DESIGN DOCUMENT FOR

CUSTOMER SERVICE TRAINING PROJECT

B Y T EAM ARCS
DOCUMENT DESCRIPTION
The Design Document provides PJ Enterprises with specific
details about the Customer Service Training which will take place
on January 21 and 22, 2016.

PURPOSE

OF THE

COURSE
The Customer Service Training is designed to address the poor
customer service scores and provide telephone operators and
customer service supervisors with training to build their
knowledge, skills and attitudes about their duties at PJ
Enterprises. The Customer Service Training will positively
influence customer satisfaction and encourage regular
patronage to address the business goal of ten percent increase
in customer service. The course will provide training on product
knowledge as well as required skills and tasks to improve
efficiency and efficacy.

AUDIENCE DESCRIPTION
The audience for the Customer Service Training project includes
telephone operators (TOs) and customer service supervisors
(CSS). Both groups have a similar profile with a key difference in
experience. Audience characteristics include the following:

Gender:
o

All are women.

Age range: 18-69

o

Most are between 18-34 or 56-69.

A small number are between 35-55.

Education

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All have either a high school diploma or GED.

A few have taken college courses, but none has

completed a college degree.

Work Experience and Qualifications

o

TOs

Some have worked as telephone operators.

For many, this is a first job.

All have demonstrated in the interview

process that they have the ability to be
courteous on a phone call.

CSS

All are former TOs at PJ Enterprises who were

top-sales people.

None has previous supervisory experience

and they have received little training as
supervisors. Instead, they have worked their
way up the ladder to become CSS.

COURSE DESCRIPTION
The Customer Service Training course will provide instruction in
on-the-job tasks for the TO position with a focused goal of
increasing customer service. The course will be eight hours and
offered on two dates allowing for scheduling flexibility and
maintaining business staffing.
Attendance of the course will include TOs and CSS. CSS will be
in attendance to learn the TO task requirements so that they are
able to provide reinforcement of the skills learned during their
supervision of the TOs.

COURSE SEAT TIME

The Customer Service Training Project is an eight-hour course.

INSTRUCTIONAL ARCHITECTURE/STRATEGY

FOR

COURSE

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The instructional architecture for the course is directive.
Instructional activities include hands on, procedure and principle
based activities that allow for participants to follow guidelines
and make decisions within defined parameters. As the central
focus of training is to reinforce and teach skills that have near
transfer application, the primary architecture is directive.

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MAJOR COURSE OBJECTIVES

At the end of the course, TOs will be able to:

Identify PJ Enterprises Mission and values without

assistance

Provide customer service that is evaluated on the

observation guide as sincere, welcoming and professional

Locate products and answer customer questions using the

product reference guide within 30 seconds

Answer calls, place orders, process customer orders and

exchanges, offer the survey, and end the call using the
customer service script without errors

Offer a pre-approved solution when presented with a

difficult customer request without error

Perform service recovery situations accurately utilizing

the 4 As checklist

Transfer calls to a CSS in situations defined as appropriate

using the job aid

When placing orders, offer cross-selling and upselling

products utilizing the job aid without errors

Gain 75% completion of customer service survey based

on call metrics

Demonstrate three tactics that can be used to remain

positive when receiving critical feedback

LEARNING ASSESSMENT

FOR

COURSE

Although the course will not include a summative assessment,

ARCS will conduct frequent role plays and engaging scenarios,
as well as a scavenger hunt in the new Product Reference Guide
to allow formative assessment of the learners' progress.

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COURSE OUTLINE
CUSTOMER SERVICE TRAINING PROJECT OUTLINE
Course Overview
A. Introduction
B. Course Overview
C. Icebreaker
1. Lesson: Using Good Customer Service and Excellent Etiquette
A. Introduction
B. Customer Service Standards at PJ Enterprises
C. Mission and Vision
D. Activity: How it Relates to TOs/What we Expect
E. Summary
F. Q & A
2. Lesson: Using Scripts During the Call
A. Introduction
B. How to Use Scripts
C. Placing order
D. Returns/Exchanges
E. Offering the Survey
F. Ending the call
G. Demonstration of Script Usage
H. Activity: Pair Role Play and Observation of Script Usage
I. Summary
J. Q & A

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3. Lesson: Using the New and Improved Product Reference Guide
A. Introduction
B. Using the PR Guide
C. Demonstration of Use of PR Guide
D. Activity: Scavenger Hunt with PR Guide
E. Summary
F. Q & A
4. Lesson: Answering Customer Questions--How to be a TO Rock
Star with Excellent Etiquette when it Matters
A. Introduction
B. Answering Questions using PR Guide
C. Problem solving Difficult Customer Requests
D. Activity: Role Play of Problem Solving with Scenarios
E. Determining When to Transfer Call
F. Implementing Service Recovery Using the 4 As
G. Activity: Role Play of Service Recovery Scenarios
H. Summary
I.

Q&A

5. Lesson: Cross-Selling Upselling

A. Introduction
B. Why Cross-Sell/Upsell
C. Opportunities to Cross-Sell/Up Sell
D. Using Product Reference Guide and Job Aid to CrossSell/Upsell
E. Demonstration of Cross-Selling/Up Selling
F. Activity: Pair Share Cross-Selling/Up Selling Product
Orders

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G. Summary
H. Q & A
6. Lesson: Administrating Survey with a Smile
A. Introduction
B. Encouraging Involvement
C. Accepting Feedback
D. Demonstration Survey With a Smile
E. Activity: Role Play Offering and Administrating Survey
F. Summary
G. Q & A
7. Lesson: Putting it All Together: The Real World Approach
A. Introduction
B. Review of Customer Service Skill Performance
C. Review of Call Start to Finish using Customer Service
Skill Performance
D. Activity: Simulation of Call Start to Finish with
Observation
E. Summary
F. Q & A

MEDIA
This course will use the following media:

Instructor

Power Point slides with graphics and flowcharts of

processes

Images of actual products from the Product Reference

Guide

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Flipcharts

Searchable pdf Product Reference Guide

Audio recordings of calls from y-jack

Paper and pen/pencil

DEVELOPMENT TOOLS
This course will use the following development tools:

Pdf reader software

PowerPoint

Microsoft Word

Screen capture software

Windows media player

DEVELOPMENT TIME
ARCS will require 400-440 hours to develop the instructor led
training for the eight-hour course.

SUPPORT

REQUIREMENTS
PJ Enterprises will offer ARCS support for development and
actual training delivery in the following areas:

Provide SME for products, training and training materials

(Sheena Perez)

Provide SME for products, especially for Searchable PDF

Product Reference Guide (Ray Johnson)

Review materials and deliverables in a timely fashion

Provide sign offs at appropriate milestones

Reimburse ARCS for printing and laminating costs for

training materials and job aids

Arrange employee availability for scheduled training dates

Arrange training room and refreshments for employees

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Ensure computers are updated with PDF reader software

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OWNERSHIP
ARCS will transfer ownership of all training materials developed
for PJ Enterprises on the conclusion of the Customer Service
training course on January 22, 2016. In the event that PJ
Enterprises would like ARCS to assist with maintenance of
training materials or schedule train-the-trainer events, ARCS
would be pleased to submit a proposal detailing the scope and
cost of the services requested.

PROJECT SIGN-OFF
Please sign below indicating agreement with the proposed
course plan and approving start-up of the development phases.

Instructional Designer Date

Project Manager/Sponsor Date

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APPENDIX A: JOB TASK ANALYSIS

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APPENDIX B: DETAILED COURSE OUTLINE

Mins.

2
C

20-30

Task / Topic / Key

Concept
Lesson 2: Using the
New and Improved
Product Reference
Guide
(procedure) TO's will
be introduced to the
Product Reference
Guide, view
demonstrations on
usage via PPT and
participate in a
Scavenger Hunt
activity to practice
usage skills (ABC)

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Method

Method of
Instruction:
Demonstration
(demonstrate
procedures)

Objective

Given the
product
reference guide
and, Scavenger
Hunt activity
TO's will
demonstrate
ability to find
required
products within
30 seconds
with no errors.

Assessment

NA

Visuals / Media
Support
Instructor, PDF
product guide
for TO's use,
computers with
PDF reader,
PPT
demonstrations
, graphics of
PDF usage and
features, PR
Guide
Document,
Timer

CUSTOMER SERVICE TRAINING PROJECT DESIGN DOCUMENT, CONTD

Mins.

2
D

20 min

Task / Topic / Key

Concept
Product Reference
Guide Contd

Method

Method of
Assessment:
Application of
procedural steps

Objective

Assessment

Scavenger Hunt: TOs will

participate in a Scavenger Hunt
activity where they will perform
a timed search for specific
products, demonstrating their
ability to find products using
the PR Guide quickly and
accurately. (practice task using
procedural steps; demonstrate
proficiency with task)
Sample of 5 questions to be
used on the scavenger hunt.
Scavenger Hunt 1:
The caller asks, "What is the
wing span on the In the Breeze
Baby Dragonfly Garden
Spinner?" Record answer:
Scavenger Hunt 2:
The caller states, "I am looking
for a garden fountain and want
to spend between $200-$300.
What are my options?" List
product ID numbers that fit this
description.

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Visuals / Media
Support
Instructor, PDF
product guide
for TO use,
computers with
PDF reader,
PDF reader
software,
PPT
demonstration,
graphics of PDF
usage and
features, PR
Guide
Document,
timer.

CUSTOMER SERVICE TRAINING PROJECT DESIGN DOCUMENT, CONTD

Mins.

2
D

Task / Topic / Key

Concept
Product Reference
Guide Contd

Method

Method of
Assessment:
Application of
demonstrated
techniques and
knowledge
(practice task
using procedural
steps) Contd

Objective

Assessment

Scavenger Hunt 3:
The caller asks, "I want a bird
bath that is over 3' in height
and blue in color."
Record how many different
products fit this description.
Scavenger Hunt 4:
Your caller asks, "I have a note
about an item on page 7 in the
catalog. I lost my catalog but it
is an item that can go in the
garden, was a statue of an
animal and is water resistant.
Can you help me find it?" What
item fits this description?
Scavenger Hunt 5:
The caller states, "My friend
ordered a set of stepping stones
that had blue stones and
butterflies in the design. Is it
still available?" What is
product's ID and page number
in the catalog? (RL)

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Visuals / Media
Support

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Mins.

4E

20

[SW
&
CK]

Task / Topic / Key

Concept

Method

Objective

Lesson 4: Answering
Customer questions:
Implementing Service
Recovery Using the 4
As

Method of
Instruction:
Demonstration of
Service Recovery
using the 4 As (PPT
slides):

Given a real life

scenario, the
learner will
implement all
of the 4 As in
their customer
response
dialogue.

Method of
Assessment:

Role Play: TOs will partner up to

enact each scenario using the 4
As job aid as a checklist and
guideline of excellent etiquette
and service recovery.

1. Acknowledge
2. Apologize

Assessment

NA

3. Alleviate

Visuals / Media
Support
Instructor, PPT
Slides of 4 As;
Sample audio
recordings of
recovered and
non-recovered
service on PJ
Enterprises
calls

4. Appreciate
4G
[SW
&
CK]

15-20

Implementing Service
Recovery Using the 4
As (Contd)

Application of the
4As using checklist

Scenario 1:
Suzie Shopper, a customer
frustrated with shipping and
delivery dates for Easter gifts, is
agitated and raising her voice.
How will you respond using the
4 As?

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Instructor, PPT
demonstrations,
PPT slides of
scenarios, 4 As
Job Aid

CUSTOMER SERVICE TRAINING PROJECT DESIGN DOCUMENT, CONTD

Mins.

4G
[SW
&
CK]

(Contd)

Task / Topic / Key

Concept
Implementing Service
Recovery Using the 4
As (Contd)

Method

Method of
Assessment
Application
(Contd)

Objective

Assessment

Scenario 2:
Chrissie Consumer wants the
chocolate bunnies in dark
chocolate but they are only
available in milk chocolate and
she is very upset. How do you
respond using the 4 As?
Scenario 3:
Allie Johnson wants to speak to
a manager because she feels
like the TO is treating her
dismissively and disrespectfully.
How do you resolve this
situation using the 4 As?

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Visuals / Media
Support

CUSTOMER SERVICE TRAINING PROJECT DESIGN DOCUMENT, CONTD

APPENDIX C: FINAL ASSESSMENT

There will be no final assessment.

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