Professional Documents
Culture Documents
Dbap Facilitator Guide
Dbap Facilitator Guide
SimplyOrder Training
© 2019 Exclusive Clothes and Gifts. All Rights Reserved.
Table of Contents
Content Introduction
Two training courses are provided in sequence for the Telephone Operators and Customer Service
Supervisors of ECG:
Customer Service Skills Training: This training supports employees by equipping them with the
communication knowledge and skills necessary to provide superior customer sales experiences. It
includes instruction combined with in-class practice regarding proper phone protocol, handling difficult
customers, and using effective sales techniques.
SimplyOrder Training: With a focus on mastering use of the newly implemented product ordering
software and its functionality, this training supports employees by introducing the features of the system
and providing hands-on opportunities throughout the course to search for products, create new orders,
and handle returns and exchanges.
Content Details
Course outlines for both the trainings were developed to reflect a comprehensive list of the tasks and
skills necessary for successful performance in the workplace. The content for the Customer Service
Skills Training was selected based on results of the current performance and job task analysis which
revealed gaps that could be resolved through training. Content for the SimplyOrder Training was chosen
by comparing the functionality of the old ordering system with the new one to determine what
additional knowledge was needed for a smooth transition to occur. The table below presents an outline
of the lessons in each course:
Lesson
Course I Overview (Customer Service Skills)
Lesson 1: How to Employ Proper Phone Protocol
Lesson 2: How to Employ Basic Sales Techniques
Lesson 3: How to Handle Difficult Customers
Final Summary
Training Environment
Training will take place for both courses in the ECG training room. Each trainee will sit at an individual
computer workstation that will be prepared with all software, applications, and tools necessary to
complete the trainings. You will be provided with an instructor computer tower, podium, projector, and
screen. Your computer will be loaded with any necessary supplemental information required for
instructors, such as lecture presentation PPT, administrative sandbox tools, and scenario scripts for role
play. You may add additional materials to this preload upon request.
For role play and breakout sessions, chairs will be arranged in groupings of four in the corners of the
room. Learners can arrange them as needed throughout the sessions.
There will be four standard sessions lasting four hours per each training, with an additional session per
each training as an option in the case of unavoidable schedule conflict. Employees will be preregistered
in the training that they attend, and you will be given your attendance list on the day of the training
session. You will train no more than eight employees at one time.
Should any equipment or technical issues arise, a dedicated IT support staff member is available from
ECG during all training sessions.
Honor attendees’ time by starting promptly and ending on time. Gauge skill mastery as you circulate
during exercises and role-play. Remediate and guide as appropriate and move on to the next task early
if participants demonstrate that the skill or knowledge has been acquired.
Model appropriate actions or responses in instances where participants show continued struggle. This
can include participation in an Elbow Partner practice in which learners practice with the colleague next
to them, Role-Play or practice within the SimplyOrder sandbox.
The left-hand column is just for instructors and only appears in the Facilitator Guide. Learners do not
see the content in this column in their Student Guides; It is left blank for their notetaking. Any content
in the left-hand column will be in blue font. The content listed here includes:
Instruction notes, which will begin with an action verb in bold
Any information you need to share that might not be found in the Student Guide
Answers to all exercise questions
The center column holds icons to give you and the learners an indication as to what kind of content to
expect in that row.
The information in the right-hand column holds the content of the course and is found in both the
Facilitator and Student Guides. What you see in your Facilitator Guide in this column is exactly what
the learners sees in the same column in the Student Guide. The content listed here includes:
Information about the topics being taught during the course, which sometimes include graphics
to exemplify a concept
Guidelines or procedure steps that you and the learners will use for demonstrations and practice
exercises
Thumbnails of the PowerPoint presentation so that you and the learners can identify where you
are in each lesson
Practice exercises
Debriefing questions
SimplyOrder Training
Topic Duration Timing
(in mins)
Introduction 5 ____:___ to ___:___
o Seed data is the content that is pre-populated on a sandbox that learners may
need during an exercise. For example, if the learner has an exercise where he or
she must modify a customer order, a pre-made customer order will be in the
sandbox already for the learner. This way the learner doesn’t need to create the
order in the first place. If the seed data is missing, you would need to speak to
IT.
o Making sure the seed data is “clean” is making sure any content created from a
previous training session has been deleted. This is a task for IT.
Review the subject matter content:
Review this guide.
Go through each exercise on the training sandbox yourself and ensure that the results
are what you expect.
Review the PowerPoint presentation.
Prepare the training room:
Ensure there is a projector in the training room and that you are familiar with how it
works.
Obtain copies of student guides and job aids for every learner from ECG HR.
Confirm that the Train-the Trainer participants will be attending each training session.
Ensure you have a timer you can use during the exercises.
Welcome the employees to the Welcome to the Customer Service Skills Training
course for ECG. During this training, you will be
training session.
empowered with the skills to courteously serve
customers and effectively increase your sales through
upselling and cross-selling.
Explain the icebreaker activity. The group will pass around a roll of toilet paper. When
you receive the roll, you will pull off the amount you
Facilitate the icebreaker activity: would use in the case of a bathroom visit.
1. Pass a roll of toilet paper You will then count the number of squares in your hand
around to the group. and reveal that number of fun facts about yourself with
the group.
2. Tell everyone to tear off
how much they would use
in the bathroom.
4. Call on individuals to
reveal fun facts about
themselves based on the
number of squares they
took from the roll.
Tell them how long the training is. The training time for this course is four hours in one
session. You will have two 10-minute breaks with
Inform that there will be breaks snacks provided.
with snacks provided.
Introduction
Present PPT slide titled
“Introduction.”
Introduction
State the lesson objectives. By the end of this lesson, you will be able to
Successfully apply the H.E.A.T. method in
response to challenging customers
Identify how and when to escalate a call to a
supervisor
Explain that the lesson to follow In order to reach ECG corporate goals for improving
will detail a method that will assist customer complaints, this guideline training for
managing unhappy customers is vital. It offers you a
in managing challenging
framework of approach when a difficult customer
customers.
situation occurs.
Explain how effective methods of
dealing with difficult customers
will subsequently help in achieving
corporate goals of delivering
excellent customer service.
Explain to learners that the The H.E.A.T. model serves as a support to help you
deal with difficult customers in a way that diffuses their
H.E.A.T. model is designed to
frustration and maintains good customer relationships.
assist them in managing difficult
The acronym H.E.A.T. may be easy to recall in stressful
customers while maintaining a cool
situations with customers because you are “taking heat”
head.
from them. Let’s proceed and address each letter of the
H.E.A.T. model and practice employing them in mock
situations.
Explain to learners the importance This can be a challenging task, especially when the
customer is raising their voice. However, in allowing
and value of allowing the customer
them to simply express their frustrations without
to fully explain their frustrations
interruptions or challenges, it’s likely you’ll find them
and complaints. Provide a couple
more cooperative as you work with them to resolve
sample responses.
their issue. Let them talk and simply listen to their
Ask learners what questions they concerns and complaints. Then paraphrase what they
have. have explained. This may elicit them to give you even
more details. You want to give them an opportunity to
“get it all out”. You might say, “I am so sorry that you
are dissatisfied with the quality of the product you
received. Can you tell me more about what exactly
didn’t meet your standards?”
Demonstrate the Elbow Partner Now turn to your elbow partner (the person sitting next
to you). Using the scripts in your packet, take turns
activity with one of the participants
practicing these first two steps of the H.E.A.T. model.
allowing them to read the prompt
This exercise will be demonstrated to you with one of
while you provide an unscripted
your colleagues to model what will be done with your
response that shows empathy.
elbow partner. (see script example below)
Debrief the learners concluding the
Elbow Partner Practice asking,
“Share how you felt that you
handled your difficult customer.
Where you more successful or
calmer than usual?” and “What
challenges did you have addressing
your customer with the H. and E.
tools?”
Scripts: Scripts provide the narrative for the customer only. The TO should respond using key
phrases discussed in the H and E sections.
Script 1:
Customer: “Yes, hello. I ordered a Serenity Incense Kit over two weeks ago and I haven’t gotten it
yet! I’m calling to see if it has been lost or what. You know this never happens if I order online- only
when I order over the phone.”
Script 2:
Customer: “Hello. I bought a pashmina to wear to a special event and when it arrived, the wrong color
had been sent. I need to return this and get the right color as soon as possible. The event is only two
weeks away and I need to know whether or not I need to find another outfit.”
Explain to learners that it is At this stage, assure the customer that you are ready to
take action to help resolve their situation. Clearly
important to conclude with
explain what steps you will be taking to rectify this.
actionable steps that are clearly
You might say “I am so sorry that you’ve had this
communicated to the customer.
experience. This is what I can do to try and fix this for
Provide a couple of sample action
statements. you.” Note that again, you can embed an apology
within this statement.
Ask learners what questions they
have.
Switch from presenting PPT and Now, let’s apply these guidelines in some role-play
activities. This exercise will be demonstrated to you
direct learners to the Role-play
with one of your colleagues to model what will be done
scripts.
in your groups. Then you’ll be partnered with a peer
Demonstrate the Role-play and you will take turns applying your H.E.A.T. skills in
activity with one of the participants difficult customer situations.
allowing them to read the prompt Trainers will be circulating to observe and listen to your
while you provide an unscripted responses and give feedback if needed.
response that shows your use of the
H.E.A.T. method.
Script 1:
Customer: “Good morning. I bought a canvas tote with my husband’s initials on it and when it
arrived, it was missing a latch for the shoulder strap. The lady I spoke to yesterday said I had to return
the whole bag and wait for it to process before they could send a whole new bag. This is ridiculous.
It is a huge inconvenience for me to even go to the post office to mail it. And do I have to pay for this
shipping? This is your fault not mine!”
Script 2:
Customer: “Yeah, listen. I really don’t have time so I’m hoping you can help me fix this fast. I
bought this purse and it got here and it is hideous. It doesn’t look anything like the picture. Look at
the picture. Can you see the picture? It looks like leather in the photo, but this looks like a big
garbage bag. I need to return this, and you’ll need to fix that picture so people aren’t tricked into
buying this.”
Explain to the learners the When a customer immediately requests to speak with a
supervisor, it may be a result of two scenarios. The
possible reasons for an initial
customer may simply be impatient and feel that they
request to speak to a supervisor.
will receive faster and better service bypassing the
Then detail the appropriate steps
Telephone Operator. Alternately, the initial request may
to take to address these requests.
be the result of a repeat call in which the issue went
Ask what questions the learners unresolved in a previous contact. In handling either of
have. these, begin by attempting to get the customer to explain
their situation. Simple prompt questions such as “I’m so
sorry to hear that you are upset. Can you tell me some of
the details about your situation so I can direct your
issue?
At this stage, you will need to make the decision as to
whether or not this is an issue you can resolve on your
own. If you can inform the customer and ask if you may
be able to resolve it for them immediately. You might
say, “I understand your frustration and I can fix this for
you right now if you’d like. Would you like me to
address this?”
If you are unable to resolve it yourself or the customer
indicates that they do not wish for you to resolve it,
inform the customer that you will have the manager call
them back in a few minutes. They may reconsider
having you handle it. If not, collect their name, phone
number and issue and pass it on to your supervisor
immediately.
Explain to learners the possible In some cases, a call with a difficult customer may
escalate in frustration and hostility and the caller may
reasons a request to speak to a
request to speak to a supervisor mid-call. There are
supervisor might arise during a
call. Then detail the appropriate many situations that may lead to this including:
steps to take to address these The customer feels as if you don’t understand
requests. their complaint or you aren’t listening to them.
Ask what questions the learners The customer may feel that you do not have the
have. knowledge to assist them.
The customer may feel that adequate and timely
progress is not being made in the resolution of
their issue and want to speak with someone they
think may better manage it.
Sometimes it is the language of the Telephone Operator
that are triggers. Phrases such as “I’m not authorized to
do this” implies that a supervisor is needed to handle the
problem. Rather than pointing out what you cannot do,
try to show a willingness to assist in what way you can.
Show empathy and give verbal cues letting customers
know where you are in the resolution process. This will
assure them that you are making progress and perhaps
buy additional minutes of customer patience.
If these efforts fail, again let the customer know that the
supervisor will call them back in a few minutes. Collect
their information and provide it to the supervisor
immediately. If the customer insists on waiting,
acknowledge their request politely saying perhaps
“Absolutely. Please allow me to put you on hold until a
supervisor is available to assist you.”
Switch from presenting PPT and Now, let’s apply these guidelines in some role-play
activities. Recall that regardless of when the request is
direct learners to the Role-play
made, apply your H.E.A.T. method strategies. Listen to
scripts.
their complaint or concern. Respond with an apology
Demonstrate the Role-play and empathy and attempt to solicit more information to
activity with one of the see if you can handle their issue. If you can, ask if you
participants allowing them to read may. If not, or if they decline to have you assist them,
the prompt while you provide an take their information and pass it directly to your
unscripted response that shows supervisor. This exercise will be demonstrated to you
your ability to address escalation with one of your colleagues to model what will be done
requests both at the start of a call with your elbow partner. (see script below)
and within a call. Then you’ll be partnered with a peer and you will take
turns applying your skills addressing requests to speak
Tell the learners to partner with a with a supervisor.
peer and move to one of the Role-
play stations. Once there, turn to Trainers will be circulating to observe and listen to your
the H.E.A.T. Role-play scripts on responses and give feedback if needed.
page 12 of the Student Guides.
They should take turns reading the
role of the Customer.Circulate the
classroom and assess learner
responses.
Scripts: Scripts provide the narrative for the customer only with appropriate pauses and
prompts for the TO. The TO should respond using key phrases discussed in the H.E.A.T. and
escalation sections using the prompts within the script.
Script 1:
Customer: “Hello. I want to talk to a supervisor please.”
TO: Use step 1 and respond with questions to elicit more detail. Be sure to use H.E.A.T. as well.
Customer: “Yes, I already told the lady yesterday what the situation was, and she couldn’t handle it. I
just want to get to someone who can and quit wasting my time.”
TO: Use step 2 assuming that you do know how to resolve this.
Customer: “Fine, but I am out of patience. If you can’t handle this quickly, I’ll expect to be
transferred.”
TO: Respond detailing the steps you are taking as you take them to resolve the issue.
Customer: “This is taking too long. Please transfer me to a supervisor now.”
TO: Respond appropriately, taking their information and letting them know the supervisor will call
back. Apologize and close the call.
Script 2:
Customer: “You have been trying to do this return for ten minutes now! Can’t you move any faster? I
have things I’d like to do.”
TO: Respond using H.E.A.T. guidelines and provide details to the customer about the steps that are
being taken to resolve this as they are happening.
Customer: (interrupting) “You know what? No. I need you to pass me through to a supervisor. I don’t
have time for this.”
TO: Respond appropriately, taking their information and letting them know the supervisor will call
back.
Customer: “No way. I’ll hold. I know better than to wait for a call that will never come.”
TO: Using H.E.A.T., inform the caller that they will be placed on hold.
Ask what questions they have. What questions do you have so far?
Introduction
Present PPT slide titled “Lesson 2:
How to Search Product
Introduction
Information in SO”
Before you can take new orders from your customers, it
Tell them it is the foremost and a is important to search the desired product and its related
crucial step to search and retrieve information for the customer. This lesson will guide you
through the steps to search for product information in
the desired product and its specific
details for accurately taking orders SimplyOrder.
from customers.
Explain to them that customers Once you’ve learned how to search product information
successfully, you’ll be able to answer all customer
continue their association with the
queries regarding the products. Furthermore, it will help
company if their queries are
you to take orders accurately from customers, and
satisfactorily answered and when
therefore, keep them happy. Lastly, it will reduce your
they receive correctly ordered
products. call durations when you efficiently complete the
aforementioned activities.
Remind them that taking a correct
order is the first step toward
keeping customers happy.
State the lesson objectives. By the end of this lesson, you will be able to:
Find a product quickly and accurately when you
are provided with the product number,
keyword, or product name
Find specific product details quickly and
accurately when a customer inquiries about a
product.