The document provides an overview of Module 13 on customer service standards, which aims to help students develop knowledge of professionalism in meeting customer needs and expectations. The module covers topics like defining customer service, developing business relationships, understanding customer expectations, and presenting a suitable personal image. Upon completing the module, students should be able to cultivate professional relationships with customers and make effective decisions that present them as competent braille transcribers.
Great customer service is the backbone of any business. Without awesome customer service, your business will struggle to retain customers. This presentation from International Development Services will hit the main points of customer service 101.
Customer Service - Going beyond satisfaction. It is no longer enough to have merely satisfied customers. One has to look beyond satisfaction in order to retain customers in today's world.
Great customer service is the backbone of any business. Without awesome customer service, your business will struggle to retain customers. This presentation from International Development Services will hit the main points of customer service 101.
Customer Service - Going beyond satisfaction. It is no longer enough to have merely satisfied customers. One has to look beyond satisfaction in order to retain customers in today's world.
Very few companies in Romania really understand the importance of good customer service. They may use words like customer service excellence; quality etc but there is a void between words and reality. Without this your company may not survive long term as the more astute managers will use this as a key weapon to steal your customers.
FREELANCE TRAINING IS THE ANSWER
This powerpoint presentation helps to establish basics for taking care of customers while at the same time reiterates examples numerous times for people who are crucial to our customer satisfaction. It addresses how devastating the loss of one customer can be through not providing the ultimate customer experience. one service failure can sink a business. Your frontline people and everyone they work with are part of the internal customer network. As a team they must all work together to provide the unforgettable customer experience and exceed the customers\’ expectations.
There is a proven way to build your reputation and achieve 20% growth in business without spending anything on advertising or hours on social media and this course will show you how its done.
This is not a sales course but rather a true “service” based course presented by an Operations Exec with years of experience in managing successful customer service departments.
In this course you will learn how to build your business and your reputation by making simple changes that are easy to implement.
Delegates Will Learn:
Why proper service is critical
How to identify and provide excellent service
What’s in it for you, your departmenat and your organisation
By the end of this course you will have developed a personal action plan to implement in your business immediately and will be thinking very differently about how you go about your business.
If you are serious about building your business or developing your staff to do so for you or if you are open minded enough to examine and adopt additional methods to overcoming obstacles, Exceptional Customer Service is the course for you.
Martyn can show you those small but effective actions which can deliver a sustainable and unassailable advantage over your competitors.
About The Trainer
Martyn Jones has worked with many companies from FTSE100 giants to sole traders and from many different sectors including utilities, nuclear, legal, financial and travel. He has delivered this training for UCLAN and other business schools and with his informative style, enthusiastic, and vast experience he will enable delegates to take the principles of success and apply them to their organisations straight away. http://www.lancschamber.co.uk/training/exceptional-customer-service-course/
Very few companies in Romania really understand the importance of good customer service. They may use words like customer service excellence; quality etc but there is a void between words and reality. Without this your company may not survive long term as the more astute managers will use this as a key weapon to steal your customers.
FREELANCE TRAINING IS THE ANSWER
This powerpoint presentation helps to establish basics for taking care of customers while at the same time reiterates examples numerous times for people who are crucial to our customer satisfaction. It addresses how devastating the loss of one customer can be through not providing the ultimate customer experience. one service failure can sink a business. Your frontline people and everyone they work with are part of the internal customer network. As a team they must all work together to provide the unforgettable customer experience and exceed the customers\’ expectations.
There is a proven way to build your reputation and achieve 20% growth in business without spending anything on advertising or hours on social media and this course will show you how its done.
This is not a sales course but rather a true “service” based course presented by an Operations Exec with years of experience in managing successful customer service departments.
In this course you will learn how to build your business and your reputation by making simple changes that are easy to implement.
Delegates Will Learn:
Why proper service is critical
How to identify and provide excellent service
What’s in it for you, your departmenat and your organisation
By the end of this course you will have developed a personal action plan to implement in your business immediately and will be thinking very differently about how you go about your business.
If you are serious about building your business or developing your staff to do so for you or if you are open minded enough to examine and adopt additional methods to overcoming obstacles, Exceptional Customer Service is the course for you.
Martyn can show you those small but effective actions which can deliver a sustainable and unassailable advantage over your competitors.
About The Trainer
Martyn Jones has worked with many companies from FTSE100 giants to sole traders and from many different sectors including utilities, nuclear, legal, financial and travel. He has delivered this training for UCLAN and other business schools and with his informative style, enthusiastic, and vast experience he will enable delegates to take the principles of success and apply them to their organisations straight away. http://www.lancschamber.co.uk/training/exceptional-customer-service-course/
This instructional plan allowed me to fully understand the proper steps to set up a course. It gave me the outline necessary to create an effective plan to train others. It gave me the opportunity to create and to foresee any problems that come.
For this assessment, you will develop an 8-14 slide PowerPoint p.docxtemplestewart19
For this assessment, you will develop an 8-14 slide PowerPoint presentation with thorough speaker's notes designed for a hypothetical in-service session related to the improvement plan you developed in Assessment 2.
As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.
The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the health care environment (Patel & Wright, 2018).
As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.
You are encouraged to explore the AONE Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONE Nurse Executive Competencies—especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Analyze the elements of a successful quality improvement initiative.
o Explain the need for and process to improve safety outcomes related to a specific organizational issue.
o Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.
· Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.
o List the purpose and goals of an in-service session for nurses.
o Explain to the audience their role and importance of making the improvement plan successful.
· Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and.
COM 540 Final Project II Presentation Guidelines and Rubric.docxclarebernice
COM 540 Final Project II: Presentation Guidelines and Rubric
Overview
Being active on social media can benefit you both personally and professionally. Social media not only allows you to connect with friends and family regarding
personal matters, but to network professionally as well. The opportunities for forming positive personal and professional connections using social media are
impressive, but unfortunately so are the opportunities for mistakes. Many people use the same platform for personal and professional purposes, which
unintentionally blurs the line when the intent is developing a brand.
Recognizing and planning for the inevitable confluence of personal and professional identities online is vital for developing and maintaining personal and
professional brands. This class will help you develop strategies to navigate the highly networked environment of online social media and manage the dialectic
between personal and professional brands.
In the first part of the project, Final Project I, you wrote a paper that explored the relationship between personal and professional branding. Whether we like it or
not, our personal identity online will have an influence on our professional identity. Learning to manage this influence is vital for ensuring that the influence is
always positive. You researched and analyzed high-profile examples of where this influence was not so positive and made research-based recommendations to
professionals for how to handle and avoid such situations.
In this second part of the project, Final Project II, you will create a presentation on the online presence you have been building all term. This includes both the
professional and the personal brands you maintain. You will introduce the goals you developed early in the course and discuss the platforms to which you posted
original and curated content to achieve those goals. You will need to justify your decisions and discuss how this work will influence your branding in the future.
The project is supported by two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Five and Seven. The final submission of Final Project II will occur in Module Nine.
This assessment addresses the following course outcomes:
Integrate professional principles and personal branding goals for establishing and enhancing a personal brand image
Integrate researched communication technologies into targeted messages for specific audiences
Choose appropriate, authentic, and curated content for enhancing personal brand pages
Prompt
In this presentation, you will be discussing and defending the choices you made in creating your brand and building your online presence. Remember, while this
presentation is a culmination of the personal and professional branding work you have done this term, it is also a snapshot in time ...
Formal Proposal Instructions—Part 2For Part 2 of the formal prop.docxhanneloremccaffery
Formal Proposal Instructions—Part 2
For Part 2 of the formal proposal, you must submit the corrected Part 1 along with the remainder of the required elements in a formal proposal. Follow the instructions below for the scenario you selected last week. Complete and compile approximately 10 pages as your formal proposal.
University-Related Proposal
You have already chosen from 3 of the following areas:
1. Operating procedures
1. Admissions
1. Academic advising
1. Curricula
1. Activities
1. Physical plant
1. Communication with online students
For Part 2 of this assignment, you must include changes or corrections recommended by your instructor in Part 1 and prepare the following:
· a letter of transmittal, using the example in your textbook
· a table of contents and list of illustrations (if appropriate)
· an executive summary
· no fewer than two full references to citations that support your recommendations
Part 2 of your formal proposal is due by 11:59 p.m. (ET) on Monday of Module/Week 7.
In your letter of transmittal, send your complete proposal to the provost of Liberty University and write as though you were an outside consultant for University Consultants at 12099 Center Road, San Antonio, Texas 78223-9310. Be sure that you include the complete formal proposal, including both parts 1 and 2.
OR
Consultant training course
Complete and compile a formal proposal recommending a one-week training course in an organization of your choosing. Assume you are a consultant offering to have your company present this training.
You have chosen a seminar topic familiar to you or one that you’re willing to learn about quickly through some research. Your formal proposal should reflect your understanding of the topic and your grasp of proposal-writing techniques.
For Part 2 of this assignment, you must include changes or corrections recommended by your instructor in Part 1 and prepare the following:
· a letter of transmittal, using the example in your textbook
· a table of contents and list of illustrations (if appropriate)
· an executive summary
· no fewer than two full references to citations that support your recommendations
Part 2 of your formal proposal is due by 11:59 p.m. (ET) on Monday of Module/Week 7.
In your transmittal letter, send your proposal to the Chief Operating Officer of Globtex International Inc., 800 Connecticut Avenue NW, Washington D.C. 20006-2709 as your audience for this proposal, and write as though you were an outside consultant working for Mar-Tek Consulting at 12099 Center Road, San Antonio, Texas 78223-9310. Be sure that you include the complete formal proposal, including both parts 1 and 2.
ENGL 103
Formal Proposal Grading Rubric—Part 2
Student:
Criteria
Advanced
Competent
Novice
Points Earned
Instructor Comments
Correct format for formal proposal
30-35 pts.
20-29 pts.
0-19 pts.
All formatting is correct and appropriate for formal proposals.
Most formatting is correct with some exceptions and generally ap ...
ELSE 6073 Educational Procedures for Moderate to Profound DisaMerrileeDelvalle969
ELSE 6073 Educational Procedures for Moderate to Profound Disabilities
Task Analysis – 100 pts.
Selecting teaching strategies and arranging educational environments
Graduate candidates will create 1 task analysis from the following skill selections: Functional Academic
Skill, Communication Skill, Interpersonal or Self-help Skill, based on measurable IEP Goals. Thus, a
complex skill can be taught by using chaining.
Chaining – is a way to teach a multi-step or complex skill. There are 3 types of chaining: Backward,
forward, and Total Task. (Watch 4 minute video: https://www.relias.com/resource/chaining-and-task-
analysis ). While often used as a component of ABA instruction, chaining can be used to teach individuals
with moderate/profound disabilities a complex skill. A complex skill is a skill that really consists of
several small behaviors that are linked or chained together, to accomplish a terminal goal. An example of
a skill consisting of several discrete behaviors is wiping a table.
Task Analysis – think of this as a basic GPS... Step-by-step directions to completing a skill. A task
analysis is typically created by completing the skill yourself or watching someone else complete the skill.
It’s important not to just write up a task analysis based on your memory. Even simple tasks, like making a
peanut butter and jelly sandwich, can have small important steps that you may inadvertently skip. If you
don’t teach the step, then you really can’t blame the student for not completing the step.
Chaining and task analysis are teaching procedures that help teach complex behaviors or sequences of
behaviors, such as
Academic Tasks
Social Skills
Self-help Skills
Interpersonal Skills
Design a detailed task analysis (TA) that includes at least the following components:
o Is aligned with the learning goal for which graduate candidate creates; making
sure performance is measurable. For those candidates who have their own
classroom, you may use a target student and use goals from his/her IEP.
o Allows for specific feedback from the teacher to the learner
o Measures the degree to which the learning goal has been achieved
o Provides sufficient information upon which to design subsequent, appropriate
instruction
Explain how the TA enables the learner to monitor his/her own learning progress.
Explain how the design of the TA can inform the levels or types of supports and challenge
the learner might need for subsequent instruction.
Instructional Sequence Assignment: Task Analysis and Chaining
List the instructional strategies and learning tasks you will use for each day of instruction
(You should create a chart designed to reflect the skill being taught) chart should include:
https://www.relias.com/resource/chaining-and-task-analysis
https://www.relias.com/resource/chaining-and-task-analysis
Graduate Candidate/Teacher name, Student learner name, goal/skill acquisition target,
materials needed, recording Key, Criterion, Teaching M ...
As a business owner in Delaware, staying on top of your tax obligations is paramount, especially with the annual deadline for Delaware Franchise Tax looming on March 1. One such obligation is the annual Delaware Franchise Tax, which serves as a crucial requirement for maintaining your company’s legal standing within the state. While the prospect of handling tax matters may seem daunting, rest assured that the process can be straightforward with the right guidance. In this comprehensive guide, we’ll walk you through the steps of filing your Delaware Franchise Tax and provide insights to help you navigate the process effectively.
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Business Valuation Principles for EntrepreneursBen Wann
This insightful presentation is designed to equip entrepreneurs with the essential knowledge and tools needed to accurately value their businesses. Understanding business valuation is crucial for making informed decisions, whether you're seeking investment, planning to sell, or simply want to gauge your company's worth.
The world of search engine optimization (SEO) is buzzing with discussions after Google confirmed that around 2,500 leaked internal documents related to its Search feature are indeed authentic. The revelation has sparked significant concerns within the SEO community. The leaked documents were initially reported by SEO experts Rand Fishkin and Mike King, igniting widespread analysis and discourse. For More Info:- https://news.arihantwebtech.com/search-disrupted-googles-leaked-documents-rock-the-seo-world/
Personal Brand Statement:
As an Army veteran dedicated to lifelong learning, I bring a disciplined, strategic mindset to my pursuits. I am constantly expanding my knowledge to innovate and lead effectively. My journey is driven by a commitment to excellence, and to make a meaningful impact in the world.
Attending a job Interview for B1 and B2 Englsih learnersErika906060
It is a sample of an interview for a business english class for pre-intermediate and intermediate english students with emphasis on the speking ability.
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Cracking the Workplace Discipline Code Main.pptxWorkforce Group
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In this deck, you will learn the significance of workplace discipline for organisational success. You’ll also learn
• Four (4) workplace discipline methods you should consider
• The best and most practical approach to implementing workplace discipline.
• Three (3) key tips to maintain a disciplined workplace.
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3.0 Project 2_ Developing My Brand Identity Kit.pptxtanyjahb
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2. Module # 13 - Customer Service Standards
Soft Skills Module 13
Customer Service Standards
Summary
Goals: Instructor:
Develop and cultivate knowledge of
professionalism in meeting customer needs
and expectations.
Delivery Method(s):
SMART Objectives:
Discussion
Video/You-Tube
Specific, Measurable, Achievable, Realistic, and
Role playTime-sensitive
By the end of this module, students should be able Length:
to:
SS13.1 Know the meaning and
Four Topics
fundamentals of poor, good, and great
Total length: 5 hours
customer service.
SS13.2 Be familiar with the skills involved in
Any Applicable Business and/or Soft Skills?
developing business/professional
Business Skills:
relationships with customers.
• Professionalism
SS13.3 Understand and clarify expectations
• Marketing
with customers/prospective customers
Soft Skills
leading to effective decision making.
• Should come after Communication
SS13.4 Describe and/or exhibit suitable
Module
personal image and presentation.
Corresponding NLS Lesson #
Take Away Message(s): Students will be able to develop and cultivate professional
relationships, make effective decisions and present as a competent, capable expert braille
transcriber when they are knowledgeable about customer service needs and
4. Module # 13 - Customer Service
Standards
Instructor Preparation
Title of Module: Customer Service Standards
Instructor:
This module is a critical one, in that it brings two functional elements of business
development – customer service and personal image. Businesses lacking in one or
both have a very low chance of survival.
Instructors should not assume that good customer service is an understood concept; even
if it can be described expertly, it is still frequently very difficult to put into practice.
Good customer service combines a number of skills that are not regularly practiced in the
prison environment due to the nature of the institutionalization. Many of these skills have
been covered in the prior soft skills modules as well as in the braille transcribing
curriculum.
All too often, the background and experience of students has not presented adequate
opportunities to be exposed to, learn, understand and/or employ good customer service
skills.
Good customer service is built on attitude and relationships. Good customer service
anticipates customer expectations/needs and strives to meet those using wise and well
thought-out decision making skills. Good Customer services means exhibiting suitable
personal image and presentation skills.
Agenda – topics to be covered in the module and length of each item
Topic: Customer Service Time Allotted: 5 hours
A. Customer Service – What Is It and What Does It Look Like? (1.5 hours)
B. Developing Business/Professional Relationships (1.5 hours)
C. Customer Expectations and Decision Making (1 hour)
5. D. Personal Image and Presentation (1 hour)
Materials & Supplies – items needed in order to carry out the agenda and classroom activities
1. Handouts: Customer Service Personal Opinion Survey (13.A.1), Building
Professional Customer Service Relationships My Way (13.B.1), Skills that Promote
Business and Professional Relationships with Customers (13.B.2), APIE Strategy
for Building
6. Module # 13 - Customer Service
Standards
Professional Relationships (13.B.3), Mind Mapping (13.B.4), Practicing Introductions
and Small Talk (13.B.5), Observation Guide for Speaking Clearly (13.B.6),
Anticipating Customer Expectations (13.C.1), Personal Presentation – Customer
Service Communication (13.D.1), Exhibiting a Suitable Personal Presentation and
Image (13.D.2), The Do Not Do’s and the Do’s (13.D.3)
2. PowerPoints: – Customer Service PowerPoint (13.A.2), Developing
Business Relationships PowerPoint (13.B.7)
3. Access to Module 5 - Communication - Effective Communication Listening,
Speaking, Writing, Interpreting (Module 5)
Classroom Preparation – steps to follow when setting up the learning environment
1. PowerPoint presentation set-up or copies of PowerPoint and document reader
2. Flip chart/pad with markers for participants; board/markers for instructor
3. Students will need their reflection journals
4. Students configured to facilitate group work and discussion
5. Anticipating Customer Expectations (13.C.1) enlarged copy for tallying or a document
reader
6. Phonebooks, pre-printed lists, newspapers, resource lists for mind mapping activity
7.
8. Module # 13 - Customer Service
Standards
Curriculum Content
A. Customer Service – What Is It and What Does It Look Like? (1.5 hours)
Objective SS13.1: Know the meaning and fundamentals of poor, good, and great
customer service.
PREINSTRUCTIONAL ACTIVITIES
Have the students work through the Customer Service Personal Opinion
Survey (13.A.1).
CONTENT PRESENTATION AND LEARNER PARTICIPATION
Show the Customer Service PowerPoint (13.A.2) and have students complete
the embedded activities.
Slide 2 Customer Service is not a department or area in a micro-enterprise. It is an
attitude!
In your opinion, what does this mean in the business of braille transcribing?
Write two statements that explain this statement…
Slide 3 Lead a discussion about this aspect of today’s marketplace and the delivery of
good customer service skills.
Slide 4 Review each of the operational definitions and have a brief discussion using the
questions on the left of the slide.
How would you define Customer Service?
Which of these do you agree with?
Are there any that you disagree with?
Slide 5 Review the seven good customer service skills.
Put seven pieces of chart paper around the room, each having one of the
skills as a heading
9. Have students divide into 7 groups
Assign each group one skill area from the slide
Have each group think about being a micro-enterprise, expert braille
transcriber and as such identify one scenario the depicts poor
customer service and one scenario that demonstrates good customer
service
Groups should put major points for each scenario on chart paper and then
present their thoughts to the whole group
Slide 7-8 Talk about taglines.
10. Module # 13 - Customer Service
Standards
Have students write their own tagline depicting good customer service
Reflection and Journal
Have students reflect and journal about their thoughts regarding customer service
strategies and approaches when they are set up as a micro-enterprise. What will be
important to them; how will they define their customer service strategies?
B. Developing Business/Professional Relationships (1.5 hours)
Objective SS13.2: Be familiar with the skills involved in developing
business/professional relationships with customers.
CONTENT PRESENTATION AND LEARNER PARTICIPATION
Begin the Developing Business Relationships PowerPoint (13.B.7). Students
should follow along slides 2-8 using Building Professional Customer Service
Relationships My Way (13.B.1) worksheet and write their responses. Remind
them that their responses should mirror their thinking and belief systems.
Distribute the Skills that Promote Business and Professional Relationships
with Customers (13.B.2) worksheet to students and discuss the concepts.
Next show slide 9 of the Developing Business Relationships PowerPoint. Students
should follow along with the APIE Strategy for Building Professional
Relationships (13.B.3) handout. Explain to students each step of the strategy:
Assess - Connections I should make… (Whom do they know? Whom do you
want as customer and what you want to say and how should I say it?)
Plan - How will I approach them; what will my plan look like? (Plan your strategy
including how you might evaluate your plan during and after implementation.)
11. Implement - What will my implementation strategy be; what is my timeline for
implementing my strategy? (Evaluate your success using the criteria set when
planning; make adjustments as needed.)
Evaluate - What measurements will I use to evaluate whether my relationship-
building plan is working? (Lead back to the evaluation criteria set during planning.)
12. Module # 13 - Customer Service
Standards
Show slides 10 and 11. Help students create a Relationship Networking Mind Map of
places they want or think they want to make connections to build relationships. Using
Mind Mapping – Business/Organizations Relationship-Building
Identification (13.B.4) as a template, lead students through the process of
relationship development using the brainstorming mind mapping approach.
Provide phone books, pre-printed lists and other resources available
for reference/research
Show slide 12 of the PowerPoint. Guide the students in a Think Aloud activity (see
notes at end of this topic) – modeling how to think about this scenario:
If you do not have a connection or name at a place/resource, what would you
do/say to get the name and resource?
Next, students should review their Building Professional Customer Service
Relationships My Way (13.B.1) worksheet; they may also want to review the
module and lessons on Communication - Effective Communication Listening,
Speaking, Writing, and Interpreting (Module 5).
Have students review the two scenarios presented in Practicing Introductions and
Small Talk (13.B.5) and consider how they would introduce themselves and what kind
of small talk they would carry out. Students should write a few notes about what they
might say in preparation for practice and can use the Observation Guide for
Speaking Clearly (13.B.6) as a guide for self-evaluation.
Close the activity with students participating in role play of the two scenarios to practice
their introductions and small talk. During the role-play the observing students can give
feedback using the Observation Guide for Speaking Clearly (13.B.6).
13. When giving feedback, students should give two to three positive comments and then
one or two points for improvement.
Another activity that may be useful to students is the Think Aloud Design. The Think
Aloud Design allows the instructor to explicitly model how a student might think about
achieving success given the scenario posed: If you do not have a name or connection
at a place/resource, what would you do/say to get the name and resource?
14. Module # 13 - Customer Service
Standards
While the process is fairly simple, instructors are advised to practice a few times prior to
using this method with students. In this scenario, the instructor should begin by telling
students what a think aloud is (a moment or two of how I might think about the scenario
and how to approach) and that they should just listen, not make suggestions, comments,
or in any way participate. The instructor then begins, stating aloud the thoughts and
decision-making processes that are typically internal.
“Hmmm, I don’t have a name or contact position for this resource that might have
some work for me; wonder how I can get that. Let’s see… I could go on the internet
and look for the company but I’m not sure I would get the name and phone number of
the right person. I could look in the phone book, but I don’t even know where my
phone book is at this moment. I could call 411 (information) and get the main number
for the company – I think I’ll do that. Okay – I’ve got the number; dialing; person
answers… Good afternoon, my name is Ms. Instructor and I am a braille transcriber.
Could you please tell me the name of the person I would contact in your company
who contracts for this type of work? Oh thank you. Before you connect me with Mr.
Thomas, can you give me his direct number? Thanks – now would you mind
connecting me?”
This explicit modeling will help students make accurate predictions, visualize, link
information to things they already know, and improve their understanding of the process.
Occasional explicit modeling will benefit all the students as they strive to be professional
when approaching a customer with whom they are not familiar.
After instructor modeling, students should practice with partners.
C. Customer Expectations and Decision Making (1 hour)
Objective SS13.3: Understand and clarify expectations with
customers/prospective customers leading to effective decision making.
15.
PREINSTRUCTIONAL ACTIVITIES
Begin the lesson by writing the following statement on the board:
“Customer complaints are the schoolbooks from which we learn.”
Ask the students to discuss what this metaphor means when owning a microenterprise.
CONTENT PRESENTATION AND LEARNER PARTICIPATION
16. Module # 13 - Customer Service
Standards
Explain that understanding customer expectations is central to customer services; the
role of a braille transcriber is to work and communicate with customers in a positive
manner and to satisfy customer expectations to the best of their ability, making
appropriate and conscientious decisions along the way.
Divide students into groups of four or five and ask them to brainstorm some general
ways they can satisfy customer expectations…
Have them write their responses on the flipchart paper, post on walls of the classroom.
Here are some prompts to help stimulate the brainstorming…
Do customers have needs?
What if you gave more than a customer expected? What would happen? How
could you surprise your customers by going beyond what they expect?
Have students independently work through the worksheet Anticipating Customer
Expectations (13.C.1). After all students have completed, tally the selections using
an enlarged copy or a paper copy on a document reader. Next, students should discuss
the highest needs and expectations selected, giving a rationale for their selections.
D. Personal Image and Presentation (1 hour)
Objective: SS13.4: Describe and/or exhibit suitable personal image and presentation.
CONTENT PRESENTATION AND LEARNER PARTICIPATION
This lesson is designed to help students think about themselves as microenterprise
contractors and as such, assess their personal image and presentation factors. In order to
create a strong relationship and trust level with the customer, students will need to present
themselves as competent, capable individuals who are expert braille transcribers.
In the beginning, potential customers make decisions based on appearance,
nonverbal behaviors verbal skills, and personality. The quality of the work, timeliness
and other customer service elements come as secondary.
Have students complete the Personal Presentation – Customer Service
17. Communication (13.D.1) worksheet; then compare their responses to
another student’s to see differences of approach.
Next, provide students with information about appropriate dress and hygiene as they
become microenterprise business people. Have students focus first on what they know,
their opinions, by completing the two sections using the Exhibiting a Suitable
Personal Presentation and Image (13.D.2) handout:
18. Module # 13 - Customer Service
Standards
Make a list of things you should not do/wear when dressing and preparing to meet
a customer or prospective customer…
Make a list of things you should do/wear when dressing and preparing to meet a
customer or prospective customer…
Then have students look at the lists on The Do Not Do’s and the Do’s (13.D.3)
handout and compare them with their lists. Ask students about differences of opinion
and help clarify where needed.
Diversity in the workplace
What is meant by the term “diversity” in the 21
st
Century? The following definition
provides a conceptual and concrete definition.
"Diversity refers to human qualities that are different from our own and those of
groups to which we belong; but that are manifested in other individuals and
groups. Dimensions of diversity include but are not limited to: age, ethnicity,
gender, physical abilities / qualities, race, sexual orientation, educational
background, geographic location, income, marital status, military experience,
parental status, religious beliefs, work experience, and job classification."
Foothill-De Anza Community College District
The Human Resources & Equal Opportunity
Office
As an independent braille transcriber, it is important to take some time to think about
diversity as a concept that has a focus, broader than race and gender. From the
perspective of the contractor – the microenterprise owner – respecting diversity means
owning a business that values and recognizes the distinctive contributions of people with
many types of differences and working to create relationships that foster such.
19.
20. Module # 13 - Customer Service
Standards
Module 13
Customer Service Standards
Handouts
21. Module # 13 - Customer Service
Standards
Customer Service Personal Opinion Survey (13.A.1)
Read each statement and determine whether you agree, disagree or are neutral.
Be prepared to defend your answers.
Statements Agree Disagree Neutral
1. Long term customers are easier to satisfy than new.
2. The customer is a single thing or entity; easy to target.
3. The customer is your “boss.”
4. Treat the customer right & he/she will always come back.
5. Right or wrong, the customer is always right.
6. The customer is always wrong.
7. The customer should be treated like you would treat a
member of your family.
8. If you learn how to “put up with customers,” business can
be great!
9. A happy customer will tell 3 friends; an unhappy customer
will tell the whole world.
10. Some people are just naturally good at customer service.
11. Treat your customers as you would want to be treated.
12. Good customer service is just plain common sense.
13. People deliver the best customer service when they like
what they do.
14. The customer perceives “good customer service” in his or
her own terms.
15. Put yourself in your customer's place should be the golden
rule for every business person.
16. Customers always expect perfection.
17. Comment cards and surveys measure customer service
accurately.
18. The term “good customer service” means the same thing
to everyone.
19. “Good customer service” is not good enough.
20. If you discover how to “put up with customers,”
business can be great.
21. The customer comes first.
22. Customers do not care about great service; they just want
the lowest price possible.
23. People buy from those they like; not whether they get
good customer service.
22. 24. Always give customers more than they expected.
25. Customers will not complain; they just will not become
repeat customers.
13.A.1
23. Module # 13 - Customer Service
Standards
Customer Service Personal Opinion Survey (13.A.1
cont.)
What other phrases have you heard? List them and choose whether you agree, disagree
or are neutral. Again, be prepared to defend your answers.
Statements
Agree Disagree Neutral
25. Module # 13 - Customer Service
Standards
Building Professional Customer Service Relationships
My
Way (13.B.1)
What do you pack to pursue a professional relationship and what do you leave behind?
What does it take to create productive professional working relationships?
27. Module # 13 - Customer Service
Standards
What does it mean to understand the culture of the customer you are serving?
What are the critical features of a well-developed relationship?
How do you find out about the business customer?
13.B.1
28.
29. Module # 13 - Customer Service
Standards
What are your best attributes that you can use to create solid relationships?
What Core Principles do you want to establish as anchors to building your
relationships and customer service strategy?
31. Module # 13 - Customer Service
Standards
Skills that Promote Business and
Professional Relationships with Customers
(13.B.2)
Know the customer business vision for the future.
Understand the customer mission and purpose in life (or business).
Recognize who your contacts are.
Comprehend the customer management and delivery style.
Know how to engage the customer; understand the etiquettes of small talk.
Ensure your Core Principles include Equity, Transparency, and Mutual Benefit.
Relationship building can be complex; be true to your ethics and values.
Networking is a critical component.
Keep relationships solid.
Keep your mission and intent at the forefront of everything you do.
33. Module # 13 - Customer Service
Standards
Strategy for Building Professional Relationships –
APIE
(13.B.3)
Assess
Connections I should make… Who do you know?
Plan
How will I approach them; what will my plan look like?
Implement
What will my implementation strategy be; what is my timeline?
Evaluate
What measurements will I use to evaluate whether my relationship-building
plan is working?
35. Module # 13 - Customer Service
Standards
Mind Mapping – Business/Organizations Relationship-Building Identification
(13.B.4)
Create a Mind Map of those places you want or think you want to make connections with
to build relationships.
Use phone books and other resources available for reference/research.
37. Module # 13 - Customer Service
Standards
Practicing Introductions and Small Talk (13.B.5)
Think About:
If you do not have a connection or name at a place/resource, what would you say
to get the name and resource?
Review your module and lessons on Communication - Effective
Communication Listening, Speaking, Writing, and Interpreting.
Introductions & Small Talk
Scenario: Think about yourself as a braille transcriber looking for new customers; how
would you introduce yourself and what small talk would you engage in on the first
meeting?
Scenario: You are meeting with a returning customer who was only moderately pleased
about the work done last time. How would you introduce yourself and what small talk
would you engage in with this customer who has already used your services? Write a few
notes about what you might say and in what order; use the Observation Guide for
Speaking Clearly as a guide for self-evaluation.
38. Write a few notes about what you might say and in what order; use the Observation
Guide for Speaking Clearly as a guide for self-evaluation.
13.B.
5
39. Module # 13 - Customer Service Standards
Observation Guide for Speaking Clearly (13.B.6)
Message Focus Conversation Stages
Information understandable Made introductions
Stated well Pre-meeting small talk
Objective Strong core conversation
Clear "Take Away" Wrapped-up summarized
Got customer attention Exited with small talk
Focused on customer interests
Understood customer need and importance
Used visual (descriptive) language
Used analogies
Asked for feedback
Made adjustments based on feedback
Used appropriate language and words
Pronounced words correctly
Grammar was correct
Did not use one or two words too many times
Stayed away from the popular phrases
Avoided slang and swearing
Used person-first language (a person who is blind)
Avoided phrases and slang that targeted a culture or group
No bad jokes
Non-verbal Communication
Smiling Laughing
Gestures good Handshake style
Standing good distance to customer Being stand-offish
Hair Face
The way you look Body
Clothing Posture
Sighing Frowning
Mannerisms Crying
40. Notebook/folder Portfolio
Voice tone
• Pitch – highness or lowness • Smooth to shaky
• Volume – loudness or softness • Enunciation – diction/correctness
• Tone – emphasis and inflection
• Rate – speed fast to slow 13.B.6
41. Module # 13 - Customer Service
Standards
Anticipating Customer Expectations (13.C.1)
Underline the words you think reflect the needs and expectations of the customers you
will have when you are in business as a braille transcriber. As you select, think about
customer skills and customer relationship building. (Clue – think about what you would
want if you were purchasing your services.)
A starter sentence to help you might be: Customers needing a contracted braille
transcriber will need/will have the expectation that I am…
accurate convenient helpful patient sensible
adaptable cooperative honest personal sensitive
alert cost effective imaginative pleasant serious
ambitious creative independent poised sincere
available customized industrious polite sociable
broad-minded dependable innovative positive stable
businesslike determined intelligent practical steady
calm eager kind precise tactful
capable easygoing knowledgeable professional teachable
careful easy to access likeable purposeful thorough
cautious efficient logical quick thoughtful
cheerful energetic loyal quiet timely
clean experienced mature realistic tolerant
clear-thinking fair-minded obliging relaxed trusting
competent fast open-minded reliable trustworthy
competitive firm optimistic resourceful understanding
confident flexible organized respectful versatile
confidential friendly original responsible warm
43. Module # 13 - Customer Service
Standards
Personal Presentation – Customer Service Communication
(13.D.1)
On the left are poor responses to customer needs and expectations. Write what might be
a better or more positive response on the right side.
Poor Customer Service Statement Good Customer Service Statement
I did what you said you wanted…
That appointment is too early for me…
Braille transcribers don’t do that…
I’m really busy right now…
Can you call back tomorrow…
Those mistakes you found; those are not
my fault…
I don’t know…
You want it by the end of the week
(chuckle, chuckle)…
Calm down…
45. Module # 13 - Customer Service Standards
Exhibiting a Suitable Personal Presentation and Image (13.D.2)
When you are getting ready to meet a customer or potential customer, the image you
present is very important even before you have a chance to say a word or shake a hand.
That image is the first thing your customers or potential customers are going to notice
about you.
What is Your Opinion?
To help organize your attire and decide what reasonable dress/preparation in most
situations might be, identify you think would be acceptable and unacceptable.
Make a list of things you should not do/wear when dressing and preparing to meet a
customer or prospective customer…
1. 9.
2. 10.
3. 11.
4. 12.
5. 13.
6. 14.
7. 15.
8. 16.
Make a list of things you should do/wear when dressing and preparing to meet a
customer or prospective customer…
1. 9.
2. 10.
3. 11.
4. 12.
5. 13.
6. 14.
7. 15.
8. 16.
Tip: If you have questions about what you should wear, check out similar environments
and observe what people are wearing. You can also visit the customer workplace to see
what the people coming in and out of the building are wearing.
46. Look at the lists on the next pages and compare them with your lists. What is different? Are
there things you agree or disagree with on the provided lists? Why? 13.D.2
47. Module # 13 - Customer Service
Standards
The Do Not Do’s (13.D.3)
Things Not To Do for Women/Men…
agree
disagree
Wear flip flops or sneakers
Wear shorts
Wear jeans
Wear pants that are too low, rise up or are too tight
Wear social/fun clothes for work-related functions
Wear perfume or cologne (people may
have sensitivities/allergies)
Wear an outfit that is trendy
Chew gum
Use your cell phone or take a call while waiting for your
customer
Take a call during your appointment with your customer
Listen to your IPod while waiting for your customer
Arrive with coffee, soda, or food to your appointment
Things Not To Do for Women Only…
Have underwear (bras, bra straps, briefs, boxers, etc.) that is
visible; even bra straps that match your top
Wear skirts that are too short
Wear blouses too low cut that show cleavage or too short that
show belly
Wear a thong that shows above your pants
Wear dangling earrings or arms full of bracelets; no jewelry is
better than cheap jewelry
Things Not To Do for Men Only…
Wear shirts that are too tight or pull at the buttons when
49. Module # 13 - Customer Service
Standards
The Do’s (13.D.3 cont.)
Things To Do for Women/Men…
agree
disagree
Professional hairstyles
Cover tattoos and take out body rings
Check your attire before leaving the house and make
sure everything fits correctly
Wear an outfit that is standard business casual attire
Get your clothes ready the night before, so you do not have to
spend time getting them ready on the day of your appointment
Check to make sure your clothes are clean and wrinkle-free
Polish your shoes
Have breath mints and take one before you enter the building
of your appointment
Put your cell phone on vibrate
Carry portfolio and business items in briefcase or nice folder
Things To Do for Women…
Wear sports jacket with coordinated pants or skirt (casual is
most likely appropriate)
Skirts should be long enough so you can sit down comfortably
Wear a coordinated blouse
Wear professional stockings or pantyhose; neutral colors
Wear conservative shoes
Not too much jewelry (necklace/bracelet/earrings);
Light make-up
Neatly manicured clean nails
Things To Do for Men…
Wear sports jacket with coordinated pants (casual is most likely
appropriate)
50. Wear long sleeve shirt (white or coordinated with the jacket)
Wear a belt or dress suspenders
Wear dress socks in appropriate color (no tube or sport)
Avoid too much jewelry (little or none is better)
Keep facial hair shaved or trimmed
Limit the aftershave and cologne
Have neatly trimmed, clean nails
13.D.3