Customer Service: Skills for Success, 4th Edition

INSTRUCTORS MANUAL

Chapter 3 Verbal Communication Skills

LESSON OVERVIEW

Chapter 3 focuses on the verbal communication skills needed to be successful in a

customer service environment and in life. Throughout the chapter, students are asked to

analyze their current skill levels and to think of new ways to implement the strategies

outlined in the text. The features, interactive exercises and ancillary materials provided

with Customer Service: Skills for Success, 4e are designed to facilitate better student

comprehension and learning.

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CHAPTER OUTLINE

The textbook outlines the chapter with the following headings to focus and direct major

lecture topics.

Learning Objectives, p. 60

In the Real World – Retail, p. 60

Quick Preview, p. 61

The Importance of Effective Communication, p. 62

Ensuring Two-Way Communication, p. 62

--Interpersonal Communication Model, p. 63

Avoiding Negative Communication, p. 64

Communicating Positively, p. 64

--Plan Your Messages, p. 64

--Focus on the Customer as a Person, p. 65

--Greet Customers Warmly and Sincerely, p. 67

--Use Customer-Focused Language, p. 67

--Make Customers Feel Welcome, p. 67

--Use Eye Contact Effectively, p. 68

--Listen Carefully and Respond Appropriately, p. 68

--Be Specific, p. 68

--Use Positive “I” or “We” Messages, p. 68

--Use “Small Talk”, p. 68

--Use Simple Language, p. 69

--Paraphrase, p. 69

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--Ask Positively Phrased Questions, p. 69

--Ask Permission, p. 70

--Agree With Customers, p. 70

--Elicit Customer Feedback and Participation, p. 71

--Close the Transaction Professionally, p. 72

--Address Pet Peeves, p. 72

Providing Feedback, p. 72

--Verbal Feedback, p. 73

--Nonverbal Feedback, p. 74

Dealing Assertively with Customers, p.74

Assertive Versus Aggressive Service, p, 76

--Responding to Conflict, p. 77

--Causes of Conflict, p. 78

--Salvaging Relationships After Conflict, p. 79

Summary, p. 81

Key Terms, p. 81

Review Questions, p. 81

Search It Out, p. 81

Collaborative Learning Activity, p. 82

Face to Face, p. 82

Planning to Serve, p. 83

In the Real World, p. 83

Quick Preview Answers, p. 83

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Ethical Dilemma Summary, p. 84

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CHAPTER OBJECTIVES

The objectives will help you and the students discover the concepts and information that

should be understood upon completion of the chapter. You may want to access the

PowerPoint (PPTs) slides for Chapter 3 when you begin the study of the chapter and

discuss each Learning Objective briefly. Each Learning Objective will be discussed

separately in the Lecture Notes below, but are shown here in total as an overview of the

sections being presented in Chapter 3. Use PPT1 and PPT2: Chapter Objectives in

discussing the Chapter Objectives. You may want to refer back to the PPT1 and PPT2 as

you discuss each objective in the next sections.

After completing this chapter, the students will be able to:

1 Explain the importance of effective communication in customer

service.

2 Recognize the elements of effective two-way interpersonal

communication.

3 Avoid language that could send a negative message and harm

the customer relationship.

4 Project a professional customer service image.

5 Provide feedback effectively.

6 Use assertive communication techniques to enhance service.

7 Understand key differences between assertive and aggressive

behavior.

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KEY TERMS, p. 81

Key terms are posted in the student textbook margins and placed in bold in the copy.

They are listed alphabetically here for your quick reference.

assertiveness, p. 74 noise, p. 64

channel, p. 63 nonverbal feedback, p. 74

conflict, p. 77, 78 paraphrase, p. 69

decoding, p. 64 pet peeves, p. 72

encoding, p. 63 rapport, p. 71

feedback, p. 64 receiver, p. 63

filters, p. 64 sender, p. 63

global terms, p. 64 small talk, p. 69

“I” and “we” messages, p. 68 two-way communication, p. 62

message, p. 63 verbal feedback, p. 73

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LECTURE OUTLINE AND LECTURE NOTES

General Teaching Suggestions for Chapter 3:

Instructor Note 1:

This chapter sets the tone for understanding the importance of effective

communication, the elements of two-way communication, and language that

could cause negative messages that harm the customer relationship, and how to

project a professional customer service image, provide feedback and use assertive

or aggressive techniques. Depending on students’ level of knowledge or expertise,

you may want to bring in additional articles or information on the field of

customer service. You may also want to invite several speakers individually and

then again later as part of a panel for a group discussion.

Additionally, as suggested in the Search It Out activity on page 81 in the chapter,

you may want to have students do some Internet research and report findings to

the class. This research might be collecting other organizational philosophies and

material related to the topic of verbal communication.

Instructor Note 2:

Before the students arrive: Write the terms that you will emphasize in this

chapter on the board. When the students settle in, you may do a quick review of

the terms by asking students to provide an impromptu definition. This activity

may serve to let you know what information students remember from reading the

chapter or from experiences in the business world.

Instructor Note 3:

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First of the class: Take attendance and take care of other administrative duties or

paperwork. Here are some optional activities to supplement those listed in the

chapter. Use these as you wish to supplement and enhance the content of the

chapter.

General Notes for Selected Activities: Use these as you have time and as students’

interest dictates:

1. Activity : Set up a panel of managers from local businesses or have a guest

speaker who addresses the issue of his/her organization’s communication

activities and how he/she uses two-way communication techniques. Have students

prepared to ask questions when the time is provided by the panel or the speaker.

2. Activity : Begin the class by dividing learners into equal groups of 3 or 4 people

(depending on class size). Give each group a marker and sheet of newsprint

(flipchart paper). Ask each group to brainstorm a list of factors they believe

contribute to good verbal communication techniques. Have them explain their list

to the rest of the class. Tie in their comments to chapter content.

3. Activity : You may want to gather additional reference material related to

organizations that have had breakdowns in communication. Get input based on

learners’ personal experiences. You may find interesting stories on various

company communication issues in The Wall Street Journal, U.S. News and World

Report, or your local newspapers.

4. Activity : Assign an out-of-class activity for learners to gather additional articles

or information about chapter-related topics. Have them write a brief (no more

than one typed page) summary of the article, properly documented.

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5. Activity : Have learners conduct field research and write a brief report before the

next meeting. The focus might be on a visit to an organization or business to

observe factors related to chapter content (e.g., the approach service providers

take to communication, the appearance of the business, and any other factors that

contribute to the service culture).

If you have not secured the Video to be used with Customer Service: Skills for

Success, 4th Edition, you may want to order it now so that you can use it for the

end-of-chapter video scripts.

Chapter 2 Activities from last class meeting: Activities may have been assigned

last week to student groups that are due this week or at another time you have

designated. If you assigned any of the activities noted in Chapter 2 Lesson Notes

or plan to assign them, you may want to discuss them during this second class

meeting. You may also want to spend some time reviewing the activities from the

Search It Out, Collaborative Learning Activity, Planning to Serve, and the In the

Real World sections, which are listed in the end-of-chapter materials. Note: Your

students may need additional time to do some of the research activities. If so,

assign the reports so that they are completed by another class meeting of your

choosing.

Part Two: Skills for Success

Discuss the Customer Service Interview (pages 58-59) with the class by having them

refer to the questions that Holly Faries discussed. Select three or four of the questions she

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responded to and compare student responses to those of Ms. Faries and also to Mr.

Tanzer in Part 1, Chapter 1, page 2.

LESSON NOTES

The following are specific instructional strategies related to Chapter 3: Contributing to

the Service Culture.

Instructor Note 4:

Consider beginning with a brainstorming activity that generates a list of items

related to any of the chapter topics and tie that into the overall chapter content.

The Quote on page 60 may stimulate some discussion: what did Mr. Bill Gates

mean by the statement that the “most unhappy customers are your greatest source

of learning”? How does this relate to the study of customer service? (Student

answers will vary for all class discussions; you can contribute your interpretations

of the quote as well).

Ask students: Solicit some views from students and ask them how they feel

about unhappy customers or others with whom they deal daily in the classroom, at

work or at home.

Explain that getting along with people applies not only to your colleagues at

work, but also to vendors and customers who depend on you and your expertise.

Instructor Note 5:

Show PPTs 1 and 2: Chapter Objectives to briefly introduce students to the

topics in Chapter 3. As you briefly introduce each objective, ask students to

comment on what they think each objective will involve.

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Move quickly on to the In the Real World on pages 60-61. Review the

information about Enterprise Rent-A-Car. Review with the students how

Enterprise started and how they rate customer service in the organization. What

does the Enterprise Service Quality Index (ESQi) mean for customers? Ask

students if they know anyone who has been an employee of Enterprise or if

anyone in the class has rented or knows someone who has rented a car. Many car

rental companies have age restrictions; students in your class may not yet be old

enough to have used a rental car company’s services.

Quick Preview—Have students respond (orally or in writing) to the Quick

Preview questions. The answers are located in the student text on page 83. A

show of hands will give you an understanding of these questions. Tie the

information to the objectives and the material in the chapter.

THE IMPORTANCE OF EFFECTIVE COMMUNICATION, p. 62.

Instructor Note 6:

Learning Objective 1: Explain the importance of effective

communication in customer service.

Learning Objective Note: PPT 1 should be used with Learning Objective 1 page

62.

Students should understand the importance of effective communication. Use PP1

to discuss the importance of appearance, action/inaction and the ability to

communicate.

Stress that it is important to continually strive for improvement. Many people

have difficulty asking for feedback on how well they communicate, although this

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can provide excellent information. Encourage students to ask others to provide

feedback in situations where they communicate well or poorly. In instances where

they miss the mark, students should educate themselves and then practice and

improve their communication.

ENSURING TWO-WAY COMMUNICATION, p. 62

Instructor Note 7:

Learning Objective 2: Recognize the elements of effective

two-way interpersonal communication.

Learning Objective Note: PPTs 2-4 should be used with Learning Objective 2,

pages 62-64.

Students should understand the elements of two-way interpersonal

communication and how it relates to their role as a customer service provider.

Review the meaning of two-way communication on page 62 and focus on Figure

3.1 as students review the Interpersonal Communication Model and its

components on pages 63 and 64. Use PPTs 2, 3, and 4 to discuss how to ensure

two-way communication.

Using the Communication Model on page 63 and the definitions on pages 63-64,

review the following components:

Environment—the work setting or where the conversation/interaction is taking place.

Sender—the person initiating the message.

Receiver—the listener who receives the message. Initially, it may be you as the receiver

of your customer’s message. Once you offer feedback, you switch to the sender role.

Message—the message is the idea or concept you or the customer wants to convey.

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Channel—the method you choose to transmit the message.

Encoding—this occurs as you evaluate what must be done to effectively put your

message into a format that your customer will understand.

Decoding—this occurs as you or your customer converts the message received into

familiar ideas by interpreting or assigning meaning.

Feedback—unless a response is given, there is no way to determine whether the intended

message was ever received. Feedback is one of the most crucial elements of the two-way

communication process. Without it, you merely have a monologue.

Filters—these are factors that distort or affect the message you receive. They include

your attitude, interests, biases, expectations, education, beliefs and values.

Noise—this consists of physiological or psychological factors (e.g., your physical

characteristics, level of attention, message clarity, loudness of the message or

environmental factors) that interfere with the accurate reception of information.

Customer service providers must ensure that effective communication occurs with

customers. It is the service provider who must often take the initiative to make sure

interactions with customers are successful. As students go through the text, they will

learn various ways to ensure this happens.

Instructor Note 8:

ASK: The Customer Service Success Tip on page 62 should be the next

attention-getter for students. Ask them to review these items, thinking about

themselves and those with whom they communicate. Then assign an activity in

which students keep a record of these attributes for five days as they notice them

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in a particular person or persons with whom they deal regularly. Have them keep

a list of these attributes to share with the class the next meeting.

Instructor Note 9:

Point out the photo on page 63. Ask students what they think is going on in this

photo. How can they ensure they are listening to the customer?

AVOIDING NEGATIVE COMMUNICATION, p. 64

Instructor Note 10:

Learning Objective 3: Avoid language that could send a negative message

and harm the customer relationship.

Learning Objective Note: PPTs 5-6 should be used with Learning Objective 3,

page 64.

Instructor Note 11:

Students need to understand how language can impact a message, turning it into

something negative that can harm the customer relationship.

Activity : Divide students into equal groups and have groups discuss how they

feel about negative words or phrases. Have them draft several that they feel are

negative and could cause a problem with a customer. Those in the text section on

page 64 can be used to give group members an idea the type of messages that may

be negative. Bring them back together to share after 10 minutes. Summarize their

thinking by putting the main ideas on the board. Review Figure 3.2 on page 65;

ask students to comment on these phrases and if they have used or heard these

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phrases used recently. Have students provide some scenarios where they have

heard them (if they have).

Uses PPT5 to discuss negative words, making use of those students have listed, in

addition to those on the slide Negative, Vague, or Weak Terminology. Stress

that, as service providers, their language should focus on getting information or

resolving issues quickly.

Activity : Have students brainstorm ideas about global terms they have heard

lately. Chart their answers on the flip chart paper or put them on the board (or

have a member of the team put them on the board). Use PPT6: Global Terms to

discuss the students’ findings in addition to those on the slide. Have students think

of and list alternatives for global terms on the board.

COMMUNICATING POSITIVELY, p. 64.

Instructor Note 12:

Learning Objective 4: Project a professional customer

service image.

Learning Objective Note: PPTs 7-13 should be used with Learning Objective 4,

pages 64-72.

Instructor Note 13:

Students should understand the value of a professional customer service image

and how one can be accomplished. This chapter goes a long way in helping

students understand the concept of a professional image.

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Review Figure 3-3, page 65, with the class. Ask them to determine which phrases

they use the most; have a volunteer list and count the number of phrases used the

most.

Review Ethical Dilemma 3.1 with the class. Ask for ways they would use to

handle this situation. Get a consensus from the class and then review the possible

solutions on page 84. Have them review their responses and compare them with

the suggested responses. Do they think that they are on the right track with their

responses?

Use PPTs 7 -12 to discuss how to communicate positively. Have students provide

input on each of the items listed on the PowerPoint (and discussed below) and

describe what they think each item, if used, should do to communicate positively.

PLAN YOUR MESSAGES, p. 64

Stress the need to know what you want to say and what should be avoided. Being

prepared to answer questions about products or services is crucial.

FOCUS ON THE CUSTOMER AS A PERSON, p. 65.

To deliver quality service, you need to deal with the human being first. Have

students review Customer Service Success Tip on page 66 and comment on its

application to them and their role in customer service. Ask them if they agree that

making customers feel special and valued cuts down the number of unhappy

customers. (Their answers will probably be yes.)

GREET CUSTOMERS WARMLY AND SINCERELY, p. 67.

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If appropriate, shake hands, smile often and offer a sincere welcome. You should

even smile while on the telephone, as a smile can be heard over the phone. Sound

approachable and receptive.

Point out the Customer Service Success Tip in the margin on page 67. Ask

students how they can greet customers warmly and sincerely on the telephone.

USE CUSTOMER-FOCUSED LANGUAGE, p. 67.

Some service providers mistakenly think they are the important element in a

transaction. It is the customer who should be the focal point, not the provider.

Have students take the opportunity provided in Work It Out 3.1 to analyze their

verbal communication style. Have them report on their findings during the next

class session. If students have video recorders, this may be an opportunity to not

only record student interactions, but to video tape them and play the results for the

class to help analyze.

MAKE CUSTOMERS FEEL WELCOME, p. 67

Most people like to feel as if they belong, to be recognized as special, and to be

seen as individuals. Know customer names when possible.

USE EYE CONTACT EFFECTIVELY, p. 68.

In addition to greeting the customer, make regular eye contact (no longer than

three to five seconds, usually) and assume a positive, approachable posture.

LISTEN CAREFULLY AND RESPOND APPROPRIATELY, p. 68

Listening is the key element in two-way communication. The manner in which

you listen and respond often determines the direction of the conversation.

BE SPECIFIC, p. 68.

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Give the most specific and complete details possibly when you answer questions.

USE POSITIVE “I” OR “WE” MESSAGES, p. 68

In addition to avoiding the” you” statements, focus on what “I” or “we” can do for

or with the customer.

USE “SMALL TALK”, p. 68

Look for opportunities to communicate on a personal level or to compliment your

customer. One thing to remember is to skip the small talk and focus on efficiently

providing service if the customer is impatient or in a hurry.

Activity : Ask students to think about service providers who have difficulty

making small talk during interactions with customers. Why do they think this

happens? What can you do to ensure that you do not have these problems when

providing service?

USE SIMPLE LANGUAGE, p. 69

If you are selling or providing service in a technical field or an area that a

customer may find confusing, use terms and explanations that can be easily

understood. Watch and listen for signals that the customer is frustrated because he

or she does not understand.

PARAPHRASE, p. 69.

Take time to ask for feedback by repeating to the customer the message you

heard.

Have students look at the photo on page 69. What is happening in this photo? Ask

students if they think a friendly conversation is taking place in the photo. Can

being friendly help one work through a conflict or problem? Ask students to

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describe scenarios where they or someone they know has experienced this

situation.

ASK POSITIVELY PHRASED QUESTIONS, p. 69

Choose the wording of your questions carefully. You may want to avoid using

“Why,” since it could be interpreted as a challenge by the customer.

Instructor Note 14:

Activity : Have students list examples of things they heard as a child that are

similar to things they do not like to hear as adults. Relate appropriate examples to

the customer service environment.

ASK PERMISSION, p. 70.

Get customer approval before taking action that was not previously approved or

discussed, such as putting a telephone caller on hold or interrupting. By doing so

you raise customers to a position of authority, boost their self-esteem and

empower them (to say yes or no).

AGREE WITH CUSTOMERS, p. 70.

Customers, like most people, like to hear that they are right. This is especially true

when a mistake has happened or something goes wrong. Defusing a tense

situation through acknowledgment is a powerful tool.

ELICIT CUSTOMER FEEDBACK AND PARTICIPATION, p. 71.

Make customers feel as if they are a part of the conversation by asking questions.

Ask for opinions, find out how they feel about what you are doing or saying, and

get them involved by building a rapport through ongoing dialogue.

CLOSE THE TRANSACTION PROFESSIONALLY, p. 72.

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Instead of using some parroted response, use a sincere “Thank you” and

encourage the customer to return.

ADDRESS PET PEEVES, p. 72.

Most people have hot buttons that bother them. These pet peeves can lead to

customer relationship breakdowns if you are not aware of what your pet peeves

are and how you come across to others.

Activity : Ask students for a list of their pet peeves. Have a volunteer list them on

the board or on the flip chart. This should be a fun activity and should generate

student agreement on what constitutes a pet peeve. Have students spend some

time with the Work It Out 3.2 and 3.3., on page 72-73. Using this as a group

activity should be fun.

Use PPT13 to discuss how the strategies discussed in this chapter section can be

useful in nonretail establishments, such as the post office, a dentist’s office or

other offices.

PROVIDING FEEDBACK, p. 72

Instructor Note 15:

Learning Objective 5: Provide feedback effectively.

Learning Objective Note: PPT14 should be used with Learning Objective 5, pages

72, 73.

Instructor Note 16:

Discuss that, before sending verbal messages, the knowledge and skill level of

your customer(s) should be considered. This is part of the encoding discussed

earlier in the Interpersonal Communication Model. When providing verbal

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feedback, you should also be conscious of how your customer receives your

information. If the customer’s body language, nonverbal cues (gestures, facial

expressions) or spoken words indicate a misunderstanding, you should pause and

take any corrective action necessary to clear up the confusion. Review Figure 3.4,

page 73, with the class to refresh their thoughts on guidelines for providing

positive feedback.

Activity : Ask students to think about nonverbal cues. Emphasize that

clarifying nonverbal cues is essential to prevent misunderstandings. Solicit

examples of situations where this technique might be helpful. Ask students to

review the Customer Service Success Tip, page 74. Ask them to determine how

perception of nonverbal cues can be useful and how it should be done. The

examples given in the Success Tip are very useful for this activity. Use PPT14 as

you discuss this example.

Activity : Review Figure 3.4 on page 73, asking students to describe scenarios

where each of the 10 tips might come in handy for positive feedback. Have a

volunteer put the tips on the board ahead of time so that suggestions can be

entered below each.

DEALING ASSERTIVELY WITH CUSTOMERS, p. 74

Instructor Note 17:

Learning Objective 6: Use assertive communication

techniques to enhance service.

Learning Objective Note: PPT15 should be used with Learning Objective 6 on

pages 74-75.

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Instructor Note 18:

Talk about behaviors that project an assertive image. Provide examples of each

and solicit additional examples from students. Also, discuss how some people are

more assertive than others based on behavior. You may want to assign Chapter 6

to a group to read ahead and learn more about behaviors, and have the group

report on this to the class. Refer to Figure 3.5 for examples of nonassertive and

assertive behaviors. Ask students for examples of people/times they have

witnessed these behaviors. Use PPT15 to discuss examples of assertive

communication.

ASSERTIVE VERSUS AGGRESSIVE SERVICE, p. 76.

Instructor Note 19:

Learning Objective 7: Understand key differences between

assertive and aggressive behavior.

Learning Objective Note: PPTs 16-22 should be used with Learning Objective 7,

pages 76-80.

Instructor Note 20:

Students should be able to define what assertive behavior means and how it is

used, and what aggressive behavior is and how it is used. This chapter section

does a fine job of defining these two areas.

Define the terms assertive and aggressive. Note that assertive service is good for

solving problems; aggressive service may escalate them. Use PPT16 to discuss

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Customer Service Success Tip, page 76. Lead a review of assertive behavior as

you show PPT16.

Instructor Note 21:

Activity : Lead a discussion on aggressive behavior; solicit examples from the

class, asking them to write the examples on the flip chart. After each entry, ask

the class to state how the behavior may affect a customer and how it should be

changed. Ask students to provide specific wording instead of the aggressive

wording, if that was used.

Conclude this activity with PPT17 on aggressive behavior (see Customer Service

Success Tip, last section on page 77).

Instructor Note 22:

Activity : Have students team up with a partner and an observer to complete

Work It Out 3.5 on page 77. Allow the 10-minute session, as specified in the

activity. Have the observer respond to the questions listed in the activity. Then

have the group report a summary of their results to the class.

RESPONDING TO CONFLICT, p. 77.

Conflict should not be viewed as either positive or negative. Instead, it is an

opportunity to identify differences that may need to be addressed when dealing

with internal or external customers. Use PPT18 to discuss the Forms of Conflict

noted in Figure 3.6. Ask students to identify situations they have seen or

participated in as you refer to each form of conflict.

CAUSES OF CONFLICT, p. 78.

Instructor Note 23:

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Conflict can be the result of many actions, causes or reasons. Use PPTs 19 and

20 as you refer to the causes listed on pages 78 and 79 in the text. Solicit input

from the class as you refer to each cause. Have they participated in such behavior

or have they noted it in other people?

If a group was assigned to read ahead and report on behaviors from Chapter 6,

this will be a good time for that group to reflect on Personal style differences

(listed as one of the causes of conflict).

Instructor Note 24:

Review the other causes, using PPTs 19 and 20 to initiate the discussion:

Conflicting values and beliefs

Personal style differences

Differing perceptions

Inadequate or poor communication

Contrary expectations

Inadequate communication

Goals that are out of sync with reality

Opposition over shared resources

Outcomes dependent on others

Misuse of power

Instructor Note 25:

SALVAGING RELATIONSHIPS AFTER CONFLICT, p. 79

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Managing conflict involves more than just resolving the disagreement. If you fail

to address the emotional and psychological needs of those involved, the conflict

may return and/or severe damage to the relationship may occur.

Whenever possible, apply one or more of the following strategies to help protect

and salvage the relationship between you and your coworkers, supervisor or

customers.

Instructor Note 26:

Activity : Ask students to reflect on each of the strategies listed below. Assign one

or more strategies to each student (depending on the size of the class) to discuss

with a partner for 10 minutes, then bring the group back together for discussion of

their opinions about each strategy:

Reaffirm the value of the relationship.

Demonstrate commitment.

Be realistic.

Remain flexible.

Keep communication open.

Gain commitment.

Monitor progress.

Instructor Note 27:

Activity : Refer students to Ethical Dilemma 3.2 on page 78. Assign groups of 3

or 4 people to review the dilemma and formulate an answer to the questions. Ask

them to include any personal experiences they may have had with this type of

situation and how it was handled. Were they happy about the outcome of the

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situation? Once the class has discussed the activity, have students read the

possible answers on page 84. How do the answers from the class compare with

the answers in the text?

Instructor Note 28:

Use PPTs 21-22: Guidelines for Effective Conflict Management. As you

display the slides, ask students to provide situations in which these would be

useful. Ask for a volunteer to write the responses on a flip chart sheet for posting

on the chart.

SUMMARY, p. 81

Spend approximately 5-10 minutes reviewing the key concepts of the chapter. Start by

having students review the objectives at the front of the chapter and then discuss specific

items covered to highlight and accomplish those objectives. You may want to go back

through the PowerPoint slides one more time and quickly make a few brief comments

related to each item. Use a question-and-answer format to see what students learned.

KEY TERMS, p. 81

Review the key terms. Students should have used the Student Study Guide to help review

and study the concepts. You may want to give a review quiz on the Key Terms.

REVIEW QUESTIONS, p. 81

Instructor Note: 29

Activity: You may want to divide the class into small groups or conduct a class

discussion of the questions in the Review Section. Possible answers may vary, such as:

1. What are some things you can do as a customer service professional to project a

positive image to the customer?

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Plan your message; greet customers warmly and openly; use eye contact effectively;

listen carefully and respond appropriately; be specific; use “I” and “we” messages;

use small talk; and use simple language.

2. What element(s) of the interpersonal communications model do you believe are the

most important in a customer service environment? Explain.

Students’ answers will vary.

3. What are some strategies to use in order to avoid words or phrases that may

negatively affect your relationship with your customer?

Choose words carefully; tell what can be done, not what cannot be done; don’t use

vague or weak terminology; avoid global terms; and do not verbally “point fingers.”

4. What are some tips outlined in this chapter for ensuring effective customer

interactions?

Communicate positively; understand and use elements of the two-way

communications model; project a positive image; avoid negative language; provide

feedback effectively; and communicate assertively.

5. What is feedback?

Feedback is a key element of the two-way communication model and a response to

messages that you receive as a listener.

6. How can verbal feedback affect customer encounters?

By using the positive communication techniques discussed in Chapter 3 and using

terms that customers can understand, communication can be delivered effectively.

7. Give some examples of nonverbal feedback and explain how they complement the

verbal message and how they can affect customer interactions.

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Body language, action/inaction and appearances are powerful nonverbal messages. If

the messages communicated are positive, understanding and enhanced customer

relations can result. On the other hand, if they are perceived negatively, the

relationship could break down.

8. List at least five tips for providing positive feedback

(1) When appropriate, send feedback immediately.

(2) Communicate clearly and concisely.

(3) Remain objective and unemotional.

(4) Ensure feedback is accurate.

(5) Use verbal and nonverbal messages that are in congruence.

(6) Verify customer meaning before giving feedback.

(7) Ensure feedback is appropriate to the customer’s original message.

(8) Avoid overly critical feedback or negative language and

(9) Do not provide feedback if it could damage the customer-provider relationship.

SEARCH IT OUT, p. 81

Instructor Note 30:

Assign the Search It Out activity as an out-of-class project and have students bring in

their results to discuss during the next class.

COLLABORATIVE LEARNING ACTIVITY, p. 82

Instructor Note 31:

Have students prepare for the activity as discussed; pick a partner and work out the role

plays to improve communication skills. Pick two of the scenarios on which you want to

receive the most feedback. Alternate roles with your partner, as noted in the activity.

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Have them take notes as they debrief one another after each scenario. After

approximately 40-60 minutes (depending on group sizes and number of students), bring

the class together and discuss what they have learned.

FACE-TO-FACE, p. 82

You are a three-year member of LKM and are now a senior graphics account manager.

Your job details require that you to visit the clients assigned to your region. During those

visits you are to answer questions, delivery orders, verify customer satisfaction, collect

feedback data, and look for new orders.

Recently, you learned from a friend that the Brickman Bakery’s new office manager,

Sylvia Greco, is considering changing suppliers and moving her business over to one of

your competitors, with whom she had an earlier relationship while in another

organization. Consequently, she wants to maintain that relationship and drop your

company. You have also heard that she prefers to work with the competitor’s account

manager.

As you know, you have no real verification that any of the above is accurate, since it

came to you from a friend who works at Brickman. However, knowing this friend, there

is a good likelihood that the information is correct.

Instructor Note 32:

Activity: Divide the class into equal-sized groups, have them read the Face to Face

scenario, and then discuss and answer the questions at the end. After 30 minutes, bring

the class back together to discuss their views.

Possible Answers to Face to Face

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1. Since you don’t have a relationship with Sylvia, what will you do to get off to a

solid start during your visit?

Since there is no one answer on how to deal with people, you might try several

things. After small talk, you should directly ask if there are any concerns about

the current arrangement and what you can do better to serve Brickman’s. If she

indicates possible change, suggest she try a grace period before making a final

decision, when she can “experience” working with you and your organization.

You might even offer different pricing or discounts where possible and

appropriate.

2. How should you approach Sylvia verbally and nonverbally?

Be open, friendly, and follow her lead. Use small talk, ask non-threatening, open-

ended questions, and communicate assertively. You should provide examples of

successful projects that you have completed for Brickman’s in the past.

3. What strategies among the ones discussed in this chapter can you use to determine

where you and LKM stand in Sylvia’s mind?

You can use a similar approach as stated above in # 2.

PLANNING TO SERVE, p. 83

Instructor Note 33:

Have students prepare their lists. This is a personal assignment and students may not

want to show their list to the entire class. If they want input from you, make comments on

their lists that clarify the concepts the students should be using.

IN THE REAL WORLD, p. 83

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Students may work on this activity either individually or as a group. Students will rely on

the Enterprise website or other information (such as a visit to interview Enterprise Rent-

A-Car management and staff). Students will answer the four questions based on their own

research. You may want to have the class report their findings during a class session. No

definite list of solutions is given here.

QUICK PREVIEW ANSWERS, p. 83

The answers to the Quick Preview are provided.

ETHICAL DILEMMA SUMMARY 3.1 and 3.2, p. 84. Possible answers are provided

in the text in addition to the activity noted in the IM on pages 13 and 22.

VIDEO NOTES:

If you ordered the Videos for Customer Service: Skills for Success, 4th Edition, locate the

Video 3 for Chapter 3 to show the class. This scenario takes place in a restaurant and

highlights a breakdown in verbal communication. The server does not hear about an

elderly customer’s allergy and ends up with a sick, angry customer. The server, Jane, is

distracted by the busboy, does not pay attention and does not hear the customer mention

her nut allergy. The customer clearly states what happens when she eats them. Jane is still

not paying attention and instead focuses on what the busboy finally says. Jane returns to

the customer (Darla) and takes her order like nothing has happened. In the next scene,

Darla is scratching and suffers red blotches on her face. She is clearly in distress from the

sandwich. Jane is in a panic now, but the busboy continues.

1. What has happened here?

The server was not paying attention and did not consider that the sandwich had

walnuts or other nuts as part of the recipe. She only heard part of the customer’s

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description of how her mom used to make chicken salad that the customer loved.

Jane brought the sandwich to Darla without checking for the nuts and Darla is

now sick.

2. What should have happened here?

Have students review the video and reflect on the situation. They should then

provide suggestions for what should have happened.

3. What will happen now?

The class again will decide what the outcome will be. They may suggest that

Darla be taken to the emergency room by ambulance and given medication to

combat the allergy. She may or may not overcome it. Some people do die from

this allergy.

4. What if she is severely ill from this situation?

Students may say this could happen and may share allergy stories of their own. If

she is severely hurt from this incidence, Darla will likely sue the restaurant. If she

dies, her family will probably sue the restaurant. In each case, the restaurant may

receive some unwanted publicity about the incident, which could hurt their

reputation and cause a temporary (or permanent) loss of business.

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