Customer First
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The document discusses customer service and provides definitions and best practices. It defines service as identifying and efficiently meeting customers' obvious and hidden needs. It lists the types of customers an organization may have both internal and external. It also discusses the importance of good service, why customers leave, and how to achieve customer loyalty through excellent service, competence, and going above expectations.
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Customer First
- 1. Customer First By A.W.George
- 6. Importance of Good Service Ability to charge up to 11% premium Faster growth Reputation Customer retention
- 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. Achieving Customer Loyalty Material Service Customer Satisfaction Customer Happiness Customer Ecstasy
- 11. COMPONENTS
- 14. TECHNICAL (OR) PROCEDURAL ELEMENTS PROCESS ELEMENTS JOB SPECIFIC IS COMMON TO ALL SERVICE PROVIDERS
- 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. 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
- 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. 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
- 25. What is Customer Service? Competent Error - free Timely
- 30. Quality Customer Service Can Be Achieved By : A LERT/ANALYSE/AROUSE/ASSERT B E A GIVER AND THOU SHALL GET C REDIBILITY – BUILD IT D EVELOP POWER E NTHUSIASM – GIVE IT FREELY
- 32. Promises You can’t promise your customers sunshine, but you can promise to hold an umbrella over them when it rains.
- 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.
- 37. Empathy LISTENING TO Appreciate the other person’s Attitudes, feelings and emotions While putting aside our own
- 39. Keys to Empathetic listening CUSTOMERS DON’T CARE WHAT YOU KNOW, UNTIL THEY KNOW THAT YOU CARE
- 40. Empathy vis a vis Sympathy Learn to Empathize and not Sympathize with your customer
- 42. Communication Skills It is the art of conveying ideas, thoughts, views from one mind to Another to achieve the desired result.
- 43. Face to Face Communication
- 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. Listening Attend Understand Respond Hearing (Receiving)
- 71. Steps in a Call
- 77. When Service Fails, We… Complain Get Abusive Panic Become Sarcastic Escalate the calls Get abusive (mute button) Get restless Panic
- 78. In the Process, we… Hook is any any behavior from the customer that gets us to respond in a non-productive manner.
- 89. How Transactions Happen… P A C P A C Stimulus Response
- 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. 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. 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. 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!
- 98. Managing Customer Expectations Moments of Truth/Magic
- 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 .
- 100. moments of truth module 4 when the customer receives an impression … and makes a small decision.
- 101. moments of truth module 4 satisfaction If you get what you expected ...
- 102. moments of truth module 4 disappointment If you get less than you expected...
- 103. moments of truth module 4 enthusiasm If you get more than you expected...
- 114. Handling Talkative Customers Close Ended Close Ended Close Ended Answer : Yes Answer : No
- 122. Social Styles
- 127. Ashok Wilfred George [email_address]
Editor's Notes
- ABSTRACT NATURE FEEL/THINK/ACT SELL THE PRODUCT/SELL THE EXPERIENCE 7 CUSTOMER NEEDS
- USUALLY ACHIEVE 1 AND 2 CHALLENGE IS NO. 3 8 HOW TO ACHIEVE QUALITY IN SERVICE
- 9 TYPES OF CUSTOMERS INTERNAL/EXTERNAL
- RATER activity – rate a service org as a customer 11 RELIABILITY AND PROMISES
- KNOWLEDGE IS AN IMPORTANT KEY
- TYPES OF LISTENING ATTENTIVE/EMPATHETIC/CASUAL
- EXERCISE
- 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.