Part 1 the Session Introduction

Read through the dialogue for each Part, and when you are finished fill in the “How could the trainer improve delivery” column in the Peer Review Checklist at the end of the section.

Part 1 – The Session Introduction

Dialogue (Part 1)

[Peter]{sitting down next to Robert} Hi Robert, nice to meet you. I’m Peter and I’ll be delivering your workplace communication training over the next month.
[Robert] Hey call me Rob!
[Peter] So Tyrone’s opened up a shop eh? How do you feel about being the new customer service officer?
[Rob] Well, I don’t know – I haven’t really done customer service before. {Smiles} It can’t be that bad I guess.
[Peter] Right, {hands Rob a copy of the learning program} this is your individual learning program. You can see down the bottom of the first page that there are two workplace communication units in the Program Area. For the first two sessions we’ll be working through the unit called “Establish relations with clients”.
[Rob] Um, what does this mean? Is it what I’m going to learn with you? I’m sorry mate; I’m confused - this doesn’t make much sense to me.
[Peter]{Smiling at Rob} Yeh, I know it looks like a complicated document but I’ll explain it to you and it should make sense. There’s a lot of stuff in here that doesn’t really affect you.
[Peter] In short, you can see that you’ll be doing four units all up. Two of those units are to do with workplace communication, and you’ll be doing those with me. The other two units are about Occupational Health and Safety and you’ll be doing those with Frank Mori. {Peter turns the page}
The training program takes about eight weeks all up, but it can be spread out over a longer period if you need to.
[Rob] That’s great – sometimes it gets really busy in here, and the roster gets crazy!
[Peter]Yeh, it’s important that the training is something you and Tyrone can manage.
[Peter]Tyrone’s agreed to observe you in the workplace, and in the last week of the training program you’re going to have a practical assessment.
[Rob] {Looking unhappy} I’ve never been very good with tests.
[Peter]{Smiling and looking down at the Learning Program}Don’t worry it’s nothing scary. I’m just going to watch you working with customers and then you’ll have a few oral and written questions to answer, Tyrone’s also going to give us a written report that will form part of your assessment. Is that OK with you?
[Rob] Um…yeh. OK I guess…. {Rob still looks uncomfortable but Peter doesn’t notice}
[Peter] OK, today we’re going to be working through this first element “Establish contact with customer”. {Hands Rob the workbook for Session 1}. Have a quick look at this.

If you wouldn’t mind turning to page one, you’ll see I’ve outlined the learning outcomes here. A learning outcome is what you should be able to do at the end of the session.
[Rob] Uh, huh. Sorry man – you’ve lost me again. What is all this stuff about verbal and non-verbal communication?
[Peter] Well in a nutshell – at the end of today’s session you should be able to welcome a customer, great them in the way Tyrone would like you to and make them feel comfortable.
[Rob] It doesn’t sound so hard when you put it that way. Why didn’t you just write that then? {Peter laughs}.
[Peter] Before we get going, do you have any health problems or anything I should know about?
[Rob] Nope, don’t think so.
[Peter] Great! Well let’s talk about how this is going to work. I’m going to work with you like a coach. Do you play any sport?
[Rob] Yeh, soccer.
[Peter] OK, well like your soccer coach it’s my job to make you perform as well as you can, to give you help when you need it. You’ve got my phone number on the workbook so if you have any problems just give me a call.
[Rob] I’m going to be working on this at night – can I call you any time?
[Peter] Um, I’d prefer it if you note down any questions you have and call me in business hours. OK?
[Rob] Sure.
[Peter] OK, we’re going to work through these five pages {points to the workbook} and do some learning activities together.
[Rob] What’s a learning activity?
[Peter] Well, today for example you are going to do some role-play.
[Rob]Man! I hate acting. I hope no one sees me doing this.
[Peter]{Laughing and getting up from his seat}I’m sure you’ll be fine. Anyway, let’s have a short break. Go and grab a drink if you want to and meet me back here in five.
Now complete the peer review checklist (over the page).

Peer review checklist (Part 1)

Observation / How could the trainer improve their training delivery?
Has the trainer selected an appropriate technique/process to facilitate individual learning and discussed this with the learner? / Y/N
Have the boundaries and expectations of the learning/facilitation relationship been clarified and agreed upon? / Y/N
Have any equity or additional support needs been clarified? / Y/N
Has an individual learning plan been developed, documented and discussed with the learner? / Y/N

Part 2 – First impressions last!

Dialogue (Part 2)

[Peter] OK Rob, now we’re going to talk about first impressions. I guess you’ve heard the saying “first impressions last”.
[Rob] Yeh, my Mum says stuff like that.
[Peter]{looking at his session plan} Yeh, well first impressions are really important. Within the first four minutes of meeting you a client will have formed an impression about you and the Rev Shop. The kind of first impression you make can mean the difference between making a sale and losing a customer.
[Peter]Let’s start by looking at our training session today. What were your first impressions of me?
[Rob]{laughing} Well I thought you were a bit umm …tense.
[Peter]{Looking embarrassed} Uh, OK well let’s try something else then. I have an activity for you to do that will help you understand first impressions. I have a piece of paper here and I’d like you to do a bit of brainstorming.
[Rob]Brain whating?
[Peter]Brainstorming. I give you a topic and you write all the things that come into your head. Just write whatever you think of, don’t worry if you think it sounds silly. Then we’ll talk about it afterwards.
{Hands Rob a piece of paper and a pen}
OK I’d like you to write all the things that would help you to create a positive first impression.
[Rob] I just write anything I think of?
[Peter] Yep.
{Rob begins to write, and writes his ideas down for about ten minutes. Peter reads through his session plan and notes.}
[Peter] OK Rob. You’ve had a while now. Can I please read out what you’ve written?
{Rob reads out his notes}
[Peter] OK, so you’ve got five points here. It took you quite a long time to come up with five points.
[Rob] Yeh, I was trying to think of good ones. It’s a bit tricky.
[Peter] OK, so you said “having a vintage Ford Fairmont in mint condition” would create a good first impression. Maybe I didn’t explain that I meant in the context of the retail outlet.
[Rob] Uh, no you didn’t say that – you said to write anything I could think of.
[Peter] OK, well your other points all talk about cars as well so maybe you could look on page 2 of the workbook.
[Rob] Yeh, but this doesn’t tell me how to create a good first impression, just what a first impression is.
[Peter] Yeh, OK – well I thought we could come up with those things in our brainstorming exercise. Lots of different things go to creating a good first impression. The way you dress, the way the shop looks, what you say and your body language.
[Rob]{Looking bored and frustrated}Body language – what, you mean if I’m frowning and stuff. Anyone knows that.
[Peter] Body language is pretty complex. Your posture, your gestures and also your facial expression all send messages to a customer. We were going to do a bit of a role-play next so that you can practice greeting a customer the way Tyrone wants. Maybe you could practice using body language too.
[Rob]{Looking irritated} I told you I hate acting.
[Peter]Come on Rob, I can see that you’re finding this difficult but I think if you get up and move around you’ll find it a lot more fun and interesting. It says in the learning plan that you’re a kinaesthetic learner – it means you like to learn by doing things.
[Rob] {Looking at the ground}Whatever, I thought that questionnaire Tyrone got me to do was a load of rubbish to tell you the truth. {sarcastically} But you’re the trainer Peter.
{Rob reluctantly gets up to do the role play}
[Peter] OK Rob. When a customer comes into the shop Tyrone would like you to say “Good morning welcome to the Rev Shop. How can I help you?” I’ll pretend to be a customer coming into the shop for the first time. How would you go about creating a good impression?
[Rob] Hey man, how’s it going? What can I do you for?
[Peter] Sorry, for a start you need to use the greeting Tyrone’s decided on.
[Rob]{Making a face}But I know half of the guys coming in here for parts. They’re going to think I’m a real…
[Peter]{Interrupting}…I understand how you feel, but Tyrone runs this business and you need to learn to do things his way.
[Rob] OK OK. So I say {in a high pitched voice}Good morning! Welcome to the Rev Shop! How can I help you? {Stands looking at Peter with his arms crossed}
[Peter] OK for a start, those crossed arms will send a message to the customer that you aren’t very interested in helping them at all.
{Looking Rob in the eye}
The trick with communication is to send the same message with your body language as you are with the words you use. It makes people more comfortable because they aren’t confused.
I’m a bit confused about you for instance. You said you really wanted to do this training and now that you’re here I feel like you aren’t really trying.
[Rob]{Embarrassed}Sorry man – it’ just that I’ve had a really busy week and I guess I’m a bit tense.
[Peter] Are weekly sessions going to work for you?
[Rob] Yeh, sure – look don’t worry. I’m on track again now.
[Peter] OK, well let’s make this a bit easier. Sit here and grab this telephone – we’ll have a bit of a telephone conversation together.
Before we start have a look at page three in your workbook. It’s called the communication process model.
[Rob]{Looks at the workbook – he looks worried and irritated.}Come onPeter! This just doesn’t make sense. Look, I am trying but this diagram just doesn’t make sense!
[Peter] OK Rob, don’t worry. {Points to the diagram} These are the different parts of a message. A message is something we’re trying to communicate to someone. The person with the message to communicate is the sender, the person or people they’re communicating it to is the receiver.
[Peter] Grab the phone. I’ll be a client calling about a part I’m looking for.
OK “Ring, Ring!” you answer the phone, Rob.
[Rob] Um hi, This is the Rev Shop how can I help you?
[Peter] Who am I speaking to?
[Rob] This is Rob – at you’re service ma’am.
[Peter] Ma’am! {They both laugh and Peter starts to talk in a high pitched voice} OK Sonny, I’m looking for a new steering wheel for a 1990 Nissan Pintara. Do you have one in stock?
[Rob] For you baby I have ANYTHING in stock. {Laughs} Just joking Peter. OK serious now – No we don’t have that in stock but I can order it in for you if you would like.
[Peter]How long will it take?
[Rob] Three to six working days.
[Peter] OK. Thanks I’ll come in and order that tomorrow. Bye.
[Rob] Glad to help, see you tomorrow.
[Peter]{Smiling} That was great! Who was the sender and who was the receiver?
[Rob] Well I guess we were both playing the role of the sender and the receiver during the phone call.
[Peter] You’ve got it! Yeh, there were loads of different messages being sent during that phone call. You’re a natural.
Look I know it’s a bit early, but how about a break? I know I could use one.
[Rob]{Smiling} Yeh sure. I’ll show you where the coffee room is.
Now complete the peer review checklist.

Peer review checklist (Part 2)

Observation / How could the trainer improve their training delivery?
Has the trainer used effective communication and interpersonal skills to grow the relationship and sustain active participation? / Y/N
Have structured learning activities been developed to support and re-enforce new learning, build on strengths and identify areas for further development? / Y/N
Has the trainer used leadership and motivational skills to enable to learner to take responsibility for learning? / Y/N
Has the trainer observed learner cues and made changes in approach where necessary, to maintain momentum? / Y/N
Has the trainer practiced ethical behaviour at all times? / Y/N
Have regular meetings been agreed by both parties and scheduled to monitor the effectiveness of the learning/facilitation relationship? / Y/N
Has appropriate documentation to support the relationship been mutually developed and maintained? / Y/N

Part 3 – Ten rules for good customer service

Dialogue (Part 3)

{Peter and Rob return to the room laughing at a joke}
[Peter]{Sitting down and smiling} OK, we should get back to business. Let’s talk about barriers to communication. This one shouldn’t be too hard; we had a few good examples before the coffee break.
[Rob] {laughs} Yeh, I guess so.
[Peter] Have a look at page five in your workbook. Have a think about our conversation before the break. Do you think that we experienced any of those barriers to communication?
[Rob] I think the last one would fit. I was pretty tense so I guess that was a bit of a barrier.
[Peter] Look we all get stressed. I think you’re first impression of me was absolutely on the ball. I got stuck in traffic for an hour this morning so by the time I arrived I was actually really wound up.
[Rob] I think that we probably come from different social backgrounds, like this fifth point says. It doesn’t really make a difference when you get to know someone but I guess it affected what I first thought about you – my first impressions.
[Peter]{Smiles} Well that’s just the thing about barriers, when we recognised them we do something about it.
[Rob] After I leave today I want you to have a look at these five points and list down all the things you could do to overcome those barriers. We’ll talk about them next week. {Smiles} Maybe this session would have been more fun if we did this topic first. {They both laugh}
[Peter] Remember earlier we talked about body language? {Rob nods} I think it might be a good idea if we just go over that again before we end the session. Have you ever watched Mr Bean?
[Rob] I sure have, I think he’s great. When you think about it, he makes you laugh without saying a word.
[Peter] Everything that makes you laugh in Mr Bean is non-verbal communication, that’s communication without words. Think about it, the way the set looks, his facial expression and his gestures.
[Peter] I’m going to demonstrate some different types of body language. I’ll do something and you tell me how I’m feeling. Haha, now I get to do the acting.
{Peter picks his teeth and shuffles his feet}
[Rob] Well either you look bored or shifty, I can’t tell. I think you need to go to acting school. {Smiles}
[Peter]{Pretending to be offended} Hmm. I was trying to look worried. I’ll try again.
{Peter demonstrates a number of poses and Rob guesses the messages he is communicating correctly. During the last couple of demos Rob yawns.}
[Peter] I can see you’re getting a bit tired, maybe it’s time to call it a day.
[Rob] Sorry, no I was enjoying that but I am feeling a bit tired today.
[Peter] Before we go, would you mind filling in this evaluation form. {Shudders in a humorous way} Don’t think I want to know what you’re going to say about me. {Passes Rob a review form}
[Rob] {Laughing} I really could have a bit of fun here couldn’t I?
Don’t worry Pete. I’ll go easy on you. You made a late comeback even if you were playing off-side earlier. Sorry just a bit of soccer talk there. I’ll explain it to you later.
Now complete the peer review checklist.

Peer review checklist (Part 3)

Observation / How could the trainer improve their training delivery?
Has the trainer used tools and signals to determine readiness for closure of the individual learning facilitation relationship? / Y/N
Has the trainer carried out closure smoothly using appropriate interpersonal and communication skills? / Y/N
Has feedback been sought from the learner on the outcomes achieved and the value of the relationship? / Y/N
Has the trainer used an identified evaluation process to review the impact of the learning/facilitation relationship? / Y/N