Customer Service: Skills for Success, 4th Edition

INSTRUCTOR’S MANUAL

Chapter 2 Contributing to the Service Culture

LESSON OVERVIEW

Chapter 2 will help the student focus on the role of service providers in establishing and

maintaining an effective service culture. In addition to roles, the text addresses the

elements of a service culture, how to establish a service strategy, tools for measuring

service success, strategies for promoting a positive service culture, and identifying what

customers want. 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. 30

In the Real World –Health Care, p. 30

Quick Preview, p. 32

Defining a Service Culture, p. 32

--The Concept of a Service Culture, p. 32

--Service Philosophy or Mission, p. 34

--Employee Roles and Expectations, p. 35

RUMBA, p. 35

Employee Roles in Larger Retail and Service Organizations, p. 37

Employee Roles in Smaller Retail and Service Organizations, p. 37

Employee Roles in Nonprofit Organizations, p. 38

Policies and Procedures, p. 39

--Products and Services, p. 39

--Motivators and Rewards, p. 39

--Management Support, p. 41

o Strive for Improvement, p. 41

o Look for a Strong Mentor in Your Organization, p. 41

o Avoid Complacency, p. 43

--Employee Empowerment, p. 43

--Training, p. 43

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Establishing A Service Strategy, p. 44

Customer-Friendly Systems, p. 44

--Typical System Components, p. 45

Advertising, p. 45

Complaint Resolution, p. 45

--Service Delivery Systems, p. 45

Direct or Indirect Systems, p. 46

Third-Party Delivery (Outsourcing), p. 46

--Tools for Service Measurement, p. 48

Twelve Strategies for Promoting A Positive Service Culture, p. 49

Explore your organization’s vision, p. 49

Help communicate the culture and vision to customers—daily, p. 49

Demonstrate ethical behavior, p. 50

Identify and improve your service skills, p. 50

Become an expert on your organization, p. 50

Demonstrate commitment, p. 51

Partner with customers, p. 51

Work with your customer’s interest in mind, p. 51

Treat vendors and suppliers as customers, p. 51

Share resources, p. 51

Work with, not against, your customers, p. 52

Provide service follow-up, p. 52

Separating Average Companies from Excellent Companies, p. 52

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What Customers Want, p. 52

Personal recognition, p. 53

Courtesy, p. 53

Timely service, p. 53

Professionalism, p. 53

Enthusiastic service, p. 53

Empathy, p. 53

Patience, p. 54

Summary, p. 54

Key Terms, p. 54

Review Questions, p. 55

Search It Out, p. 55

Collaborative Learning Activity, p. 55

Face to Face, p. 56

Planning to Serve, p. 56

In the Real World, p. 56

Quick Preview Answers, p. 57

Ethical Dilemma Summary, p. 57

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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 2 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 2. 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 Explain the elements of a service culture.

2 Define a service strategy.

3 Recognize customer-friendly systems.

4 Implement strategies for promoting a positive service culture.

5 Separate average companies from exceptional companies.

6 Identify what customers want.

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KEY TERMS, p. 54

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.

customer-centric, p. 32 mission, p. 34

customer-friendly systems, p. 45 RUMBA, p. 35

employee expectations, p. 45 service culture, p. 32

employee roles, p. 35 service delivery systems, p. 46

empowerment , p. 43 service measurement, p. 36

feel, felt, found techniques, p. 54 service philosophy, p. 34

mentees, p. 41 what customers want, p. 53

mentors, p. 41

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LECTURE OUTLINE AND LECTURE NOTES

General Teaching Suggestions for Chapter 2:

Instructor Note 1:

This chapter sets the tone for understanding service culture, service

strategies, customer-friendly systems, positive service culture strategies,

excellent companies rather than average companies, and how to know

what customers want. 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 later as a part of a panel for a group discussion.

Additionally, as suggested in the Search It Out activity on page 55 in the

chapter, you may want to have students do some Internet research and

report their findings to the class. This research might include collecting

other organizational philosophies and material related to the topic of

service culture and mission statements.

Instructor Note 2:

Before the students arrive: Write the terms on the board that you will be

emphasizing in this chapter. 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.

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Instructor Note 3:

First day 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’ interests dictate:

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

service culture, what was done to establish and maintain it, and

specific examples of how employees play a role in the culture.

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 per group (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 a sound

service culture. 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 their service

cultures that ultimately resulting in their business failing. Get input

from the personal experiences of learners. You may find

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interesting stories on various company failures and successes in

The Wall Street Journal, U.S. News and World Report, and your

local newspapers.

4. Activity : If you did not do this before the course started, contact

local businesses of varying size (or have students do this) for

copies of their organizational philosophy and/or mission

statements. Provide copies of what you obtain for discussion in

class; discuss those organizations that have no written philosophy.

Solicit student reaction concerning the businesses identified. Have

students had positive or negative experiences with the companies

identified? Tie their experiences into the concept of service

philosophy in the text.

5. 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.

6. Activity : Have learners conduct field research and write a brief

report before the next class meeting. The focus might be a visit to

an organization or business to observe factors related to chapter

content (e.g., the approach service providers take to servicing

customers, the appearance of the business, or any other factor that

contributes to the service culture).

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7. Activity : Have learners contact someone working in an

organization and conduct an interview on the company’s service

philosophy. They can report their findings to the class during the

next class meeting or they can write a paper on the interview. Have

them develop interview questions for your approval prior to the

interview, so students can practice developing and using open-

ended questions. Sample questions might include:

a. How would you define the term “service culture”?

b. Would you say most organizations in the area have a

positive service culture? Why or why not?

c. What role do employees play in your organization’s service

culture?

d. Does your organization have a written service culture? If

so, what are its elements?

e. What would you say is the biggest impact of service culture

on your customers? Explain.

f. If you could recommend one change in the service culture

of a typical organization, what would it be? Why?

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 1 Activities from last class meeting:

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Activities may have been assigned to student groups from last week to

report on this week or at another designated time. The following activities

were used in Chapter 1 Lesson Notes; if you assigned these (or plan to)

you may want to discuss them during this second class meeting. 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.

Activity : Students were assigned to groups of three or more to research

the Customer Relationship Management (CRM) programs and to report to

the class. Allow 5 to 10 minutes for the students to report their research

findings.

Activity : If students were assigned to research Mr. Kroger (founder of

Kroger) and the Kroger chain of food stores, allow 10-15 minutes for

students to report on what they learned and to field questions from you

and the other class members.

Activity : As a special team project, students may have researched the use

of the Internet in households today. They were to use statistics to update

the 2000 US Census figures given on page 14 of the text. Give students

time to report their findings and to solicit comments from their classmates

and you.

Activity : Give students time to reflect on the outsourcing technology they

learned about during their research. They were to research companies like

AOL, Microsoft, and other technology companies, as well as publishers

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and others that outsource projects to other countries. Allow 5 or so

minutes for discussions and questions. You may want to bring in this

research to the discussion of outsourcing (Learning Objective 3 on page

15 in Chapter 1).

Activity : Students were to review the daily or Sunday Classified

advertisements in the paper and bring in ads that show the types of

business and occupational work the people do in your city or town. Allow

10-15 minutes for students to share their findings.

Activity : Students were to access the Salary Wizard (p. 25 Customer

Service Success Tip) to research salary levels for five jobs you put on the

board during the activity. If you asked them to report at this second class

meeting, provide at least 15 minutes for them to report.

Activity : If students were assigned to study human resources positions,

have them recap what they learned about new hiring techniques and ways

to attract qualified employees. If possible, you may want to have local

employers (those with whom you spoke earlier) come to the class to

discuss hiring practices in customer service.

LESSON NOTES

The following are specific instructional strategies related to Chapter 2: Contributing to

the Service Culture.

Instructor Note 4:

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Consider beginning with a 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 30 may stimulate some discussion: what did

Mr. Roosevelt mean by the statement that the most important single

ingredient in the formula for success is knowing how to get along with

people? 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 of the students and ask them how they

feel about those who do not get along with others on the job.

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 2. As you briefly introduce each objective, ask

students to comment on what they think each objective will involve.

Move quickly on to the In the Real World on pages 30 and 31. Review

the information about the Johns Hopkins University Health System, its

training program, and its emphasis on customer service. Ask students if

they know anyone who has been an employee or patient at this hospital.

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

Preview questions. The answers are located in the student text on page 57.

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

the information to the objectives and the material in the chapter.

DEFINING A SERVICE CULTURE, p. 32

Instructor Note 6:

Learning Objective 1: Explain the elements of a

service culture.

Learning Objective Note: PPTs 1- 8 should be used with Learning

Objective 1 pages 32-44.

Students should understand the elements of a service culture and review

the definition on page 32. Figure 2.1 on page 33 provides an overview of

the typical elements of a service culture.

Instructor Note 7:

Use PPT3: Contributing to the Service Culture as you begin the chapter

discussion.

Ask: When you think of a service culture, what do you envision?

Use PPT4: Service Culture Defined and PPTs 5 and 6: Elements of a

Service Culture (see also Figure 2.3). Taking them one at a time, discuss

each element in detail. Ask students to evaluate the examples they gave

earlier. Do they fit into those given in the text?

Review the meaning of customer-centric and focus on Figure 2.2 as

students review the definition in the margin on page 33.

Instructor Note 8:

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ASK: Students to think of logos, slogans, messages or phrases they hear

on television, see in advertising, or think about when certain company

names are mentioned. Ask them how they think these logos or slogans

are developed. (Marketing companies are often hired to develop and test

slogans and brand phrases for companies.) Review the slogans on page 33

in the text. Ask students for others they readily know and then follow

with: Why did you remember that slogan associated with that company?

Various reasons will be discussed including they hear it on television or

see it on billboards regularly. Some may also see them on the sides and

backs of city buses.

Review Figure 2.3, page 34, and the information/definitions below it.

SERVICE PHILOSOPHY/MISSION, p. 34

Instructor Note 9:

Stress that service cultures are more than paper framed and hung on the

wall, touting the organization’s level of commitment. The vision and tone

of an organization are set at high levels in an organization and must be

communicated and supported effectively to help ensure that the

organization stays customer-focused.

ASK: In what ways have you seen organizations demonstrate their

service culture?

Review again what it means for a company to be customer-centric (see

Figures 2.1 and 2.2 on page 33) and ask students how these two figures

differ in emphasis on the customer. (The customer is in the top of one and

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in the bottom of the other figure, which shows where the customer ranks

in the hierarchy of the company.)

Instructor Note 10:

Activity : Divide students into groups and have them work together to

discuss how they feel about customer organizations with which they are

familiar (i.e., positive, negative, or neutral). Bring them back together to

share after 10 minutes. Summarize their thinking by putting the main ideas

on the board.

ASK: Do you believe that most organizations are customer focused?

Do you believe that those with popular slogans are more customer-focused

than those without slogans? 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).

EMPLOYEE ROLES AND EXPECTATIONS, p. 35

Roles and expectations are typically outlined in job descriptions and

performance goals. These need to be regularly updated in order to ensure

that employees are measured against accurate standards and are

performing in a manner that supports the organizational mission.

Instructor Note 11:

Use PPT7: RUMBA to introduce the RUMBA concept.

Instructor Note 12:

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Discuss each factor of the RUMBA model in detail, tying the information

into the role of service providers.

RUMBA, p. 35

RUMBA is an acronym that stands for the performance characteristics that

help define the role of an employee.

Realistic: a.) Behavior and responsibilities must align with actual

workplace requirements. Performance must be practiced for approximately

30 days and then evaluated for effectiveness and possible modification; b.)

Performance goals are driven by organizational goals passed down from

upper management; c.) Goals that cannot be modified should be adhered

to in order to maintain professionalism.

Understandable: a.) Performance goals must be understood in order for

them to be attained; b.) Employees should have input into development of

performance goals ideally; c.) Employees should ask for clarification of

goals that they do not understand.

Measurable: a.) Goals are measured in terms of specific factors such as

time, productivity, quantifiable results, revenue, and manner of

performance (how you accomplish your job tasks); b.) Employees should

know the acceptable level of performance and strive to meet it; c.) Factors

that inhibit goal attainment should be discussed with supervisors/team

leaders.

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Believable: 1.) Goals must be believable and tie directly to departmental

and organizational goals; 2) Employee goals that conflict with

organizational philosophy can create problems.

Attainable: 1.) Attitude is an important element in goal attainment; 2.)

Managers should attempt to establish win-win situations; 3.) Customers

should not have to hear about internal problems.

Instructor Note 13:

Have students complete Work It Out 2.1 Organizational Culture on

page 36, and then lead a discussion on various organizational service

philosophies. If not completed earlier during preparation, contact

organizations in your geographic area and get copies of their mission

statements or philosophy statements to share with students. Students may

also collect their own as part of their Internet research activities.

Instructor Note 14:

Activity : Review the Ethical Dilemma 2.1 on page 36 in the text. Divide

the class into two groups or more (depending on the size) and have them

discuss the Ethical Dilemma here before they review the possible

responses listed at the end of the chapter. Have them answer the three

questions at the end of the insert and be prepared to discuss their answers

with the other groups.

Review the following sections in the text: Employee Roles in Larger

Retail and Service Organizations, p. 37

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Customers look for certain provider qualifications and are often very

savvy consumers. The knowledge base of customers today has increased

considerably due to different television and media campaigns; therefore,

customers may expect even more knowledge from the service providers.

If they do not exhibit the qualifications expected, the result may be

negative repercussions and a breakdown in the relationship between you

and your customer.

Customers will look for the following qualifications and qualities in their

service providers:

Broad general knowledge of products and service

Interpersonal communication skills

Technical expertise related to products sold and serviced

Positive, customer-focused “can do” attitude

Initiative

Motivation

Integrity

Loyalty (to the organization, to products, and to customers)

Team spirit

Creativity

Sound ethics

Time management skills

Problem-solving capability

Conflict resolution skills

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Instructor Note 15:

Activity : Ask students for additional characteristics they think service

provider roles need to have in large organizations. Record their responses

on a flip chart, then lead a brief discussion around the ones they identify

and the ones in the chapter.

Employee Roles in Smaller Retail and Services Organizations, p. 37

The growth of small businesses, especially those owned by women and

minorities, has skyrocketed. This has provided customers with more

choices. Small business employees must assume all the roles listed under

large organizations and then some. Since often no one can be called upon

for assistance when something goes wrong, employee and customer

frustration occasionally results.

It is important for workers in small organizations to continually upgrade

their knowledge and skills.

Review the examples of types of businesses that may be struggling (page

38 in the text).

ASK: Why do you think these types of businesses perform a variety of

tasks and may be struggling in frustration and anger? (There is often

no one to bump the issue up to so they have to deal with it on the lower

level.)

Employee Roles in Nonprofit Organizations, p. 38

Activity: Lead a discussion on nonprofit organizations in which you ask

students where these organizations get their money to operate. Students

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may answer donations, gifts, grants, and/or other fundraising activities.

Ask students to name some nonprofit organizations in your area.

Review the qualifications for working in a nonprofit organization on page

38. Have students relate these qualifications to those found in workers in

for-profit organizations. Are they similar?

Policies and Procedures

Instructor Note 16:

Discuss the fact that there are many local, state and federal regulations to

address. Falling back on company policy is not good for establishing and

maintaining a positive customer-provider relationship. Managers should

regularly reexamine policies and procedures and employees should do the

same, making necessary recommendations for change.

The ultimate goal should be to process customer requests and satisfy needs

as quickly, efficiently and cheerfully as possible. Read the return policies

in Figure 2.4 on page 40 in the text.

Ask Students: How do you feel when you read these policies? Discuss

the impact of such policies, positive and negative, on customer service

culture. The company should make a commitment to the customer and

establish an environment that supports that commitment when things go

wrong or when service has broken down. Follow the class discussion with

Work It Out 2.2 on page 40.

Activity: Ask students to think about items they have returned to various

stores lately; what kind of service policy requirements did they have to

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meet? Ask them specifically how stores deal with electronic products,

such as software and equipment for recording/listening, as well as cell

phones.

PRODUCTS AND SERVICES, p. 39

The type and quality of products and services contribute to organizational

culture. Customer perception of products and services can lead to loyalty

and positive word-of-mouth exposure from customers.

Instructor Note 17:

Activity : ASK: Think about a time when you purchased or leased a

product that did not deliver as advertised or as you expected. How did you

feel about the product? The company that made it/sold it to you?

Possibly the service provider?

Ask students for examples of any products that fit into the above group.

Study the photo on page 39. How can an owner make his or her business

special?

Ask students: if they owned a restaurant, how would they make it

different or special? (Students may suggest offering fresh

fruits/vegetables or different kinds of free snacks when customers are

waiting for a table.)

MOTIVATORS AND REWARDS, p. 40

Instructor Note 18:

Discuss that people work more effectively and productively when their

performance is recognized and rewarded. Rewards can be money, material

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rewards, a pat on the back or public recognition through company

newsletters, bulletin boards, or city or town newspapers.

Instructor Note 19:

Remind students that not all efforts lead to monetary rewards or other

types of incentives.

Instructor Note 20:

Lead a discussion on ways that organizations reward customer service

providers. Get examples from students during the discussion. What types

of rewards have they able to receive on their jobs? In their school work?

MANAGEMENT SUPPORT, p. 41

Talk about the fact that employees cannot handle all situations and

sometimes need to refer situations to supervisors or team leaders. These

people serve the key role of providing effective coaching, counseling and

training of workers. They pass on valuable information, guidance and aid

in professional development of the employees.

Employees should strive for improvement – be optimistic, exhibit a “can

do” attitude, and positively influence others.

Courses, such as self-help seminars, can also be a valuable aid for

improvement.

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Employees should also look for a strong mentor, someone well acquainted

with the job and the company. Figures 2.5 and 2.6, page 42, provide a

good list of characteristics for mentees and mentors. Review each item

with the class.

ASK students: Have you had a mentor at work or school? Have you

ever served as a mentor? If so, please give us some feedback on how you

were assigned a mentor/mentee relationship and how it worked for you.

Instructor Note 21:

Have students read Customer Service Success Tip on pages 42, 43. Have

they ever had to search for their own information to make customer

service seamless for their customers? Ask them for examples of how they

would ask these questions of a supervisor.

Instructor Note 22:

Avoid Complacency, p. 42

Stress the need to excel, and to not be satisfied with the status quo.

Employees should continually look for improvement opportunities and

make suggestions to enhance systems and procedures. Encourage students

to work through roadblocks preventing excellent service.

Instructor Note 23:

Lead a discussion on tactics and strategies that students can use to help

themselves if they end up in a situation where they have a weak or

unskilled manager. Ask them for examples of situations where they have

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encountered issues related to this topic. Provide any pertinent comments

of your own. Record the responses on a flip chart or have a student list

them on the board.

Instructor Note 24:

Activity : Have students complete Work It Out 2.3 – Managing

Customer Encounters, p. 42. Group them in two or more groups to

answer the questions in the activity. Time them for 30 minutes, giving a 5-

minute warning to summarize before time is called. Lead a discussion

based on the questions. Summarize the input from the students on the flip

chart.

EMPLOYEE EMPOWERMENT, p. 43

Instructor Note 25:

Discuss the definition of empowerment (Use PPT8: What is

Empowerment?) and how large organizations can provide it to

employees. Ask students for examples of empowerment they have seen in

organizations, large or small. Use the examples to prompt discussion.

Review the Customer Service Success Tip on pages 42-43 again and

relate it to the discussion. How can service providers get the help they

need? Have students discuss the examples of empowerment in the Tip and

relate the examples to their own experiences.

TRAINING, p. 44

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The importance of training cannot be emphasized enough. To perform

your job properly, you and those around you must be given the necessary

tools. Take advantage of training programs.

Activity : Ask Students: Do you alert your manager when

opportunities for training are available to see if you can get

permission (or funding, if needed) to attend these sessions? Doing this

shows that you are willing to go for training and recognize the value of

training opportunities. This may be another gauge management uses to

justify keeping you employed during downsizing events.

If the organization does not provide it, you may have to take the initiative

to get the information you need yourself.

ESTABLISHING A SERVICE STRATEGY, p. 44

Instructor Note 26:

Learning Objective 2: Define a service strategy.

Learning Objective Note: PPT9 should be used with Learning Objective 2,

p. 44.

Instructor Note 27:

Students should be aware of the meaning of a service strategy (review the

information provided in the margin and in the box regarding determining

needed approaches for service success). As they go about their work in

customer service, having strategies to improve customer service will be

very important.

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Use PPT9: Establishing a Service Strategy; the best way to create a

service culture is to get everyone involved, brainstorm and plan.

Companies need to examine where they are and where they need to go to

be competitive.

Ask yourself these questions to clarify your role in determining needed

approaches to service success:

o Who is my customer?

o What am I currently doing or what can I do to help achieve

organizational excellence?

o Do I focus all my efforts on total customer satisfaction?

o Am I empowered to make the decisions necessary to serve my

customer? If not, what levels of authority should I discuss with

my supervisor?

o Are there policies and procedures that inhibit my ability to

serve the customer? If so, what recommendations about

dropping policies and procedures can I make?

o When was the last time I told my customers that I appreciated

their business?

o In what areas of organizational skills and product and service

knowledge do I need additional information?

CUSTOMER-FRIENDLY SYSTEMS, p. 44

Instructor Note 28:

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Learning Objective 3: Recognize Customer-friendly

systems.

Learning Objective Note: PPT 10 should be used with Learning Objective

3, pages 44-49.

Students should understand this objective and its components: advertising,

complaint resolution, and delivery systems. These components are part of

customer-friendly systems and form part of the work ethic for customer

service positions they may hold.

Instructor Note 29:

Have students review the photo on page 44. What are the people doing in

the photo? They seem to be reviewing information on the computer to

initiate some changes perhaps. How do students think information is best

shared? They may provide input as to computer sharing, meetings,

seminars, mentoring or other ways in which information can be shared.

Explain: A service culture starts at the top of an organization and filters

down to the front-line employees. By demonstrating their commitment to

quality service efforts, managers lead by example. Show PPT10:

Customer-Friendly Systems; use the slide to discuss the components:

advertising, complaint resolution and delivery systems.

TYPICAL SYSTEM COMPONENTS, p. 45

Discuss how the following says “we care” about customers:

--Advertising— Should send a message of competitive pricing,

quality and quantity.

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--Complaint resolution—the manner in which complaints are

handled signal concern for customer satisfaction (or lack of it).

SERVICE DELIVERY SYSTEMS, p. 45

Stress the need to effectively determine the best way to deliver quality

products and services and provide follow-up. Service to the customer

should be seamless. They should not have to be burdened with internal

policies, procedures, practices or politics. Customers expect value for their

money and providers should give it to them.

Direct versus indirect systems: Discuss the difference between “direct

delivery” systems (e.g. customers come into direct contact with a service

provider face-to-face or over a telephone) and “indirect delivery” systems

(e.g. customers deal with providers indirectly through technology—email,

Internet, correspondence or fax). Refer to Figure 2.7 on page 47 to discuss

ways organizations are providing service to customers and prospective

customers using direct or indirect contact.

Activity : Ask students for examples of how they have had products or

services delivered to them recently. Ask a student to be the recorder at the

board as students discuss the delivery methods they have experienced.

Some of the answers may be: U.S. Mail, couriers such as FedEx, DSL,

UPS, or private courier services hired by their companies. Some may

mention they have received services via the Internet connection (orders

through various online stores) or have received information by e-mail.

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Third-Party Delivery (Outsourcing): Discuss outsourcing and how

organizations use it to provide multiple benefits to the organization and,

ultimately, the customer.

Instructor Note 30:

If possible, bring in speakers from the local community whose

organizations outsource. Have them discuss the pros and cons. Some

benefits of technology are shown in Figure 2.7 (which you discussed

earlier); note also that a bulleted list of positives and negatives of

outsourcing is provided on page 47. Review the list with the class to see

how each believes the item becomes a negative or a positive factor in

customer service.

Activity: ASK: Have you been in a situation recently wherein something

you were doing has been outsourced such as computer software/hardware

service support? What was the impact on you or those you know? How

was service to the customer affected? Did the service individual provide

the type of service expected?

Instructor Note 31:

Now would be a good time to have students report on the outsourcing

project from the activities in Chapter 1. If you assigned it in Chapter 1 for

presentation today, have students provide the information they learned and

the implications for productivity and employment (e.g., are people losing

their jobs when outsourcing to other countries occurs?). [The answer is,

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yes, in many instances the workforce is reduced and outsourcing was

instituted as a cost-saving measure.]

TOOLS FOR MEASUREMENT, p. 48

Instructor Note 32:

Activity : Lead a discussion in which students discuss measurement tools

for data collection. What do students think and believe about measurement

tools? Divide the class into groups of 4 or 5; provide a sheet of flip chart

paper on which they can write the input from the group. Now would be a

good time also to have students who were assigned to research Standards

(Last week in Chapter 1, see IM p. 13) to discuss the research findings

in ISO and other standards.

Review each tool listed and ask students to provide input/feedback on

each tool regarding their experiences with measurement:

Employee focus groups

Employee opinion surveys

Customer focus groups

Mystery shoppers (check the local newspapers to see if

there are advertisements for people to take part in mystery

shopping in your city or town.)

Customer satisfaction surveys

Customer comment cards—check with local restaurants to

see if any cards are available for you to bring to class to

show the type of information asked. Do any of the cards

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offer an incentive for completing them? Are they to be

done by hand or completed on the website provided on the

card?

Profit and loss statements—bring in some examples from

current accounting texts.

Employee exit interviews—ask students if anyone has

participated in an exit interview upon leaving a job.

Walk-through audits

On-site management visits

Management inspections

Instructor Note 33:

Activity : Lead a discussion of advantages and disadvantages of each type

after you have discussed it and elicited examples from the class.

Instructor Note 34:

Activity : Ask students to study the photo on page 49. What is happening

in the photo? Ask students: What skills do customer service

representatives need to create a positive service culture when talking

with customers? Get student input; ask one of the students to put the

skills called out by the class on the board. Have students developed these

skills? Which ones, if any, do they think they need to work on a bit more?

TWELVE STRATEGIES FOR PROMOTING A POSITIVE

SERVICE CULTURE, p. 49.

Instructor Note 35:

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Learning Objective 4: Implement strategies for

promoting a positive service culture.

Students need to know various strategies and how to use them in situations

they may experience on the job.

Learning Objective Note: You should use the list on pages 49-52 as you

discuss this section. Use PPTs 11-13 Strategies for Success with Learning

Objective 4, pages 49-52.

Instructor Note 36:

Discuss the following strategies for success: To perform effectively as a

customer service professional, you need a plan. Here are some strategies for

success: Review each of these with the students, asking them for examples;

record them on a flip chart as students call out various examples.

Explore your organization’s vision.

Help communicate the culture and vision to customers—daily.

Demonstrate ethical behavior.

Identify and improve your service skills.

Become an expert on your organization.

Demonstrate commitment.

Partner with customers.

Work with your customer’s interests in mind.

Treat vendors and suppliers as customers.

Share resources.

Work with, not against, your customers.

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Provide service follow-up.

Activity: Review the Customer Service Success Tip on page 51. How does

returning phone calls reap benefits if done correctly? Explain how customers

may be waiting on information from you and that call can make or break the

sale.

Instructor Note 37:

Lead a discussion on the concept of business etiquette. Ask for student input

on what they believe defines such behavior and ask for any examples of

positive and negative behavior.

Activity : ASK: In what ways have you seen organizations exhibit poor

etiquette? Have any of these companies made the television or newspaper

news lately? What was the result of this publicity for the organization?

Instructor Note 38:

Ask students for examples of ways that service providers can follow-up in

different types of organizations. Surveys, focus groups, comment cards, sales

mailings and other types of materials may be listed by the students.

ASK: What are some ways you have seen service providers deliver

effective customer follow-up? Emphasize effective customer follow-up by

asking students if the follow-up was appealing to them: did it make them feel

better toward the organization which sent it?

Instructor Note 39:

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Ask students to review the person in the photo on page 50 and comment on

what they see regarding her appearance, her smile and her attitude. What skills

should a customer service person have? What type of follow-up may she be

giving to customers? She may be giving directions or providing information

about a product or service; she may also be asking how the product or service

worked for the customer.

SEPARATING AVERAGE COMPANIES FROM EXCELLENT

COMPANIES, p. 52

Instructor Note 40:

Learning Objective 5: Separate average companies from

exceptional companies.

Students should know the difference between average and exceptional

companies. Questions should be part of their information-building base when

searching for a new job or a promotion.

Learning Objective Note: You should use the information at the top of page 53

in discussing Learning Objective 5, page 52. Use PPT 14 with Learning

Objective 5, page 52.

What differences are there between average and excellent companies? Ask

students to relate what they believe are average companies and excellent

companies in your city or town. Ask for specific reasons why they group

companies under each title.

You may want to gather specific information on a few companies from the

Internet to bring to class for discussions.

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What makes a company successful? Here are some typical factors:

Executives spend time with customers.

Executives spend time talking with front-line providers.

Customer feedback is regularly asked for and acted upon.

Innovation and creativity are encouraged and rewarded.

Benchmarking (identifying successful practices of others) is done with

similar organizations.

Technology is widespread, frequently updated and used effectively.

Training is provided to keep employees current on industry trends,

organizational issues, skills and technology.

Open communication exists between front-line employees and all

levels of management.

Employees are provided with guidelines and empowered (on certain

instances, authorized to act without management intervention) to do

whatever is necessary to satisfy the customer.

Partnerships with customers and supplies are common.

The status quo is not acceptable.

Instructor Note 41:

Learning Objective 6: Understand how to identify what

customers want.

It is important for students to understand what customers in general want and

what they need to keep doing business with a company. The list on pages 53-

36

54 will be useful for students to review to determine if they understand what

customers may want.

Learning Objective Note: PPTs 15-16 should be used with Learning Objective

6, pages 52-54.

WHAT CUSTOMERS WANT, p. 52.

Instructor Note 42:

Use PPTs15 and 16: What Customers Want to introduce this interesting

topic: WHAT CUSTOMERS WANT

Customers want value for their money and effective, efficient service as well

as several more intangible items. Some of the typical customer wants are:

Personal recognition

Courtesy

Timely service

Professionalism

Enthusiastic service

Empathy

Patience

Activity : ASK: What do you think of these customer wants? Do you

believe that all customers want these same things? How do you know what a

customer wants? You can tell by his or her tone, attitude, voice level, and

other hints given in the conversation. If the customer is angry, he or she may

just tell you in no uncertain terms what he or she wants from you exactly.

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Customers should not have to deal with a service provider’s frustrations or

pressures. Service providers should not let their impatience over policies,

procedures, management, or whatever effect service to customers.

Instructor Note 43:

Activity: Have students complete Work It Out 2.5, page 54 as a group. Have

them brainstorm and list four or five expectations that they feel are common

to most customers. Which of the list are common to the class? Have one of the

students volunteer to write the list on the board or the flip chart as discussed.

Instructor Note 44:

SUMMARY, p. 54

Spend a few minutes reviewing the key elements of the chapter. Use a question-and-

answer format to see what students learned.

KEY TERMS, p. 54

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

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

REVIEW QUESTIONS

Instructor Note 45:

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 of the key elements that make up a service culture?

Service Philosophy Mission

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Employee Roles and Expectations

Policies and Procedures

Products and Services

Motivators and Rewards

Management Support

Delivery Systems

Training

2. How does management’s service philosophy affect the culture of an organization?

Service philosophy is driven from top management. The vision and tone set for the

organization gives direction and must be clearly planned and communicated in order

to be effective. Leadership is crucial for success. Management needs to stay visible to

front-line employees and customers in order to demonstrate true support.

3. How does RUMBA help clearly define employee roles and expectations? Why is

each component important?

RUMBA specifies succinctly what employees are expected to do and to what level

and by what standards they will be measured. It is important that each of the

characteristics of the model be addressed adequately when setting goals since they

serve as guidelines for effectively establishing work criteria. Goals that are not

realistic, attainable, clearly defined, and communicated are unlikely to be met.

4. How can policies and procedures affect the customer’s impression of customer

service?

Policies and procedures are guidelines and should not be treated as if they are etched

in stone. They should be customer-friendly. When they are, customers are typically

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happy and view the organization favorably.

A customer should not have to hear about, nor deal with policy and procedures issues.

They can drive customers away. The return policy is yet another gauge by which

customers decide if they want to spend their time and money at a particular company.

If service breaks down, the company should make a commitment to the customer and

then establish an environment that will support that commitment.

5. What questions should you ask yourself about your role as a service provider?

Who is my customer? What am I currently doing, or what can I do, to help achieve

organizational excellence?

Do I focus my efforts on total customer satisfaction? Am I empowered to make the

decisions necessary to serve my customer? If not, what levels of authority should I

discuss with my supervisor?

Are there policies and procedures that inhibit my ability to serve the customer? If so,

what recommendations about changing policies and procedures can I make?

When was the last time I told my customers that I sincerely appreciated their

business?

In what areas of organizational skills and product and service knowledge do I need

additional information?

6. What are some indicators that a company has customer-friendly systems in place?

They will have an active and productive system for advertising and complaint

resolution. Many companies are judged by their return policies and how they interact

with customers during this process. Delivery systems should fit the customer since

customers are unique and have personal preferences.

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7. What are some of the tools used by organizations to measure their service culture?

Employee focus groups

Customer focus groups

Mystery shoppers

Customer satisfaction surveys

Profit/loss or management reports

Employee exit interviews

On-site management visits

8. What are some strategies for helping promote a positive customer culture?

Explore your company’s vision.

Help communicate the culture and vision to customers—daily.

Demonstrate ethical behavior.

Identify and improve your service skills.

Become an expert on your organization.

Demonstrate commitment.

Partner with customers.

Work with your customer’s interests in mind.

Treat vendors and suppliers as customers.

Share resources.

Work with, not against, your customers.

Provide service follow-up.

9. What separates average organizations from excellent ones?

Executives spend time with the customers if an excellent organization.

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Executives also spend time talking with front-line service providers.

Customer feedback is regularly solicited and acted upon.

Innovation and creativity are encouraged and rewarded.

Benchmarking (identifying successful practices of others) is done with similar

organizations.

Technology is widespread, updated, and used effectively.

Training is provided to keep employees current in industry trends, organizational

issues, skills, and technology.

Open communication exists between front-line employees and all levels of

management.

Employees are provided guidelines and empowered (in certain instances, authorized

to act without management intervention) to do whatever is necessary to satisfy the

customer.

Partnerships with customers and suppliers are common.

The status quo is not acceptable.

10. What are some typical things that customers want?

Personal recognition

Courtesy

Timely service

Professionalism

Enthusiastic service

Empathy

Patience

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SEARCH IT OUT, p. 55

Instructor Note 46:

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. 55

Have students prepare the report as discussed in the activity. Bring it to class to share

with the rest of the class. You may share your own educational background or that of

someone you know well.

FACE-TO-FACE, p. 56.

You are a new employee with United Booksellers, a large retailer of publications; in fact,

it is the 5th largest. The company started 15 years ago and has grown rapidly, employing

3,000 people—including you. All employees get extensive customer service training

before they interact with customers. You grew up watching your siblings interact with

customers and you want to do as they did; you are ready to enjoy this new position and

you feel qualified to do so. You will be expected to receive new publications, log in

receipts, stock shelves, assist customers, and occasionally work as backup cashier. As

you think about your new job, questions come to mind. You decide to review these with

your classmates in your customer service class. Your instructor has just divided the class

into equal sized groups (no more than 5-7 per group) and asked the class to review the

situation at United Booksellers. You are to discuss in the groups and come to a consensus

on a course of action based on the questions at the end of the case study.

You will have approximately 20-25 minutes for discussion; then reassemble to discuss

the group’s opinions.

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Instructor Note 47: add any points you think are pertinent to the case.

Note: students’ answers will vary for the questions.

Possible Answers to Face to Face

1. Are there indicators of United Bookseller’s service culture in this case? If so,

what are they? (Keep in mind that a site can change or be removed at any time

without notice. If this is the situation here, then locate another site to review.)

Yes, extensive customer service training is provided prior to customer contact by

employees, accolades from Booksellers Journal and Publishers Select magazines

for quality service, friendly atmosphere, facility appearance, staff helpfulness,

selection of products and relaxed atmosphere.

2. If you were an employee, in what ways would you feel you could contribute to the

organizational climate?

Students’ answers will vary. Answers may be to initiate discussions with

customers, to seek help for customers who want to purchase something specific

from your publications list, or to ask questions to clear up anything you do not

understand. Ask for any training opportunities that you hear about to see if you

qualify for it.

3. If you were a customer, what kind of service would you expect to receive at

United Booksellers? Why?

Students’ answers will vary. Expectations may include efficient service, cheerful

interactions with the staff, efficient shipment of items purchased; and of course

value for money spent. Customers may also expect the seven items listed in the

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chapter under what customers want. Individual students most are not likely to be

much different; they would want these items also.

PLANNING TO SERVE, p. 56

Instructor Note 48:

Have students prepare their lists. Review them with the class, providing input from their

lists. You may make any changes to their lists that you think are needed to clarify the

concepts the students should be using.

IN THE REAL WORLD, p. 56

Have the students prepare the information and then use it for solving the issues. Any

student may find different information by searching the Website. No final solutions are

given here.

QUICK PREVIEW ANSWERS, p. 57

The answers to the Quick Preview are provided.

ETHICAL DILEMMA SUMMARY 2.1, p. 57. Possible answers are provided in the

text.

VIDEO NOTES:

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

Video 2 for Chapter 2 to show the class. This video scenario takes place in a restaurant

and is called “Destroying a Service Culture.” The employees put their needs ahead of

very clearly stated customer wants. The server tries to push lemonade with strawberry

flavor, giving the customer a lengthy statement about how good it is and how many she

has had. She then goes into another description of the size of the lemonade, even though

the customer only wants a medium-sized item. The server tries to push a large and offers

45

the price differential as a reason. Ask the students to determine how the supervisor

handled the situation with the server. Did he do the right thing? Ask students to discuss

the language pattern of the server. Was it appropriate for the customer that she was

serving?

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