Telephone Operator and Customer Service Supervisor Training Facilitator Guide Team 6

Telephone Operator
and Customer
Service Supervisor
Training
Facilitator Guide
Team 6
2016 Concept Creators. All Rights Reserved.
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Developing e-Learning
Table of Contents
Instructor Information.......................................................................................iii
Course Introduction......................................................................................................... iii
Course Description......................................................................................................... iii
Course Organization....................................................................................................... iii
Audience Description...................................................................................................... iii
Training Environment [lm]...............................................................................................iv
Course Objectives.......................................................................................................... iv
Course Details................................................................................................................. v
Using the Guide [cr]....................................................................................................... vii
Preparation Checklist [lm]............................................................................................. viii
Class Overview [cr, mo].....................................................................................1

Lesson 02: Providing Customer Service.........................................................5
Introduction [cr, mo]......................................................................................................... 5
Asking Questions for Clarification [cc, cr, mo].................................................................8
Lesson 04: Providing Product Information...................................................17

Introduction [lm, gm]...................................................................................................... 17
Accessing Product Information in the Database [lm, gm]..............................................19
Appendix A: Course Outline/Timeline............................................................28

Appendix B: Clarifying Questions Role Play Scenarios [cr].......................30
Appendix C: Clarifying Questions Role Play Checklist [cc, lm]..................31
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Instructor Information
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Course Introduction
The Telephone Operators (TO) and Customer Service Supervisor (CSS) Training will
teach the TOs and CSSs the skills and knowledge needed to improve product
knowledge and sales skills, and to provide excellent service to customers.
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Course Description
This course focuses on tasks that telephone operators and customer service
supervisors must perform while interacting with customers on the phone. The
training focuses on handling phone calls, providing customer service, taking
orders, using the product database, and upselling and cross-selling.
The training will be delivered in highly interactive, instructor-led sessions using
instructional methods that include facilitated discussions, role plays,
demonstrations, practice exercises and activities, and games.
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Course Organization
The course is developed and organized to incorporate training and base knowledge
relevant to Telephone Operators and Customer Service Supervisor roles with PJ
Enterprises.
Course Introduction
Lesson 1: Handling Phone Calls
Lesson 2: Providing Customer Service
Lesson 3: Taking Orders
Lesson 4: Providing Product Information
Lesson 5: Upselling and Cross-selling
Conclusion
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Audience Description
The audience for this training is the TO team and CSS team at PJ Enterprises.
Audience make up:
25 telephone operators and 4 customer service supervisors; all of whom are

women
Most staff members fall into the 18 25 and 55 or older age ranges
All staff have completed high school or GED. None of the TO Staff have
completed college degrees. The TO position is entry-level and for most, this
is their first job. The average time they have been with PJ Enterprises is
between 2 and 10 months.
The customer service supervisors have been promoted from the ranks,
based on performance typically tied to sales. They have had little to no
additional training other than that of the telephone operators. The time they
have been with PJ Enterprises ranges from 2-6 years
The TOs cover three shifts: 4 on the night shift, 11 on the day shift, and 10
on the evening shift.
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Training Environment
For this training, PJ Enterprises will split the telephone operators and the customer
service supervisors into two groups to ensure adequate phone coverage during the
training. In addition, the training will be conducted twice to accommodate for
employees work schedules. Training will take place at PJ Enterprises in a dedicated
training room.
The training room will be large enough to support a variety of activities but also
small enough to encourage interaction among the learners. For example, for those
lessons that involve active learner participation, such as role plays and group
discussions, the chairs, tables, flip charts, etc. will be arranged in a setup that
promotes learner engagement. Round tables, for example, help facilitate
discussions. Rectangular tables may be used for those observing and/or rating the
role plays. If a lesson involves both active learner participation and computer
training, the room needs to accommodate both.
The environmentfrom the equipment and materials to the lighting and room
temperatureshould invite an atmosphere of learning. The room will be clean, free
of clutter and, again, designated as a dedicated space for this specific course.
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Course Objectives
At the conclusion of this course, telephone operators and customer service
supervisors will be able to:
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Follow specified telephone protocol guidelines when handling customer calls

with 100% proficiency
Demonstrate customer service skills including empathetic listening,
clarifying customer questions, answering customer questions, handling
customer complaints, and troubleshooting problems with 100% proficiency
Demonstrate the ability to enter customer orders during customer calls with
no errors
Access appropriate information in the product database to answer specific
product questions with 100% accuracy
Respond to product-related questions posed during customer calls according
to the guidelines 100% of the time
Demonstrate upselling and cross-selling techniques during customer calls
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Course Details
The course is instructor-led and totals eight hours in length.
TIME
15 Minutes
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40 Minutes
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100 Minutes
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TOPIC
Course Introduction
Welcome
Introductions
Ice Breaker
Course Materials
Course Overview
Questions
Introduction
Discussion of current issues/successes for handling phone calls
Answering calls according to protocol
Transferring calls
Placing calls on hold
Ending calls according to script
Role Play
Introduction
Discussion of current issues related to customer service
Employing empathetic listening
Practice
Asking questions for clarification
Practice
Answering customer questions
Exercise
Confirming customer satisfaction of questions answered
Role play: Confirming customer satisfaction
Troubleshooting problems
Exercise
Handling complaints
Exercise
Scenario/Simulation using all learned skills
Review/Summary
Introduction
Discussion of current issues/successes of taking orders
Following PJ Enterprises protocol
Activity: Put steps in the correct order
Accessing the order entry system
Maintaining customer information
Role Play
Confirming shipment details
Taking payment
Role Play
Review Summary
Introduction
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40 Minutes
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20 Minutes
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Discussion: Identifying customer needs and issues locating

specific product info
Accessing the Product Database to provide customers with
product information
Practice: Scavenger Hunt
Review/Summary
Lesson 5: Upselling and Cross-Selling
Introduction
Discussion of issues/successes of upselling and cross-selling
product
Suggesting related products
Overcoming objections
Role Play
Review Summary
Conclusion
Content Overview/Summary
Discussion: How might you apply the skills learned?
Evaluate your skills
Questions
Course evaluation
Thank Participants
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Using the Guide

The guide is intended to aide you in the facilitation of PJ Enterprises TO and CSS
training, developed by Concept Creators. Before training, become familiar with the
contents of the guide. Use the following Key to the Facilitator Guide to help you
understand the features of the facilitators guide.
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Preparation Checklist
Use the lists below to guide your preparation for your training class. You should do
some of the tasks several days before your class and others the morning before
your class.
Several Days before the Training:
Review this guide, learner guide, slide presentation, product database, and
the new products. Become familiar with all subject matter. Make your own
notes where needed.
Reconfirm names and number of confirmed/enrolled attendeesthis will

impact room setup
Reconfirm day, time, length, and location of training
Reconfirm that learners know their usernames and passwordsthese will be

necessary for the product knowledge section of course
Determine each learners work experience, length of employment, and level

of knowledgethis may impact the pace of the course or affect the level of
enthusiasm of some learners
Determine special accommodations needed for any learners (sight-related,

motor skills, limited mobility, etc.)this may impact room setup
Confirm room setup needs

o
Space for role plays
Space for group discussions and classroom activities (types of tables,

number of chairs)
Computer workstations when lessons include computer training
Instructor audio-visual setup: computer with monitor, appropriate

software, overhead projector, screen, remote control clicker
High-speed Internet connection
Pens, paper, Post-It notes
Flip chart, markers
Perform a walk-through with Maintenance (Facilities or Administrative

Assistant) to check temperature settings (ability to change or set at certain
temperature) and lighting
Confirm locations of restrooms and snack machines
Develop or obtain training attendance sign-in sheets (if needed)
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Ensure all training materials have been printed and are ready for delivery
Review all materials and be familiar with all subject matter; make your own
notes where necessary
Practice presenting the materials to minimize the time spent reading from
PowerPoint or facilitator guide
The Day(s) of the Training
Arrive at the training site well before the training timeapproximately 45 to

60 minutes
o
Check temperature, lighting, and overall cleanliness of the room
Make sure all equipment is properly setup and working

o
Have everything turned on before class starts
Have first slide of PowerPoint already on screen
Ensure each participant can see the screen, the instructor, and any other
equipment to be used during the training
Prepare for the session

o
Check room setup for space appropriate to the lesson
Ensure all computer workstations, if applicable to lesson, are set up

the same and that computers are turned on
Ensure student materials are available per class seat: pens, paper,
Post-It notes, student guides
Provide attendance sheets (if needed)
Bring more than one copy of the facilitator guide (or have a backup
available online)
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Class Overview
Time: 10 - 15 min.
Welcome: the students
to the training.
Tell: In this training youll
receive a solid foundation
of customer service skills
and an introduction to the
new product guide
database. You will get to
practice using customer
service skills and looking up
product information in the
database.
Go over: administrative
details
Welcome
Welcome to the Telephone Operator and
Customer Service Supervisor training.
The course covers:
Customer service skills and practice
Introduction to the new product guide

database and practice using it
Administrative Details
Let them know: that the

training lasts a total of
eight hours and is
composed of five lessons.
Restrooms
Tell: them that they will get

a 15-minute break after
each lesson and a 30minute lunch break midway
through the training.
Remind them where the
restrooms are located.
Questions
Breaks
Cell phone usage
Explain: that they can ask

questions at any time, and
that all cell phones should
be silenced at this time.
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Introduce: yourself and

any other facilitators
Tell: participants to
introduce themselves
giving the information listed
on the slide.
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Introductions
Your instructor will introduce him/herself,
and after which you will introduce yourself,
giving the following information:
Go over: the purpose for

the training.
Remind: participants that
their role in the company is
vital to PJ Enterprises
organization
Purpose of Training
The purpose of this training is to give you a
solid foundation of customer relations,
product knowledge, and sales skills you
need to provide high-quality customer
service in the call center.
With this course in place, along with the
creation and implementation of a product
guide database, it is our expectation that
customer service at PJ Enterprises will
improve, resulting in increased customer
satisfaction and customer service scores.
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Review: the course

objectives
Course Objectives
By participating in this
course, you will learn to:
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Handle customer
calls with confidence
Employ empathetic
listening
Clarify customer
questions
Answer customer
questions
Handle customer
complaints
Troubleshoot
customer problems
Enter customer
orders during
customer calls with
no errors
Access appropriate
information in the
product database to
answer product
questions
Respond to productrelated questions
posed during
customer calls
according PJ
Enterprises
guidelines
Use upselling and
cross-selling
techniques
Explain: the organization

of the training and the
agenda from Appendix A.
Organization of Training/ Agenda for

the Class
In addition to a brief Introduction and
conclusion, the training is organized into 5
lessons.
The lessons include the following topics:
Tell: them how long the

training will last.
Duration of Training
The training will take 8 hours excluding
lunch and breaks.
Ask: what questions do you

have?
Questions
What question do you have before we move
on?
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Time: 3.5 4 hrs.
Introduction
Welcome: participants to
the second lesson of the
training: Providing
Customer Service.
Introduction
Tell: them that our

products will bring
customers to us, but only a
successful customer loyalty
and retention plan will keep
them coming back for
more. Never take
customer loyalty for
granted.
Review: quote. Mahatma
Gandhi said it best:
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Explain: Customer
expectations set the bar for
customer satisfaction. It
affects repurchase
decisions and customer
loyalty. If a customer feels
like you did not deliver a
service that was expected,
they wont come back and
buy from you again.
Importance
Aim to exceed customer expectations so
your customers will come back to buy again,
and tell all their friends about the
experience.
Remind: However, if you

deliver a service that
exceeds customer
expectations, they will
come back to buy again,
and theyll tell all their
friends about the
experience.
Fail to meet their
expectations and theyll
also talk about the
experience.
Source: 24/7 Wall St. and Zogby Analytics, 07/23/2015,

Customer Service Hall of Fame.
Review: image
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Provide: a brief overview

of the lesson
Note: In this workshop,
youll present background
information, examples and
techniques surrounding
customer service bestpractices in communication
and then allow for practice
and implementation of
these skills through
classifying, sorting, roleplay activities and more.
Due to the active nature of
these activities, the
changes and desired
behaviors of TOs will be
easily transferable to their
current positions. You will
follow each presentation of
facts, definitions and
examples portion with a
role-play or other practice
opportunity.
Overview:
In this lesson, youll learn how to provide
customer services through empathetic
listening, asking questions for clarification,
confirming customer satisfaction, trouble
shooting problems, and handle customer
complaints.
Throughout the workshop,

youll also provide learners
with various discussion
opportunities to share their
thought processes, ideas
and concerns.
Go over: the objectives for

the lesson 2E
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Objectives[cc]
Review: the topics to be

covered with the lesson
Topics
This lesson includes the following topics:
Asking Questions for Clarification

Introduce: the new topic
of the presentation.
Introduction
Explain: Many telephone

operators (TO) do not ask
enough questions to truly
understand the customer's
needs.
Or they don't ask the RIGHT
questions. Even if a TO is
certain that she fully
understands the customer's
situation, asking at least
one or two clarifying
questions can help to
ensure there is no
misunderstanding.
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Review: the topics to be

covered with this subject
Topics
This subject includes the following topics:
Define: clarification
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What is Clarification?
Explain: this also

communicates something
to the customer about the
TO's attitude.
Importance of Clarifying Questions?
When the TO asks

questions and listens
carefully to the answer, this
shows the customer that TO
is truly engaged in helping
her.
Summarize:
One additional important
point to make about asking
questions is that the
purpose of questions is not
just to gather information.
The other purpose, in fact
probably the most
important purpose, is to
help the customer feel
heard.
Questions serve the
customer by helping her
feel listened to. So even if
you have all the information
you need, asking a question
or two can still significantly
enhance the customer's
perception of the service
experience.
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Explain: Rather than

always saying the same
things in exactly the same
way, the very best
customer service
professionals listen
attentively to hear the
customer's language: their
words, phrases, tonality and
pacing, and they
communicate back to the
customer using the same
language.
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Guidelines for Clarifying:

When clarifying, follow these guidelines to
help aid communication and understanding.
Review: examples of
clarifying questions and
rephrasing what you heard
Here are a few clarifying questions

you can ask:
Ask: what makes these

clarifying questions?
Here are a few ways to rephrase

what you heard:
Explain: a question that

clearly shows you are not
listening is not a clarifying
question
Here are a few non-examples of

clarifying questions:
a non-example would be
any question that clearly
shows you are not listening
And actions like being rude,
terse, short, or seeming
irritated
Review: non-examples
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Review: tips for using

clarifying questions
Here are a few tips to help you use

clarifying questions:
Tell: them that its their

turn to try and identify
examples and nonexamples of clarifying
questions.
Clarifying Question Sort
Explain: that they will

create a list of questions as
a small group at their table,
and work together to
determine which questions
fit into which column.
Discuss: why participants
feel that they classified
their questions the way that
they did.
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Tell: them that its time for

them to try it out
Explain: that they will be
performing a role play of a
customer call
Review: the goal
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Putting it all Together

Now its your turn to using clarifying
questions. The class will separate into
groups of three. One group member will be a
telephone operator, one will be a customer,
and one will be an observer/evaluator.
Review: the rubric and

scenarios
Role Play Directions
Explain: the rules of the

role play. Take turns playing
the role of the customer,
telephone operator, and
observer/evaluator.
Notes for facilitators:
(Role Play Checklist
Handout Found in Appendix
C)
This exercise should be
done in groups of three. If
there are extra participants,
you can have a couple
groups of four. Each of the
three group member will
have the role: telephone
operator, customer, or
observer/evaluator. With
each new scenario they will
switch roles so that they
will have an opportunity to
be in each role to see it
from a new perspective.
Two members of the group
will do the role play first
and then the other(s) will
be the evaluators to discuss
and analyze the
performance of the
telephone operator on
clarifying questions.
Scenarios For Role Play

Scenario 1:
A customer informs you that the package
she received was damaged and one of the
necklaces she ordered was missing.
Scenario 2:
A woman phones in wanting to order a
Christmas tree skirt that she saw in the
catalog, but she isnt sure now which one
she wants.
Scenario 3:
A week later, the woman in the previous
scenario calls again due to wanting to return
the Christmas tree skirt.
Note: the scenarios and

checklist handout are also
located in Appendix B and C
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Facilitator Note:
Evaluators will be using the
checklist for role play to
evaluate the performances
of the other two members.
Role play checklist handout
can be found in Appendix C.
Encourage the participant
to get into their parts so
that they are able to
understand the different
perspectives of the
situation.
Each group will perform all
three scenarios to work on
understanding all
perspectives of customer
service.
After each role play the
observer should provide the
group member who was the
telephone operator with
one positive they saw and
one thing that could be
improved on.
Note: you can create and
use different scenarios
based on your knowledge
and experience.
Role Play Performance Checklist:

____Speaks clearly and directly most of the
time
____Excellent use of sentence structure and
question
structure
____Uses effectively listening skills
throughout the
entire call
____Applies empathetic listening skills when
necessary
____Does not interrupt caller
____Encourages caller to speak
____Uses at least three clarification-type
questions or
statements during customer
interaction
Examples:
Admitting when they are unsure
Asking caller to repeat
information
Re-stating what the caller said
Asking for specific examples.
____Results help transaction proceed
____Customer is satisfied
____Effectively summarizes the order on the
call
____Provides answers to all questions
____Thanks customer for their business
____Reminds customer to take brief survey
following
the call
____Ends the call in a respectful and cheerful
manner
Tell: them what theyve

learned in the lesson and
review the lesson
objectives.
Review/Summary
Ask: what questions do you

have?
Questions
Page 69
In this lesson, you learned what clarification

is, the importance of using clarifications,
guidelines for clarifying, examples of
clarifying questions, and tips for using
What questions do you have before we

move on?
Explain: that these are the

references used. Learners
may utilize these resources
for further information.
Works Cited
Works Cited
"Clarifying and Clarification." Clarification.
www.skillsyouneed.com N.p., n.d. Web. 16 Apr.
2016.
"Customer Service Hall OfFame." 247wallst.com. N.p.,
n.d. Web. 16 Apr. 2016.
"Three Types of Sales Negotiation Questions:
Open...Directive...Reflective... | Selling Power
Magazine - V10N5 | SellingPower." Http:/ /
www.sellingpower.com. N.p., n.d. Web. 16 Apr. 2016.
Page 71

Time: 50 min.
Introduction [lm, gm]

Explain: to the learners
what the training is about.
Introduction/Overview
Read: the learning

objective.
Objective
Objective
u
At the conclusion of this lesson, you will be able

to:
u
Page 73
locate specific information in the product guide

database with 100% accuracy .
Explain: the lesson topics

to the learners one at a
time.
Topics
Topics
After the last bullet, declare

something like, Lets
begin!
Logging in to the Product Database
Introduction to the Main Screen
Drop Down Menu Search
Identifier Search
Type of Item Search
Accessing Product Information in the Database

Explain: how to access the
product database from the
desktop by clicking on the
PJ icon as illustrated.
Explain: how to login after

clicking the icon, with
learners utilizing the same
username and password as
the order entry system.
Page 75
Accessing the Product Database
Login
Explain: the main screen of

the product catalog. Be
sure to point out:
The home button
The search field
The new products

button
Main Screen
The customer service tip of

the week
Explain: that there is more

than one way to search for
any available item:
The search field is

one option
Using the navigation

bar at the top is
another method of
searching
Tell: the learners that this

example will be a search for
a turquoise bracelet.
Search Options
Search Function
Demonstrate: how to type

in the search field to find all
PJ Enterprises turquoise
bracelets.
Page 77
Explain: that the search

field will bring up all the
results of turquoise
bracelets available to PJ
customers
Explain: that another

search option is using the
navigation bars, which
allows a more refined
search.
Search Function Results
Drop Down Menu
When utilizing the

navigation bars, drop down
menus will appear to
further narrow a customers
choices based on their
desired products.
Demonstrate: that the
identifiers drop down will
then display an item
category and offer other
choices:
Name of item
Manufacturer
Item number
Etc. (read screen)
Page 79
Tell: learners that they are

selecting jewelry and
then search by type to
find the turquoise bracelets.
Explain: that from the

dropdown menu, further
options will be available.
Drop Down Menu
Identifiers
Read: example categories

on the slide.
Tell: learners that they will
type in turquoise under
the bracelet field
selection
Explain: that next you will

see a screen with potential
items that fit the
customers search.
These can then be
narrowed down more
specifically by customer
preference.
Tell: learners that the
screen now displays all
turquoise bracelet options
available to the customer.
Page 81
Read: these three tips to

the learners.
Tips
Tips
Ask: the learners if there

are any questions you can
clarify for them.
Be sure to ask clarifying questions and listen to

the customers needs
Remember there are multiple paths to finding

product information in the guide
Be sure to reconfirm with the customer all

aspects of the product inquiry
Questions?
Questions
Answer: any applicable

questions.
Explain: that now the

learners will be logging into
the product database to
practice item lookups.
Pause and give learners a
chance to relocate to their
training computers.
Page 83
Is there anything we can explain better or clarify

to help you implement the new product guide?
Your turn to practice accessing

items in the product database!
Time for you to login

to your computer to practice!
Introduce: the scavenger

hunt game about finding
products in the product
database.
Read: the customer

question on the slide.
Explain: that they

will use either the
search or navigation
bars to find the
desired items.
Explain: that when

they have located
the items, they
should notify the
facilitator.
Note: Learners will

either use the search
option or they can
click on children
and then games to
find different types of
available childrens
games to present to
the customer.
Ask: learners to
share how they found
the items and tips
they might have for
each other.
Page 85
Product Database Scavenger Hunt

Scavenger Hunt
u
You will now be presented with scenarios typical

of customer calls
Customers will be searching for specific items,

but they might not be sure exact information
about those items
Use the new Product Database to find what the

customer wants!
Scavenger Hunt Item #1

A customer asks:
Will you please tell me what types of childrens
games are available?
Read: the customer

question on the slide.
Explain: that they

will use either the
bars to find the
desired item.
Explain: that when

they have located
the item, they should
notify the facilitator
to check.
Note: Learners will

option or they can
click on home
accessories, then
manufacturer, then
type Zweisel to find
different types of
available stemware
to present to the
customer.
Ask: learners to
the items and tips
they might have for
each other.
Page 87

A customer says:
I have an upcoming party and I need to find eight
to ten more wine glasses to match my set. I have
Zweisel stemware but I cannot remember the
pattern. I need them for mature red wine.
Read the customer question

on the slide.
Explain: that they

will use either the
bars to find the
desired item.
Explain: that when

they have located
notify the facilitator
to check.
Note: Learners will

option or they can
click on home
accessories, then
type, then type
coasters to find
different types of
available coasters to
present to the
customer.
Ask: learners to
the items and tips
they might have for
each other.
Page 89

A customer says:
It might be nice to have some coasters to go with
the wine glasses. I dont have my glasses with me,
but I think the catalog says the item number is
104751.
Read the customer question

on the slide.
Explain: that they

will use either the
bars to find the
desired item.
Explain that when

they have located
notify the facilitator.
Note: Learners will

option or they can
click on seasonal,
then type, then
ornaments to find
different types of
available peace
ornaments to present
to the customer.
Ask: learners to
the items and tips
they might have for
each other.
Congratulate: the learners

on completing the lesson.
Explain: that learners will
move on to another lesson
about upselling and crossselling.
Page 91

A customer asks:
Do you still have those beautiful holiday ornaments
that say Peace on them? I bought one last year for
my sister and liked it so much that I think Ill get
one for my mom and my daughters.
Final Comments
Congratulations
Welcome to your new product guide database!
Appendix A: Course Outline/Timeline

TIME
15 Minutes
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45 Minutes
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4 hours
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40 Minutes
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100 Minutes
Page 93
TOPIC
Course Introduction
Welcome
Introductions
Ice Breaker
Course Materials
Course Overview
Questions
Introduction
Discussion of current issues/successes for handling phone calls
Answering calls according to protocol
Transferring calls
Placing calls on hold
Ending calls according to script
Role Play
Introduction
Discussion of current issues related to customer service
Employing empathetic listening
Practice
Asking questions for clarification
Practice
Answering customer questions
Exercise
Confirming customer satisfaction of questions answered
Role play: Confirming customer satisfaction
Troubleshooting problems
Exercise
Handling complaints
Exercise
Scenario/Simulation using all learned skills
Review/Summary
Introduction
Discussion of current issues/successes of taking orders
Following PJ Enterprises protocol
Activity: Put steps in the correct order
Accessing the order entry system
Maintaining customer information
Role Play
Confirming shipment details
Taking payment
Role Play
Review Summary
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40 Minutes
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20 Minutes
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Page 95
Introduction
Discussion: Identifying customer needs and issues locating
specific product info
Accessing the Product Database to provide customers with
product information
Practice: Scavenger Hunt
Review/Summary
Lesson 5: Upselling and Cross-Selling
Introduction
Discussion of issues/successes of upselling and cross-selling
product
Suggesting related products
Overcoming objections
Role Play
Review Summary
Conclusion
Content Overview/Summary
Discussion: How might you apply the skills learned?
Evaluate your skills
Questions
Course evaluation
Thank Participants
Appendix B: Clarifying Questions Role Play

Scenarios
Facilitator Notes
Scenarios
Notes for facilitators:

This exercise should be done in groups of
three. If there are extra participants, you
can have a couple groups of four. Each of
the three group member will have the role:
telephone operator, customer, or
observer/evaluator. With each new
scenario they will switch roles so that they
will have an opportunity to be in each role
to see it from a new perspective. Two
members of the group will do the role play
first and then the other(s) will be the
evaluators to discuss and analyze the
performance of the telephone operator on
Scenario 1:
Evaluators will be using the rubric for role

play to evaluate the performances of the
other two members. Make sure you have
thoroughly reviewed this rubric.
Encourage the participant to get into their
parts so that they are able to understand
the different perspectives of the situation.
A customer informs you that the package

she received was damaged and one of the
necklaces she ordered was missing.
Scenario 2:
A woman phones in wanting to order a
Christmas tree skirt that she saw in the
catalog, but she isnt sure now which one
she wants.
Scenario 3:
A week later, the woman in the previous
scenario calls again due to wanting to
return the Christmas tree skirt.
Each group will perform all three scenarios

to work on understanding all perspectives
of customer service.
After each role play the observer should
provide the group member who was the
telephone operator with one positive they
saw and one thing that could be improved
on.
Note: you can create and use different
scenarios based on your knowledge and
experience.
Page 97
Appendix C: Clarifying Questions Role Play

Checklist
Actions Needed to Show

Proficiency
Comments
Speaks clearly and directly most of

the time
Excellent use of sentence structure
and question structure
Uses effectively listening skills
throughout the entire call
Applies empathetic listening skills
when necessary
Does not interrupt caller
Encourages caller to speak
Uses at least three clarification-type
questions or statements during
customer interaction
Examples:
Admitting when they are
unsure
Asking caller to repeat
information
Re-stating what the
caller said
Asking for specific
examples.
Results help transaction proceed
Customer is satisfied
Effectively summarizes the order on
the call
Provides answers to all questions
Thanks customer for their business
Reminds customer to take brief
survey following the call
Ends the call in a respectful and
cheerful manner
Page 99
Page 101

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Class Overview [cr, mo].....................................................................................1

Lesson 04: Providing Product Information...................................................17

Appendix A: Course Outline/Timeline............................................................28

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25 telephone operators and 4 customer service supervisors; all of whom are

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Follow specified telephone protocol guidelines when handling customer calls

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Discussion: Identifying customer needs and issues locating

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Using the Guide

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Reconfirm names and number of confirmed/enrolled attendeesthis will

Reconfirm day, time, length, and location of training

Reconfirm that learners know their usernames and passwordsthese will be

Determine each learners work experience, length of employment, and level

Determine special accommodations needed for any learners (sight-related,

Confirm room setup needs

Space for role plays

Space for group discussions and classroom activities (types of tables,

Computer workstations when lessons include computer training

Instructor audio-visual setup: computer with monitor, appropriate

High-speed Internet connection

Pens, paper, Post-It notes

Flip chart, markers

Perform a walk-through with Maintenance (Facilities or Administrative

Confirm locations of restrooms and snack machines

Develop or obtain training attendance sign-in sheets (if needed)

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The Day(s) of the Training

Arrive at the training site well before the training timeapproximately 45 to

Check temperature, lighting, and overall cleanliness of the room

Make sure all equipment is properly setup and working

Have everything turned on before class starts

Have first slide of PowerPoint already on screen

Prepare for the session

Check room setup for space appropriate to the lesson

Ensure all computer workstations, if applicable to lesson, are set up

Provide attendance sheets (if needed)

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Customer service skills and practice

Introduction to the new product guide

Let them know: that the

Tell: them that they will get

Explain: that they can ask

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Introduce: yourself and

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Go over: the purpose for

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