Certificate IV in Frontline Management

17822 (BSB 40807)

Assessment

BSBCUS 401 A
Coordinate Implementation of Customer Service
Strategies
Monday Night Part Time Program

Due Date :
Date Submitted : 16/02/09
Total Pages : 13 (including cover page)
(Including Cover Page)

Student :Maung Maung SOE Teacher : Colleen Hall

ID :270 018 483 Phone : 9208 1770
Phone :0430-200-794 Email :
Email :mmsoe@rocketmail.com colleen.hall@tafensw.edu.au

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 BSBCUS 401A Coordinate Implementation of Customer
Service Strategies

1. Introduction

Customers are people, work-teams, business or other organisations with utilise goods and
services from other. This may be in exchange for money but does not necessary
involving the exchange of money. All organisations/ business must know who their
customers are, where the come from, their needs and their buying intentions.

Customer service can be defined as: “The range of help and support offered to customers
before, during and after sale has been made”. It begins with the first contact and only
ends when the customer ceases or stops doing business. Good customer service is
dependent on the organisation’s employees who are the most valuable asset to the
organisation.

This report is based on the Technical Service Department that is responsible for managing
and running a number of key areas within the Faculty of Pharmacy.

2. Answering the questions

2.1 Learning activity 1: Who are customers of my work
organisation?
In general, all workplaces have tow types of customers. Both of them are internal and
external customers, and equally important in effective customer service. To meet the
business expectations of external customers, good internal operations are required. It
means all employees are required to pay attention to internal relationships and establish
communication protocols.
The customers in my workplace are:
 External : use r of my products and services
o Students, Researchers
o Overseas qualified pharmacists
o Senior pharmacists (re-training program)
o Visitors ( high school students, their parents, etc)
 Internal : fellow worker and supplier
o Laboratory supervisor/assistant, Lecturers/demonstrators
o Administration officer
o Suppliers of laboratory

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 o Trade person such as electrician, plumber, etc.

2.2 Learning activity 2: What is your customer service

experience?
Horrible:
 given bad advice on an organisation’s products and services
 lack of information on products and services
 keep asking the same thing all the time
 not returning phone call or not replying e-mail
 bill and charges without notification to the customers
Sensational:
 helpful and empathetic
 quickly fixed when made a mistakes and say apologise to the customer for the
mistake.

2.3 Learning activity 3: How would your customers

describe their service experience?
 basic service
o laboratory is clean
o all requirements such as glassware, chemicals, etc are available and ready
to use.
 expected service
o well present of laboratory set up
o all chemicals are freshly made by daily or weekly
o friendly helping during laboratory session and prompt attention
o all chemicals, glassware and equipment are ready to use
 desired service
o all glassware must be cleaned and dry. Each student must have own assess
to use all requirements. All chemical must be label and gone through with
quality processes.
 sensational service.
o Ready to assist to all customers at any time during laboratory session.
o Assist in helping students in additional needs

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 2.4 Learning activity 4: Why do your customers stop
doing business?
All customers consider the four levels of services and rate before they made a decision to
stop doing business. The main reasons are:
 move away
 develop friendships with other suppliers
 move to competitive suppliers
 dissatisfied with products
 quit because of an attitude of indifference towards the customer by the owner,
manager or some employee.
When the customers stop doing business, organisation will not be received the benefits of
quality customer services such as repeat business, competitive edge, reduced marketing
costs, and creating ambassadors.

2.5 Learning activity 5: How are your customer needs

identified?
Customer needs are identified by reviewing and analysing of customer surveys, results of
interviews or focus groups, or records of direct observations of customer interactions.
This information will tell us the features of customer service that are most important in
meeting the needs of our customers. We also analyse sales and service records to find out
the products and services that have been used by our customers. In addition, research is
required for the needs of internal and external customers to find out what are our team
members needed and what is important to them in their workplace. This will help us to
manage very well, to motivate and reward them, communicate with them and train them
in ways that are meaningful and valuable for them.

2.6 Learning activity 6: How do you guide your team?

Our team has a shared purpose and goals and are able to take advantage of collective and
shared skills of members. In addition, our team has strong leadership, support for each
other and the organisation, and the ability to work together to achieve greater results than
individuals working toward the same objectives. We also consider the followings when
we drive to our team:
 motivation and benefit of people
 understanding and meeting customers needs to our team member

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  rewards and incentive

2.7 Learning activity 7: Do you have a service problem?

Service Problems:
 lack of knowledge and experience on products and services for some team
members
 no flexibility to deliver services as all lab sessions are fixed date and time
 lack of communication among team members as well as from manager and
management
 ignoring customer feedback, comments on services improvement
To resolve service problems and close the gaps:
 empower team members to resolve service problems
 keep communication channels open and encourage customer feedback in order to
identify where the gap lies in matching customer needs
 make customer needs the focus of our team’s attention and make their needs our
goals
 encourage our team to anticipate customers’ needs
 make sure all of our team members are willing to be helpful
 be prepared to look for lateral solutions
 be creative
 value diversity.

2.8 Learning activity 8: What are things “new Staff”

should know?
 Prepare a list for a new staff to know before start working.
 Compare this list with the induction program currently offered by our
organisation.
 Check for any important things for a new team members
 Take the appropriate steps to review the induction program.
 If a review of the organisation’s formal process is not possible, consider filling the
gaps with our own ‘team induction’ program.

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 2.9 Learning activity 9: How do we develop a training
plan?

TRAINING SESSION PLAN : Conflict Resolution

Organisation Faculty of Pharmacy

Department Technical Services

Date 16th February 2009

Trainer Eleanor Shakiba

Participant/s 9

Location of training Building A 15, Room N 370

Training objectives: By the end of the training session participants will be able to
manage conflict effectively.

Introduction: We will cover defining conflict, conflict resolution model, developing a

flexible approach, questing for solving problems, advocating your position assertively
and dealing with barriers to resolutions.

Assessment

Main points Training Methods

defining conflict Written exercise

conflict resolution model Exercise led by the course leader

developing a flexible approach Group activities

questing for solving problems Group discussion

advocating your position assertively Presentations by the facilitators

dealing with barriers to resolutions. Activities with partner

Conclusion: Area covered, feedback about performance, future plan

Resources/Training aids: hands-out, computer, overhead projector, whiteboard, pen.

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 2.10 Learning activity 10: How do we lead by example?

People talk about “leading by example,” but what does that mean? By incorporating the
following attitudes and practices into work life will be become a kind of person that
others will follow and emulate. It means “DO as I DO”. The following rules are used to
lead by example.

Lead with honesty. Promote an office environment of truthfulness. Anything less than
honest communication should not be tolerated.

Create a strong and fluid circle of advisors. The most successful leaders surround
themselves with capable, trustworthy stewards who can recommend solid strategies and
proven processes that lead to workable solutions. Don’t be afraid to listen, especially
when it’s the kind of news you don’t like or weren’t expecting to hear. When your
employees see that you listen, they will listen, too. Also, choose a diverse group
representing different perspectives. That encourages your employees to act accordingly.

Always take responsibility. The best way for a leader to lose credibility is to play the
blame game. If you blow it, admit it. If you forgot, admit that, too. In other words, step up
to the managerial plate every time. This encourages everyone to accept responsibility and
accountability.

Don’t be afraid to praise. Being the boss doesn’t mean that you should withhold
positive feedback. Everyone needs a pat on the back now and then, not just your star
performers. The more you give out gold stars, the more you’ll notice motivated
employees who continue do good work and recognize each other’s value.

Create an inspirational culture. If you want people to be inspired, motivated, and

charged up, adopt an inspirational attitude. Infuse your language (including written
communication) with passion and purpose. Let people know that you’re excited about
what the company is doing, whether it’s a new product launch, sponsorship of a major
trade show, or recognition in a magazine.

Articulate the mission. Once you give employees the language of success, they can
communicate the company’s mission. Help them understand their roles in the company’s
success. Be direct so that they are confident you have a clear vision for the company’s
goals and objectives.

Be inclusive. Show your team how to resolve issues in a collaborative manner. Model
active listening and provide constructive feedback. Find ways to help people feel closely
connected to the actions and processes being used to accomplish company goals, so
they'll collaborate with each other.

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Share the rewards. If the company is doing well, initiate a bonus plan; this will give
employees a stake in the company’s continued success. Sharing the rewards also
reinforces your appreciation for people’s hard work, commitment, and company loyalty.
It induces employees to rely on each other to make things happen.

Roll up your sleeves. Show that when a job needs to be done, everyone at every level
needs to chip in and participate. Do your part, and make sure that what needs to get done.

Demonstrate integrity. Inspiring your employees is important, but they must believe in
you as well. They’ll look up to you if you fulfil your commitments, even if it’s something
as basic as showing up for a scheduled meeting.

2.11 Learning activity 11: Who are the top 20% of our
customers?
Undergraduate students are the top 20 % of our customers who bring in the most profit,
although not necessarily the highest number of sales. They stayed with our organisation
due to the following characteristics of effective service.

Dimension Description
Access approachability, ease of contact
Responsibility willingness to keep customers happy and provide prompt service
Courtesy politeness, respect, consideration, friendliness
Reliability ability to perform the promised service dependably and accurately
Security freedom from danger, risk or doubt (eg security of data, protection of
health and safety)
Communication keeping customers informed in a language they can understand;
listening to customers
Understanding making an effort to know customers and their needs
the customers
Tangibles appearance of physical facilities equipment, personnel and
ommunication
Credibility Trustworthiness, believability, honesty of service provider
Competence possession of the required skills and knowledge to perform the service

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 2.12 Learning activity 12: What are examples of
complaints?
Example of complaints are:
 lab session is not ready on time
 glassware dirty
 not enough consumable items
 chemicals are not fresh so that result can not be right
 lab sessions is longer that set time
When handling complaints I used the following seven steps.
1. listen, be open minded
2. deal with the emotion first
3. response with concern/interest
4. decide on action
5. make sure that to know the company policy
6. take prompt action
7. follow-up:
 is the customer happy?
 is the problem corrected?
In addition, I added some of the following points.
 avoid ‘off the cuff’ remarks
 practise patience
 concede any point that I could
 admit any errors (without admitting liability), apologise, and take steps to
ensure it won’t recur
 take the complaint seriously
 help the person to voice the complaint
 alert to manager if I felt the grievance could escalate

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 2.13 Learning activity 13: How do we involve team
members in problem solving?

Generally, the frontline manager is responsible for solving problems and making
decisions at the daily operational level. In order to make the right decision, the
leader/manager is required to identify the problems and issues, gather data, analyze
information and make judgments. It is not required to stick with a method of problem
solving models. Varieties of models are available to use in the management system. One
of the important issues is to make sure the decision model is complying with SMART
(specific, measurable, achievable, realistic and time based). There will be no powerful
decision and its implementation without information, resources and support from
management and employees.

When the following factors are presented in the workplace our team must involve in the
problem solving and decision making processes.
 The need for acceptance.
 Its effect on the group.
 Their involvement in implementing it.
 The ability and desire of the group to become involved.
Team will be used the following steps to solve the problem/s.
 Identify problem. Define problem – symptoms and root causes
 Define the desired situation
 Gather and analyse data
 Generate alternatives with consideration of potential impact/risks
 Choose an alternative to make decision
 Pick a style that is appropriate for the decision and saturation.
o Different decision styles will fit different situations
 Make decision, plan and implement using PDCA Cycle
o Keep a log of all decisions, giving a brief description of the issues at hand,
the decision type, and outcome
 Monitor and evaluate and adjust plan if necessary.
o Go back to the log once a month or set timeframe to see how each decision
is playing out

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 2.14 Learning activity 14: How is customer research
conducted?
We have a marketing manger to conduct a research on customer services. Usually we
used a lot of servery forms to fill in after each service we provided to have a relevant and
current data about our customers.
In addition, we also ask teams that directly service external customers how they know
what their customers are thinking about the service they receive. Internal service
departments such as Human Resources Department might also conduct research to find
out about the satisfaction levels of their internal customers.
The following steps are used when conducting research:
 defining the problems and research objectives
 developing the research plan
 implementing the research plan
 interpretation and reporting on the findings
 post-implementation reviews

2.15 Learning activity 15: Hoe do we develop a customer

service improvement plan?
Improving customer service is a never ending process. Our team used PDCA (Plan, Do,
Check, Act) cycle for continuous improvement.
PDCA CYCLE

This performance improvement cycle is very useful

in analysing performance problems and planning for
improvements. However, we need to be ensured the
analysis of the performance gap is based on
quantifiable data to explain clearly what the gap is
and why addressing the issue is important.

To continue to provide good service to customers on a day-to-day basis it is important to

record the details of customer requests and the organisation’s response. This allows a
company to keep track of current satisfaction levels and provides information for the
future in order to maintain and improve the customer service systems.

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 2.16 Learning activity 16: How do we record customer
service improvement plans?

Types of records Type of information Benefits for customer service

stored

Consumable items Every week used of Help with correct ordering of stock to
usage records labels gloves etc avoid over/under stocking

Poison chemical usage Ethanol usage Help with correct ordering of stock to
records avoid over/under stocking and OHS
issues, protecting from misuse

5 S House Keeping Performance board Help with customers to get all assess
easily. Prevention from accident.

Customer feed back Provide survey forms Develop for future services plan
records and collect all and/or strategies
suggestions

3. Conclusion and Recommendations

Conclusion
 Customer driven organisations are successful organisations in which: products,
services and bundles are designed around customer interests and purchasing
prospects.
 Internal customer service is recognised as being of equal important as external
customer service.
 Organisational plans and strategies for meeting customer needs and expectations
are supported by management, staff, systems, and technology and constant
information gathering processes.
 Customer feedback is consistently sought, recorded and analysed as part of the
continuous improvement cycle and to solve problems efficiently.
 Products and services are adjusted to meet customer expectations.
 Staff are trained and empowered to meet customer expectations and to provide
excellent in customer services.
 Workplace culture supports quality and excellent at every interface of the
supplier-customer chain.

Recommendations

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  Research, understand and assess the level of customer needs and identify target
market.
 Understand the good and bad about customer services and build relationship with
customers.
 Use varieties of strategies and methods to meet the customer requirements and to
overcome difficulties with meeting customer service standards
 Gathering information, evaluating feedback and making recommendations for
change to improve customer services and keep monitoring.
4. References:

Cole, Kris (2005) Management, Pearson Education, Australia.

Cole, K (2001) Supervision. The theory and practice of first-line management. 2nd
Edition, Prentice Hall: Sydney.

DeVryes, C (2000) Good Service is Good Business, 2nd Edition, Prentice Hall, Australia

Robbins, S.P., Bergman, R., Stagg, I. & Coulter, M (2003) Management, 3rd Edition,
Pearson Education, Frenchs Forest, NSW

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