidents
Misunderstandings
Tension
Crisis

28. Confrontation and De-Escalation
Communication barriers
• Pre-judging
•Not listening
•Criticizing
•Name-calling
•Engaging in power struggles
•Ordering
•Threatening
•Minimizing
De-escalation techniques
●Listening
●Refocusing the other person on
something positive
●Use humor (sparingly) to lighten
the mood
● Empathizing with the other person
●Giving Choices
●Setting limits

29. Pointers!!
➔ Remain calm -- Listen - really listen!
➔ Avoid overreaction.
➔ Validate! ―I understand why you might be upset.‖
(This does not indicate that you agree with them.)
➔ Remove onlookers -- or relocate to a safer place.
(Onlookers can become either ―cheerleaders‖ or
additional victims.) Send an onlooker for help.
➔ Watch for non-verbal clues or threats.
➔ Bring in another trained person to assist whenever
possible.
➔ There is less chance of aggressive behavior if two
people are talking to one person.
➔ Be prepared and confident (without) being
arrogant
➔
➔ Speak clearly and with compassion to increase
understanding
➔ Explain assumptions and limitations
➔ Avoid confusing terms
➔ Be honest and frank
➔ Don’t interrupt—that can make things worse
➔ Let others know WHY certain things need to occur
or WHY certain policies/procedures are in place
➔ If you do not know the answer to a question, say so,
and offer to find out the answer
➔ Operate with integrity
➔ Respect the other person’s right to a satisfactory
solution to the problem
➔ It’s not about winning—it’s about keeping things
respectful and open

30. Mirroring

31. Types of Communication
Written –A medium for communication that entails the written word. Letters,
emails, and manuals are forms of written communication.
Oral-A medium for communication that entails talking using the spoken word, such
as talking face-to-face, on a telephone, or as a speech.
Non-Verbal- A medium for communication that entails using cues via body
language to convey message content. Facial expressions, body gestures, and voice
intonation are forms of nonverbal communication.
http://www.toolingu.com/definition-950120-92944-written-communication.html

32. 1. Mind the say-do gap. Your behavior is your single greatest mode of communication, and it must be
congruent with what you say. If your actions don’t align with your words, people are not going to think you
are being honest with them.
(2:38) Fun with Flags http://www.youtube.com/watch?v=vicuZS0ChYQ
2. Make the complex simple. Your customers are being bombarded 24/7 by information, making it hard for
them to hear you. Simplicity has never been more powerful or necessary. Effective communicators distill
complex thoughts and strategies into simple, memorable terms that colleagues and customers can grasp and
act upon. Say what you mean in as few words as possible.
(1:51) Communication Through the Wall http://www.youtube.com/watch?v=1zd1xNidSpc
3. Find your own voice. Use language that’s distinctly your own. Let your values come through in your
communication. People want real. People respect real. People follow real. Don’t disguise who you are. Be
genuine, and people will respect you for it.
(1:16) Different Communication Styles http://www.youtube.com/watch?v=1co5bdo3Gyk
5 Habits of Highly Effective
Communicators

33. 4. Be visible. Visibility is about letting your key stakeholders get a feel for who you are and what you care
about. It’s easy to hide behind a computer and transmit messages to others without seeing or interacting
with them. In today’s environment, people are often burned out and need to feel a personal connection to
you and the work that you believe in.
(2:22) Sheldon as a Robot http://www.youtube.com/watch?v=X4a_jZoU_C0
5. Listen with your eyes as well as your ears. Stop, look and listen. Remember that effective
communication is two-way. Good leaders know how to ask good questions, and then listen with both their
eyes and ears. Listen and hear what is coming back at you. Look for the nonverbal cues. Sometimes a
person’s body language will tell you everything you need to know.
(3:02)Texting Date http://www.youtube.com/watch?v=vfaU9zFLBnE
http://www.forbes.com/sites/susantardanico/2012/11/29/5-habits-of-highly-effective-communicators/
5 Habits of Highly Effective
Communicators

34. What Color are You?
A = RED
B = BLUE
C = WHITE
D = YELLOW

35. Victim- a person that keeps doing what they have been doing even when it does not
work
Creator- a person that will change their beliefs and behaviors to create the best result
they can
Accepting Personal Responsibility
•When you accept personal responsibility, you believe that you create everything in
your life.
•Sometimes people are victims of outside forces. If you accept personal
responsibility for creating your own results you will look for ways to create your
desired outcomes and experiences despite obstacles.
Creator vs. Victim

36. Victims:
○ Blame others
○ Complain
○ Make Excuses
○ Repeat Ineffective Behavior
○ ―Have To‖ Do Things
○ Pretend Their Problems Belong to Others
○ ―Try‖
○ Give Up
Victim & Creator Language
Creators:
○ Accept Responsibility
○ Take Actions
○ Seek Solutions
○ Do Something New
○ ―Choose To‖ Do Things
○ Own Their Problems
○ Commit & Follow
Through
http://cf.linnbenton.edu/wed/dev/hillk/upload/Amber'svictimcreatorProject%205-28-11.pdf

37. Mastering Creator Language

38. Have To / Choose To

39. Discussion & Wrap Up

40. QUESTIONS?

41. EVALUATIONS