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Customer Service: Skills for Success, 4th Edition
INSTRUCTORS MANUAL
Chapter 7 Service Breakdowns and Service Recovery
LESSON OVERVIEW
Chapter 7 focuses on what service breakdowns are, what causes them, how to deal with
difficult customers, and how to use recovery service strategies. 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. 164
In the Real World –Service, p. 164
Quick Preview, p. 165
What is a Service Recovery? p. 166
The Role of Behavioral Style, p. 166
Difficult Customers, p. 168
--Demanding or Domineering Customers, p. 169
--Indecisive Customers, p. 170
--Dissatisfied and Angry Customers, p. 171
--Rude or Inconsiderate Customers, p. 172
--Talkative Customers, p. 173
Handling Emotions with the Emotion-Reducing Model, p. 174
Reasons for Customer Defection, p. 175
Working with Internal Customers (Coworkers), p. 176
--Stay Connected, p. 177
--Meet all Commitments, p.177
--Don’t Sit on your Emotions, p. 177
--Build a Professional Reputation, p. 177
--Adopt a Good-Neighbor Policy, 178
Strategies for Preventing Dissatisfaction and Problem Solving, 178
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--Think Like the Customer, p. 179
--Pamper the Customer, p. 179
--Respect the Customer, p. 179
--Focus on the Customer, p. 179
--Exceed Expectations, p. 180
The Problem-Solving Process, p. 181
--Identify the Problem, p. 181
--Compile and Analyze the Data, p. 182
--Identify Alternatives, p. 182
--Evaluate Alternatives, p. 183
--Make a Decision, p. 183
--Monitor the Results, p. 183
Implementing a Service Recovery Strategy, p. 183
Summary, p. 188
Key Terms, p. 188
Review Questions, p. 188
Search It Out, p. 189
Collaborative Learning Activity, p. 189
Face to Face, p. 189
In the Real World, p. 190
Planning to Serve, p. 190
Quick Preview Answers, p. 191
Ethical Dilemma Summary, p. 191
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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 7 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 7. Use PPT1 and PPT2: Chapter Objectives in
discussing the Chapter Objectives. You may want to flip 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 Define what a service breakdown is.
2 Apply knowledge of behavioral styles in difficult customer
situations.
3 Recognize different types of difficult customers and effectively
deal with them.
4 Use the emotion-reducing model to help keep difficult situations
from escalating.
5 Explain why customers defect.
6 Develop effective strategies for working with internal
customers.
7 Identify strategies for preventing customer dissatisfaction and
problem solving.
8 Explain the six steps of the problem solving model.
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9 Implement a front-line service recovery strategy and spot
roadblocks to service recovery.
KEY TERMS, p. 188
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.
angry customers, p. 171 prohibitions, p. 184
customer defection, p. 176 rude or inconsiderate customers, p. 173
customer expectations, p. 166 service breakdown, p. 166
demanding or domineering customers, p. 169 service options, p. 184
difficult customers, p. 168 strategies for preventing
dissatisfied customers, p. 171 dissatisfaction, p. 178
emotion-reducing model, p. 175 talkative customers, p. 173
indecisive customers, p. 179 underpromise and overdeliver, p. 172
needs, p. 166 wants, p. 166
problem-solving model, p. 181
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LECTURE OUTLINE AND LECTURE NOTES
General Teaching Suggestions for Chapter 7:
Instructor Note 1:
This chapter helps emphasize the importance of understanding service
breakdowns, what causes them, how to recover from service breakdowns, and
how to deal with difficult customers and those who defect. Depending on the
students’ level of knowledge or expertise, you may want to bring in additional
articles, handouts, and activities to supplement and reinforce the text content.
Additionally, as suggested in the Search It Out activity on page 189 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 helping with customer service
breakdowns and difficult customers as well as service recovery strategies.
Instructor Note 2:
Before the students arrive: Write the terms that you will be emphasizing 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 meeting 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 to come in to talk with the group. The speaker or consultant should be
proficient in working with customers and how to deal with breakdowns and
recovery strategies.
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 strategies they believe
contribute to good customer service and may help with service recovery. 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 and difficult customers to deal with. Get
personal experience input from learners. You may find interesting stories on
various company communication issues in The Wall Street Journal, U.S. News
and World Report, and your local newspapers.
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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.
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 difficult customers, service breakdowns, and any other factor that
contributes 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 6 Activities from last class meeting: Activities may have been assigned
to student groups from last week to report on this week or at another time you
have designated. If you assigned or plan to assign any of the activities noted in
Chapter 6 Lesson Notes, you may want to discuss them during this 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 to be completed by another class meeting of your choosing.
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LESSON NOTES
The following are specific instructional strategies related to Chapter 7: Service
Breakdowns and Service Recovery
Instructor Note 4:
Consider beginning with another brainstorming activity that generates a list of
items related to any of the chapter topics and tie that into overall chapter content.
The Quote on page 164 may stimulate some discussion: what did Donald Porter
mean by the statement, “Customers don’t expect you to be perfect. They expect
you to fix things when they go wrong.” 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).
Instructor Note 5:
Show PPTs 1, 2 and 3: Chapter Objectives to briefly introduce students to the
topics in Chapter 7. As you briefly introduce each objective, ask students for
comments about what they think each objective will involve.
Move quickly on to the In the Real World on pages 164-165. Review the
information about Southwest Airlines. Review with the students how it started
and how they rate customer service in their organization. What awards have they
been presented? Review their mission statement and reflect how you think it
affects customers on the airline.
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Ask students if they know anyone who is or has been an employee of Southwest
Airlines; ask them what they think of the Southwest philosophy (answers will
vary).
Quick Preview—Have students respond (orally or in writing) to the Quick
Preview questions. The answers are located in the student text on page 191. A
show of hands will give you an understanding of these questions. Tie the
information to the objectives and the material in the chapter.
Instructor Note 6:
Learning Objective 1: Define what a service breakdown is.
Learning Objective Note: PPTs 1, 4 should be used with Learning Objective 1,
page 166.
Students need to understand the concept of service breakdown to avoid
contributing to them. See PPT 4.
WHAT IS A SERVICE BREAKDOWN? p. 166
Instructor Note 7:
Learning Objective 2: Apply knowledge of behavioral
styles in difficult customer situations.
Learning Objective Note: PPT 5 should be used with Learning Objective 2, pages
166-168
THE ROLE OF BEHAVIORAL STYLE, p. 166
Students should understand the concept behind this objective since the steps
define and note the application of styles in difficult customer situations.
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As you saw in Chapter 6, behavioral style preferences play a major part in how
people interact. Styles also impact the types of things people want and value. For
example, people with high Expressive tendencies will likely buy more colorful
and people-oriented items than someone who has a high Decisive tendency.
People with high Inquisitive styles will often seek out better quality items and
information that has been rated by highly consumer publications. People with
high Rational styles will often be concerned about warranties that cover items or
their safety and durability performance.
The more you know about style tendencies, the easier it becomes to deal with
people in a variety of situations and to match their needs with the products and
services you and your organization can provide. Take a few minutes to return to
Chapter 6 to review Figure 6-3, page 153 before going further in this chapter. The
suggested strategies found there can assist you in dealing with customers who
exhibit a specific behavioral style preference and are upset, irrational or
confrontational. Keep in mind that everyone possesses all four behavioral styles
and can display various types of behavior from time to time. For that reason,
carefully observe your customer’s behavior and use the information you learned
about each style as an indicator of the type of person with whom you are dealing.
Do not use such information as the definitive answer for resolving the situation.
Humans are complex and react to stimuli from their surroundings in various ways,
so adapt your approach as necessary. Additionally, learn to deal with emotions in
an effort to better resolve or prevent escalated emotional situations when serving
customers.
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Use PPT5 to introduce the role of behavior style for discussion.
Instructor Note 8:
Activity : Have students review Figure 7.1 on page 167; ask for input if they have
experienced any of these situations of non-service. Go directly into the Work It
Out 7.1 activity noted below.
Activity : Refer students to Work It Out 7.1 on page 167; have them read and
reflect additionally on examples of breakdowns. Ask for input as what could have
been done to prevent the breakdowns and, once broken, what can be done to fix
the breakdown.
Instructor Note 9:
Activity : Figure 7.2 should be reviewed now with the class, page 168. As you
review each item under the expectations, ask student to respond as to why
customers expect these things.
Instructor Note 10:
Learning Objective 3: Recognize different types of difficult
customers and effectively deal with them.
Learning Objective Note: PPTs 6, 7, 8 should be used with Learning Objective 3,
pages 168-174.
DIFFICULT CUSTOMERS
Students need to know that there are different types of difficult customers; they
are not all angry ones, and they are not all external ones.
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Use PPTs 6 and 7 to introduce students to other types of dissatisfied or difficult
customers.
Have them review the sections in the text on pages 168, highlighting any specifics
they want to recall about each type of customer.
DEMANDING OR DOMINEERING CUSTOMERS, p. 169.
Customers can be demanding for a number of reasons. Many times, domineering
behavior is part of a personality style or simply behavior they have learned, as
discussed in Chapter 6. A demanding customer may feel a need to be or stay in
control, especially if he or she has felt out of control in the past. Review the
strategies for handling demanding customers on pages 169-170. As you review
each, have students give their opinions and experiences about each one that is
pertinent to them.
Activity : Refer students to Work It Out 7.3 on page 171 as you discuss
demanding customers.
Assign this exercise for students to complete at a future date you select. Have
them survey a variety of service professionals to learn how they handle
demanding or domineering customers. Students will take notes and make a chart
of the answers to share with the class in a role play situation at a time you select.
INDECISIVE CUSTOMERS, p. 170
You will encounter people who cannot or will not make a decision quickly or at
all.
Review the strategies for dealing with an indecisive person listed on pages 170-
171, and have students relate the strategy to a situation they may have
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experienced or their parents or friends may have experienced while making a
decision.
Instructor Note 11:
Refer students to the photo on page 171. Ask if they have seen a similar scene in a
store where someone has tons of shoes around and is still looking through the
group and asking for yet another pair to be brought. What steps would you take to
help someone make a decision?
DISSATISFIED AND ANGRY CUSTOMERS, p. 171
Sometimes dissatisfied or angry customers have been improperly handled by one
of your peers or by a competitor. You may not have been involved but you
represent the organization or you may be considered “just like that last service
employee.”
If you get defensive, you become part of the problem, not part of the solution.
Dealing with angry people requires a certain amount of caution. You must move
beyond the emotions to discover the reason for his or her anger. Check with your
supervisor to find out what your policies are and what level of authority you have
in making decisions.
Activity : A service provider needs to stay professional at all times; some tactics
you may try on located in Work It Out 7.4 on page 172. Review them and ask
students to determine how these may work or not work. Bring this activity
together with Figure 7.3 in which you have two groups of students selected. One
will say the word in the left column and the other group will select one of the
words or phrases in the right column. See which sounds better. Draw attention to
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the Customer Service Success Tip on page 172; ask students what it means to
underpromise and over deliver. (Students may say that it means to say less than
you will or can do, so that when you act, you will be meeting or exceeding the
customer’s expectations, making the customer happy.)
RUDE OR INCONSIDERATE CUSTOMERS, p. 172
Some people seem to go out of their way to be offensive or to get attention. Some
behaviors they may exhibit are raising the voice, demanding to speak to a
supervisor, using profanity, cutting in front of someone in line, being verbally
abrupt such as calling you by your last name, ignoring what you say, or otherwise
going out of the way to be offensive or in control. Some strategies you can point
out to your students as you review them are:
Remain professional.
Don’t resort to retaliation.
Have students review the Work It Out 7. 5 on page 173; what rude comments
have they heard being made by customers?
TALKATIVE CUSTOMERS, p. 173
Some people phone or approach you and then spend excessive time discussing
irrelevant matters. The following tips (page 173) should be discussed with the
class (probably some of them have been in this situation with a colleague or
another talkative person). Show PPT 8 as you discuss the following strategies
with them:
Remain warm and cordial, but focused.
Ask specific open-ended questions.
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Use closed-end questions to control.
Manage the conversation.
Instructor Note 12:
Ask students to review the photo on page 173. What is happening here? Is this a
familiar scene to students? Ask them what they would do to stay calm and how
would they calm a customer in this situation? (Remain professional, acknowledge
the person’s feelings or anger; reassure; remain objective, listen actively, reduce
frustrations, negotiate a solution and follow up.) Have students go to a mall or
another place to ask questions (see Work It Out 7.6, page 174) and make notes
of what happens. Were the service providers rude? If so, in what instances? Have
students share their experiences with the class.
Instructor Note 13:
Learning Objective 4: Use the emotion-reducing model to
help keep difficult situations from escalating.
Learning Objective Note: PPTs 9 should be used with Learning Objective 4,
pages 174-75.
HANDLING EMOTIONS WITH THE EMOTION-REDUCING MODEL, p.
174
Students will need this learning objective to deal with various customers and
others since we all have emotions that come into play. Being able to deal
effectively with an emotional person is a skill that is needed in many situations.
Show PPT 9 to discuss the emotion-reducing model on page 175.
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An important factor to remember when dealing with people who are emotionally
charged (e.g., mildly irritated, angry, upset, crying or raising their voice) is that
they are typically upset with the structure, process, organization or other factors
over which you and/or they have no control. They are usually not upset with you
(unless you have provoked them by exhibiting poor customer service skills or
attitude).
Before you can get your customer to calm down, listen, and address the situation,
you must first deal with her or his emotional state. Once that is done, you can then
proceed to use problem-solving strategies, discussed later in this chapter, to assist
in resolving her or his issue. Until you reduce their emotions, they will not likely
listen to you or be receptive to what you are saying or your attempts to assist
them. In some cases, she or he may even become irritated because you are
perceived as being non-empathetic or uncaring.
To help calm the customer down, you must send verbal and nonverbal messages
that are customer-focused. To accomplish this, you need to demonstrate patience
and use all the positive communication skills you read about in Chapters 3-5.
Most important among those skills is the ability and willingness to calmly listen
to what the customer has to say without interrupting or interjecting your views.
This is a lesson taught to many law enforcement officers when they are learning
to deal with crisis situations (e.g., domestic disturbances where two people in a
household are fighting or some other conflict scenario is in progress). If your
customer perceives that you are not attuned to his or her emotional needs or that
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you are not working in the customer’s best interests, you become part of the
problem, rather than part of the solution.
One approach that you can take to assist is to remember that a customer generally
wants to be respected and acknowledged as an individual and as being important.
As you interact, you can soften the situation and reduce emotion by providing
customer-focused responses throughout the dialog. Simple customer-focused
messages can put you on a friendly (human) level while at the same time helping
to calm the emotion.
Here’s how the Emotion Reducing Model works. As a customer approaches (or
when you answer the telephone) greet him or her with “Good
morning/afternoon,” a smile, and open body language and gesturing (a customer-
focused message). Additionally, as they explain their problems (emotion), you
can offer statements such as, “I see,” “I can appreciate you concern, frustration,
or anger,” or “I understand how that can feel” (i.e., customer-focused messages).
Such statements can help you psychologically mesh with the customer. Continue
to use positive reinforcement and communication throughout your interaction.
Once the issue has been identified and resolved (problem resolution), take one
more opportunity at the end of your interaction to send a customer-focused
message by smiling, reassuring the customer, and thanking them for allowing you
to assist. Also, one last apology may be appropriate for any inconvenience,
frustration, mistreatment and so on (customer-focused).
Instructor Note 14:
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Review the model elements with the class. Ask them to relate an emotional setting
they have seen or been involved in with a customer service professional; how was
it handled?
Instructor Note 15:
Learning Objective 5: Explain why customers defect.
Learning Objective Note: PPT 10 should be used with Learning Objective 5,
pages 175-176.
REASONS FOR CUSTOMER DEFECTION, p. 175
Students are faced with problems many times during their lives; having a
customer to defect to another business or to just quit coming can be an emotional
issue for the service provider. Students need to know the reasons why they defect
so that they can work with customers more effectively.
Use PPT 10 to show the reasons that people defect. Students can review them in
Figure 7. 5 on page 176 as you discuss them.
Poor service and complacency, inappropriate complaint resolution, and unmet
needs are strong reasons for leaving a business to find another to serve one better.
Instructor Note 16:
Learning Objective 6: Develop effective strategies for
working with internal customers.
Learning Objective Note: PPT 11 should be used with Learning Objective 6,
pages 176-178.
WORKING WITH INTERNAL CUSTOMERS (COWORKERS), p. 176
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Students should be involved in learning about effective strategies for working
with internal customers, as that area of work is important but often not discussed.
This section will help students in dealing with coworkers. Use PPT11 to
introduce the concept of working with internal customers to the class. Go over
each topic so that students understand why these can be violated and how they
lead to problems in the workplace.
As we examined in earlier chapters, you have to deal with internal as well as
external customers. While all your interactions with internal customers may not
be difficult, they can often be more precarious than dealing with outsiders. After
all, you see peers and co-workers regularly around your organization and because
of your job, office politics and protocol, you often have to continue to interact
with them for the duration of your tenure at the organization. For that reason, you
should extend all the same courtesies to internal customers that you do to external
ones. In some cases, more so.
STAY CONNECTED, p. 177
Since relationships are so important within the organization, go out of your way to
contact internal customers periodically. This might be by dropping by their work
area to say hello, sending an e-mail or leaving a voice mail message. Doing this
can keep the door to communication open so that if service does someday break
down, you have a better chance of hearing about it and resolving the issue
amicably. In addition to your “normal” internal customers, do not forget the
importance of your relationships with the cleaning crew (remember that they
service your office and work area), security (they protect you, your organization,
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and your vehicle), and the information systems people (they maintain computer
equipment). All of these groups and many others within the organization add
value and can be a big help at some point.
MEET ALL COMMITMENTS, p. 177
Too often service providers forget the importance of internal customers. Because
of familiarity, they sometimes become lax and tend to not give the attention to
internal people that they would to those customers outside the organization. This
can be a big mistake. For example, if you depend on someone else to give and get
products or services, your relationship with them is just as crucial as the ones you
have with external customers. Don’t forget that if you depend on an internal
supplier for materials, products or information used to service outside customers,
such people can negatively impact your ability to serve by delaying or
withholding the items you need. Such actions might be unintentional or
intentional, depending on your relationship.
To prevent or at least reduce such possibilities, honor all commitments made to
internal customers. If you promise something, do your best to deliver, and do so
in the agreed upon time. If something is not possible, then say so when your
customer asks. If something comes up, let them know of the change in a timely
manner. Remember, it is better to under promise and over deliver than vice versa.
If you beat a deadline, then they will likely be pleasantly surprised and
appreciative. As a follow-up to this section, refer students to page 177 to review
the Ethical Dilemma 7.1 activity. In a group activity, have students pair with
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another student to review and answer the questions. This is a very common type
of situation today; how should they handle this type of work-related issue?
Bring the group back together after about 20 minutes to share their answers; then
have them look at the suggested answers on page 191. Were there answers similar
as a group to the ones in the suggested answers in the text?
DON’T SIT ON YOUR EMOTIONS, p. 177
Some people hold onto anger, frustration and other emotions related to others
rather than getting it out into the open and dealing with it. Not only is this
potentially damaging to your health due to stress-related illnesses, but it can also
destroy working relationships. Whenever something goes wrong or an issue
surfaces that is on your mind, you should go to the person and, using the feedback
skills you learned in Chapter 3, talk about the situation. Failure to do so can result
in disgruntled internal customers, damage to the customer-supplier relationship,
and damage to your personal reputation. Don’t forget that you will continue to
rely on your customer in the future, so you cannot afford a relationship problem.
BUILD A PROFESSIONAL REPUTATION, p. 177
Through your words and actions, go out of your way to let your customer and
your boss know that you have a positive, can-do, customer-focused attitude. Let
both know that you will do whatever it takes to create an environment where
internal and external customers are important. Additionally, regularly demonstrate
your commitment to proactive service. This means gathering information,
products, information, and other tools before coming into contact with a customer
so that you are prepared to deal with a variety of situations and people. It also
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means doing the unexpected for customers and providing service that makes them
excited about doing business with you and your organization.
ADOPT A GOOD-NEIGHBOR POLICY, p. 177
Take a proactive approach to building internal relationships in an effort to head of
potential negative situations in the future. If your internal customers reside within
your department, try to act in a manner that will preserve sound working
relationships.
Avoid gatherings of friends and loud conversations in your work place. This can
be especially annoying if you work in a cubicle environment where sound travels
easily. Respect your coworker’s right to work in a professional environment. If
you must hold meetings or gatherings, go to the breakroom, cafeteria or elsewhere
away from the work area.
Maintain good grooming and hygiene habits. Demonstrate professionalism in
your dress and grooming. Avoid excessive colognes or perfumes, which might
cause problems for people with allergies.
Don’t overdo call forwarding. Business necessity sometimes requires you to be
away from your workspace, and policy indicates that you should forward phones
to someone else. Do not abuse this policy or your coworkers may retaliate in kind
or get upset with you.
Avoid unloading personal problems. Personal problems are a natural occurrence
in human beings; however you should not bring them to the workplace and
burden coworkers with your issues. If you are dealing with personal problems and
need assistance, go to your supervisor/ team leader or human resources for
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suggested help. Just remember that if you get a reputation for always having
personal problems in the workplace, your career could suffer.
Avoid office politics and gossip. Getting involved in office gossip can be a
formula for disaster. Your purpose in the workplace is to serve the customer and
do your job. If you have time to spread gossip and excessively network with
others, then you should approach your supervisor/team leader about new job
opportunities to help you learn new skills. This can increase your effectiveness
and marketability in the workplace.
Pitch in to help. By being willing to assist co-workers, you can build a reputation
for dependability and as a team player. If you have spare time and your co-
workers need assistance with a project, volunteer to help out. They may do the
same at some point in the future when you are feeling overwhelmed with a project
or assignment.
Be truthful. One of the fastest ways for you to suffer a damaged relationship, or
lose the trust and confidence of your co-workers and customers, is to be caught in
a lie. Use your word as your bond. Failing to be truthful can negatively impact
trust and can damage relationships.
Instructor Note 17:
Learning Objective 7: Identify strategies for preventing
customer dissatisfaction and problem solving.
Learning Objective Note: PPTs 12, 13 should be used with Learning Objective 7,
pages 178-181.
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IDENTIFY STRATEGIES FOR PREVENTING DISSATISFACTION AND
PROBLEM SOLVING, p. 178
Students should know how to prevent dissatisfaction among customers and others.
This section will provide strategies and helpful information that will increase the
student’s ability to deal effectively with customers.
Instructor’s Note 18:
Show PPT 12 as you begin the discussion of preventing dissatisfaction and
problem solving. This topic will focus on the customer’s needs and how to seek
ways to satisfy their needs quickly.
THINK LIKE THE CUSTOMER, p. 179
Think about how you would like to be served under the conditions you are dealing
with and act accordingly.
PAMPER THE CUSTOMER, p. 179
Everyone likes to be special. Treat your customers as if they are special and the
center of your attention and that you are there for them.
RESPECT THE CUSTOMER, p. 179
Take time to listen and show that you support them and their viewpoint. By using
a people-centered approach to problem analysis and problem solving, you can win
the customer over if there was an issue involved.
FOCUS ON THE CUSTOMER, p. 179
Instructor Note 19:
Use PPT 13 to discuss how to focus on the customer:
React to remarks or action.
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Empathize.
Take action.
Reassure or reaffirm.
Follow up.
EXCEED EXPECTATIONS, p. 180
Go the extra mile for your customer. Strive to get the highest rating possible on
the relationship-rating point scale (see Ch. 10), p. 267)
Instructor Note 20:
Refer students to Work It Out 7.7 on page 180. Discuss the strategies that the
class thinks of as you have a volunteer put them on the board.
Instructor Note 21:
Learning Objective 8: Explain the six steps of the problem
solving model.
Learning Objective Note: PPT 14 should be used with Learning Objective 8,
pages 181-183.
THE PROBLEM-SOLVING PROCESS, p. 181
Students must understand how to solve problems; that is one of the important
concepts in dealing with customers. The problem-solving model is discussed and
shown in this section. Students should this section so that they can list and/or
illustrate the steps.
Use PPT 14 to introduce and discuss the six steps:
Identify the problem
Compile and Analyze the Data
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Identify Alternatives
Evaluate Alternatives
Make a Decision
Monitor the Results
When customers have a complaint or an issue to be solved, they want solutions,
not excuses. To ensure that you address customer needs effectively in these
situations, you need to be effective at problem solving. Figure 7.6 – The
Problem-Solving Model, p. 181, shows a concise six-step model for problem
solving.
Before you begin to solve a customer’s problem, consider the fact that he or she
may not really want you to “solve” the problem. In some cases a person simply
wants to vent frustration or be heard. This is where the empathetic listening you
have read about will come in handy. In many cases, your customer will often have
a solution in mind when he or she calls or comes in. Your role may be to simply
listen and offer to facilitate the implementation of the suggested solution. In some
situations, you may have to “plant a seed” by asking an open-ended question that
suggests a solution. If the customer picks up on your “seed” and nourishes it, you
still end up with an outcome to which he or she feels ownership. For example,
assume a customer wants a product that you do not have in stock. Instead of
saying, “I’m sorry, that item is out of stock,” you could ask a question such as,
“How do think ______ would work as an alternative?” You have now subtly
made a suggestion without saying, “You could use ____ instead; it does the same
thing.”
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If you jointly resolve an issue, the customer feels ownership. Such ownership can
help him or her feel that it is their decision and will more likely result in a
satisfied customer.
The following are some key actions involved in that process.
Step 1- Identify the problem
Before you can decide on a course of action, you must first know the
nature and scope of the issue you are facing. Often, the customer may not
know how to explain his or her problem well, especially if he or she
speaks English as a second language or has a communication-related
disability. In such cases, it is up to you to do a little detective work and ask
questions or review available information.
Begin your journey into problem solving by apologizing for any
inconvenience you or your organization has caused. The customer likely
wants someone to be responsible. A simple, "I'm sorry you were
inconvenienced, how may I assist you," coupled with some of the other
techniques listed in this book can go a long way to mending the
relationship.
Take responsibility for the problem or concern, even if you didn't actually
cause it.
Remember that you represent the organization to the customer. Since you
are representing the company, you are "chosen" to be responsible. Don't
point fingers at other employees, policies, procedures or other factors. It is
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also important to let the customer know that you are sincerely remorseful
and will do whatever possible to quickly and effectively resolve the issue.
Step 2 – Compile and Analyze the Data
To be able to effective determine a course of action, you need as much
information as possible and a thorough understanding of what you are
dealing with. To get that data, requires the use active listening and a little
investigative work. You may need to collect information from a variety of
sources, such as sales receipts, correspondence, the customer, public
records, the manufacturer and organizational files.
In gathering data, you should also do a quick assessment of how serious
the problem is.
You may be hearing about one incident of a defective product or
inefficient service. In fact, there may be many unspoken complaints.
Also, look for patterns or trends in complaints.
Once you have collected information through questioning and from other
sources, spend some time looking over what you have found. If time
permits and you think it necessary or helpful (e.g., the customer is not
standing in front of you or on the telephone) ask for the opinions of others
(e.g., co-workers, team leader/supervisor, technical experts).
Ultimately, what you are trying to do is determine alternatives available to
you that will help satisfy the customer and resolve the issue.
Step 3 – Identify alternatives
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Let the customers know you are willing to work with them to find an
acceptable resolution to the issue. Tell them what you can do, gain
agreement and then set about taking action.
Since you are just being brought into the situation when a customer
notifies you of a problem or their dissatisfaction, you can offer an
objective, outside perspective. Use this perspective to offer suggestions or
viewpoints that the customer may not see or has overlooked. Additionally,
make sure you consider various possibilities and alternatives when
thinking about potential resolutions. Look out for the best interests of your
customer and your organization. To do this, be willing to listen to the
customer’s suggestions and to “think out of the box” for ideas other than
those typically used by you and your organization. Don’t opt for
convenience at the risk of customer satisfaction.
If necessary, seek any necessary approval from higher authority to access
other options
(e.g., to make a special purchase of an alternate item from a manufacturer
for the customer, or to give a refund even though the timeframe for
refunds has expired according to organizational policy).
Step 4 – Evaluate alternatives
Once all the facts have been collected, look at your alternatives or possible
options. Be careful not to let cost be the deciding factor. A little extra time
and money spent to resolve an issue could save a customer and prevent
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recurring problems later. Consider the following factors in this evaluation
process:
What is the most efficient way to resolve this issue?
Which are the most effective options for resolving this issue?
Which options are the most cost effective?
Will the options being considered resolve the issue and satisfy the
customer?
Step 5 – Make a decision
Based on the questions in Step 4, and any others you wish to use in
evaluation, make a decision on what your course of action will be. To do
this, ask the customer:
"Which option would you prefer?"
This simple question now puts the customer into the decision making
position and he or she feels empowered. It now becomes his or her choice
and recurring problems may be avoided. If the customer’s request is
reasonable and possible, proceed and resolve the issue. If not, negotiate a
different alternative.
Step 6 –Monitor the results
Once you make a decision, monitor the impact or results. Do not assume
your customer is satisfied, especially if negotiation occurred between the
two of you.
You can monitor the situation with a follow-up call, asking if he/she needs
anything else when you see him/her, or sending a written follow-up (e.g.,
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thank-you letter with query concerning satisfaction, service survey or e-
mail).
If you determine that your customer is not satisfied or additional needs are
present, go back to Step 1 and start over.
Instructor Note 22:
Refer students to page 181 to the Customer Service Success Tip. This success
tip verifies the importance of problem solving.
Instructor Note 23:
Learning Objective 9: Implement a front-line service
recovery strategy, and spot roadblocks to service recovery.
Learning Objective Note: PPTs 15 should be used with Learning Objective 9,
pages 183-188.
IMPLEMENTING A SERVICE RECOVERY STRATEGY, p. 183
Students who will be going into customer service need a path toward returning the
customer to a satisfied state, which is the job of a service provider. Although
mistakes are often made, the provider needs to know first how to prevent mistakes
and we have learned a lot about that already; however, the provider also needs to
know how to correct the situation and return the customer to satisfaction.
Use PPT 15 to discuss the five phases to the recovery process. Have the students
follow with you in the text pages 184-188 as discussion progresses. Secure input
from the students on each phase. How should they use it and what results should
they get from each phase? The steps shown on the slide are:
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Apologize, apologize, and apologize again.
Take immediate action.
Show compassion.
Provide compensation.
Conduct follow-up.
SUMMARY, p.188
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. 188
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. 188
Instructor Note 24:
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 is meant by the term service breakdown? Define.
Service breakdown is defined as situations when customers have expectations of a
certain type of service that are not met by a service provider.
2. What causes customers to become dissatisfied?
Failure to have needs met or inappropriate service can lead to service breakdown. To
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help address the needs of and appease a dissatisfied customer, listen, remain positive,
greet them with a smile and your name, along with an offer to assist, don’t make
excuses, be compassionate, ask open-ended questions, verify information received
and take appropriate action.
3. What tactics can you use to deal with angry customers?
Acknowledge the customer’s feelings or anger, reassure, remain objective, determine
the cause, actively listen, reduce frustrations, negotiate a solution, be positive and
conduct a follow-up.
4. What can you do to assist indecisive people in coming to a decision?
Be patient, ask open-ended questions, listen, suggest other options and guide their
decision-making.
5. Why might some customers feel they have to demand things from others?
It could be due to behavioral style preference, a reaction to past service encounters,
due to a need to be or stay in control, or they might simply be insecure.
6. How can you effectively deal with rude or inconsiderate customers?
Remain professional by being calm, assertive, and in control. Do not retaliate or try to
get even with the customer.
7. What are some strategies for refocusing a talkative customer?
Remain warm and cordial, ask specific open-ended questions, use closed-end
questions to control, and manage your conversation.
8. What are some strategies for preventing customer dissatisfaction? List them.
You should use these strategies:
Listen.
Remain positive and flexible.
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Smile; give your name, and offer assistance.
Be compassionate and don’t make excuses.
Ask open-ended questions and verify information.
Take appropriate action.
9. How does the emotion-reducing model work?
Here’s how the Emotion Reducing Model works. As a customer approaches (or when
you answer the telephone) greet him or her with “Good morning/afternoon,” a smile,
and open body language and gesturing (a customer-focused message). Additionally,
as they explain their problems (emotion), you can offer statements such as, “I see,”
“I can appreciate your concern, frustration, or anger,” or “I understand how that
can feel” (i.e., customer-focused messages). Such statements can help you
psychologically mesh with the customer. Continue to use positive reinforcement and
communication throughout your interaction. Once the issue has been identified and
resolved (problem resolution), take one more opportunity at the end of your
interaction to send a customer-focused message by smiling, reassuring the customer,
and thanking them for allowing you to assist. Also, one last apology may be
appropriate for any inconvenience, frustration, mistreatment and so on (customer-
focused).
10. Why do customers defect?
They may defect for failing to meet their needs, handling problems inefficiently,
treating them unfairly, and using inadequate systems; all these may be reasons to
defect.
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11. What strategies can you use to build strong relationships with coworkers?
Stay connected by periodically seeing/contacting customers and meeting all your
commitments. Don’t sit on your emotions. Meet all commitments. Give feedback in a
timely manner and discuss issues as needed. Build a professional reputation and
establish a “good neighbor” policy. Maintain proper grooming and hygiene, avoid
excessive forwarding of your telephone, and avoid dumping work on others. Keep
personal problems to yourself.
12. List the strategies for effective problem solving.
Use the six-step model for problem solving: identify the problem, compile and
analyze data, identify alternatives, evaluate alternatives, make decisions and monitor
the results.
13. What is service recovery and when do you need to implement it?
Service recovery is needed when something goes wrong; when there is a mistake
made and the customer needs to be returned to a satisfied state. The best you can hope
for when something goes wrong is that you can identify the cause and remedy it
quickly to your customer’s satisfaction. The primary purpose of a good recovery
system should be to return the customer-provider relationship to its normal state. The
last and very important step is the phase that reemphasizes the message “We truly
care.”
SEARCH IT OUT, p. 189
Instructor Note 25:
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Assign the Search It Out activity as an out-of-class project and have students bring in
their results to discuss for the next class.
COLLABORATIVE LEARNING ACTIVITY, p. 189
Instructor Note 26:
Students’ answers will vary.
There are two options provided for student practice in the Collaborative Learning
Activity.
Option #1:
Divide students into equal-sized groups and have them list each type of difficult
customers identified in this chapter. Also, have them add others that they can think of.
Give the groups thirty minutes to come up with at least two strategies for dealing with
each category of customer (other than what is listed in this chapter).
Discuss their lists after thirty minutes.
Option #2:
Divide students into triads (three people) with two role players and one observer in each
group. Have each student take turns in each of the roles (role player, listener, and
observer) as they go through three separate practice scenarios. Have each person select
one of the scenarios (do not allow people in the same group to duplicate in order to have
them view and experience different skills discussed in the chapter) and play the customer
service provider for it. One of his/her peers will play their customer and the other will
observe and provide feedback at the end. Each scenario will likely take less than 10
minutes to complete followed by approximately 5 minutes of feedback and discussion.
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After all students have practiced their scenario and received feedback, lead a discussion
on what they experienced. Ask the following questions:
What worked well for you as a “customer service provider?”
What challenges did you encounter and how could you have overcome them to improve
your message delivery?
What did you learn?
Based on what you learned, what will you do differently when dealing with actual
customers on the telephone?
Have them answer, in addition to the questions above, the four questions in the activity
on page 189.
FACE-TO-FACE, p. 189
You are the owner of AAA Landscaping in Orlando and have just completed a contract
for removing old grass and replacing it with St. Augustine grass sod. Some of it was
subcontracted to other companies. Your company was to do a number of things for Stu
Murphy other than the sodding. You received a message on your machine that there were
a few things left undone and a couple items that needed to be corrected. You did not
follow up nor call him back and additional messages were left. Finally you sent someone
without calling him. What happened here? Answer the questions at the end of the
activity?
1. For one thing you did not follow up and check to see if he was happy.
2. He just wanted his yard work completed, the mess removed, and the contract
fulfilled.
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3. Yes, you should have checked on your subcontractors to be sure they were
following procedures and doing the work correctly. You should have also
followed up once the job was done.
4. Probably he will not because of the lack of fulfillment and the lack of
communication.
Have students list other options/answers other than those above. Share those answers
with the class and discuss what should have happened here according to what
students have learned about good service.
IN THE REAL WORLD, p. 190
Have students work together to share information about this airline. Southwest has a
mission policy and philosophy stated in the text material on pages 164-165. Review it
again with the class. Have them work together to answer the questions in the activity on
page 190. Answers will vary.
PLANNING TO SERVE, p. 190
Instructor Note 27:
Have students prepare their plans. This is a personal assignment and students may not
want to show their list. If they want input from you, you may make any comments to
their plans you think are needed to clarify the concepts the students should be using.
No final solutions are given here.
QUICK PREVIEW ANSWERS, p. 191
The answers to the Quick Preview are provided.
ETHICAL DILEMMA SUMMARY 7.1, p. 191 Possible answers are provided in the
text in addition to the activity noted in the IM on page 21.
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VIDEO NOTES:
If you ordered the Videos for Customer Service: Skills for Success, 4th Edition, locate the
Video 7 for Chapter 7 to show the class. This scenario takes place in a restaurant; the
focus of the video script is to deal with an unhappy customer who does not like her
Reuben sandwich, but ate most of it before she started complaining to the waitress.
Jane (the waitress/server) did everything she could think of to get Darla Marks to let her
bring another sandwich. She refused and kept complaining about it. Finally, the manager
comes over and talks with Darla on a friendly basis. Obviously, they know each other. He
offers to pay for her sandwich after he hears the complaints. So Darla leaves and Brian
tells the waitress that sometimes you have to do that to keep a good regular customer.
Have the students view the video, taking notes. Suggest they look and listen at the efforts
being taken by the server/waitress and by the customer being served. Should the waitress
have done anything else to help the customer? Maybe she should have checked with
Darla earlier to see if she was happy with the sandwich.
Have the students create a scene similar and role play another solution.
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