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PJ Enterprises Telephone Operator

Training

Table of Contents

Instructor Information.......................................................................................1Content Introduction..................................................................................................................... 1Content Introduction..................................................................................................................... 1Audience Information................................................................................................................... 1Training Environment:.................................................................................................................. 2Using the Guide:.......................................................................................................................... 2Time-line...................................................................................................................................... 2

Preparation Checklist Instructor Information.................................................4Preparation Checklist................................................................................................................... 4Facilitation Tips:........................................................................................................................... 5

Course Overview...............................................................................................7Lesson 2: Listening to Customers...............................................................13Introduction................................................................................................................................ 13Active vs. Passive Listening.......................................................................................................15How to use Active Listening.......................................................................................................19

Lesson 6: Using the Product Guide.............................................................21Introduction................................................................................................................................ 21Locating Product in the Electronic Product Guide......................................................................24Use the Product Guide to Answer Customer Questions.............................................................27

Appendix A: Active Listening Guidelines....................................................31Appendix B: Active Listening Scenarios.....................................................33Appendix C: Product Catalog PDF...............................................................34Appendix D: Job Aid – Completing a Search in the Product Guide..........35

[Title] Table of Contents Page i

Instructor Information

Content IntroductionThe purpose of this guide is to provide step-by-step instructions for the telephone operator training for PJ Enterprises designed to train phone and customer service skills, and use of the new electronic product guide. This guide offers step-by-step instructions to successfully complete the live training sessions including: objectives, activities and methods, exercises, handouts, a list of materials and equipment, learning-assessment activities, and recommended preparation for each session. By following this guide, facilitators will successfully train telephone operators to better serve the customers of PJ Enterprises and increase customer satisfaction and sales.

Content IntroductionThe course outline was developed considering all of the tasks required by the telephone operators. As you look at the outline, you’ll see that tasks are not grouped sequentially in the order their job is performed. However, every aspect of a telephone operator’s day is covered during the training.

LessonTelephone Operators

Course Introduction X

Lesson 1: Using Proper Phone Etiquette X

Lesson 2: Listening to Customers X

Lesson 3: Managing Hold Time X

Lesson 4 : Managing Calls with Upset Customers X

Lesson 5: Escalating Calls to a Supervisor X

Lesson 6: Using the Product Guide X

Review and Summary X

Audience InformationThe audience for training is the telephone operators at PJ Enterprises. They are women, ranging in age between 18-60 years old, with various levels of experience with customer service. Many are beginners in this field of work while others are seasoned operators. The average level of education ranges from a high school diploma/GED to some college. None hold college degrees.

Training Environment:

Developing e-Learning Course Overview Page 1

The training will be conducted in a computer lab classroom to accommodate face-to-face and computer based elements of the training session. The facilitator will be provided with a whiteboard, flipcharts, markers, computer, projector and screen, as well as the necessary handouts and materials for the training.

Using the Guide:The Facilitator Guide is just that – a guide intended to help you train each new hire in a consistent way. Before training, be sure you’re very familiar with the contents of the guide. Note these features:

The left-hand column gives notes to you on how to teach the specific topic.

The right-hand column provides content that you’ll use in training but also that the trainee will have in the student guide and will take with them as a reference. Be sure to reference this information from time to time so they become familiar with the guide contents.

The right-hand column also contains a few slides or other images that will enhance the training.

The page numbers of the Facilitator Guide and the Student Guide are always the same.

Time-lineThis training should take approximately 8 hours to complete, split into two separate 4 hour sessions. Use the guidelines in the tables below to conduct this training. Timing is flexible and can be adjusted to meet the training environment and needs of trainees. A blank schedule is provided to below to map your actual training day.

Lessons Total Time

Session 1 3 hr 25 min

Course Overview 10 min _:_ to _:_

Lesson 1: Using Proper Phone Etiquette 60 min _:_ to _:_

Lesson 2: Listening to Customers 60 min _:_ to _:_

Break 15 min _:_ to _:_

Lesson 3: Managing Hold Time 60 min _:_ to _:_

Developing e-Learning Course Overview Page 2

Session 2 3 hr 50 min

Lesson 4: Managing Calls with Upset Customers 90 min _:_ to _:_

Break 15 min _:_ to _:_

Lesson 5: Escalating Calls to a Supervisor 20 min _:_ to _:_

Lesson 6: Using the Product Guide 90 min _:_ to _:_

Review and Summary 15 min _:_ to _:_

Page 3 PJ Enterprises Telephone Operator Training

Preparation Checklist Instructor Information

Preparation Checklist Use the lists below to guide your preparation for your training class. You should do some of the tasks several days before your class and others the morning before your class.

Several days before the class:

Review this guide and be familiar with subject matter, materials and expectations. Make personal notes.

Review and set up your slide presentation.

Gather supplies and materials that are needed.

Contact PJ Enterprises to collect:

o The roster of employee-learners for each sessiono Email addresses for each learner enrolled in the current session.

Obtain the logins you’ll need for the training environment for the product guide.

Save audio clips to computer in the same folder as the PowerPoint presentation.

Ensure that there are enough computers setup, one for each learner and the trainer, and have the product guide installed.

Before each session, work with co-facilitators, supervisors, and IT staff to plan for any unexpected challenges that might arise, such as an internet or computer outage, equipment failure etc. Test all equipment the day before the training session.

Ensure that participant workbooks are prepared for training sessions.

Check with PJ Enterprises to see if any participant with a disability needs a special accommodation.

Communicate with participants via email, to introduce yourself and provide the course schedule.

The Day of Class:


Gather and prepare any necessary supplies:

Computer

Student Guides

Attendance List

Name tags for everyone with marker for participants to use to write their names.

Check the numbers of job aids, student guides, and other printed materials equals the number of attendees.

Make sure all equipment is properly set up and functional.

Trainer and trainee computers have product guide installed.

Test the audio clips.

Set up and lay out supplies and refreshments.

Facilitation Tips:Managing time:

Keep track of scheduled time. If you have a co-facilitator agree on a signal when you are close to the time allotted. If you lose time early on in the session, the end may seem hurried or incomplete to trainees.

Have activities or discussion ready if the session runs short.

Presentation Tips:

Provide some information about yourself, your background, and why you are delivering this program.

Review learning outcomes at the beginning of each lesson.

Solicit examples of personal experiences from the trainees, and use your personal experiences as examples. The more real-world experience you bring as a facilitator, the more the trainees will trust your expertise.

Feel free to move around the front of the room away from the podium and computer when presenting information or during discussions.

Be yourself. You do not need to teach the material word-for word. Use the points on the slide or facilitator materials to emphasize key take away points and important information to cover, but state in your own words to sound authentic.


If there are trainees dominating the process recognize them, but quickly move on to others. During team activities, circulate and observe that everyone is participating.

It takes longer for some participants to understand information. The facilitator should find the precise point that is unclear, clarify it, and then be sure the person is satisfied with the answer. If one person is not clear, there are likely to be others. If the person is still confused after several attempts, schedule time to take them aside and work one-on-one.

Be sure to define terms easily and clearly.

The better the examples and the earlier you show them, the more confident the participants will be in you, and their ability to perform post-training.

Speak slowly and clearly.

Stop frequently to ask if there are questions.


Course Overview

Time: 10 min.

Display: this slide as everyone arrives in the room.

Welcome: the students to this training course.

Welcome

Welcome to PJ Enterprises Telephone Operator Training

Go over: administrative details.

Tell: the length of the training course (2 four-hour sessions)

Explain: We will stop for a 10-minute break every two hours, or as the schedule permits. Cookies, water and coffee are provided in the back of the room.

Ensure: All attendees sign the Training Attendance Form.

Administrative Details

This training session will be about 4 hours long. There will be a second four-hour session this week.

There will be a 10-minute break approximately every two hours. Please feel free to use the restroom as needed. Cookies and coffee are available on the back table.

If you have questions throughout the course, please feel free to ask.


Introduce: yourself as the trainer. Provide your name, company, job role, length of time with the company, and a fun fact about yourself.

Introductions

Your trainer will introduce themselves.

You will then each introduce yourselves, by giving your name, role, length of time with PJ Enterprises, and a fun fact about yourself.

Go over: the purpose of this training.

Emphasize: that although many team members have experience in customer service skills, this training will provide standards and guidelines for all telephone operators to follow.

Purpose of Training

This course was designed specifically for PJ Enterprises.

You will learn customer service and selling techniques as well as using the new electronic product guide to find the product information you need.


Go over: the course objectives. Course Objectives

In this course, you will:

Use the electronic product guide Identify active and passive listening characteristics

from recorded phone calls Use Active Listening in a role play Locate products in the electronic product guide

using various search criteria. Use the electronic product guide to answer

questions.

Explain: the organization of this course and the agenda for today’s session.


Ask: if there are any questions before the lesson begins. Questions

Does anyone have any questions before we get started?


Lesson 2: Listening to Customers

Time: 60 min.

[Title] Error: Reference source not found Page 11

IntroductionTell: them that listening is a fundamental part of the communication process.

Emphasis: As they are communicating with customers, they will be using active listening skills they learn in this lesson.

Introduction

You will spend a large amount of your time at PJ Enterprises on the phone with customers. However, you will not be doing most of the talking; you will be doing most of the listening! Not just any listening, but active listening! In this lesson, you will learn what active listening is, why it is important, how to identify it, and how to implement active listening into your daily conversations with customers.

Explain: that listening to customers is an essential part of their job. Furthermore, the type of listening we expect is active listening, as that is going to help them provide exceptional customer service.

Importance

In order to provide the best customer service, it is important to first understand what the customer is requesting. The best way to understand our customers is through active listening.

Overview

In this lesson you will learn to identify and utilize active listening skills. You will demonstrate application of active listening guidelines during role play scenarios.

[Title] Error: Reference source not found Page 12

Go over: the objectives using the Power Point slide.

Ask: the learners if they have any questions about the objectives or what they are supposed to learn in this lesson.

Objectives

In this lesson, you’ll: Identify active and passive listening

characteristics from recorded phone calls Use Active Listening in a role play.

Topics

This lesson includes the following topics:

Topic Page1 Introduction 132 Active vs. Passive Listening 153 How to Use Active Listening 18

Active vs. Passive Listening

Page 13 Error: Reference source not found Developing e-Learning

Explain: what active listening is and why it is important to the telephone operator position.

Introduction to Active Listening

Explain: what passive and active listening is.

Ask: learners if they feel they have ever demonstrated passive listening on a call. Have they ever demonstrated active listening?

Ask: if anyone can explain the difference between passive and active listening in their own words (not reading it off of the slide)


Explain: the characteristics of active listening. Provide examples that are not listed on the slide.

Do: Have participants reference Appendix A for a list of Active Listening Guidelines.

Ask: learners if they have ever used any of these guidelines in the past? If so, when? Can they give an example? Which guideline do they most often use on a call with customers? Which do they use the least? Why?

Explain: Active listening is a skill that is developed. Take a few minutes and review the guidelines for active listening. Which guideline or technique could you incorporate into your next phone calls?

Do: Allow 2 mins for the learners to identify the guideline they choose.

Ask: Solicit feedback from leaners. Ask if any of them would like to share which guideline they will incorporate and how they will do it.

Active Listening Guidelines


Active Listening Guidelines, continued


Ask: learners if there are other areas of their life they may benefit from active listening. How would it benefit them?

Emphasis: Do this to make a personal connection for the learner.


Demonstrate: active and passive listening by having learners listen to recorded calls and differentiate between active and passive listening.

Do: While the learners are listening to the audio have them review Appendix A this will help them differentiate between the types of listening.

Do: Keep the Active Listening Guidelines slide on the screen as another reference to the leaners during the audio recording.

Active Listening Exercise

How to use Active Listening


Review: Guideline

Ask: What guidelines were used during the recording? What could have been used but was not?


Demonstrate: application of guidelines

Divide learners into pairs. Designate one as customer and learner 2 as telephone operator. Have the learner in the role of the telephone operator choose a scenario from appendix B.

Explain:

Customer Role: Feel free to expand on the situation provided above, however, your role is to remain calm though-out the role play.

Practice and give feedback.

Have learners switch roles

Practice and give feedback.

Remind the customer role they can expand on the situation provided above, however, your role is to remain calm though-out the role play.


Review & Wrap up

Do: Bring learners back together as a large group.

Ask: How did you hear active listening demonstrated? What was said that indicated they were actively listening? What challenges did you have during the exercise?


Lesson 6: Using the Product Guide

Time: 90 min.


IntroductionExplain: During this session they will learn how to search for products and product information, using the electronic product guide

Introduction

PJ Enterprises currently has a paper product guide. To enhance functionality, we have replaced the paper product guide with a searchable electronic version. In this lesson we will practice locating products and product information in the electronic product guide, using the search function.


Discuss: Some of the challenges PJ Enterprises encountered using the paper guide.

This next slide shows the improvements and functionality PJ is gaining by moving to the electronic guide. During the lesson we are going to touch on all of them.

Reasons for the Change

Challenges with the Paper Product Guide

Seasonal guide – printing the guide was a drain of resources

Unable to make updates/changes to the paper guide

Difficult to locate products

Improvements

Searchable

Easy to locate product information

Pictures of products

In-depth products descriptions

Explain: It is important to use the product guide effectively and efficiently. This benefits you as a telephone operator and the customers. Using the guide will reduce customer frustration, which will reduce complaints. It also helps you create and have a positive customer interaction and allows you success and reduces frustration in your role as a telephone operator.

Importance

The move from a paper product guide to electronic product guide, allows PJ Enterprises to stay current with product updates and information The electronic guide also allows you to locate product information quickly and accurately. This establishes confidence in customers that we can answer their questions. Learning how to use the guide to answer questions frees up your time as telephone operators as do not have to memorize product information.

This provides a better customer experience, as well as, an efficient way for you to be successful as a telephone operator.


Tell: You will learn to complete searches in the electronic product guide and practice answering customer questions.

Overview

In this lesson you learn to search products and product features using the electronic product guide. You will practice answering customers question using the product guide.

Do: Go over objectives for the lesson. Objectives

In this lesson, you’ll: Locate products in the electronic product guide

using various search criteria. Use the electronic product guide to answer

questions.

Topics

This lesson includes the following topics:

Topic Page1 Introduction 21

2 Locating products in the electronic product guide

23

3 Using the product guide to answer questions

26


Locating Product in the Electronic Product GuideExplain: In previous lessons we learned how to navigate the product guide, as well as the basic layout or key components of the guide. We also learned how to locate product information on the product pages. In this lesson we are going to build on those skills and learn how to complete a search in the product guide.

Completing a search in the guide will make locating products and information easier and more time efficient. This allows you to answer the customer’s questions faster.

You will not have to worry about memorizing these steps; a job aid has been created to help you complete a search.

Do: Hand out the Job Aid – Completing a Search in the Product Guide, learners can also reference appendix D. Let the learners know this is theirs to take notes on and use back at their desks.

Product Guide Searches

Searching the electronic product guide for products or product characteristics is as simple as typing a keyword.

This search capability will enhance the way you assist our customers!

To complete a search in the Product Guide:

1. Open the Product Guide

2. Click on the Guide

3. Press Ctrl F, this displays a search box in the top right corner of the screen.

4. Type a keyword in the search box, and press Enter

5. The keyword searched will be highlighted on your screen.

6. Use the arrow keys to move to the next or previous location of the word searched.

Explain: For your search to be successful there are a few tips to keep in mind.

Do: Review search criteria on screen

Search Criteria

Use correct spelling

Verify product number

Do not use punctuation

Search partial words (sun or glasses instead of sunglasses)


Do: Access the electronic product guide and display it on the screen for participants. Complete a search for table mats.

Participants should follow along on their computers and complete the search as well.

Group ActivityComplete a search for table mats.

In the search box type table mats

Ask: What questions do you have about searching in the electronic product guide?


Explain: Now it is your turn to complete some searches in the electronic product guide.

On the screen is a list of products, using the product guide search for each of the products and navigate to the correct product page.

Write the product page down, and we will review as a group when everyone is complete.

Do: Allow 5 minutes for learners to complete the search. Once time up, solicit answers from the learners. Ask how they came to the answer and let the class know if the response is correct. Walk thru how to complete a search if learners are unsure how to obtain the correct answer.

Correct Responses:

1. Blue baseball hat is located on page 52

2. Product number 546879 is a Toy train

3. We sell 3 different purple phone cases

4. Pink lamp is located on page 425

5. Bistro Table is located on page 375

Practice Exercise

Locate for the following items/information in the electronic Product Guide, using the search feature.

Write down the page number or the information for each item, we will review as a group.

1. Blue baseball hat

2. Product number 546879

3. How many types of purple phone cases do we have for sale?

4. Pink lamp

5. Bistro Table

Time: 90 min.


Use the Product Guide to Answer Customer QuestionsExplain: We discussed earlier in the lesson that we are going to build off of what you have learned previously. Now it is time to put all of the information you have learned together to answer our customer’s questions.

We want to simulate a real situation by completing some role plays with a partner. One of you will be the telephone operator and one of you will be the customer.

You each will be handed a card with 6 different questions/products on them. The telephone operator will need to locate the product within 30 seconds and answer any questions about the product from the customer.

Once the telephone operator has answered all of the questions for the product, the customer will indicate the request is complete.

When all 6 scenarios/questions have been completed. You will switch roles.

Ask: Before we begin what questions do you have?

Do: Divide the group into partners and handout card A and card B, one to each partner.

Role Play Scenario

With your partner role play a customer interaction

Determine who will be the “telephone operator” and who will be the “customer”

The customer will read the first question on card A to the telephone operator.

Once the TO has located the product ask any supporting questions listed on the card

When all questions have been asked and answers. State “Thank you, you have completed my request”

After all questions on the card has been asked, switch roles and ask questions on card B.


Card A Questions and Answers:

1. I am looking at the white backpack in the catalog. What are the dimensions? 18in x12

a. Does it have a space for a laptop? Yes

2. Can you tell me the material the paisley women’s scarf is made out of? Cotton

a. Is it dry clean only? No

3. Do you know if the clear outdoor holiday lights have a timer? No

a. Can you string more than one together? Yes

4. Can you tell me if the men’s joggers have pockets? There are front pockets, not rear.

a. What colors do they come in? purple, red, black, light grey and dark grey

5. I am interested the in the women’s golf shorts, do they come in petite sizes? No

6. Do you know if the flameless candle is battery operated or do you need a plug in? Battery 2AA are needed

a. What sizes are available? 3x5 and 2x2


Card B Questions and Answers:

1. I am looking at the nesting mixing bowls. Do you know what other color they come in besides white? red, green, or blue

a. Are they dishwasher safe? Yes

2. I noticed you have tag-less t-shirts for children but do you have any in men’s sizes? Yes, on page 146

a. Are they 100% cotton? Yes

3. I am interested in the folding camp chair. What is the weight it can hold? 275lbs.

a. Is there a warranty on the chair? Yes, 1 year

4. I am looking for women’s rain boots. Do you have any and in what colors? Yes, black, black and white pok-a-dots, Green, red and Yellow

a. Do they come in half sizes? No

5. The meat thermometer is the wireless? Yes

6. The framed mirror on page 231 is the dimensions of the mirror or the frame 2x3? The frame the mirror is 18x24.

Do: Bring learners back together as a large group.

Ask the following questions:

What went well during the exercises?

What challenges did you have?

How could you overcome the challenges next time?


Ask: Are there any other questions or thoughts do you have about activity or completing a search in the product guide?

Questions?


Appendix A: Active Listening Guidelines

Active Listening Guidelines

SUMMARIZE WHAT THE SPEAKER IS SAYING

ASK & ANSWER QUESTIONS

Summarize what the speaker is saying

Ask questions for clarification

Restate the main idea

Asking questions ensures you are correctly understanding what the customer is saying

PARAPHRASE AVOID DISTRATCTIONS

Let the customer know you understand what they are saying:

Avoid: Letting your mind wander, eating, talking with coworkers, or looking at your phone

“What I hear you saying is…” Be attentive

“Do you mean…?”


AVOID INTERUPTING THE SPEAKER DON’T OVERTALK

Let the speaker finish their thought/sentence before offering your help and/or response

A brief pause, or moment of silence, is okay if you are thinking about your response

Give the customer time to think as well as speak


Appendix B: Active Listening Scenarios

Flexible Phone Scenarios1. You are a long time customer of P.J. Enterprises.

You ordered a shirt for your son for his birthday and it has not arrived yet. You are not happy about this as his birthday is only 3 days away. Call them….

2. You just discovered P.J. Enterprises and you are excited. You have lots of questions about some of their products. Call them….

3. You are a 1st time customer for P.J. Enterprises. You are not sure if the gift you are considering for your spouse is the right thing to purchase. Call them…

4. You are not sure if the product you are considering purchasing will fit into your living room. You also not sure if you want to order it now, or wait until you get paid. Call P.J. Enterprises…..


Appendix C: Product Catalog PDF


Appendix D: Job Aid – Completing a Search in the Product Guide

Step Action 1 Open the Product Guide

2 Click anywhere on the Guide

3 Press Ctrl F, to display the search box in the top right corner of the screen.

4 Type a keyword in the search box, and press Enter

5 The keyword searched will be highlighted on your screen.

Note: if the key word is not found in the electronic product guide a message will display.

6 Use the arrow buttons to move to the next or previous location of the word searched.

Search Criteria Use correct spelling

Verify product number

Do not use punctuation

Search partial words (sun or glasses instead of sunglasses)


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