Lecture Outline and Lecture Notes

Lecture Outline and Lecture Notes

LECTURE OUTLINE AND LECTURE NOTES

General Teaching Suggestions for Chapter 4:

Instructor Note 1:

  • This chapter helps emphasize the importance of nonverbal cues in sending and receiving messages from others. Depending on the students’ level of knowledge or expertise, you may want to bring in additional articles, handouts and activities to supplement and reinforce the text content.
  • Additionally, as suggested in the Search It Out activity on page 109 in the chapter, you may want to have students do some Internet research and report findings to the class. This research might be collecting other organizational philosophies and material related to the topic of nonverbal communication.

Instructor Note 2:

  • Before the students arrive: Write the terms that you will be emphasizing in this chapteron the board. When the students settle in, you may do a quick review of the terms by asking students to provide an impromptu definition. This activity may serve to let you know what information students remember from reading the chapter or from experiences in the business world.

Instructor Note 3:

  • First of the class: Take attendance and take care of other administrative duties or paperwork. Here are some optional activities to supplement those listed in the chapter. Use these as you wish to supplement and enhance the content of the chapter.
  • General Notes for Selected Activities: Use these as you have time and as students’ interest dictates:
  1. Activity:Set up a panel of managers from local businesses or have a guest speaker (a consultant or professor who teaches the topic regularly or conducts research or works with organizations to improve communication within an employee group) to come in to talk with the group.
  2. Activity: Begin the class by dividing learners into equal groups of 3 or 4 people (depending on class size). Give each group a marker and sheet of newsprint (flipchart paper). Ask each group to brainstorm a list of factors they believe contribute to good nonverbal communication techniques. Have them explain their list to the rest of the class. Tie in their comments to chapter content.
  3. Activity: You may want to gather additional reference material related to organizations that have had breakdowns in communication. Get personal experience input from learners. You may find interesting stories on various company communication issues in The Wall Street Journal, U.S. News and World Report, and your local newspapers.
  4. Activity:Assign an out-of-class activity for learners to gather additional articles or information about chapter-related topics. Have them write a brief (no more than one typed page) summary of the article properly documented.
  5. Activity:Have learners conduct field research and write a brief report before the next meeting. The focus might be on a visit to an organization or business to observe factors related to chapter content (e.g., the approach service providers take to nonverbal communication, the appearance of the business, and any other factor that contributes to the service culture).
  • If you have not secured the Video to be used with Customer Service: Skills for Success, 4th Edition, you may want to order it now so that you can use it for the end-of-chapter video scripts.
  • Chapter 3 Activities from last class meeting: Activities may have been assigned to student groups from last week to turn in on this week or at another time you have designated. If you assigned or plan to assign any of the activities noted in Chapter 3 Lesson Notes, you may want to discuss them during this class meeting. (See Instructor Note 8 in the Instructors Manual, p. 11). You may also want to spend some time reviewing the activities from the Search It Out, Collaborative Learning Activity, Planning to Serve, and the In the Real World sections, which are listed in the end-of-chapter materials. Note: Your students may need additional time to do some of the research activities. If so, assign the reports to be completed by another class meeting of your choosing.

LESSON NOTES

The following are specific instructional strategies related to Chapter 4: Nonverbal Communication Skills.

Instructor Note 4:

  • Consider beginning with another brainstorming activity that generates a list of items related to any of the chapter topics and tie that into overall chapter content. The Quote on page 86 may stimulate some discussion: what did Peter F. Drucker mean by the statement that the “the most important thing in communication is hearing what isn’t said”? How does this relate to the study of customer service? (Student answers will vary for all class discussions; you can contribute your interpretations of the quote as well). You may discuss with students that much can be communicated without even ever opinion one’s mouth.

Instructor Note 5:

  • Show PPTs 1 and 2:Chapter Objectives to briefly introduce students to the topics in Chapter 4. As you briefly introduce each objective, ask students for comments about what they think each objective will involve.
  • Move quickly on to the In the Real World on pages 86-87. Review the information about the Starbucks Corporation. Review with students how it started and how they rate customer service in the organization. What are the guiding principles that Starbucks emphasizes? (Relate their answers to the concept of creating a great work environment where people are treated with respect and dignity and developing enthusiastically satisfied customers.) What awards has Starbucks earned?
  • Ask students if they know anyone who is or has been an employee of Starbucks; perhaps some of your students work there while attending school. Ask them what they think of the Starbucks philosophy. (Answers will vary.)
  • Quick Preview—Have students respond (orally or in writing) to the Quick Preview questions. The answers are located in the student text on page 111. A show of hands will give you an understanding of these questions. Tie the information to the objectives and the material in the chapter.

Instructor Note 6:

  • Learning Objective 1: Define nonverbal communication.
  • Learning Objective Note: PPTs 1, 3, 4 should be used with Learning Objective1, pages 88-89.
  • WHAT IS NONVERBAL COMMUNICATION? p. 88
  • Students should understand the importance of effective communication. Use PPT3 to define what nonverbal communication is and how it impacts the customer service environment. Ask students to name the factors that they believe are included under the umbrella of “nonverbal communication.” Record their answers on a flipchart for discussion and later reference. Mention that the study of nonverbal communication has fascinated people for decades. The general public became aware of this subject when the book Body Language (authored by Julius Fast) and several others were published.
  • Show PPT4:Communication Feelingsand discuss the work of Dr. Albert Mehrabian.
  • THE SCOPE OF NONVERBAL BEHAVIOR, p. 89

Instructor Note 7:

  • Learning Objective 2: Recognize various nonverbal cues and their effect on customers.
  • Learning Objective Note: PPTs 5-6 should be used with Learning Objective 2, pages 89-99.
  • Students should understand the concept behind this objective, since various nonverbal cues will impact how customers and others view them.
  • Using PPT 5, mention that there are basically six categories of nonverbal communication:

Body language

Vocal cues

Appearance/grooming

Spatial cues (proxemics)

Environmental cues

Miscellaneous cues

  • BODY LANGUAGE, p. 89
  • Review the components of Body Language (eye contact, posture, facial expressions, nodding of the head, and gestures) as you show PPT:6 Body Language.
  • Stress that while reading the nonverbal body cues given by others can be useful in determining total message meaning, students must also be cautious about what they think they see. This is because each person interprets cues somewhat differently based on background, culture, physical condition, communication ability and other factors. Nonverbal cues should be viewed as a partial rather than definitive answer when determining someone’s true message. Take some time to go through each of the types of cues and talk about how they impact message interpretation. Stress that culture, gender and many other diversity-related factors come into play when interpreting cues.

Instructor Note 8:

  • Activity:Ask students: When someone does not make eye contact with you when you are speaking, what thoughts go through your head? Lead a discussion on the importance of eye contact (see text pages 89-90) in communicating with others. Solicit examples from students of situations in which they were involved that had negative outcomes because of the way eye contact was used or misused. Remind students that cultural differences related to eye contact need to be considered as part of any analysis of a customer service situation.
  • Activity: Ask:The Customer Service Success Tip on page 89 should be the next attention-getter for students. Ask students to review these items, thinking about themselves and those with whom they communicate. Then assign an activity in which students keep a record of these attributes as they notice them in individuals with whom they deal regularly for five days. Have them keep a list of these attributes to share with the class during the next meeting.

Instructor Note 9:

  • Point out the photo on page 90. Ask students what they think is going on in this photo. Have students provide answers to the question: What cues do you regularly send that impact the way customers perceive you and your organization? This photo will tie in nicely with the Customer Service Success Tip activity above.
  • Refer to the section on Posture, page 90 in the text.

Instructor Note 10:

  • Activity:Ask the class if their parents or another adult told them as a child to “Stand/Sit up straight.” What message were they trying to convey that can help you as a service provider? Solicit answers from the class and have a volunteer list them on the flipchart.

Instructor Note 11:

  • Refer to Facial Expressions in the section on page 90. Students will find a discussion about the emotions expressed through the face interesting. Smiling is one of the few nonverbal cues that has a universal meaning but can still lead to problems. Refer the class to the scenario regarding a person of the Middle East in the section on page 90. Ask students if they realized that even a smile can be a problem in some cultures.
  • Activity: Use the chart of facial expressions in the Work It Out 4.1 on page 91.
  • Have students write the letters ‘A’ to ‘T’ in a straight line on a sheet of paper. Then, ask them to provide the emotion they think is being shown in each face. After about 5-10 minutes, solicit answers; compare them with those the author suggests below:

A. Aggressive B. Happy C. Indifferent D. Innocent E. Perplexed F. Sad G. Smug H. Surprised I. Blissful J. Ecstatic K. Disgusted L. Puzzled M. Lovestruck N. Regretful O. Bored P. Bashful Q. Determined
R. Exhausted S. Frightened T. Hysterical

Ask students how they did in reading the faces.

Instructor Note 12:

  • Refer to the section Nodding of the Head on page 91. Ask students to think of a time when nodding of the head was misinterpreted, perhaps when buying an article. Mention that paralanguage (a vocal effect such as “uh huh,” “I see,” “hmmm”) may help avoid misinterpretation of the nods. Along with the head nodding, gestures are also used to add color, excitement and enthusiasm to communication. The key is to make gestures seem natural.
  • Activity:Lead a discussion using Figure 4.2 on page 92. Have students offer additional positive and negative gestures and other behaviors as you write their responses on a flipchart.

Instructor Note 13:

  • Activity:Have students come to the front of the class, one at a time, and without others hearing, privately assign each an emotion from Work It Out 4.1, page 91. Have him/her demonstrate that emotion nonverbally, while other students attempt to guess the emotion being displayed. After each demonstration, have students give constructive feedback.
  • VOCAL CUES, p. 92
  • Voice qualities (pitch, volume, rate, quality and articulation) and other attributes of verbal communication can send nonverbal messages as well.
  • Discuss each voice quality noted: pitch, p. 92; volume, rate of speech, voice quality, articulation, p. 93. Ask students to demonstrate some of these qualities, such as volume and rate of speech.

Instructor Note 14:

  • Point out the photo on page 93 to the class. Ask them what they think is happening in the photo. Ask how they feel when a service provider smiles at them. (They will mostly likely be pleased, but you may get some negative responses).

Instructor Note 15:

  • Following up on the activity where students performed impressions of facial expressions, have them review Work It Out 4.2 on page 94. Mention that they may want to practice these gestures in front of a mirror at home.

Instructor Note 16:

  • Refer the class to the Customer Service Success Tip on page 94. Mention the reasons stated in the Tip about standing up straight when speaking. You may want to have some students practice not standing up straight while talking to see how their voices are impacted. You can take part in this activity and exaggerate some positions so that your voice is restricted.

Instructor Note 17:

  • Spend some time discussing pauses, silence and semantics from page 94 in the text. Mention that pauses can aid message interpretation by punctuating sentences and adding emphasis, or can detract from interpretation by creating audible gaps in message delivery.
  • Silence can also send positive or negative messages. While semantics is not actually a vocal quality, word selection is often crucial in determining the outcome of an interaction with a customer. Stress the tie to vocal delivery. Using Work It Out 4.3, page 95, have students pair up and take turns with the examples. Let them stop to listen to other pairs also.
  • APPEARANCE AND GROOMING, p. 95.
  • Through appearance and grooming habits, you project an image of yourself and the organization. Good personal hygiene and attention to your appearance are crucial in a customer environment. Remember, customers do not have to return if they find you or your peers offensive in any manner. And without customers, you do not have a job.
  • Discuss the section on hygiene, page 95.

Instructor Note 18:

  • Activity: Ask students to think of people who either do not clean themselves well or who go to the extreme, overusing grooming products, especially cologne, after shave or perfume. How do you think your customers will react to both examples? Students will provide a variety of situations and scenarios. Discuss with the class the section on Clothing and Accessories and how they should determine the attire for the workplace. (Answers may be to check with human resources, to read the company manual, to watch videos or read books that are available about appropriate workplace attire.)
  • SPATIAL CUES, p. 96.
  • Spatial distances are important and unique to each individual. In addition, many cultures also have accepted spatial distances. Review Figure 4.3 on page 97 with the class. Ask them to think about these distances and offer an opinion as to whether they should be observed in customer service.

Instructor Note 19:

  • Refer the class to the photo on page 96. What is happening here? Has the proxemics been violated here? Refer the class also to the Customer Service Success Tip, page 96. Ask for input about how they feel about touching (refer to the photo again) in the workplace.
  • ENVIRONMENTAL CUES, p. 96

Instructor Note 20:

  • Use PPT7: Environment Cues while discussing the section on pages 96-97. Note that the surroundings or environment in which you work or service customers send messages. For example, if your work area appears dirty or disorganized with pencils, materials, staplers, forms, and other items such as food or drink cartons, trash or visible clutter, customers may perceive that you and the organization have a lackadaisical attitude and approach to business. This perception may cause customers to question your ability and commitment to serve. If every employee takes responsibility for cleaning the area when he or she works there, then it becomes a normal event during a work shift shared by everyone. Additionally, this reduces the chance that a customer may react negatively. Keep in mind, also, that posters, banners, photos of any potentially offensive items (photos of men or women in inappropriate attire) or photos that target any group or religious view can be offensive.
  • MISCELLANEOUS CUES, p. 97
  • Work with students about various miscellaneous cues they may encounter, such as personal habits, time allocation and attention, follow-through, proper etiquette and manners and color (see pages 97-99). Refer to Figure 4. 4, page 99, and lead a discussion about the emotional messages of color. Ask students for their input on each color choice and the message it may entail.

Instructor Note 21:

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