Resume Wizard - Colorado FFAffa.cccs.edu/wp-content/uploads/2015/02/Dealing-with-Cu… · Web viewEvaluation: Ask students to turn in their knowbooks and Student Note packets. Grade

Junior and Senior Level Ag Bus.

Colorado Agriscience CurriculumSection: Agribusiness

Unit: Agricultural Sales

Lesson Title: Dealing with Customer Issues

Colorado Ag Education Standards and Competencies AGB11/12.06 - The student will demonstrate teaming

skills through problem solving activities in agriculture business management.

Identify situations where compromise is necessary.Give and receive constructive criticism.

Colorado Model Content Standard(s):

English Standard 2: Students write and speak for a variety of purposes and audiences.

English Standard 3: Students write and speak using conventional grammar usage, sentence structure, punctuation, capitalization, and spelling.

English Standard 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing

Student Learning Objectives:

The student will:

1. Learn how to disarm angry / disgruntled customers

2. Develop specific strategies to convert unhappy consumers, into loyal customers

3. Identify how employee image contributes to customer satisfaction

Time: 90 minutes (or 2 50 minute periods).

The lesson is not broken into two portions; but has several places where it can easily be stopped and continued the next day.

Resource(s):This lesson plan is based on the critically acclaimed book Becoming a Service Icon in 90 Minutes a Month, by customer service strategist and professional speaker Jeff Mowatt. To obtain your own copy of his book or to inquire about engaging Jeff for your team, visit http://www.jeffmowatt.com or call 1.800.JMowatt (566.9288).

Instructions, Tools, Equipment, and Supplies:

Italicized words are instructions to the teacher; normal style text is suggested script.

Unit 6, Lesson 8: Dealing with Customer Issues 1

http://www.jeffmowatt.com/

Student notebooks for taking notes

2 pieces of paper per student (fold paper in half to make a knowbook for each student)crayons, markers etc. for Graphic Artist Moment. Place a knowbook, as well as drawing utensils (crayons, markers) at each student’s seat.

Set this up prior to students walking into the classroom: Place a table (situated in the middle of the room), filled with items student might find in the local CO-OP or feed store. Examples include: leather gloves, fencing pliers, jeans, Carhart jacket, staples (or nails), several small grain samples, ear-tags, ear-taggers, castration bands etc. (let your imagination run wild – if you don’t want to use a feed store or CO-OP feel free to use your own agribusiness example).

Tack a poster to the front of the table that gives a name to your “store” or “CO-OP.”

Make one copy of the “Customer Service Cards” provided at the end of the lesson. If possible, print the Customer Complaints cards out on Green Paper, and the Employee Response Cards out on Blue Paper. It would be best if these cards were printed on heavy paper, cardstock, or laminated.

Make one copy (per student) of the “Dealing with Customer Issues” Powerpoint student notes. Give one copy of the notes to each student.

Make one copy (per student) of the Evaluation, included at the end of this lesson.

Interest Approach: As you begin this lesson, remember that we are trying to help students understand how to relate with customers in an agricultural sales and service setting. Students need to know how to interact with potential, and actual customers, and how to react appropriately when customers have complaints and concerns

For an interest approach, set up the following scenario: Cue up Slide #2 on the Powerpoint; as the students file into the classroom, welcome them all to your store:

Welcome to ____________ store. I am so glad that you took the time to stop in today; it’s great seeing you again. How’s the day been treating you so far? Is there anything in particular you’re looking for today? I’d be more than happy to help you with anything you need; until then, feel free to browse through our sales items.

Indicate to the students that they should look through the items on the table. While they are browsing, discreetly walk up to each student on an individual basis. Ask each of them a question that directly relates to their situation. Such as, “Justin, how are your steers doing? Are they gaining weight now that the weather’s warmed up?” Kacey, are you enjoying your SAE with the farrier?” These targeted, specific questions that you ask each student will help drive home a few key points later in the lesson.

After asking each student a targeted question, wait for a response. If the response warrants it, respond to them with a carefully tailored sales pitch, such as “Well Justin, I’m glad to hear that your steers are doing better. What are you feeding them? Did you know that we just got in this new feed; everyone’s been getting really great gains from it.”

Make sure to speak individually with EACH student. If you have too many students in the class to make this time effective, ask everyone to be seated; then ask for 4-5 volunteers.

After speaking with each student quietly (and privately) ask them to take a seat and get


out their notebooks. This will indicate that you are finished with the interest approach, and will prepare the students for the lesson. It will also help you keep track of the students, because after you have finished speaking with them individually they will be asked to get their classroom materials and sit down.

How many of you have had a similar shopping experience to the one we had today in class?

Elicit responses.

How many of you felt comfortable, welcomed, and valued this morning when you walked into the door of __________ store?

Elicit responses.

When I say GO, I want you to open your knowbooks to a blank page and make a creative title that says ‘CUSTOMER SERVICE’ on it. Once you get your title done, I need for you to draw three pictures that characterize your customer service experience at ______________ store. Your knowbooks and drawing utensils are directly in front of your seat. Any questions? GO.

Give the students approximately 5 minutes to graphically capture their thoughts.

Great Work! Turn to your neighbor and share your works of art! Make sure to explain your pictures and how they characterized your customer service experience at _________store.

While students are sharing their pictures with one another, pass out the “Customer service cards”. Make sure ½ of the class gets a GREEN customer complaint card, and the other ½ of the class gets the corresponding BLUE employee response card. The cards are numbered 1-10. The GREEN #1 card matches the BLUE #1 card etcetera.

Thanks for sharing!

Objective 1:Objective 1: Disarming angry / disgruntled customers.

We will be using the Eye-Witness News (with a little tweaking) E-Moment to get this point across….. PowerPoint Slide #3: Eye-Witness News E-Moment

Each of you has one card in front of you. At the count of three I want to you find the person who has the other ½ of your card. Your card has a number on it. Find the other person in this classroom who has a card of a DIFFERENT color, but with the same number on it. Any questions? One, Two, Three.

After the students have each found a partner, continue the exercise.

Great work! Now that you’ve all found your partner, when I say GET TO IT, we are going to role play the scenarios printed out on our cards. The partner with the GREEN CARD is going to read the information printed on their card. After they’ve finished reading, the partner with the BLUE card is going to respond with the information found on their card. Any questions? ‘GET TO IT!’

As the students are working their way through this exercise, walk around the room and monitor their progress. The idea here is that they are modeling real-life customer service


problems and answers. The students with the GREEN cards are the disgruntled customers, and the students with the BLUE cards are the employees trying to work through the situation. After they’ve had time to role-play, ask them to switch roles.

Fantastic discussion! We’ve had some really great customer service scenarios played out here. Let’s take a minute and switch roles. When I say, “COMMUNICATE,’ one partner from each group is going to come up and get another set of cards from me.

Make sure you have the remaining sets of cards prepared – match the numbers up again for example, give one group of students the BLUE #6 and the GREEN #6 cards to role play with. If you have more students than cards, simply have the students switch cards with another group. The idea is to give each student a chance to role-play as both the customer and the employee.

If you had the GREEN card last time, this time I want you to have the BLUE card, and vice versa. Any questions? ‘COMMUNICATE!’

Once again monitor the students’ discussion – if they get off topic, gently remind them to focus on the exercise at hand. As they finish working through their scenarios, quietly ask each team of students to return to their seats.

Great role-playing everyone! Let’s discuss what we’ve experienced here today. When you were the customer with a complaint how did you feel?

Elicit responses from the students – expect answers like angry, upset, ignored, etc.

How did you feel when the employee responded to your complaints?

Elicit responses from the students – ask them to specify how they felt. The cards are designed with excellent customer service responses, as well as poor responses. These differences should allow for some interesting discussion. Lead the students through their thoughts on how they were treated as customers.

Those of you who felt like your concerns were adequately addressed by a knowledgeable, caring, listening, empathetic employee stand up. Now that you’re standing up, tell me exactly what the employee said (or did) that made you feel valued, understood and not as angry as you were when you walked in the door.

Thank you for your thoughts! You may be seated. Those of you who felt that your concerns were ‘blown-off,’ ignored, or handled poorly, please stand up. Please share with the rest of the class the things the employee said or did that made you feel frustrated and ignored.

What great responses! Dealing with customers, and ensuring their satisfaction is often a daunting task, especially when asked to ‘man the front lines,’ work the cash register, and help sell products. However, it’s not so difficult if you think about how YOU like to be treated when shopping somewhere. When you remember your best buying experiences, or think about when you were upset with a product or a particular store – think about exactly WHAT and WHO made your experience excellent, or WHAT and WHO made the entire episode something you’d rather forget.

While you’re thinking about that, let’s get out our notebooks and take a look at some information from a “customer service strategist and international speaker, Jeff Mowatt, who’s an authority on The Art of Client Service. . . Influence with Ease©.


Continue the PowerPoint Presentation;

Progress through slides 4-7. Stopping to allow students time to take down the information in their “Student Notes.”

Slide 4: Customer Service introduction slide

Slides 5, 6 & 7: Grand Intentions©. When you get to the grand intentions slide, include the following script (the speaking part is included on the PowerPoint slides (#5 & 6) for your convenience:

I want each of you to put down your pencils/pens for a moment, close your eyes and listen to the following story:

Here’s a powerful lesson about selling from a 15 year old. My wife and I had just picked up a dog from the humane society. On the way home, we stopped at a pet store to pick up some dog food, a dish, and a leash. I'm figuring this stop will take eight minutes. That was before we met the store's teenaged employee, "Tina."

"Anything in particular you're looking for?" Tina asked. My wife replied that we'd just picked up a dog from the SPCA and needed a few supplies. The teenager's response: "Really? You adopted! That is so sweet. You know, I'm working here because this is more than just a job to me. I'm doing this because I love animals. So, no matter where you buy your pet supplies from, I want to make sure that we get all of your questions answered, so that your little dog gets the best possible care."

I glanced over at my wife and notice that she's looking at Tina with the kind of expression that says, "You- are- a- child- of- God- who- this- world- needs- more- of- and- of- course- we're- going- to- buy- all- of- our- pet- supplies- here- and- let's- not- even- discuss- anything- as- petty- as- price."

Fifty-eight minutes later, I'm pushing a cart out the door with over two hundred dollars worth of pet supplies. The dog was only seventy five.” (Mowatt, Jeff, “Grand Intentions to Greater Sales” http://www.jeffmowatt.com/articles/grandintentions.html)

Okay – open your eyes. Tell me, what did this part-time, teenaged employee DO that was unique, convincing and successful?

Elicit responses from students. Encourage students to answer that the employee connected with her customers, she explained to them that her job was ‘more than a job’ to her etc. Show the students PowerPoint Slide #7.

That’s right! She connected with her customers; she told them that she wasn’t simply there to ‘get the job done,’ but that she wanted to help people take better care of their animals! By connecting with her customers, by expressing her Grand Intention ©, this employee demonstrated that she CARED about her customers and their big picture. YOU can do the same thing when working at your job or SAE. Connect with the customer, express your GRAND INTENTION©.

After capturing the information on this slide (Slide #7) in your notes, I want you to take out your knowbook, open it to a fresh page and make a quick title that says ‘GRAND INTENTION.

Below your title I want you to draw what your GRAND INTENTION© is. It doesn’t have to be fancy, just think about something that drives you. If you already have a


http://www.jeffmowatt.com/articles/grandintentions.html

job in sales or service, think about how your Grand Intention can be applied to your job. For example “my goal is to make sure people feel their animals are being well-cared for at our Vet Clinic,” or “I understand it’s frustrating when your tractor breaks down during haying season; our goal is to get you back up and running again as soon as possible so that you can get the hay up before it rains.”

If you don’t have a job dealing with customers, think about something you really care about, and how you can make that GRAND INTENTION© a reality at home with your family or at school.

Great drawings everyone! Remember when you’re faced with a difficult customer, think about your GRAND INTENTION© and see if you can figure out a way to connect with that customer..

Objective 2:Objective: Develop specific strategies to convert unhappy consumers, into loyal customers

Now that we’ve talked about understanding unhappy / disgruntled customers, let’s take a few minutes to learn 5 key strategies that will turn upset customers into fans.

Ask the students to close their eyes and listen to the following script. For your convenience the script is included on PowerPoint Slides #8 & #9

Once again, I want you to close your eyes and listen to the following:

“When it comes to dealing with dissatisfied customers, most businesses believe that money back guarantees and/or exchange policies will fix the problem. Lousy strategy. Money back guarantees and exchanges may fix the problem, but they do nothing to fix the relationship. Policies don't fix relationships -- people do. Inadequately trained front line employees chase away repeat customers and referrals, spread damaging word-of-mouth advertising, and become frustrated and de-motivated because they're constantly dealing with upset customers.

On the other hand, by applying just a few critical people skills, front line employees can create such positive feelings -- for both themselves and their customers, that an upset customer will become even more loyal. They'll be transformed from being a critic of your organization to becoming an advocate. Here are 5 key strategies:”

(Mowatt, Jeff, “Keeping Customers When Things Go Wrong Five keys to turning upset customers into fans” http://www.jeffmowatt.com/articles/keepingcustomers.html)

All right! Open your eyes! We’ve just heard that there are 5 key strategies we can learn that will help keep customers happy, keep them coming back to our store, help us become better at our jobs, and eventually may earn us a promotion. Who can’t wait to see what these strategies are? Let’s get going!

Lead the students through the PowerPoint presentation (slides 10-14) allowing them time to capture the information in their notes.

Slide 10: Focus on Concerns vs. Complaints

Slide 11: Empower front-line employees

Slide 12: Prove that you’re listening – stop the slide-show here, do a You-Me-Us Moment, where one student says something; then another student repeats and paraphrases what


http://www.jeffmowatt.com/articles/keepingcustomers.html

the first student just said. Do this as a demonstration in front of the entire class:

Slide 13: Script for Students on Listening:

Student 1: I can’t believe that you ordered the wrong part! Now I can’t fix my tractor, the crops are starting to wilt from the drought, and a hail-storm is supposed to hit tomorrow. Why can’t you do your job right? Now I’m going to lose thousands of dollars in ruined crops because you weren’t smart enough to order the right part! Now I’ll have to wait another week for the RIGHT part to come in!

Student 2: Let me make sure I understand you correctly. You’re upset because without this part you won’t be able to fix your tractor, and you’re concerned about getting the crop harvested before the storm.

Slide 14: Express sincere empathy – stop the slide-show again. Enlist two more students to continue the me-you-us moment:

Slide 15: Script for Students on Empathy –

Student 1: You’re absolutely understanding me correctly. . .

Student 2: I’m very sorry about the misunderstanding and for ordering the wrong part; I’d feel the same way if I were you.

Slide 16: Apologize and provide extras. – stop the slide-show one final time. Enlist two more students to continue the me-you-us moment:

Slide 17: Script for Students on Apologizing:

Student 1: I just feel so frustrated. If I don’t get this crop harvested, I don’t know what I’ll do.

Student 2: I am so sorry this happened. If you’ll give me a few minutes, I’d be happy to contact a few people and see if I can’t find a supplier who can get you that part in the next few hours; that way you’ll still have time to get your tractor fixed, and get the crop harvested before the storm hits. I’d even be happy to send someone out to get the part, and deliver it to your farm if that would be more convenient for you.

So, when it comes to customer service, what are the Five Key Strategies that will turn disgruntled consumers into loyal patrons?

Elicit Responses from Students. Make sure they say, A)Focus on Concerns vs. Complaints, B)Empower front-line employees, C)Prove that you’re listening, D)Express sincere empathy, e) Apologize and provide extras

Objective 3:Objective: Identify how employee image contributes to customer satisfaction

Show PowerPoint slide #18 to the students. Give them a few seconds to process the information on the slide. (Note: if you are teaching this lesson in two 50 minute periods, this is a great place to start the next day. For an interest approach, simply play the slides as the students enter the door).

Quick! When I say ‘DRAW’ I want you to make a title page in your knowbooks that says


“First Impressions.’ Any questions? ‘DRAW!’

Excellent title pages everyone. In the next few minutes I need you to capture the information you’re about to see on this next slide in your knowbook in picture form! Draw a picture representing EACH statement underneath your “First Impressions” title. After drawing each picture write down how you think the employees in your pictures might have made a poor first impression on their customers.

Give the students a few minutes to capture this information in their knowbooks. While they are coloring, read the following aloud:

“Whether it's fair or not, we are often judged on first impressions. This harsh reality is nowhere better seen than in today's ultra-fast business world where customers size-you-up in a nano-second based on your personal image. Since their impression of you will determine whether or not they want to do business with you, the impact on your career and on your organization's bottom line can be staggering. Here are 4 image-related reasons that customers may not like you or your employees. Incidentally, customers will never tell you these reasons to your face -- they'll simply do business elsewhere.”

(Mowatt, Jeff, “The Shocking Truth about Your Image: Four Bizarre Reasons Customers May Not Like You” http://www.jeffmowatt.com/articles/yourimage.html

Great work! Is anyone willing to share with the rest of the class what they captured in their knowbook?

Allow students to share their impressions of the slides

Fantastic! Thanks for sharing!

Now we’re going to take a few minutes to talk about your image. How many of you are very interested in ‘being yourself’ and expressing individuality? How many of you get tired of ‘being told how to act and what to wear?’ by everyone including your parents, your teachers, and your boss?

Elicit student responses.

Thanks for sharing! While most of us feel the need to express ourselves and our individuality, our employers hire us to ‘take care of customers.’ Most employers expect us to meet the customers needs and expectations; not express our own individuality. We can express ourselves and our fashion sense on our own time; our job as employees is to make customers feel comfortable.

When I say COLOR, I want you to make a title page on your knowbook that says ‘IMAGE.’ Any questions? Color!

Excellent title pages everyone. Now that we’ve got that done, let’s take a few moments and learn 4 Essential Keys to Ensuring a Good First Impression.

Proceed through slides 19-22. Allow students time to take notes. At the end of each slide (after students have filled in their note pages), ask them to also capture this information in their knowbooks using a Graphic Artists Moment)

As we progress through these slides, I’d like you to capture the information from the PowerPoint Presentation in your notes. After you’ve finished taking notes, please use your creativity to capture each point in your knowbook. Make sure to write the title of the slide in your knowbook – followed by pictures that characterize the main points of EACH slide.


http://www.jeffmowatt.com/articles/yourimage.html

Slide 19: You look different than expected

Slide 20: You’re hard to understand

Slide 21: You exaggerate

Slide 22: You’re Indiscreet

To further cement this information in the students’ minds, use a Mother-Goose moment. Have the students work in groups of two to come up with unique rhymes that capture the information they just wrote in their notes. Ask them to write their rhyme in their knowbooks and be prepared to share it with everyone in class

Fantastic work everyone! Your drawings are excellent! Now I want you to get into pairs of two. When I say ‘RHYME’, I want each team to create a nursery rhyme that summarizes the “4 Essential Keys to Ensuring a Good First Impression.” Once you get your rhyme figured out, be sure to write it in your knowbook next to your pictures describing image. Any questions? Great! RHYME!

Once students have finished their rhymes, ask them to present them to the class; make sure each team shares their rhymes with the class

Excellent work teams! I’d like each team to share their rhyme with the rest of the class. As each team is presenting, if you find a rhyme they’ve created that is particularly interesting to you, make sure to capture that rhyme in your knowbook!

Conclusion Great work today! In conclusion we’ve learned:

How to disarm angry / disgruntled customers

5 specific strategies to convert unhappy consumers, into loyal customers

How employee image contributes to customer satisfaction

Let’s take this information and put it to good use in our jobs, our Placement SAEs, at school with our teachers and our friends. We can even use these strategies on the athletic field or in FFA competitions. Learning how to help customers / friends / teammates feel valued and needed is one of the most important lessons in life.

Application--Extended Classroom Activity:

Have students develop several customer service ‘scenarios’ similar to those played out in the GREEN and BLUE cards.

They could then further develop these scenarios into a ‘board’ game. Students will take turn rolling the dice, and picking up customer complaint cards. They must read their card out loud to all players; then look at the response cards they have in their hand. (Perhaps each player can start the game with 5 response cards – they must play a response card each time; after their turn is over they must draw back to 5 cards. The game is over when the first player reaches the finish line, or all of the response cards have been played). If the student plays a positive response card, they get to move forward on the game board the number of spaces they rolled on the


dice; if it is negative, they must move backwards on the game board the number of spaces they rolled on the dice. The other players of the game will determine if the response is positive or negative through discussion and consensus.

Application--FFA Activity:

Brainstorm the many different customers of the FFA Chapter. Who does the local FFA Chapter serve? Think about Fruit &/or Meat Sales customers, Hired Hand Auction customers, people who buy greenhouse items, other teachers in the school, FFA members. What are some specific strategies the chapter can develop that will improve customer relations? Brainstorm these strategies; put them on a poster and post in the classroom for everyone to see.

Application--SAE Activity:

Arrange a Placement SAE tour; where students can visit one another’s SAE projects. Provide them questions to ask the Placement SAE supervisor about the types of customers their business attracts, the most common customer-service problems, and their management strategies for dealing with customer issues.

Evaluation: Ask students to turn in their knowbooks and Student Note packets. Grade the knowbooks and student notebooks for thoroughness and completeness.

At the end of the lesson (especially if you’re doing this in 2 days) give out the assessment attached at the end of this lesson.

Also use the Extended Classroom Activity as a graded assessment – collect the cards created by each student and grade them for originality, thought, and thoroughness

Evaluation Answer Key:

1. Student responses will vary, but should be along the lines of the following:

1a. “First of all, I want you to know that I understand what a hassle and inconvenience it is to be involved in an accident. One of my goals is to make this part of the process as easy as possible for you and to ensure that you get every penny of coverage that you are entitled to.”

1b. “Our goal is to help you to reestablish your good credit; what can we do to help you accomplish this?”

1c. I understand how frustrating it is when you are in the middle of dealing with a customer and the computer crashes. I want to get you back up and running as fast as possible so you can get back to those customers that pay all of our wages.”

2. Three benefits of customers who express concerns:

a: Help you stay sharp

b. Help you be competitive

c. Help you become successful

3. Two important factors to consider when empowering front-line employees


are:

a. Employee Training

b. Employee Trust

4. Define the following words as they relate to customer service and explain how you would use them to help defuse an angry or irate customer:

a. Repeating: Stating the customer’s words back to them to check for understanding. Use this technique to defuse irate customers. Say something like this “so what I’m hearing you say is ______.”

b. Paraphrasing: Taking the customer’s complaints and rewording it; this shows the customer that you actually heard what they were saying and that you understand their complaint. “I’m so sorry you had a poor experience with __________. It’s frustrating when ______ happens. Let me see how I can help

5. Customers prefer conducting business with individuals who meet their visual expectations.

6. If you want to keep your customers, dress in a manner that customers expect.

7. Student answers will vary. Make sure they are consistent with the principles taught in the lesson.


Customer Service Cards – Green (Customer Complaints)1. I’ve been in this store at least 4 times in the past

two months looking for size 8 slim Wrangler Jeans for boys. You never seem to have this particular size in stock; my son desperately needs several new pair of jeans – but NOTHING you have here will fit him!

2. When I was in a few weeks ago, I bought 2 tons of Show Chow Finisher for my steers. I just opened up one of the bags and found out the feed was moldy! Just to make sure that it wasn’t that particular bag, I opened up a few other bags as well; about half of the feed YOU sold me isn’t any good!

3. The halter I bought for my colt broke the minute I tried to put it on his head! What are you going to do about it?

4. I just had the tires rotated and balanced on my new Ford Pickup; when I was driving down the road this morning my truck started vibrating – it bounced so much I almost went off the road! What kind of place is this that can’t properly service a vehicle and make sure it’s road worthy?

5. The paint I bought at your store is defective! When I went to wash one of my newly painted walls the other day, the color came off the wall and right onto my sponge! As if that wasn’t enough – when I took the sponge away from the wall I brought most of the paint right along with it. Now my walls look terrible – they’re splotched and speckled and will have to be COMPLETELY redone!

6. When I got home and went over my receipt I noticed that you charged me for four buckets. I only bought two. Can you please explain why I was double-charged for two items?

7. When I bought a plant in here a few weeks ago, I was told by someone at this greenhouse it was a hardy, easy-to-grow perennial that would come back next year; so I planted it in my garden. A couple of days ago I noticed it looking a little weak and shrived up; so I consulted my favorite gardening website. What I learned shocked me – apparently the plant is an annual. Not only will it not come back next year, it is also particularly delicate and not suitable for this climate! How could you be selling a plant in this greenhouse that won’t even do well in our particular climate! And to top it all off, I bought this plant under the recommendation of someone who didn’t know what they were doing!

8. Last week I hired someone from this business to come out and mow my yard. Not only were they three hours LATE getting to my house, they did a pathetic job of actually mowing the grass. There are skips all over my front yard, and the person running the weed-eater must have run out of line about half-way through the job and didn’t even notice that the machine wasn’t working properly! Now my yard looks worse than it did before I hired your firm to cut it for me. I’ve already paid for the job upfront, but I want my money back now!

9. I ordered an alternator for my tractor last Thursday. The salesperson I spoke with on the phone promised me that it would BE here no later than this Monday. It’s now Tuesday afternoon and you’re telling me that my part still isn’t here? Do you have any idea the amount of work I have to get done before the end of the week? I was counting on that alternator being here when it was promised. Now I’m going to be behind for the next 10 days.

10. I specifically asked someone to order me a size 7 black felt cowboy hat. Instead I got a size 7 ½ straw hat. This hat was supposed to be a gift for my son’s 7th birthday. His party is this afternoon, and I don’t have the right present. I don’t understand how such a simple order can be messed up that badly. What am I going to do? He’s going to be so upset and it’s all your fault!


Customer Service Cards – Blue (Employee Response)1. I can see how frustrated you are. Nothing is

more frustrating than needing to buy something and not being able to find exactly what you need. If you’ll give me just a second, I’d be happy to have our supplier throw in a few pair of Size 8 slim jeans on the next truck. He’ll be leaving the warehouse in the next 2 hours and should be here first thing tomorrow morning. How many pair would you like?

2. Ummm I’m sorry. What did you want me to do about it? I mean, feed sometimes goes bad. Have you had it outside or something? Did it get rained on? You know it was probably fine when it left the store. . .

3. Well that’s too bad. We just got some new halters in this morning. I guess you could buy another one.

4. I understand how you must be feeling right now. I’ll bet that was frightening when you almost wrecked. Did you bring the truck with you back to town or is it somewhere else? I’d be happy to send someone out to pick it up if you want me too; then we can take a look at it and see what went wrong. Don’t worry about the cost of the tow; we’ll pick up everything. The most important thing is that you’re safe; we’ll get under that truck as soon as we can and fix the problem so that you can get back on the road.

5. I’m sure it’s not the paint – I mean we sell gallons of that stuff every day and no one else has been in to complain! You must not have properly prepared your walls prior to painting. I don’t think it’s a problem with the paint so much as operator error.

6. I apologize for overcharging you. I know how disgruntling that can be. Thanks for bringing this to my attention. I’d be happy to credit your account for the amount of the two extra buckets. Is there anything else I can help you with today?

7. Well. . . .my boss just told be to sell the plants. I don’t really know where they come from, or what they do. I only work here part-time and don’t really know all that much about plants. Maybe you could come back some time when my boss is here.

8. Let me make sure I understand you correctly. You’re saying that a lawn crew from our business came out to your house and didn’t properly finish the job? I can understand how upset you are, and apologize for the lack of service. I would be more than happy to send a different crew out to your house immediately to fix the damage and finish the job correctly; please call me personally if the job is not completed to your satisfaction. I’d also like to offer you a 50% discount on your next two lawn services.

9. I’m sorry you’re upset, but there’s really nothing I can do – I mean if UPS or FedEx haven’t delivered the package yet it isn’t my fault. I suppose I could get you the tracking number and you could figure out where it is yourself?

10. It’s so disappointing when things don’t work out the way you’d like them to, especially when it comes to kids. I’m so sorry for the misunderstanding; I must have misread my special order form. Perhaps I could wrap up another gift, such as a toy gun set, or stick horse for your son free of charge? I’d also be happy to include a note inside the gift telling him that a very special hat has been ordered for him in just his size and that it will be ready for him to pick up at the store next week? Is there anything else I can do to help improve the situation?


________________________ ___________________________Date Student Name

Dealing with Customer Issues1. Listed below are several responses an employee might give a disgruntled customer.

Change each of these responses into a GRAND INTENTION© that might disarm the customer and help them feel like you really care about their situation and something more than just clocking in a few hours at a job.

a. You’re an insurance adjuster speaking with a customer about their claim:

i. “Before I can do anything to help you, I’m going to need your policy number, the VIN number from your vehicle, and several pictures of the damage. Until I get that information I won’t be able to help you.”

ii. GRAND INTENTION:

b. You’re collecting money from late-paying customers who haven’t paid you yet:

i. “We need to do something about your bill. If you can’t pay it soon I’ll have to turn this over to a collection agency.”


c. You’re a computer technician who’s primary responsibility is to help other employees fix their computer problems as quickly as possible:

i. “I’m really busy here; it seems that everyone’s computer is crashing today. Just leave me a voice message telling me what’s wrong. I’ll get there when I get time.”


2. List 3 benefits of customers who express concerns:

a.

b.

c.


3. What are two important factors to consider when empowering front-line employees?

a.

b.

4. Please define the following words as they relate to customer service; then explain how you would use them to help defuse an angry or irate customer:

a. Repeating:

b. Paraphrasing:

Fill in the Blank

5. Customers prefer conducting business with ___________________ who meet their

___________ expectations.

6. If you want to ____________ your ___________________, dress in a _____________ that

customers ______________.

7. Short Answer:Briefly come up with 2 scenarios where employees should ‘dress the part’ in order to make the best first-impression possible. Include where they work and what they should wear.

a.

b.


Documents

Resume Wizard - Colorado FFAffa.cccs.edu/wp-content/uploads/2015/02/Dealing-with-Cu… · Web viewEvaluation: Ask students to turn in their knowbooks and Student Note packets. Grade