Improving customer service- activities for trainers -

Contents1. Customer service poster2. C.U.S.T.O.M.E.R.3. Like Alice in Wonderland4. Act it out!5. Yes/No Game6. Who am I?7. Customer service keychain8. Tongue-twisters9. Ten rules of...10. Creative role-play games11. Following instructions12. Blindfolded13. Its a matter of perspective - debate14. Stereotypes15. Cant one finish his story???16. House doodling17. Taboo18. Activity19. Useful links

1. Customer service poster used as an appendix for the whole trainingObjectives:- telling the difference between good and poor customer serviceTime: 10 minutesMaterials: - sticky post-it notes, pencils, paper, flipchart, markers (2 colours at least)Description: The trainer asks the participants to think about 2 experiences they had so far with customer services/relations (it can be either on the phone or in person). Then, each participant should give a brief description of the experience and why they think it was a satisfactory or an unpleasant one. The trainer writes on the flipchart the positive and negative aspects of each experience, translating it into customer service language. Then, the participants are asked to design a poster related to customer service on the given sheet of paper, by using their post-it notes and the observations the trainer has previously written on the flipchart. The poster will be eventually used as a contents list/index in the following training sessions/activities, as the trainer will go through each subject, point by point.

2. C.U.S.T.O.M.E.R.Objectives: Warm-up, Follow-upTime: 5 minutesMaterials: flipchart, markers, post-it notesDescription: The trainer uses post-it notes to spell vertically the word CUSTOMER/ CUSTOMER SERVICE (or any other word related to the topic they are going to discuss or have previously discussed in case the activity is used as follow-up) on the flipchart; each post-it contains only one letter. The participants are asked to write as many words as come to their minds starting with that letter. The words should be connected to customer service, politeness etc.e.g.: c- customer, client, communication, competitor, complaint; u universal, unique etc.

3. Like Alice in Wonderland Objectives: - understanding call-centre work, clients expectations, needs vs. wants, types of clients, reactions etc.Time: 30 minutes Materials: - Alice in Wonderland pictures Description: The trainer asks the participants about the story of Alice in Wonderland and gives a brief review of the story (if necessary). Then, the participants should work in groups, trying to match the characters/ story to working in a call centre. For example, the cat is always smiling smiling on the phone takes you a long way; the mad hatter the same client who calls over and over again, without having the patience to listen to all explanations etc.

4. Act it out! Objectives: - intonation, clarity, speed, accent, volume- customer service: acting on the phone (pre-task)Time: 15 minutes Materials: - flipchart/ whiteboard, markers- poemsDescription: The trainer writes on the flipchart/ whiteboard a series of emotions/ famous characters/ singers/ political personalities. The trainer gives the participant a poem that the latter is supposed to read, acting it out using different intonations, specific to each character listed on the whiteboard. The intonations have to succeed at a rapid rate, without letting the participant think too muchE.g.: pirate/ priest/ opera singer/ rock n roll star/ dictator/ shy young lady/ child/ rapper/ a Japanese learning English/ an Italian using English/ someone very happy/ someone who is bored/ someone empathic/ someone whos eating etc. 5. Yes/No Game Objectives: - questioning technique, paraphrasing, explaining, using positive words and expressionsTime: 2 minutes/ word (or concept)Materials: - cards containing words (the yes/no game; words related to customer service, nouns, adjectives etc.)Description: The instructor provides each participant with 5 cards containing questions or words. You can vary the activity depending on your participants and on what you wish to insist on. Work in pairs: For paraphrasing, rephrasing and explaining: Provide each participant with 5 cards containing Y/N questions that they are supposed to ask their partners. The other person is not supposed to answer yes/no or not. They are supposed to explain, paraphrase, offer synonyms and antonyms in order to answer the question. Then, they switch roles.For questioning technique: Provide each participant with 5 cards containing words of your choice. They are not supposed to show their partner the word they have on each card. One student starts asking questions about the word appearing on his partners card, and the latter one is supposed to answer only by using yes/no.

6. Who am I? Objectives: - questioning techniqueTime: 5 minutes/ personMaterials: - sticky notes/ picture cardsDescription: The trainer sticks on each students back a card containing an image of an animal/ plant/ famous personality etc. The student doesnt know who he is, he knows only his colleagues. Each student should ask a relevant question to each of the other students in order to find out who he is. He is allowed to use a limited number of Y/N questions and has to think of how to make the others offer him more info.

7. Customer service keychain- Follow-up activity - Objectives: - reviewing and memorizing customer service rules- relevant questions, empathic expressions etc. Time: 10 minutes/ keychainMaterials: - colourful paper strips, pensDescription: create your own keychain/key holder during the entire course, by filling-in the provided cards with relevant examples for each rule

8. Tongue-twistersObjectives:- improve diction, clarity, speed, accentTime: 1 minute/ tongue-twister Materials: - pen, tongue-twister cardsDescription: The student reads each tongue twister several times. At the beginning, he should read it Variations:- The exercise can be done holding a pencil between the teeth - reciting the tongue-twister with different intonations and/or accents

9. Ten rules of... Warm-up activityObjectives: Follow-up/ ReviewTime: 10 minutes Materials: - paper, pencilDescription: The trainee is asked to draw his hands on a sheet of paper (palm down, just like they used to do in kindergarten). Then, they should write 10 rules they have learned that they (dos and donts) on each finger from the drawing. In the remaining palm space, they should write a few relevant examples for each rule they have listed.

10. Creative role-play gamesObjectives: Pair workTime: 10 minutes/ pairMaterials: - playing cards (poker cards will do); Variation: the trainer can create playing cards with characters and a script/ a story;Description: The trainees work in pairs. The trainer can use either playing cards (he can have a coded table containing information about each card; e.g.: the Queen of Hearts is a mellow customer as opposed to the Queen of Spades, who is an angry customer; the Joker can change personalities during the same role-play etc.), or the cards he created himself. Suggestion: he can create characters based on the natural elements, astrological signs, animals etc. The trainer provides each pair with a script/ story related to the training topic that they are supposed to follow and act according to the character indicated on each individual card. Variation: A more classical approach: customer agent; landlord-tenant; 2 room-mates etc.

11. Following instructions Objectives: Pair work, group work, individual work- understanding customer needs and preferences when they call a contact centre;- adapting to customer needs- customer needs vs. wants- types of serviceTime: 10 minutesMaterials: - origami paper; instructions- origami folding videos: video projector, laptop, loudspeakers- scissors, glue- instruction manualsDescription: Divide the trainees in groups, pairs and make sure you also have a few working individually. All students will have access to the same materials: folding paper, scissors, glue. Group 1: Work as a team. Create an origami figure by following the instructions in the manual; you can ask your colleagues how they are creating their figures, ask for advice and help.Group 2: The trainer gives the instructions as he is folding his own figure. He goes with the trainees step by stepPair 1: Watch a video showing how to create the figure. You can pause and stop whenever you want.Pair 2: The trainees dont receive any instructions. Just give them an already built figure and let them create their own by working on the modelIndividual work: Just like group 1, follow the instructions in the manual to create your figureAt the end, the instructor asks each participant if it was easy for them to create their paper figures. Which methods were more efficient? Why? Why didnt other methods work? How would you instruct someone to do this?

12. Blindfolded Objectives: Pair work- asking relevant questions, troubleshootingTime: 10 minutesMaterials: - weird object (check your trainers kit )Description: The trainees work in pairs. One of them is blindfolded. The other chooses an object from your trainers kit and the blindfolded partner has to guess what object the other has, by asking relevant questions. The trainer can set a limited number of questions (say 7-8 questions and they cant all be closed or opened).

13. Its a matter of perspective - debate Objectives: - use assertive skills to convince the others, arguments, careful interruptions, relevant questions, patience Time: 10 minutesMaterials: - paper, pens;- rules of how to hold a debate Description: Divide the group in 2 equal teams. Provide each team with the instructions of how to carry on a debate. Then, pick a subject for debate such as Complaining - minor subject or necessary evil (of course, the trainer can choose any other topic for debate, related to the training topic). One group will present arguments for and the other one, arguments against the statement. The winning group is the one who is capable of presenting solid arguments, who uses assertive techniques, questioning, who is capable of convincing the other of the advantages of their point of view.

14. Stereotypes Objectives: - types of customers, customers needs vs. their wants- empathy, politeness, adaptabilityTime: 10 30 minutesMaterials: - video projector, loudspeakers, internet connectionhttp://www.youtube.com/watch?v=KCl-X2-6xyA http://www.youtube.com/watch?v=XYHG8tYT2PI - flags, world mapDescription: Start the activity by asking the participants to associate each flag to a country and to give a few characteristics of that nationality. Then, watch the videos (depending on the time you have at your disposal, you can watch both or just one). Ask if their previous knowledge of that country was confirmed by the video and explain what stereotypes are. The participants should state their opinion on stereotypes and explain how they expect a certain customer from a particular country to react when they call a contact centre. Ask if any of them have ever been stereotyped and how they felt at that moment. Explain what empathy is and ask them to come up with phrases and techniques to overcome stereotyping people and to adapt more easily to different types of customers.

15. Cant one finish his story??? Objectives: - interrupting politely (taking the floor)- interruption vs. overlapping- verbal nods- rephrasing, paraphrasingTime: 10 30 minutesMaterials: - chairs set in a circleDescription: The first participant should start telling a story (personal experience, his previous experiences in call centres as a customer or as an agent, an anecdote anything) and he shouldnt make any pauses. The second participant sitting in circle (clockwise) has to interrupt him politely, rephrase briefly what the first said and continue with his own story, without letting the first participant finish his own. The game continues with each participant doing the same, until you reach again the first one. They should feel frustrated for not being able to finish their stories. Then, the same activity should repeat, this time all participating to the first trainees story and showing interest in it, asking questions (even if they overlap), using verbal nods (yes, aha, I see, what an interesting idea! etc.)When the activity is over, the trainer should explain the difference between interrupting and its negative effects and overlapping (even if it may look like an interruption, its an active participation to a discussion and a way of showing interest).

16. House doodlingObjectives: - treating your customers with importance- eliminating negative talk (giving bad news in a positive manner)Time: 10 15 minutesMaterials: - paper, colour pencilsDescription: Each participant receives a sheet of paper and colour pencils. The trainees are supposed to draw a house however they want, the trainer doesnt give any more information of how the house should be.After 5-7 minutes, the trainer collects all the drawings and excessively praises (a bit ironic) some of them which are clearly not the best, doesnt praise the best, provides very negative feedback on one particular drawing and ignores the rest. The trainees are asked to describe how they feel after finding out the feedback they received or how they feel as they didnt receive any kind of feedback. The trainer underlines the fact that each customer is equally important and that they should be treated as such. Afterwards, the trainer asks the students to rephrase his excessively positive phrases and adapt them to an average positive language, in order to eliminate the ironic meaning; afterwards, they should rephrase into positive language the negative phrases the trainer used in his previous comments.

17. TabooObjectives: - rephrasing, avoiding repetition, avoiding negative words- time management- explainingTime: 1 minute/ wordMaterials: - Taboo gameDescription: An even number of players from four to ten sit alternating around in a circle. Players take turns as the "giver," who attempts to prompt his or her teammates to guess as many keywords as possible in the allotted time. However, each card also has "taboo" (forbidden) words listed which may not be spoken. Should the giver say one, a "censor" on the opposing team hits the buzzer and the giver must move on to the next word. For example, the giver might have to get his or her team to deduce the word "baseball" without offering the words "sport," "game," "pastime," "hitter," "pitcher," or "baseball" itself as clues. The giver may not say a part of a "taboo" word; for example, using "base" in "baseball" is taboo. The giver may only use speech to prompt his or her teammates; gestures, sounds (e.g. barking), or drawings are not allowed. Singing is permitted, provided the singer is singing words rather than humming or whistling a tune. The giver's hints may not rhyme with a taboo word, or be an abbreviation of a taboo word.While the giver is prompting the teammates they may make as many guesses as they want with no penalties for wrong guesses. Once the team correctly guesses the word exactly as written on the card, the giver moves on to the next word, trying to get as many words as possible in the allotted time. When time runs out, play passes to the next adjacent player of the other team. The playing team receives one point for correct guesses and one penalty point if "taboo" words are spoken.

18. Activity Objectives: - explaining, guessing, relevant questions- time managementTime: 1-2 minutes/ word Materials: - Activity game Description: Activity is a combination of three games, which encourages creativity in players. The player has to present a word or a phrase (given by a card), with either drawing, explanation or pantomiming (like in charades) and teammates has to guess the word or a phrase he is presenting.

When drawing, player mustn't use words or gestures and drawings mustn't contain any letters or numbers.

When explaining words and phrases, player can do that with the help of words, but he mustn't use any words which forms phrases given by a card. Player also mustn't use any gestures while explaining the words.

When pantomiming, player mustn't talk nor can he point at any objects in the room.

Player can choose the cards numbered 5, 4 and 3. Numbers represents how many spaces the team will promote if they guess the phrase. The higher the number of a card, the tougher are phrases. The teams have time until it runs out on the sand clock (around 1 minute).19. Useful linkshttp://www.trainerbubble.com/http://www.skillsconverged.com/ http://www.glasstap.com/trainerslibrary/ http://www.fenman.co.uk/traineractive/training-manual/Training-Games-for-Trainers.html http://www.businesstrainingworks.com/training-resources/http://www.geog.cam.ac.uk/research/projects/insectfarming/StaffCapacityBuilding.pdf http://www.thecustomerfocus.com/http://www.proedgeskills.com/customer_service_training.htmhttp://www.brainstormdynamics.com/ 12