Customer CareTable of Contents

1. COMMUNICATION 3

What is Communication

Why do Customer Service Agents (CSA’s) need to Communicate well

The importance of two-way communications

Credibility

Communication Barriers

Barriers in words

Volume of information being completed

Dilution

Ineffective Listening

Body Language

The Communication Process

Action speaks louder than words

Judging the success of Communication

Communication Upwards

Communicating Down

The effect of non-communication

Communication Checklist

Planning the message

I feel the way I think

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2. EGO STATES 15

Objective

Ego State

Parent (Taught Concept)

Parent Functions

Adult (Thought Concept)

Adult Functions

Child (Felt Concept)

Child Functions

Characteristics of the Ego States

3. CUSTOMER SERVICE 21

What is Customer Service

Dealing with a Customer

Moments of Truth

Behavioural Skills

Effective Telephone Skills

Customer Conflict

Dealing with a persons problem

Dealing with a persons feelings

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4. EXCESS BAGGAGE 43

Overview of excess baggage in the in the passenger handling operation.

Why excess baggage is charged?

IATA baggage regulations, procedures, allowances and restrictions on all airlines where handling is done by bid air services:

General baggage conditions

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COMMUNICATION

WHAT IS COMMUNICATION?

Communication is the transferring, receiving and understanding of information between one person and another or between one group of people and another. Effective communication has taken place only when the message has been understood by the receiver. Communication is therefore:

“the act of the recipient”

WHY DO CUSTOMER SERVICE AGENTS (CSA’s) NEED TO COMMUNICATE WELL?

The mass of communication that takes place in an organisation in one day is staggering. Considering all the letters, memos, faxes, telephone calls, face-to-face communications, meetings and rumors that you deal with in a day, you probably spend about 80% of your time either talking, listening, reading or writing. It therefore makes good sense that you sharpen the skills that make you a more effective talker, listener, reader and writer.

The CSA needs good communication skills for the following tasks:

• to effectively receive information from and transfer information to his customers;

• to effectively receive information from and transfer information to his colleagues

• to effectively receive information from and transfer information to supervisors and other colleagues.

We can say that communication is a three dimensional process. You have to communicate upwards (to your superiors); downwards (to new employees) and sideways (to customers). How well you interpret the information you received from customers and higher levels of management, will determine how successful your department will be. If you do not understand the information, you will not know what to do or how to do it. You might make unnecessary mistakes that could cost the organisation money.

Poor communication can lead to situations like the following:

"But I didn't know I was not supposed to disclose that information to the customer.”

"I always inform the customer of our deadline regarding returns, but they never pay attention to it"

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Incorrect or non-action is not the only result of ineffective communication which you should try to eliminate. A poorly worded or timed communication can upset a customers to the point that they will take action against the organisation. You should guard against unintentional errors which can cause anger, anxiety or disappointment.

Has this ever happened in your organisation? State examples.

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THE IMPORTANCE OF TWO-WAY COMMUNICATION

You are the person closest to the customers and management will rely on you to gauge customers’ feelings and attitudes. If you cut off or destroy communication from your customers, you will be unable to provide higher management with vital information regarding the service that you provide.

CREDIBILITY

People have faith in, respect and believe the person whom they think has credibility. Credibility has to be earned and you can establish credibility in the eyes of your customers, superiors and peers by proving your technical competence, consistency, fairness and honesty.

Factors which destroy credibility are;

making fun of a person's ideas; embarrassing people; stealing ideas and not passing on the credit; ignoring communications to you; lying.

If any of these mistakes are made, you will destroy two-way communication. It only makes sense that humiliating a customer (be it internal or external) will stop him from communicating with you. If you steal someone's idea and take the credit for it, that person will probably not share ideas with you anymore. Ignoring a communication means that you do not consider that person to be important and they will probably not communicate with you again. Habitual lying is eventually exposed and you will find that people doubt what you are telling them even when you are telling the truth.

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COMMUNICATION BARRIERS

Communication barriers are those factors which interfere with communication and cause the message to get lost or misinterpreted.

FILTERING

People generally ignore those things that conflict with their beliefs, e.g. statements that hard work will lead to promotions will be ignored in a company where only family members and friends of management are promoted.

What we hear also depends upon our feelings about the speaker, e.g. imagine how differently you will interpret "Relax - don't work so hard" if the person speaking to you is: a) your mother, b) your doctor, c) your manager, d) someone who wants your job.

We also filter out old information, e.g. if management is always saying "This is urgent" nobody will pay special attention to a really urgent job.

Filtering information also works the other way round where you only say what you think the person needs or wants to know.

BARRIERS IN WORDS

Words frequently present barriers themselves because of the differing educational backgrounds found in one workplace. Consider the following example:

A Johannesburg plumber wrote to the SABS in Pretoria stating that he had found hydrochloric acid great for cleaning drains and wanting to know if it was harmless, Pretoria replied, "The efficacy of hydrochloric acid is indisputable but the chlorine residue is incompatible with metallic permanence." The plumber wrote back saying that he was pleased that the Bureau agreed with him. The Bureau replied with a note of alarm, "We cannot assume responsibility for the production of noxious residues with hydrochloric acid, and suggest that you use an alternative procedure." The plumber was happy to learn that the Bureau still agreed with him. Whereupon Pretoria exploded, "Do not use hydrochloric acid, it eats the hell out of the pipes!!!" Now that was something the plumber understood.

VOLUME OF INFORMATION BEING COMMUNICATED

If you communicate too much information at one time, the receiver will not be able to digest the message properly and will eventually loose interest. On the other hand, leaving out vital bits of information, by accident or on purpose, can also lead to misunderstanding.

DILUTION

Dilution is a frequently encountered problem when information has to be passed on from one level to another (grapevine). The message dilutes or becomes distorted as every person passing it on adds their own feelings or ideas to it. Consider the following example:

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THE ECLIPSE OF THE SUN

THE COLONEL TO THE EXECUTIVE OFFICERAt nine o'clock there will be an eclipse of the sun, something which does not occur every day. Get the men to fall out in the company street in their fatigues so that they will see the rare phenomenon, and I will explain it to them. In case of rain, we will not be able to see anything, so take the men to the gym.

THE EXECUTIVE OFFICER TO THE CAPTAINBy order of the Colonel, tomorrow at nine o'clock there will be an eclipse of the sun; if it rains you will not be able to see it from the company street so then, in fatigues , the eclipse of the sun will be in the gym, something that does not occur every day.

THE CAPTAIN TO THE LIEUTENANTBy order of the Colonel in fatigues, tomorrow at nine o'clock in the morning, the inauguration of the eclipse of the sun will take place in the gym. The Colonel will give the order if it should rain, something which occurs every day in the company street.

THE LIEUTENANT TO THE SERGEANTTomorrow at nine the Colonel, in fatigues, will eclipse the sun in the gym, as it occurs every day if it is a nice day; if it rains, then in the company street.

THE SERGEANT TO THE CORPORALTomorrow at nine the eclipse of the Colonel in fatigues will take place by cause of the sun. If it rains in the gym, something which does not take place every day, you will fall out in the company street.

COMMENTS AMONG THE PRIVATESTomorrow, if it rains, it looks as if the sun will eclipse the Colonel in the gym. It is a shame that this does not occur every day.

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INEFFECTIVE LISTENING

Listening skills can change the entire relationship between customer service agent and customer. When you only listen "with one ear", your customer will soon get the impression that you are not really interested in his problem and you will have shut off that communication channel.

Most people think that they are good listeners, without realizing the full extent of the action. Listening is not just hearing, it is showing an interest and understanding of what has been said. Ask relevant questions to display your interest in what is being said and when all is not clear. The best way to listen to someone is to make good eye contact. An alert body posture and the use of occasional verbal encouragement e.g. saying "Yes" or "I understand" or "Really?".

Other tips on being a better listener are: avoid mind wandering, tune into the sender, do not anticipate what he is going to say next, listen for major facts, do not interrupt, be patient, do not be argumentative or critical and control your emotions.

BODY LANGUAGE

Body movements and facial expressions also convey messages and observing the body language of others will reveal their real feelings. When communicating, 55% of the message is sent by body language (what the receiver sees), 38% by the sound and tone of voice, and 7% is contributed by the actual choice and use of words.

When considering these figures, one can see that body language is a very important aspect of communication because it has a serious impact on how the receiver interprets the message he receives.

Make sure that your body language is in line with the message you want to transmit, because when your body language and your spoken words do not tie up, you will confuse the receiver and cause misunderstanding.

Your body language can also put customers off talking to you. If you tell customers that you would like them to talk to you when they have problems, but your body language is aggressive and impatient when they approach you, they will stop coming to you with their problems. Keep a relaxed pose with your arms down your sides and a pleasant expression on your face when someone approaches you with a problem. Similarly, if your body language smacks of uncertainty and insecurity, the information you are trying to convey will not be taken seriously.

Another example of confusing body language is nodding the head which implies agreement (do not do this when you mean to encourage the speaker but actually disagree with what he is saying). Drumming your fingers or tapping your foot means "Hurry up -I can't wait to get on with the next issue". Raising your eyebrows can signal doubt surprise or skepticism. Rolling your eyes expresses disbelief. Tight-lipped frowning means displeasure or disgust. Standing with your hands on your hips and tapping your foot displays anger or impatience. Leaning back in your chair with your arms behind your head is a display of power which intimidates people.

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THE COMMUNICATION PROCESS

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PERSON A MEDIUM PERSON B

has ideas, information, feelings and

attitudes

and speaks orwrites a message

using:- words- pictures- numbers- actions

reads, listens and watches the

message

which gives him ideas,

information,feelings and

attitudes

reads, listens and watches the message

which gives him ideas,information,feelings and

attitudes

using:- words- pictures- numbers- actions

and replies tothe sender

by speaking or writing a message

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Study the diagram above and identify all the instances where barriers can distort or inhibit effective communication. Which barriers will apply if person B is (1) your superior and (2) a subordinate of yours? _________________________________________________________

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ACTIONS SPEAK LOUDER THAN WORDS

You do not only transmit messages verbally or in writing. Your customers will be more affected by what you communicate to them through your actions than through your words. What you do and how you treat them is the proof of your real intentions. Even simple matters such as demonstrating how something works or training an employee will show your interest in his need for direction far better than speech. Going to a customer on the shop floor rather than calling him to your office will also project a supportive image. The best communications usually combine spoken or written words with compatible actions.

JUDGING THE SUCCESS OF COMMUNICATION

To judge the success of communication you have to observe the effect of your communication. If you ask a customer to explain what the problem is and he does it and you understand his problem, the communication was successful. If he does not, the communication was unsuccessful.

If the purpose of your communication was to alter attitude or beliefs, the results might be a little more difficult to judge. You will have to observe attitude very carefully e.g. facial expressions, tone of voice, etc. in order to evaluate the effectiveness of your communication.

COMMUNICATING UPWARDS

Your ability to communicate upwards could be a deciding factor in promoting your career. You have to prove to your superiors that you can be trusted and taken seriously and that you are worth listening to. Be concise and to the point. Few senior people enjoy having their time wasted by people who do not have their facts straight when approaching them. Be aware of the communication barriers that could exist between you and those at higher levels of management, so that you can avoid or overcome them.

You should make a point of keeping your superiors informed of the following:

Progress towards performance goals and standards. Warn in advance about foreseeable problems, while there is still time to do something about it.

Matters that may cause controversy. Arguments with other supervisors, a discipline problem in your department are all issues that should be brought to the attention of management. It is better to explain your side first, but always support it with facts.

Attitudes and morale. Middle and top management are relatively isolated from the shop floor workers. This deprives them of the vital information on how employees feel. Make a point of telling your superiors about the general level of morale and employee reactions to specific issues.

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COMMUNICATING DOWN

The most important communication downwards will be giving direction and making sure that this is understood. Always remember that the information must be clear and the responsibility of ensuring that the message is understood is yours.

Some tips for giving orders are as follows:

The most effective way of giving direction is to do so pleasantly. Psychological studies proved that customer service agents who give direction to customers in a pleasant way are far more appreciated than those who just order them to do things. Say "Please" and "Thank you".

Make sure that your information is understood by the customer. Repeat what you have just told him, or ask questions about it. Repeat the order if necessary. Ask the customer if he is happy and summarise the conversation.

Do not command a customer to do anything, except in an emergency. Commands generally cause resentment and do not carry the same impact when you really need them. Give commands in cases of emergency only. When you are in a position of authority, a request is as good as a command anyway.

As a customer service agent you might be privy to confidential information. You could find yourself in the position where your customers ask you questions about confidential or sensitive issues, The best way to handle this is to acknowledge the question but not to actually give either an affirmative or negative answer. Remember that you are entrusted with sensitive, information by your superiors, and if you destroy that trust they are unlikely to share this type of information with you again. Your ability to use or not use this information could also be critical to the morale of the customers and the operation of the organisation.

THE EFFECTS OF NON-COMMUNICATION

Despite the fact that customers and customer service agents in organizations talk, write and fax information to each other in vast volumes, there is still information of vital importance that is not being communicated. This includes information about product availability, pricing, servicing, changes in rules or operating procedures, and so on.

Does this happen in your organisation? What was the result of the non-communication?______________________________________________________________________________

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COMMUNICATION CHECKLIST

In order to communicate effectively you have to plan ahead. Here is a checklist of prompts to help you organise your thoughts before communicating them. These guidelines apply to both verbal and written communication.

WHY? (purpose)

Why am I communicating? What is my real reason for writing or speaking? What am Ihoping to achieve? Action? Change of attitude? Change of opinion?

WHO? (receiver)

Who exactly is my audience? What sort of person is he? Personality? Education? Age? Status? How is he likely to react to the content of my message? What does he know already about the subject of my message? A lot? Not much? Nothing? Less/more than I do?

WHERE AND WHEN? (place and context)

Where will he be when he receives my message? In his office close to other relevant material? Or, isolated from the problem so that I may need to remind him of the facts? At what point in the total matter does my message come? Am I replying to something he has raised? Or, will my message represent the first he has heard about this topic/problem/issue? What is my relationship with the receiver? Is the subject of my message the cause of controversy between us? Is the atmosphere strained or friendly?

WHAT? (content)

What exactly do I want to say? What do I need to say? What does he need to know? What information can I omit?

HOW? (tone and style)

How am I going to communicate my message? With words? Or pictures? Or both? Which words? Which pictures? Which medium of communication will be most appropriate? Written or spoken? A letter or a personal chat or interview? A report or an oral presentation? A memo or a telephone call? How will I organise the points I want to make? How am I going to achieve the right effect? What tone must I use to achieve my objective? Which words must I use/avoid in order to create the right tone?

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PLANNING THE MESSAGE

Write down your objective. What exactly are you trying to communicate or achieve?

Assemble the information. Select only the relevant information (see "WHAT" above).

Group the information. Look for links in the bits that you have assembled and rewrite your notes in clear groups.. Give each group a heading. These groups will become paragraphs. Remember that all paragraphs should only have one main idea.

Put the information into a logical sequence. You can do this in order of importance, in historical order, from place to place (spatial order), from simple to complex ideas, from known to unknown ideas, in cause and effect (because of this, then that), or topical where there is no real link between the chunks of material and no obvious patterns of development

EXERCISE: VERBAL COMMUNICATION

Select a relevant piece of information that you have to communicate to your workers within the near future (verbal communication). Do not choose a sensitive issue as you will communicate this message to the rest of the class. Use the communication checklist as a guide. Plan your message according to the four steps in Planning the Message. Remember to pay attention to possible barriers that might influence their understanding of the message.

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I FEEL THE WAY I THINK

How we FEEL about the events in our lives depend specifically on what we THINK about those events.

And how we THINK about any particular event depends on how we've LEARNED TO THINK about it.

OLD SELF-TALK NEW SELF-TALK

"That should never have happened". "It happened this time, but it won't happen again".

"I blew it and I'm a failure … howcould I? ........... I never should have .. ."

"I blew it with that miscalculation, but dwelling on it won't change things

"They shouldn't be like that … they're upsetting me".

"I would prefer that they would act differently".

"I must do well ............... I have to be right …”.

"I'll do whatever is necessary andpossible .......... ".

What YOU see as a fault or a negative trait may be viewed by others as one of your assertive qualities.

It is important to allow yourself to feel better about yourself by learning to be less critical of your characteristics.

You need to learn to be as considerate of yourself as you are of others. This can be difficult to achieve because many of the negative labels we give ourselves were applied to us when we were very young, by other people. Some of the disapproving messages we heard when we were young become part of our self-image and perception of reality.

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Here are some examples of what winner/loser tapes we play. See which ones you recognise.

A WINNER SAYS: A LOSER SAYS:

I was lucky. I was unlucky.

Yes, I will. No I won't. Yes .... perhaps ... but ....

I'll find time to do it. How do you expect me to find time to do it?

Let's go to the heart of the matter. Well, it's difficult to say, exactly.

I haven't expressed myself clearly. You misunderstood me.

It seems we have different views. I'll not change my mind.

I'm OK but I can be better yet. I'm not as bad as some of the others.

Tell me... As I have said repeatedly ...

There must be a better way. We've always done it like this ...

Let's try to be more flexible. But the rule says ...

Let's work out a good presentation to management. Management will never agree to that.

You're never too old to learn. Do you know how many years of , experience I've had?

Let's make it work this time. We've tried that before.

That sounds exciting. We've never tried that before.

It may be difficult, but it is possible. It may be possible, but it is difficult.

The more you talk and act like a winner the more winner orientated you become. Just like a favourite music cassette, the more you play it, the more you know about it and the better able you are to hum the tunes and recognise the intro and harmonies.

REMEMBER : IN EVERY SITUATION IT IS

YOUR CHOICE WHICH TAPE YOU PLAY

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2. EGO STATES

"The life which is unexamined is not worth Jiving" - Socrates

OBJECTIVE

Given information on how to recognise the 3 ego states in any person you will be able to adjust your reaction in different situations.

Your understanding of the 3 ego states will be assessed by means of an insight exercise.

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PARENT - Teaching

ADULT - Thinking

CHILD - Feeling

EGO STATES

All people have three persons within - parent, adult and child. These are technically known as Ego States. An Ego State is our habitual way of thinking, feeling and reacting that occur together. The division of a person’s personality into three Ego States (P.A.C.) takes the following form:

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PTAUGHT

ATHOUGHT

CFELT

NURTURING

CRITICAL

LITTLE PROFESSOR

ADAPTED

NATURAL

PARENT (TAUGHT CONCEPT)

The parent in you feels and behaves in the same way that you perceived the feelings and behaviour of your mother, father or significant others who raised you. We may distinguish between two forms of common parent behaviour. These are the critical parent and the nurturing parent.

The Critical parent makes either direct or implied negative judgements about a person and his actions.

The Nurturing parent responses are supportive and sympathetic reactions.

PARENT FUNCTIONS

Sets limits (restricts) Gives advice Disciplines Guides Protects Makes rules and regulations about how life should be:

The do's, don'ts, always, never, shoulds, shouldn'ts, ought to's, have to's, cant's, wins, loses, goods and bads.

Teaches how-to's Keeps traditions (God, Mother, Apple pie, etc.) Nurtures Judges Criticises Blames Encourages Supports

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ADULT (THOUGHT CONCEPT)

The adult is the part of you that figures out things by looking at the facts. It is the part that computes, stores memories and uses facts to make decisions. The adult is unemotional and is concerned with "what fits" or what is most expedient and useful. Adult does not mean mature.

ADULT FUNCTIONS

Process Information Takes objective action Thinks, then acts Organises Plans Solves problems Estimates risks Ferrets out assumptions

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CHILD (FELT CONCEPT)

The child in you is what you were when you were very young. There are many children inside us from the past. These are known collectively as "The Child". These children have the same feelings and ways of behaving you had when you were little. We may also distinguish between the natural, adapted and little professor in the child ego state.

CHILD FUNCTIONS

Natural child is that part of the child ego state that is the very young, impulsive, untrained, expressive infant still inside each person. The natural child is affectionate, curious, impulsive, sensuous and uncensored. It is also fearful, self centred, self indulgent and rebellious

. Adapted child is the part of the child ego state that is influenced primarily by parents.

Some children adapt by doing what their parents do. Others adapt by doing what their parents tell them to do (even if, the parent is exhibiting contradictory behaviour).

Little Professor expresses inventiveness, imaginative thinking, reactivity, manipulation, thirst for knowledge. When it concerns an infant we call this the developing adult, but this behaviour can be observed in all ages.

You are all three persons. All three are important. No ego state is better than the other. The situation and the adult determine what is appropriate. It is desirable to have your adult functioning all the time to be aware of the parent, the child and the situation so that the adult can help with the decisions. The adult can turn off the child or the parent or both. You do have some control over your emotions. This is not the same as suppression or repression. It involves the changing of ego states. Choice and decision are the key words - freedom to be ourselves. To choose how we will feel, think, behave in a given situation, to be aware of our choices and the decisions we have made, to be aware of many other options or alternatives is a fulfilling life-style available to those who attain this freedom.

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CHARACTERISTICS OF THE EGO STATES

PARENT

NURTURING :

Loving, offers shelter & protection, sympathetic

CRITICAL:

Criticises, makes rules. give commands, judges, blames

ADULT

Makes decisions based on the FACTS! Plans, Thinks, then acts

CHILD

NATURAL: Spontaneous, loving, uninhibited,

joyful, energetic

Self-centered, greedy, impatient

LITTLE PROF: Creative, initiative, 6th sense Manipulative

ADAPTED: Pride when praised Guilt / fear, envy, sulking, sighs/ depression and avoiding situations

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3. CUSTOMER SERVICE

There are no "bad" customers; some are just harder to please than others.- Someone who never waited on a customer in his or her life

OBJECTIVE

Given information on quality customer service as well as the likes and dislikes of customers you will be able to identify the needs of customers and be able to deal with the needs in a positive manner.

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WHAT IS CUSTOMER SERVICE?

Service depends largely on what Customers expect. Expectations are based on feelings.We can therefore say SERVICE is the FEELING the CUSTOMER experiences when being attended to by the person rendering the SERVICE. Unfortunately, this FEELING can be either good or bad.

Remember A SERVICE IS ONLY GOOD IF THE CUSTOMER FEELS IT IS GOOD.

In order to determine a customer's expectations and therefore render a GOOD service, you can use one of the following techniques:

Perception Listen Questioning Description Conclusion CUSTOMER SATISFACTION = WHAT IS DELIVERED WHAT IS EXPECTED

DEALING WITH A CUSTOMER

It is important to leave your customer with positive feelings about your service.

In order to ensure that you deliver a GOOD service to your customer you would use the following techniques:

a) Always greet the customer with a smile on your faceb) Use the customer's surnamec) Remember to use Eye Contactd) When applicable, thank the customer and remember to use his SURNAME.

Treat your customer as an individual - spend QUALITY TIME by using the above mentioned skills.

BEHAVIOUR BREEDS BEHAVIOUR and it is important to give your "easy, well-behaved, polite" customer as much attention as you would a "difficult, demanding, rude" customer.

It is essential to reinforce GOOD BEHAVIOUR.

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WHAT THE CUSTOMER LOVES

Courtesy. Knowing who they are talking to Clean comfortable surroundings. People want to be attended to immediately. Customers demand you to be professional A little patience, empathy and understanding Enthusiasm Being pampered and spoiled. Give your customers nice clear, easy to read signs or directions. An explanation. An assurance of quality. A pleasant surprise.

WHAT THE CUSTOMER HATES

Queues Prejudice Smoking, eating and private phone calls Lack of punctuality Broken promises and un-returned phone calls When a job is not done properly When people buy a brand new article, find it faulty, return it within a few days, to have it

exchanged, only to be told that it can't be exchanged, it has to be sent in to be repaired. Arguments and rudeness. Being given excuses in place of solutions. Red Tape Untidiness Lies

FOUR STEPS TO QUALITY CUSTOMER SERVICE

Send a positive attitude Identify customer's, guest's or client's needs Provide for customer's, guest's or client's needs Make sure your customers, clients and / or guests return

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WHAT DO WE WANT TO ACHIEVE WITH GOOD SERVICE?

To ensure that CUSTOMERS

walk away SMILING,

thus we know that they will RETURN

to do

business with us again in the

future and

REFER other customers to you.

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MOMENTS OF TRUTH

Undertake not what you cannot perform but be careful to keep your promise.- George Washington

OBJECTIVE

Given information on "Moments of Truth" you will know what a "Moment of Truth" is the difference between a positive and a negative "Moment of Truth" and you will understand why a "Moment of Truth" is important in interaction.

What is a Moment of Truth (MoT)?

A SHORT INTENSE PERIOD OF INTERACTION BETWEEN YOU AND THE CUSTOMER (INTERNAL OR EXTERNAL) WHEN IT IS CRITICAL TO RENDER A HIGH QUALITY SERVICE SO THAT IT IS A SATISFYING EXPERIENCE FOR THE CUSTOMER

Jan Carlson

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Magic

Misery

WHAT A "MOMENT OF TRUTH" EMBODIES

It is an emotional experience.

It is an expectation that is perceived positively/negatively, which leads to feelings of satisfaction / dissatisfaction

It is not tangible.

It is behaviour that can improve the perception of customers.

It is behaviour that can improve the relationship between your company and everyone who comes into contact with it (internally and externally)

It is actions focused on problem-solving.

It is actions focused on improving the image of the company to the outside.

It is actions aimed at improving the communication between the company and customers.

It is the imparting of correct information to customers.

Firstly, it is proactive and then reactive.

WHY ARE "MOMENTS OF TRUTH" IMPORTANT?

It is primarily focused on the development of the good image of the company to ensure that your customers will find the company policies, products and services acceptable.

It is to ensure success in a competitive market

SKILLS THAT ARE IMPORTANT IN EACH "MOMENT OF TRUTH"

Quick service

Providing correct information.

Effective problem-solving

Address the problem and not the person

Eye contact

Using the customer's name

Listen actively / attentively Friendliness

Patience

Empathy

Positive attitude

I'm OK, you're OK

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SUMMARY

Each "Moment of Truth " handled successfully, leads to the following:

Improved image Success in a competitive market Satisfied customers Satisfied employees

REMEMBER

You are part of a great team. Your effective handling makes a SUCCESS of your company. Without your positive contribution your company cannot succeed.

You are also part of a smaller team. Each of these smaller groups render a valuable contribution to your success.

You have the following characteristics as a group:

Professional knowledge of your company Ability to evaluate, solve and improve problems The right to change and renew To accept more responsibility A feeling of pride in what you do and achieve Mutual trust

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BEHAVIOURAL SKILLS

SUPPORTIVE BEHAVIOUR

ACOMMODATIVE BEHAVIOUR

DIRECTIVE BEHAVIOUR

Given information on the following criteria you will have an understanding of:

the 3 most imporant needs in all people; the 3 main categories of Interpersonal Behavioural Skills; the further sub division of these categories and how they can be applied

to satisfy peoples' needs

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INTRODUCTION It has been mentioned that it is possible to satisfy people's needs by using the correct Interpersonal Behavioural Skills.

What are the needs?

Interpersonal Behavioural Skills can be divided into three main categories and nine sub-categories, which will be discussed subsequently:

NEEDS People want to be treated positively. People want to make a contribution. People want to be directed.

BEHAVIOURAL SKILLS SUPPORTIVE BEHAVIOUR ACCOMMODATING BEHAVIOUR DIRECTIVE BEHAVIOUR

SPECIFIC BEHAVIOURAL SKILLS AND SUB-CATEG ORTES

CATEGORY 1:

SUPPORTIVE BEHAVIOUR

Purpose:Behaviour in this category is aimed at promoting mutual trust between you and others which builds self-esteem.

S1 GIVE RECOGNITION

NATURE EXAMPLES

Any behaviour giving recognition for a good suggestion, deed, achievement, etc.

'That is a good suggestion!'

It is aimed at motivating the other person to show the same positive behaviour.

"We have always done good business with you in the past.""It is pleasant to deal with someoneas understanding as you are."

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S2 OFFER HELP

NATURE EXAMPLES

Any behaviour showing that the person is willing to render assistance.

I would like to be of assistance."

“To assist you, I will arrange that..”

“ I will do the following..."

CATEGORY 2:

ACCOMMODATING BEHAVIOUR (A)

Purpose:

To create mutual understanding between you and the other person to involve that person in the conversation.

A1 ASK SUGGESTIONS / OPINIONS

NATURE EXAMPLES

Any behaviour inviting the person toexpress his opinion or feelings aboutsomething?

'What do you think we can do?'

It is aimed at involving the person in the conversation

"Do you have any ideas on how we can solve the problem?"

"What do you think?"

A2 SHOW UNDERSTANDING

NATURE EXAMPLES

Any behaviour showing that we are interested in the person and that we are trying to understand his position.

'I am sorry to hear that."

It will contribute towards a confidentatmosphere and create completeunderstanding between you and theother person.

"Do you feel better now?"

"I feel that you are unhappy about something..."

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A3 CREATE AN OPPORTUNITY FOR DISCUSSION & SHOW INTEREST

NATURE EXAMPLES

Any behaviour giving the person confidence to talk about his problems.

"You are welcome to tell me, I'm listening."

People must feel that there are others to whom they can talk.

"I have time, if you want to discuss it."

CATEGORY 3:

DIRECTIVE BEHAVIOUR (D)

Purpose:

Behaviour in this category is to direct the conversation between you and the other person. It promotes joint problem solving, and gives structure to the conversation.

D1 OFFER SUGGESTIONS / OPINIONS

NATURE EXAMPLES

Any behaviour showing your feeling or giving your opinion.

"I think we can do it by..." "I'd like to suggest..."

D2 ASK CLARIFICATION

NATURE EXAMPLES

Any behaviour showing that you aretrying to clarify obscurities by askingspecific questions.

"What happened?"

"Which flight were you on?"

It is in other words aimed at gathering information about a certain matter from the other person.

"How much luggage do you have?"

"Could you explain that again, please?"

"What exactly do you mean by that?'

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D3 GIVE CLARIFICATION

NATURE EXAMPLES

Any behaviour whereby you present your own position.

"Let me explain..."

"According to our time table.

"According to policy you are not allowed..."

It is necessary to conclude the conversation by summarising or to consolidate what has been said.

"To summarise..."

D4 SET FOLLOW UP DATE/TIME

NATURE EXAMPLES

Any behaviour binding us and the other person to a time limit

"I'll be able to tell you in ten minutes."

It is aimed at obtaining feedback on progress.

"Let me know at 13hOO whether you have received ..."

"I will call you at 15hOO to..."

CONCLUSION

Interpersonal Behavioural Skills are "tools” which you can use in different situations to satisfy the needs of others, efficiently.

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SUMMARY: BEHAVIOURAL SKILLS AND SUB-CATEGORIES

SUPPORTIVE BEHAVIOUR

Give recognition SI

Offer assistance S2

ACCOMMODATING BEHAVIOUR

Ask for suggestions/ opinions

Al

Show understanding A2

Create an opportunity for discussion / show interest

A3

DIRECTIVE BEHAVIOUR

Offer suggestions / opinions

Dl

Ask for clarification D2

Give clarification Make summary

D3

Set follow-up date / time D4

RECOGNITION EXERCISE

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INTERPERSONAL SKILLS

INSTRUCTION:

Read the following and identify the contact person's behaviour as Supportive behaviour (S), Accommodating behaviour (A) or Directive behaviour (D).

Write the interpersonal behavioural skill in the small space using only the initial letter of each category. Indicate the sub-category in the larger area of the block.

E.G.

* Do the exercise as a group. This will take 20 - 25 minutes.

PERSONAL EXERCISE

SEND A POSITIVE ATTITUDE BY YOUR BODY LANGUAGE

Below is a body language checklist. Place a tick in the space provided if you can answer "yes" to the question.

_____ Do you hold your head high and steady?

_____Do your arms move in a natural, unaffected manner?

_____Are your facial muscles relaxed and under control?

_____Do you find it easy to maintain a natural smile?

_____Is your body movement controlled, neither harried nor too casual?

_____Do you find it easy to maintain eye contact with people you are talking to?

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S Offer help

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EFFECTIVE TELEPHONE SKILLS

The telephone is very often the first point of contact that people have whether it is a customer or not. It may also be the only point of contact for many callers. It is therefore very important to create a good image of oneself over the telephone and also to establish a good telephone procedure.

Bad telephone techniques can cause problems. It is easier to be vague and rude over the telephone because you do not have face-to-face contact. The telephone can also be seen as interrupting people. The receiver of the call then speaks in an irritated way and can upset the caller and even make the caller angry. Often the telephone is also left to ring for a long time. This is unacceptable.

EXAMPLES OF BARRIERS:

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Noise Interruptions Daydreaming Technology Stereotypes Trigger words and phrases that are regarded as personal hot buttons.

Once the button is pushed, listening can stop. Attitude - your attitude can colour what you hear and how you respond

CONSEQUENCES OF POOR LISTENING SKILLS

misunderstanding hard feelings incomplete or wrong formation poor personal performance poor morale costly errors lost business

FIVE WAYS TO BE A BETTER LISTENER:

Stop talking Avoid distractions Concentrate on what the other person is saying Look for the "real" meaning Provide feedback to the sender

Peoples voices are crucial over the telephone. It is important that you come across as friendly, interested and efficient.

Use active listening techniques

Answer promptly. Try not to let the phone ring more than three or four times.

Establish the reason for the call

If the caller is holding on, keep him/her informed of the situation

Show that you are listening

Choose your words carefully - aim your language at your caller's level

Show a positive attitude - offer help and do not say things like "busy" or "I don't know".

Control the call by asking open-ended questions

Be assertive - do not allow an aggressive or angry caller to intimidate you

Ask the callers name and use it

Be prepared to say if it is inconvenient to take a call at that moment

Be prepared to turn down a request without feeling guilty

End the call on a positive note

It is important to realise that a telephone user has certain rights.

When you make or receive a telephone call, you have the right to:

Know to whom you are talking

Say that it is inconvenient to take a call at that moment

State your needs

Have your needs properly listened to and responded to

Ask a range of questions to prompt the caller or to find out how to get information

Have your questions answered promptly, efficiently and courteously

Be told why your requests will not be met

Refuse a request without feeling guilty

When you make a call you should say who you are and what your position is. You should then explain the purpose of your call. It is not acceptable to make a call and then ask the receiver of the call to guess who is speaking!

CONCLUSION

Skills To Effective Interpersonal Communication

SKILL'

1. Solid Eye Communication... "to learn to look sincerely and steadily at another person."

2. Good Posture... "to learn to stand tall and move naturally and easily.'

3. Natural Gestures... "to learn to be relaxed and natural when you speak."

4. Appropriate Dress and Appearance... "to dress, groom and appear appropriate for the environment you are in."

5. Voice and Vocal Variety... "to learn to use your voice as a rich, resonant instrument."

6. Effective Use of Language and Pauses... "to use appropriate and clear language with planned pauses and no non-words."

7. Active Listener Involvement... "to maintain the active interest and involvement of each person with whom you are communicating."

8. Effective of Humour... "to use humour to create a bond betweenyourself and your listener."

9. Being Your Natural Self... "to be authentic."

THERE ARE TWO TYPES OF DISSATISFIED PEOPLE.

The first is the person who tells you about his complaint.

The second is the person who does not tell you directly about his dissatisfaction, silent angry people who bottle up their anger. You are responsible for identifying this to deal effectively with the complaints, if you do not, it means that you have ignored it.

The signs to be on the look-out for are of a non-verbal as well as a verbal nature.

STEPS YOU SHOULD TAKE WHEN HANDLING A COMPLAINT

Listen carefully to the complaint.

Repeat the complaint in your own words to make sure you understand the exact nature of the complaint and that you and the customer are in complete agreement.

Apologise. Let your customer know you are sorry for the inconvenience.

Acknowledge the customers feelings. Show understanding.

Explain what action you will take to correct the problem.

Thank the customer for bringing the problem to your attention.

Follow up. Check with the customer before he leaves to make sure thathe is satisfied.

6. CUSTOMER CONFLICT

TYPES OF DIFFICULT CUSTOMER WHOM YOU MAY HAVE TO DEAL WITH:

* the angry customer * the non-stop talker* the nasty or obnoxious person* the oddball* the seething, but silent individual* the indecisive person* the demanding client* the intoxicated guest* the constant critic* the argumentative know-all

Most difficult people are operating from a base of insecurity. Difficult people are often merely expressing a need; although they are choosing an impolite way to communicate this need.

IT IS IMPORTANT TO ALLOW THE CUSTOMER TO CALM DOWN BEFORE YOU SOLVE THE PROBLEM. THEREFORE YOU HAVE TO FIRSTLY:

DEAL WITH THE CUSTOMER’S PERSON'S FEELINGS

The person will furnish the information necessary to solve his complaint when he is calm and relaxed and feels that you are on his side and care about his problem.

STEPS SKILLS

1. Encourage the person to outline his problem

S: Create opportunity for discussion (use listening skills)

D: Ask for clarification

2. Express your regret about the problem without being defensive

S: Show understanding

3. Thank the person for bringing the problem to your attention

S: Give recognition

4. Show your willingness to help the person S: Offer help

5. Reflect the person's feelings so that he knows you understand his position

A: Create opportunity for discussion D: Ask for clarification

6. Summarise the facts conveyed to you by the person

D: Give clarification

THEN:

DEALING WITH A PERSONS PROBLEM

After dealing with the persons feelings, his problems need attention.

STEPS SKILLS1. Explain exactly what you have

perceived.D: Give clarification

2. Ask for and listen to the person's reasons for his behaviour.

D: Ask for clarification A: Show understanding A: Create an opportunity for discussion

3. State your case (without being aggressive) on how to solve the problem

D: Give clarification

4. Offer assistance to the person. S: Offer help5. Decide on the steps to be taken by

both parties.D: Give clarification D: Ask clarification

6. Summarise and set a follow-up time and/or date.

D: Set a follow-up date/time

4. EXCESS BAGGAGEThis module will cover the regulations and procedures with regards to handling passengers traveling with excess baggage on our DOMESTIC & INTERNATIONAL Airlines operating out of our airports:

Overview of excess baggage in the in the passenger handling operation.

The reason this service is provided for different airlines in the passenger handling operations as a requirement for service delivery to our clients:

Why excess baggage is charged?

The reason why excess baggage charges are being raised by all airlines is to deter passengers from carrying excessive quantities of baggage, be it checked or unchecked.

It is also a safety requirement as it affects the weight & balance of different aircraft types.

Accurate weights referring to passenger’s baggage must be inserted in the computer system for aircraft trim purposes. All weights on an aircraft must be accounted for as unaccounted weight could lead to MAJOR aircraft disasters.

The Captain of an aircraft needs to have all this information in order to calculate the LOAD SHEET, reflecting all the accurate weights on board the aircraft for example: BAGGAGE / CARGO / MAIL.

IATA BAGGAGE REGULATIONS, PROCEDURES, ALLOWANCES AND RESTRICTIONS ON ALL AIRLINES WHERE HANDLING IS DONE BY BID AIR SERVICES:

BAGGAGE POLICIES ALLOWANCES.

Free Baggage Allowance:

Weight Concept (WC) applies worldwide except for fare origin when (PC) applies.

Piece Concept (PC) applies for fare origin:

To / from USA / Territories to / from CanadaBetween Africa and the USA / Canada Between South Africa and South America (Brazil / Argentina, etc) Maximum weight per Piece and Passenger (Weight and Piece Concept):

Please note that more than 23kg (50lb) per piece is not accepted baggage. If 23kg (50lb) is exceeded, the baggage must be checked in as air cargo at specified cargo rates. Free baggage allowance piece concept:

First & Business class:

2 pieces with 23kg (50lb) each and maximum dimensions of 158 cm (62inches)Economy Class:2 pieces with 23kg (50lb) each and maximum dimensions of 158cm (62inches) each:

Exception:

Journeys to / from South America (where piece concept is applicable as specified above) the weight per piece in economy class equals 23kg (50lb) each and maximum dimensions of 158cm (62inches).

Children and infants paying at least 50% of the adult fare are entitled to the same allowance as adults

Infants not entitled to a seat shall only be permitted 1 checked piece (maximum dimensions of 115cm) and up to 10kg (22lb) and one collapsible buggy

Free baggage allowance weight concept:Class Baggage

Allowance First Class 40kg (88lb)Business Class 30kg (44lb) Economy Class 20kg (44lb)

Children and Infants paying at least 50% of the adult fare are entitled to the same allowance as adults.

Infants not entitled to a seat shall only be permitted 10 kg (22lb) and one collapsible buggy.

Exceptions:

Star Alliance gold customers on Star-operated flights: additional 20kg (44lb)

South African Airways Voyager card holders on SA operated flights: Platinum & Platinum elect: additional 30kg (66lb) Gold & Gold elect: additional 20kg (44lb) Silver & Silver elect: additional 10kg (22lb) Blue: no additional

Free baggage allowance – unchecked baggage

Free carry on items

In addition to the checked baggage allowance, each passenger may carry without additional charges hand baggage suitable for placement in the closed overhead rack or under the passenger’s seat with maximum dimensions specified by the carrier subject to space availability.

Maximum dimension for one piece is 55 x 40 x 20cm (22x15x8 inches), maximum weight is 8kg(18lb) e.g. briefcase, board case, travel bag, attaché case. The size of one carry on item shall not exceed the overall dimensions of 115cm (45 inches).Or one foldable garment bag (max dimensions 57x54x15cm/ 22x21x6 inches).

The standard allowance per class is First & Business, 2 pieces & Economy, 1 piece of carry on baggage for domestic and international flights.

Person with reduced mobility

Persons with reduced mobility may carry, free of charge, a wheelchair and /or other assertive devices they are dependent on

Combined First, Business or Economy Class Travel

For through journeys where the passenger travels partly on First class and partly on Business or Economy Class service the free baggage allowance on each portion of travel shall be that applicable to the class of service for which the fare is paid.

GENERAL BAGGAGE CONDITIONS

Free Baggage Allowance

A passenger may carry some baggage free of charge, subject to our conditions and limitations that are mentioned in the ticket and according to the terms of South African Airways. The weight of each piece of baggage may not exceed 32kg (100lb) and in total 100kg (219lb) per passenger and per flight (unless prior arrangements are made).

Unchecked Baggage

In addition to the checked baggage allowance, each passenger may carry, without additional charges, hand baggage suitable for placement in the closed overhead rack or under the passenger seat. If baggage cannot be stored by this means or is of excessive weight or is considered unsafe for any reason, it must be checked as checked baggage in the cargo class.

All Star Alliance members have agreed to use the minimum requirement of 2 / 2 / 1 pieces of carry-on for domestic and international flights in the respective class .

SAA accepts: 2 pieces of cabin baggage in First & Business Class 1 piece of cabin baggage in Economy class Maximum dimensions for one piece 55 x 40 x 20cm (22x15x8in), Maximum weight 8kg (18lb), e.g. brief case, board case, travel bag, attaché case. The size of one carry on item shall not exceed the overall size of 115cm (45 inches) or one foldable garment bag (max dimensions 57x54x15cm). In addition (subject to space availability):

1 small ladies hand bag or small shoulder strap bag 1 overcoat or wrap or blanket 1 umbrella or walking stick 1 small camera 1 pair of binoculars a reasonable amount of reading matter for the flight 1 infant’s carrying basket and baby food for consumption during the flight 1 fully collapsible baby pushchair or stroller (will be carried free of Charge even if it is carried in the cargo class due to stowage problems) For a handicapped passenger if needed during the journey: (Will be carried free of charge even if it is carried in the cargo class) 1 wheelchair (only in the cargo class) 1 pair of crutches or braces 1 small dialysis equip. For self-use of the passenger (only in cargo Comp) 1 other orthopedic device

Items not to be included in unchecked baggage:

The following list (aligned with ICAO and IATA recommended practice) is provided as a guideline of what items are not allowed in the cabin of aircraft. Items indicated on the list, except firearms, may however be carried in the checked baggage of passengers. This does not include the obvious items considered as harmful items. I.e. knives, firearms, explosives, grenades, etc

Ammunition Martial arts devices Axes Metal scissors with pointed tipsBaseball bats Pepper spray Blackjacks Pool cuesBows and Arrows Portable power drillsBox cutters Razor blades (not in a cartridge) Brass knuckles Religious knivesCorkscrews ScrewdriversCricket bats Ski polesCrow bars Spear guns Disabling chemicals or gases Stun guns/shocking devices Fire extinguishers SwordsFlare pistols Tear gas Golf clubs Throwing starsHammers Toy weaponsHockey sticksHunting knivesIce axe/Ice pickLarge heavy tools (wrenches, pliers ,etc) NOTE: Manicure sets, including small scissors and metal nail files are permittedThis policy may differ from country to country, dependant on the Policy of the Local Authorities.

Special Baggage Charges

N.B For Sporting Equipment NOT specified below must be included in free baggage allowance; if exceeding, normal XBAG. Rate (of 1,5% of the highest normal direct adult one way economy class fare) applies.

Bicycles

On SAA flights only, bikes are free if included in the free baggage allowance.

Snow / Water Ski Equipment

One pair of skis, one pair of ski poles, boots one snow board, one pair of standard water skis or one slalom water ski are included in the free bag allowance. Golfing Equipment

One golf bag including golf clubs, balls and one pair of golf shoes are included in the free baggage allowance.

Exceptions: On SAA flights: One golf bag including golf clubs, balls and one pair of golf shoes not exceeding 15kg will be transport free of charge.

Surfboards

Surfboarding equipment is not included in the free baggage allowance.Exception: On SA flights only Surfboarding equipment is transported free of charge if within the free baggage allowance.

Scuba Equipment

Included in free baggage allowance: If exceeding , normal excess baggage rate applies.

Canoes / Windsurfer and Hang-glider

To be accepted strictly as cargo.

Fishing Equipment

Included in free baggage allowance; if exceeding, normal XBAG rate applies . Hunting Equipment

Included in free baggage allowance; if exceeding, normal XBAG rate applies . Paddle Ski Equipment

Included in free baggage allowance; if exceeding, normal XBAG rate applies .

Vaulting Poles

Vaulting poles are not included in the free baggage allowance. Angling Equipment

One tackle box, haversack or anglers basket plus one rod, bag or box is included in the free baggage allowance.

Firearms and Ammunition

Are included in the free baggage allowance(Subject to correct transportation/safety procedure being followed).

Live Animals (AVI) Handling

NB. Not to be accepted as excess baggage on international and regional routes – refer to Cargo.

AVI Handling is not included in the free baggage allowance.

The animal shall be carried in a container that meets the specification of the “IATA Live Animals Regulations”.

PET IN CABIN (PETC)

Suitable containers may be purchased from selected pet shops.

Accompanied pets and container shall not be included in the free baggage allowance and normal excess baggage rates apply.

No pets are permitted in the Aircraft Cabin. Only in the front (temperature controlled) cargo hold.

Exception :-

One dog for blind or deaf passenger is allowed as free unchecked baggage using additional Seat(s)

Upon request and advance arrangement, a passenger will be permitted the

exclusive use of two adjacent seats subject to booking class and seat availability. The maximum weight is 75kg (175lb) per seat.

Reservation procedures for cabin baggage (CBBG) using an additional seat or extended seat (EXST) are strictly mandatory.

The same conditions apply for CBBG or EXST: The passenger will be charged for the carriage of such baggage at a rate

equivalent to the normal excess baggage charges for the actual mass carried but not less than 75% of the full on way adult passenger fare for the class of service the passenger is using.

The passenger’s free baggage allowance shall not be taken into account when assessing charges under this arrangement.

Carry –on Baggage

Procedures for stowing of carry-on baggage

Procedures established by an operator to ensure that carry-on baggage is adequately and securely stowed shall take account of the following:

Each item carried in the cabin must only be stowed in a location that is capable of restraining it;

Mass limitations placarded on or adjacent to stowage’s shall not be exceeded; All baggage which is required to be brought into the cabin area shall be:

o of a size as controlled by the operator but shall not exceed 115cm (56cm + 36cm + 23cm)

o of a weight as controlled by the operator but shall not exceed 7kg per item:o of an amount as controlled by the operator but shall not exceed one bag per

economy class seat or two bags per first or business class seat.