Dealing with Difficult People - Caton Companies...Dealing with Difficult People instructor’s guide Grace Hill, Inc. 5 | P a g e learning objectives Gain an understanding of the benefits

Dealing with Difficult People instructor’s guide

Grace Hill, Inc. 2 | P a g e

guide contents

preparation.………….…………………..................... 3

workshop goal ………………………….................... 4

learning objectives….……………………….............. 5

icebreaker..……………………………………………. 6

active listening discussion.………………………….. 7

conflict resolution.………………………………......... 8

response scenario.………………………….............. 9

your most difficult customer.………………………… 10

methods of follow up…………………………........... 11-12

avoiding blame with co-workers.……….................. 13

avoiding blame scenario..……………….................. 14-15

discussion: building relationships………………….. 16

specific challenges & action plan…………………… 17



preparation - *participants do not see this page

Course length:

This workshop will take approximately 1 to 2 hours depending on the number of participants and the interactivity during the workshop. It is strongly encouraged to have at least 6 participants in this workshop for the role playing and discussions to be most successful.

Prior to the start of the workshop: Email participants the following information at least 2 weeks prior to the

workshop:

Workshop date, time and location

Complete Grace Hill’s Dealing with Difficult People course

Bring completed course workbook to workshop

Verify participants have completed Grace Hill’s Dealing with Difficult People online course

Review both the Instructors’ and participants’ guides completely

Email reminder to participants 2 days before the workshop

Set up classroom and audio/visual equipment if needed

Workbook Guide

When you see this symbol: , say or paraphrase this information to the

participants. Information highlighted in gray and in bold font is for the instructor only and is not to be read to the participants. At the bottom left of each page you will find an image of the participants’ page for your reference.



workshop goal - *participants do not see this page The goal of this workshop is to review and discuss key concepts learned in the course and how they have been applied in a real world environment. This is designed to assist with the level three evaluation of the Kirkpatrick Model.

Level One: Participants' Reaction In this first level or step, participants are asked to evaluate the training after completing the program. These are sometimes called ―smile sheets‖ or ―happy sheets‖ because in their simplest form they measure how well participants liked the training.

Level Two: Learning Results Level Two in the Kirkpatrick model measures learning results. In other words, did the participants actually learn the knowledge, skills, and attitudes the program was supposed to teach? To show achievement, participants complete a pre-test and post-test to measure the knowledge gain. You can perform a Level Two evaluation by viewing the knowledge gain for each student who completes a Grace Hill course.

Level Three: Behavior in the Workplace This is where the workshop fits in. Participants typically score well on post-tests, but the real question is whether or not any of the new knowledge and skills are retained and transferred back on the job. Level Three evaluations attempt to answer whether or not participants' behaviors actually change as a result of new learning. Ideally, a fair amount of time should pass between taking the initial course and attending this workshop. Grace Hill recommends approximately 6 weeks between the completion of the online course and the workshop. By allowing some time to pass, participants have the opportunity to implement new skills and retention rates can be checked. We will use role playing, discussions and experience sharing to measure and enhance learning and behavior change. For more information on the Kirkpatrick Model including Level Four, visit: http://www.kirkpatrickpartners.com

http://www.kirkpatrickpartners.com/



learning objectives

Gain an understanding of the benefits of active listening

Practice conflict resolution based on real scenarios

Learn from our most difficult customers

Discuss effective methods of follow up

Learn how to avoid blaming co-workers

Discuss effective relationship building techniques

Devise an action plan for current challenges

Participants’ Page



icebreaker

Are You a Difficult Customer? Have you ever been or observed a difficult customer OUTSIDE of your work environment? Think about the situation. What happened, how it was handled? Did the service representative actively listen to you or the customer, communicate, resolve conflict, sympathize, resolve the problem, call in their boss, ignore it, follow up, etc… Participants only see the paragraph above. I am going to give you a few minutes to think about the situation. Ask for volunteers to share and discuss their stories. Ask questions about the situation. Ask other participants questions about the situation to encourage conversation and get their minds thinking about the topic. Take as many volunteers as 15 minutes will allow for.




active listening discussion

In the Grace Hill online course, you learned that active listening is a structured form of listening and responding that focuses the attention on the speaker. What should the listener do to demonstrate active listening? You have space to take notes in your workbook. Once the class provides you with some answers, tell them any missing answers from the information below: Answer: Concentrate on the speaker fully, make eye contact and then repeat, in the listener’s own words, what he or she thinks the speaker has said. The listener does not have to agree with the speaker—he or she must simply state what they think the speaker said. Move to a quiet location, remove barriers between you and the customer and express sympathy and thank them.

Share a Story Now think about a time that you have used active listening skills recently. This may have been with a customer or with a co-worker. There is a good chance you may not have even realized you were using the skills you learned. Raise your hand if you want to share your story and how active listening was used successfully.




conflict resolution

If you remember from the online course, when faced with conflict, such as a difficult customer, you can either react or respond. Reacting to conflict indicates emotionally charged, impulsive behavior. Reacting can quickly make you lose control. Slowing down and responding to conflict however, indicates a thoughtful, planned approach. When you choose to respond rather than react to conflict, you exercise greater control over the situation’s outcome.

Who remembers the four ways to respond to conflict, what they mean and which one is never recommended? Participants have 4 blank lines for writing answers and notes. Aggressively – ―I win, you lose‖

Passively - ―You win, I lose‖

Passive-Aggressively – ―I will let you win this time, but I will get revenge‖

– NEVER RECOMMENDED Assertively – ―We both win‖




response scenario

I am going to read you three scenarios of conflicts; tell me which type of response is appropriate. Aggressive, Passive or Assertive. Write down your choice on the blank lines in your workbook before announcing your answer. We will discuss each of them when finished. Participants have 3 blank lines for writing choices and notes. 1. An irate resident walks in the office screaming that the maintenance

man took her Cheetos again and she wants them replaced. You have an office full of prospects. You take her to a quiet office and try to calm her but there is no hope. She is yelling at the top of her lungs and wants a new bag of Cheetos. Answer: Passive

2. A resident walks in the office and is upset because this is the second

time they have complained about the noise from their neighbors at 2:00 in the morning. They have young kids and can’t continue to live with this noise. Answer: Assertive

3. You are the Community Manager and your one of your associates is

upset and telling you they do not like the new uniform. Another associate overhears the conversation and quickly jumps in. Voices begin to rise and they continue to tell you how much they hate the uniforms and don’t want

to wear them. They are hot and uncomfortable and it is a stupid policy . Answer: Aggressive

Discuss the answers with the group.




your most difficult customer

Think about your most difficult customer in your career in this industry. How did you handle it? What response did you use? These stories are not only fun to share but great learning experiences for all of us. You may have handled it perfectly or you may now have acquired the knowledge and skills to have handled it more successfully. Does anyone want to share their story?

As participants share their stories, ask questions to encourage feedback from the group and to get them thinking about ways they could have handled it more successfully or give kudos on a job well done. Be sure to thank them for sharing their experiences.




methods of follow up

You learned in the online course the importance of follow up. If the problem is not resolved by the time you conclude your conversation with your customer, you must let them know what the next steps are: Participants have five blank lines for writing the following information. Read these to them slowly giving them time to write.

Get their permission to follow up with them until a resolution is reached.

Stay in contact with your disgruntled customer unt il you are certain that

their complaint has been resolved to their satisfaction.

Ensure the issue has been resolved and your customer is no longer

unhappy.

Never assume that the problem has been remedied until you hear it

directly from your customer.

The last interaction they have with you should be a positive one.




methods of follow up (continued)

How do you do this? What are some effective methods of follow up? Participants have a notes section to write down ideas. Brainstorm with the class on ways that the follow up with customers. Try to get them to think beyond calling and email.

Do they ask the customer their preferred method?

Do they send them a hand written note?

Do they have the maintenance team make a personal visit to follow up?

Do they provide a gift it was a serious problem?

Do they provide an additional service such as a carpet shampoo to show they care?

Do they schedule a follow up call 60 days later to double check everything is still meeting their satisfaction?




avoiding blame with co-workers

Do you remember the key points on how to effectively communicate with co-workers? Part of this was avoiding blame. Blame is one of the biggest causes of conflict with co-workers. Participants have blanks for the words “I” and “You” in the sentence below. Read that sentence and give pause at each of those words, not reading the actual words “I” and “You” in the sentence. Encourage the class to fill these in verbally. To avoid this situation, remember to use “I” statements and avoid “you” statements.




avoiding blame scenario

Due to the confidentiality of your situations with co-workers, I will ask that you not share your experiences. Let’s review the following scenario. I will then give you three choices and we will discuss the best option: Mark, the Maintenance Supervisor, is staying late every day because there are so many service requests to complete. Frank, his Maintenance Technician, has been coming in late and leaving early every day for about three months now because he has a new baby. Mark was very understanding of Frank’s situation at first having three kids of his own and approved his relaxed hours. Now he feels Frank is taking advantage of him. Which is the best way for Mark to address Frank when he walks in late? This scenario is included in the Participants’ guide followed by 3 blanks for writing their choices and/or notes.




avoiding blame scenario (continued)

1. ―Frank, you are taking advantage of me and you cannot do it anymore. You are late every day and then you leave early. You are the reason our service requests are so backed up. You must be on time starting tomorrow and stay until you are officially off from work. Do you have any questions? (cutting him off) I didn’t think so. See you at 5:30 when you clock out.‖ Answer: Worst choice. Why? It uses “you” too many times. 2. ―Hey Frank, I know you are having and adjustment period with the new baby, but you have to start getting to work on time now. You need to be here at 8 and leave at 5:30 like everyone else. Since the new baby came, you are just not pulling your weight. I know I told you to take the time you need but it’s been 3 months now. It’s time to jump back in.‖ Answer: Better choice, but still not the best option. Why? It is a little softer, but still uses “you” too many times. 3. ―Hey Frank, how’s that new baby? I hope you are getting some sleep now. Believe me, I understand how tiring that is. I know I told you to take the time you need but I really need your help now. Service requests are backing up and I really need my right hand man. I hope you appreciate the time I gave you and I can count on you to jump back in full time now. Do I have you back now?‖ Answer: Best choice. Why? It uses “I” and not “you” and is more encouraging.




discussion: building relationships

What other key points do you remember and/or have used effectively from the online course on building relationships with co-workers? If the participants are stumped, throw out one or two of the fol lowing to help get them started. Ask them for examples of how they have used them or how they could use them. Participants have 4 blanks on their page for writing the answers below:

Praise co-workers sincerely and be specific.

Earn trust of co-workers by being direct and honest.

Give credit where credit is due.

Keep your commitments and be dependable.




specific challenges and action plan

Let’s take a minute to think about any specific challenges you are currently faced with right now. Do you have a difficult customer or co-worker situation you need to take care of when you return to work? If you have any of these situations, write down an action plan on what you are going to do to handle them. Be specific. Spend the next few minutes thinking about this and briefly writing down your plan. This is for your reference only. Think beyond the yelling residents and screaming co-workers. If you cannot think of any current challenges, simply write down action plans on how you will now improve handling difficult customers, improve follow up and build better relationships with co-workers. Participants have a writing area as shown below:

Participant’s Pages

Documents

Dealing with Difficult People - Caton Companies...Dealing with Difficult People instructor’s guide Grace Hill, Inc. 5 | P a g e learning objectives Gain an understanding of the benefits