ServiceSims
Leader’s Guide
Copyright Telephone Doctor®, Inc.
All Rights Reserved
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PHONE: 314.291.1012 • 800.882.9911
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www.telephonedoctor.com
SERVICESIMS LEADER’S GUIDE
CONTENTS
The Goal of the Course and Course Objectives 3
Training Outline: ServiceSims 4
Before You Begin: Tips for Trainers 5-6
Buy-in Activity 7
Scene 1 - Raging Bull Discussion Questions & Skill Practice 8
Scene 2 - The Hangover Discussion Questions & Skill Practice 9
Scene 3 - Les Miserables Discussion Questions & Skill Practice 10
Scene 4 - Look Who’s Talking Discussion Questions & Skill Practice 11
Scene 5 - Reality Bites Discussion Questions & Skill Practice 12
Scene 6 - Show Me the Money Discussion Questions & Skill Practice 13
Scene 7 - Extremely Loud & Incredibly Close Discussion Questions & Skill Practice 14
Scene 8 - Just the Facts Ma’am Discussion Questions & Skill Practice 15
Scene 9 - Back To the Future Discussion Questions & Skill Practice 16
Scene 10 - The Terminator Discussion Questions & Skill Practice 17
Scene 11 - Rules of Attraction Discussion Questions & Skill Practice 18
Scene 12 - Top Gun Discussion Questions & Skill Practice 19
Key Points 20-22
Before They Go 23
Closing Words 24
About Telephone Doctor, Inc. Customer Service Training
Telephone Doctor, Inc. is a St. Louis based customer service training company that offers products and techniques designed to improve the service skills of customer contact employees. Through DVDs, web-based courses, books, audio programs and instructor-led workshops, Telephone Doctor, Inc. has helped tens of thousands of organizations increase revenue, improve customer satisfaction ratings and reduce employee turnover. For additional information, please visit www.telephonedoctor.com.
And now some legal stuff...
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The Goal of the Course: ServiceSims
The ServiceSims Series consists of 12 challenging customer service situations. Each challenging situation is followed by two distinct directions in which to handle that interaction. These choices offer varying strategies and each path leads to an alternate ending to that scene. Your group should discuss and consider the merits of each choice carefully.
The value of this course comes from your group’s discussions. Encourage individuals to articulate which path they advocate taking and more importantly, why they selected that direction. Next, view the vignette outcome of that choice. Encourage your team to again discuss what went right or wrong. What personal experiences can they draw from which were similar to the challenging scene they watched? It’s valuable to view both outcome vignettes since there are learning opportunities in reviewing and discussing both the right and wrong choices. By reviewing these challenging situations, we’ll discover effective strategies to resolve and be more effective ambassadors.
Objectives:
In support of the above goal, participants who have successfully completed this course will be exposed to written, verbal, and/or skill practice exercises, to better handle challenging situations:
· Rude, argumentative and irate customers
· When callers are in a ‘unique frame of mind’
· Special needs and senior citizens
· Demanding and sense of entitlement
· Callers that have unrealistic expectations
· Negative and difficult callers
· Threatening customers
· Lonely and talkative callers
· Background distractions and being put on hold by callers
· When to involve management and escalate calls
Training Outline: ServiceSims
I. Introduction to the Topic (See “The Goal of the Course” on page 3) (3 min.)
A. State the goal of the course in your opening comments
B. Include the class objectives
II. Getting Acquainted (see “Before You Begin: Tips for Trainers” on pages 5-6) (15 min.)
A. Introduction of trainer
B. Use an icebreaker activity or buy-in activity
III. View Program: ServiceSims (Varies with teach method)
IV. Application of Discussion Questions (45 min.)
A. For each question:
♦ Review and discuss responses provided in the Leader’s Guide
♦ Optional: Use corresponding Skill Practices
V. Wrap Up (see “Before They Go” on page 23) (15 min)
A. Select method of review
B. Use a commitment activity
C. Ask participants to complete evaluation
NOTE: The normal total length of this class is approximately 2 hours and 30 minutes using the questions only. For each Skill Practice activity included in the session, increase the total length of the class by approximately 10-15 minutes. For example, if using Skill Practices #1, 3 & 5, the total length of the class is approximately 3 hours. Depending on the time available and with some imagination, the training can be as short as only watching the program or extended to a full day session.
Before You Begin: Tips for Trainers
To help participants receive the maximum benefits from this course, here are some tips for success:
Assemble Learning Resources
■ Locate DVD program ServiceSims
■ You’ll need:
A flip chart, or white board and markers, or chalkboard and chalk. Also have paper and writing instruments available for note taking and activities.
Media equipment: TV with DVD player or computer with DVD drive, speakers and screen or wall.
Create a Comfortable Learning Atmosphere
■ Choose a comfortable, well-lighted room with no distractions.
■ Arrange straight tables in a U-shaped set-up or use round tables. Either way, it is important that each participant be able to make eye contact with other participants.
■ Use name tents or name tags for participants.
■ Encourage note taking for reinforcement purposes.
■ Introduce yourself. Give the participants a brief sketch of your background, your experience and how you relate to the training subject. The more comfortable the participants are with you, the more effective you will be in facilitating their learning.
■ Allow the participants to get comfortable with each other. Use self-introductions or icebreaking exercises to get the group relaxed.
1. The participants can use your introduction as a model, which will help them overcome any natural reluctance to talk about themselves.
2. Divide the class into groups of two. Give each pair of participants a few minutes to interview each other. Each one in turn introduces his or her partner to the group. This will speed the process of getting the participants to function as a group.
3. Multiple sources for icebreaker exercises exist. Bring your own or visit your favorite bookstore or local library for ideas.
■ Schedule breaks as needed.
Before You Begin: Tips for Trainers (Cont.)
Create a Comfortable Learning Atmosphere (Cont.)
■ Acquaint the participants with “housekeeping” items. Advise the participants regarding the important features of the training environment (e.g., location of restrooms and lounge facilities, breaks, etc.).
■ Establish clear goals. The specific learning objectives for this class are included in the Leader’s Guide (page 3). Keep in mind that the clearer the participants’ understanding of their objectives, the more likely it is that they will achieve those objectives.
Involve the Participants
■ Choose the segments of the program that best meet your needs. Decide the viewing method that works best (start/stop, all inclusive, minus the review segment, etc.).
■ Verify participant understanding by asking questions. They should do most of the work. Resist the urge to take over. Facilitate, but don’t dominate. Ask questions, coax answers, encourage give and take.
■ Encourage involvement of the participants by beginning questions with phrases such as:
“What did you think about that?”
“Tell me what you just saw.”
“How do you relate to that vignette?”
“That was interesting; what was your take on it?”
“What were your initial impressions?”
“How did that segment make you feel?”
■ Reduce participants’ apprehension by positively reinforcing their comments with statements such as:
“That’s interesting; tell me more about what you mean.”
“I hadn’t considered that angle yet.”
“Good point.”
“Okay, thanks for sharing that with us.”
“That’ll be one of the things we need to consider.”
“I really like your insight.”
“That’s sure a unique perspective. Who else has some ideas?”
■ Reward participants for their enthusiastic participation. Prizes are always coveted.
NOTE: Telephone Doctor encourages you to create your own Skill Practices for each question to simulate issues specific to your organization.
Buy-in Activity
Let’s get started with a buy-in activity. As a group, using a flip chart or smart board, facilitate a 10-15 minute brainstorming session and create a list of customer challenges your staff has experienced.
Expect to hear responses such as:
Customers who are: angry about cost, clueless, rambling/long conversations, lonely, threaten me or the company, crazy requests, complaints, background noise, distractions, frustrations regarding discontinued products or services, drunk or impaired, too friendly, ask personal questions, miscommunication, feel entitled…
When participants have shared and discussed their challenges, it’s now time to launch the Telephone Doctor chaptered DVD customer service training program ServiceSims and learn new proven techniques.
View Chapter 1 - Raging Bull.
Watch each program introduction and challenge. Then ask participants to select option A or B by a show of hands. View the most requested option and then view the remaining scene. Stop the program after both options have been viewed and compare participants brainstorming results. Then follow through this Leaders Guide’s Discussion Questions, Skill Practices and Key Points.
Continue the above process and view each ServiceSims chapter. ENJOY!
Chapter 1 – Raging Bull
Rude, angry, abusive customers are a challenge to handle. What's the best method to defuse the situation so you're able to steer it towards a positive outcome?
Discussion Questions:
A. Paige did several things incorrectly. What were they?
· She immediately took a defensive stance, figuratively speaking, since the customer was clearly attacking her personally. By her tone, she conveyed to the customer that she was not about to take any abuse from him.
B. At times, our jobs are very challenging. Especially when customers swear or raise their voice at us. It’s best to explain to customers that you are able and willing to help, but will not be the target for their abusive language. What technique was applied in this program to help control the call?
· Telephone Doctor’s ‘Swear Stopper’ from “How to Handle the Irate Caller” program.
Skill Practice: Allow 10-15 minutes
· Divide your class into several small teams with 2-4 participants.
· Make worksheets with the generic ‘Swear Stopper’ below.
Swear Stopper: “Excuse me; I can handle your problem, that’s not a problem. I’m not able to handle your abusive language. Tell me what happened and I’ll help you.”
Team Challenge: Example – Upset caller that needs a specific product
Team Personalized Script: Example – “Mr. Stout, I can handle your issue, that’s not a problem. I’m not able to handle your swearing. Now, let’s work together; what’s the part number you need?”
· Assign an appropriate ‘Buy-In Activity’ challenge to each team (page 7).
· Instruct these teams to script a “Swear Stopper” response for their specific challenge.
· To recap, ask teams to select someone to read their script to the class.
KEY POINTS:
· Don't take irate customers personally.
· Be certain to apologize, sympathize/empathize with the client, accept responsibility, and then prepare to help.
· When faced with swearing and abusive language, use Telephone Doctor’s ‘Swear Stopper’ technique to turn the situation around.
Bonus Tip: Don't let negative emotions from one client interaction carry over to your next interaction.
Chapter 2 – The Hangover
Some late night and weekend callers can be in a ‘unique’ frame of mind. How do you walk the tight rope of staying polite while also valuing your time so you're able to assist other customers?
Discussion Questions:
A. Some shifts may be more challenging than others. What’s wrong with trying to accommodate these ‘late night’ callers who are in a ‘unique’ frame of mind?
· It’s a waste of precious time, staff talents and resources.
B. What are a few suggestions to better handle this type of caller?
· Be prepared by knowing how to handle the situation in advance.
· Know your organization’s policy and local help lines.
· Regardless of your customer’s emotional state, keep in mind that you are the organization’s representative and you need to maintain your decorum and professionalism.
· Find the balance between respect for your customer and respect for your time.
Skill Practice: Allow 10-15 Minutes
In this class exercise, lead a class discussion on what approach your organization will apply in the future.
Consider posting this recap in a common area of your office for future reference.
KEY POINTS:
· Be prepared by knowing how to handle the situation in advance. Know your organization's policy and local help lines.
· Regardless of your customer's emotional state, keep in mind that you are the organization's representative and you need to maintain your decorum and professionalism.
· You always want to respect your customers, but you will need to find the balance between respect for your customer and respect for your time.