Professional Documents
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Design Document - Pje End FNL
Design Document - Pje End FNL
December 4, 2016
Document
Description
The purpose of this design document is to provide PJ Enterprises with a detailed description and outline for
a two-part course addressing call center telephone operators performance. The electronic product guide
course will be delivered January 13, 2017, and the customer service course will be delivered the week of
January 20, 2017.
Audience
Description
The participants for this training will include all telephone operators employed with PJ Enterprises. The
audience characteristics are comprised of the following:
Gender: female
Ages: ranges from 18-60 years
Education: high school, GED, with some having completed a few college level courses
Experience: Experience ranges from new hires who have no prior work experience to seasoned operators
employed either with PJ Enterprises or who come with similar work skills from another company. The
telephone operators are familiar with basic software and computer commands. The procedures of how to
use the electronic product guide as well as the new products presented during the training will be new
information. The telephone etiquette and customer service training will provide new guidelines, procedures,
and methods for interacting with customers. All have been informed that this is a new mandatory training.
DFP has worked with the call center customer service supervisors from all shifts to provide input in the
training materials and highly recommends they also participate in the training so that they are able to
reinforce, monitor, and encourage the skills that are learned in the day to day operations. In addition, this
Design
Document
for
PJ
Enterprises
will help them to be able to evaluate telephone operator performance of course objectives on the job. PJ
Enterprises has a history of promoting customer service supervisors from working telephone operators, and
therefore supervisors have the same learner characteristics and background, except with a longer time in
service with PJ Enterprises.
Course
Description
In the interests of time, the Electronic Product Guide Training will now be instructor led training (ILT)
rather than CBT. The first part of the course teaches telephone operators how to effectively use the
electronic product guide. Telephone operators should only need this training one time. Additional training
would only be necessary if PJ Enterprises decides to upgrade aspects of the system or performance features
of the guide in the future.
The second part of the course teaches telephone operators how to apply the principles of customer service,
sales, and use the electronic product guide effectively in order to efficiently carry out the different aspects
of their job. Daily duties that will improve as a result of this training include taking calls, using call scripts,
processing orders, answering customer questions, processing returns and exchanges, handling customer
complaints, and transferring calls to a supervisor when necessary. To make the information immediately
relevant and usable to participants, the instruction incorporates new concepts and procedures in the daily
tasks with which telephone operators are already familiar. Learning will be reinforced as needed with short
refresher training activities delivered by PJ Enterprises trainers during monthly employee meetings over the
six months following the initial course offering.
Locate specific products and key product details quickly in the electronic product guide for a
customer
Determine whether a product is a new release or no longer available as listed in the guide
Cross-sell and upsell products to customers using relevant product information from the guide
Assist customers in comparing product descriptions to select products that meet their needs using
the guide
Lead a customer through the logical stages of conversation flow based on the customers needs and
customer service policies and procedures
Modulate tone, pace, and volume on a call in the context of a variety of common customer
situations
Transfer a call to a supervisor only after having attempted as many techniques as possible to guide
the customer and defuse tension
Deliver a call closing that is personal, appropriate to the customers situation, and in line with
customer service policies and procedures
Take a customer order accurately over the phone, according to customer service policies and
procedures
Process a customer return accurately over the phone, according to customer service policies and
procedures
Assist a customer with a product exchange over the phone accurately, according to customer
service policies and procedures
Implement sales strategies including presenting featured products and special promotions, crossselling, and upselling using the electronic product guide
As a summative assessment at the end of the customer service training, learners will participate in small
group role play exercises. The role play scenarios will reflect realistic customer call scenarios that the
telephone operators might encounter. They will require the participant playing the role of the telephone
operator to apply what they have learned in the lessons to respond to the customer service situation
appropriately. Each participants performance in the telephone operator role will be peer-scored and
supervisor-evaluated using a scoring rubric. Please see Appendix C for the role play instructions and rubric
to be used in the summative assessment activity.
Course
Outlines
A. Course Outline for the Electronic Product Guide Training
1. Lesson One: Using the Electronic Product Guide to Search for Products
A. Lesson Introduction
B. Accessing the electronic product guide
C. Finding product information quickly in the electronic product guide using search options
D. Exercise: Finding products using different search criteria
E. Closing out of the electronic product guide
F. Lesson One review and summary
2. Lesson Two: Using the Electronic Product Guide to Identify Product Inventory Changes
A. Lesson Introduction
B. Accessing the electronic product guide
C. Identifying product inventory changes
D. Exercise: Identifying new and discontinued products using the search functions
E. Lesson Two review and summary
F. Closing out of the electronic product guide
G. Suggestions for further independent practice
B. Course Outline for the Customer Service Training
A. Lesson Introduction
B. Overview of basic call greetings
C. Greeting and introduction composition
D. Exercise: Using appropriate greetings and introductions with given scenarios
E. Lesson One review and summary
Design
Document
for
PJ
Enterprises
Media
Each part of the course will be instructor-led and will incorporate realistic customer interaction scenarios to
ease the transfer from learning environment to business environment.
The full course will incorporate use of photos of products; stock photos; screenshots of the order entry
system and the electronic product guide; audio of recorded phone conversations and customer feedback;
and possibly video where appropriate. Slides will be used throughout.
Development
Tools
The following will be used to develop both parts of the ILT: Microsoft Word, Microsoft PowerPoint,
Microsoft Excel, Adobe Acrobat, Adobe Illustrator, and Adobe Photoshop. Additionally, audio/video
recording and editing software may be used to prepare clips of phone conversations and customer feedback.
Development
Time
The estimated total development time for the PJ Enterprises Customer Service Telephone Operator Training
project is between 575 790 hours.
These estimated hours include the development time for two training sessions and a revised electronic
product guide. The breakdown of the hours are listed below.
Customer Service Training: 400 480 hours
Electronic Product Guide: 125 250 hours
Electronic Product Guide Training: 50 60 hours hours
The hours include any hours already used in the initial assessment of the project.
Support
requirements
To deliver the course, DFP requires the following support from PJ Enterprises:
Access to personnel acting as Subject Matter Experts to provide input and review training materials
Access to the call center during normal business hours to observe customer calls
Use of conference room, projector, and participant and instructor computer equipment at PJ
Enterprises to conduct the training sessions
Scheduling the telephone operators and supervisors to attend the training sessions
PJ Enterprises staff attending the training may be asked to participate in role play acting as the
customer or a telephone operator during session
Ownership
DFP will maintain all training documentation and materials developed for PJ Enterprises for one calendar
year after the initial training. After this time, PJ Enterprises will be responsible for maintaining the
documentation. Should PJ Enterprises wish for DFP to continue maintenance of the training documentation
and materials after one year, DFP will provide a proposal defining the scope and cost of services for
approval.
DFP will not be responsible for any aspect of maintaining the electronic product guide after May 1, 2017.
Project
Sign-off
Please sign below indicating agreement with the proposed course plan and approving start-up of the
development phases.
Design
Document
for
PJ
Enterprises
Instructional Designer
Rob Ellington
Date
Project Manager/Sponsor
Jane Mackenzie
Date
Design
Document
for
PJ
Enterprises
Team
3/Module
6
Submitted
12_4_16
Objective
Instructional
Method
Assessment
Method
Assessment Description
Visuals /
Media Support
A.1
A
Introduction
N/A
Presentation
of facts
N/A
N/A
PowerPoint Slides
with list of objectives
A.1
C
15
Find product
information in
electronic product guide
using keyword search
Given the
electronic product
guide, keywords,
and typical
customer
questions,
participants will
retrieve product
details without
error.
Demonstration of
procedure
Demonstration of
proficiency with
procedural steps
Electronic Product
Guide on Instructors
computer projected
onto screen. Students
will follow along
using the electronic
product guide on their
own terminals.
10
Mins.
Objective
Instructional
Method
Assessment
Method
Assessment Description
Visuals /
Media Support
Introduction
N/A
Presentation of
Facts
N/A
N/A
PowerPoint Slides
with list of objectives
B.5
C
45
Handling a return
Given a request to
return an item,
participants will
handle return
while adhering to
customer service
principles without
error.
Application of
principles
Demonstrate
application of
principles.
PowerPoint slides,
including principles of
handling a customer,
audio clips of recorded
customer interactions,
and customer
feedback.
Customer interaction:
Engaging
customers in
conversation flow
Retrieving
necessary customer
information,
11
Mins.
Objective
Instructional
Method
Providing return
for equal value
options (listed
below)
Instructions
regarding return
labels and shipment
Assessment Description
Visuals /
Media Support
as product photos.
including reasons
for return (listed
below)
Assessment
Method
Incorrect Product
or Size Ordered
Product no longer
needed
Defective
Timeline
Store Credit
Original Payment
Method
12
Telephone operator: Receive the customer call as if you were getting an actual call during your
shift. Use the skills and guidelines from the training to provide efficient service and a positive
experience while resolving the customers request.
Customer: Use the information provided in the scenario to assume the role of the customer. Use
realistic dialogue to make your inquiry as well as with your reactions to the customer service
provided by the telephone operator.
Peer Observer/Supervisor: Observe the interaction between the telephone operator and customer
according to the criteria outlined in the rubric. Score and provide feedback in the comments section
of the rubric. In the case that the telephone operator selects to transfer the call to a supervisor, you
can either assume the role of a customer service supervisor or you can choose to end the role play.
13
3. Allow the participants playing the telephone operator up to 3 minutes to think about how they might
respond to the customer inquiry and to locate any course materials they think they might want to refer to
during the role play interaction.
4. Customer Service Supervisors and facilitators should move from group to group to observe and assist in
the case a group is struggling with their scenario and responses.
5. Take role assignments from Step 1 instructions
Step 4: Verbal evaluation discussion and review
1. Description with Learning outcomes questions
2. Prompt feedback from facilitator and trainers
3. Consider these questions when giving verbal feedback:
What kind of aid did the operator use when talking to the customer, i.e. a script or the product
guide?
What kind of customer service procedures did the operator use when talking to the customer, such
as grievance handling procedures, or even suggestive or cross- selling techniques if applicable?
Did the operator transfer the call to the supervisor? If so, was it the appropriate decision?
What kind of language or approach worked well? What didn't work well?
Did the operator end the call successfully? Did the customer leave the call more satisfied than when
she called in?
14
Assessment
Rubric:
The rubric shown below can be customized to accommodate the skills assessed in each scenario. A description for each skill proficiency is provided to
help the observers and supervisors appropriately assign points. Space is provided for detailed comments of each skill for more individualized feedback.
Approximately 80% of the training course objectives will be assessed by each role-play exercise.
Points
Possible
Points Earned
Target Skill
Proficiency Standard
10
10
10
Closing a call.
Comments
15