PJ Enterprises Telephone Operator Trainingmaryecantrellportfolio.weebly.com/uploads/1/4/3/0/14305090/group2... · Telephone operators were unable to handle the required 6 calls per

PJ Enterprises Telephone Operator Training

CMC Consulting Services

www.mc2.com

A new training program designed to provide telephone operators with the skills necessary to meet performance goals and increase sales.

2 Telephone Operator Training

Contents Executive Summary ................................................................................................................................................ 3

Gap Analysis Strategy ............................................................................................................................................. 4

Performance Analysis Report ................................................................................................................................. 8

Project Charter ...................................................................................................................................................... 15

Project Information ........................................................................................................................................... 15

Description of Work ......................................................................................................................................... 16

Approvals .......................................................................................................................................................... 20

Project Plan ........................................................................................................................................................... 21

Scope Statement ................................................................................................................................................ 22

WBS Diagram ................................................................................................................................................... 25

Schedule ............................................................................................................................................................ 26

Change Management Plan ................................................................................................................................ 28

Communication Plan ......................................................................................................................................... 29

Project Plan Approvals ..................................................................................................................................... 32

Instructional Design Document ............................................................................................................................ 33

Objectives ......................................................................................................................................................... 34

Assessment Summary ....................................................................................................................................... 36

Evaluation Plan ................................................................................................................................................. 37

Facilitator Guide ................................................................................................................................................... 39

Contents ............................................................................................................................................................ 39

Instructor Information ....................................................................................................................................... 40

Lessons and Units ............................................................................................................................................. 41

Preparation Checklist ........................................................................................................................................ 42

Time-line ........................................................................................................................................................... 43

Revisions ........................................................................................................................................................... 44

Class Introduction and Overview...................................................................................................................... 45

Unit 1: Placing Orders Efficiently ................................................................................................................... 48

Wrap Up ............................................................................................................................................................ 54

Final Report .......................................................................................................................................................... 56

Appendix ............................................................................................................................................................... 57

Status Reports ................................................................................................................................................... 57

Kickoff Meeting ................................................................................................................................................ 59

Change Log ....................................................................................................................................................... 63


Executive Summary

PJ Enterprises requested CMC Consulting Services to provide training to telephone operators to improve their

performance. Customers had expressed dissatisfaction at the telephone ordering process. CMC Consulting

agreed to analyze the situation and make recommendations. When warranted, CMC Consulting agreed to

develop training for the telephone operators.

As CMC began digging into the issues at hand, several shortcomings were exposed. Telephone operators were

unable to handle the required 6 calls per hour, in fact only averaging half of that number. Many calls were being

transferred to supervisors either because the customer requested it, or the operator could not handle the call.

Finally, many customers were complaining that the telephone operators were rude. Upon analyzing the reasons

behind these behaviors through interviews, observations, and customer surveys, CMC found that the catalog

used for product lookups was poorly organized making it very difficult to find product information in a timely

manner. CMC also discovered that the previous training that telephone operators received was inadequate and

that telephone etiquette was not part of the training. In addition, telephone operators had no scripts to follow to

ensure consistent greeting and wrap-up messages.

As a result of this analysis, CMC recommended that PJ Enterprises purchase and implement an online

catalog/database system to make looking up product information faster, and upgrading the order-entry system to

increase efficiency. A hardware upgrade was already planned.

In addition, CMC agreed to develop and present a one-day classroom-based training course to explain how to

use the new database, how to use the new order system, and when to transfer calls to the supervisors. A CBT

was also developed to provide similar training to new hires or telephone operators who needed additional

training. In addition, CMC agreed to evaluate third-party telephone etiquette training packages, select the

package that was determined to be best, and then train in-house staff to implement the program.

This report consists of all the documentation that was developed for this project, in addition to the Facilitator’s

Guide for the classroom training, and the final report.


Gap Analysis Strategy

Information Needed

Why are operators only handling 3 calls an hour? Are 6 calls per hour unreasonable? Have operators been trained on how to use the telephone system? (Why are so many calls not getting picked up from queue?) Do operators feel the current product training is insufficient? Are operators trained on telephone etiquette? What would help you perform your job better?

Team Strategy Observation, live interviews with operators, supervisors, Sheena Perez. Group interviews with operators. Separate group interview with supervisors. Interview IT and HR departments. Gather customer surveys from customers who have purchased within the last 6 months.

Analysis Plan Activity/Method Purpose or Information You Hope to Gain

Person Responsible

Observation of contact center operators at work.

Analyze work flow/call procedures.

Mary

Group interviews with operators.

Determine why the operators are unable to answer product questions. What would help operators perform their jobs better? Is training adequate? Reason for low call volume. Why are so many calls going to the supervisors yet call volume is so low?

Cathy

Group interviews with supervisors.

Supervisors’ perceptions of why the operators are performing so poorly. What information do the operators need that they aren’t getting in training. Why are calls being sent to them?

Cindy

Interview with Sheena Perez.

What is the current training program? Is there any assessment or feedback given? Is half-day of training adequate?

Cathy

Gather responses to customer service questions from the surveys.

Customers’ experience. Cindy

Interview IT IT issues, system specifications, and rollout of new system.

Mary

Interview HR Job descriptions, performance reviews, and monthly meetings.

Cathy


Questions to Ask: Observation

How are things right now? The observation of telephone operators will be used to analyze the workflow and routine call procedures. The ID monitor should consider performance factors, as well as SKAs, to answer the following questions: Skills: What tasks are currently performed by the telephone operators? (Identify the actual versus the expected performance) Do the operators follow a script? (Such as the customer name, phone number, address, payment method) Do the operators have adequate typing skills, reading skills, and verbal communication skills? Are the operators aware of the number of calls in the queue, or how long a call has been in the queue? Are most operators conducting the customer-service survey at the end of the call? Knowledge: Do the operators seem to know the catalog well? (eg, can they easily find product information when assisting customers) What tools and equipment are being used to make calls and record the information? Are there usability issues with the hardware or software? What information can we gather from the call data? (Length of calls, number of calls in queue, time in queue, number of calls forwarded to supervisors) Attitudes: Do the operators have good etiquette with the customers? How are the relationships between coworkers and the overall employee etiquette? Do the operators appear unhappy or negative? Environmental factors: Where are the supervisors located in relation to the operator call area? Are the supervisors involved in the routine call procedures? (Are they walking the floor available for questions? Do they let operators know when there is a long call queue?) Is there adequate space for the operators to comfortably perform their duties? (Including desk space, chair space, and room to move, type, review the catalog)

Questions to Ask: Operators

How would you describe your knowledge of the products in the catalogs?

What are some of the most common reasons for transferring calls to a customer service representative?

In general, how long are you on each call?

Do you think that a 6 call per hour minimum is a reasonable expectation?

Do you feel that the training you received is adequate?

If a customer has a question about a certain product, are there any resources (other than transferring the call to a customer service agent) available to you?

What aspect of your job do you find most difficult to accomplish?


Questions to Ask: Supervisors

What are the top 3 items that are causing such a high rate of customer dissatisfaction?

What are the top 3 reasons that calls are being redirected to you?

Is the training that you and the operators receive, sufficient to learn the products?

Do the operators get any additional or ongoing training on using the tools of their trade, telephone etiquette, etc.?

What is the average talk time per call? Is it reasonable to expect the operators to take 6 calls per hour?

What is the average speed of answer? If it is slow, do you know why calls take so long to be answered?

How much idle time do operators average per day?

Questions to Ask: Sheena

What are the learning objectives of the current training program?

Is the training primarily an absorb activity?

Are participants offered any opportunity to role-play or practice new skills?

How are you assessing the operators’ skills after the training is completed?

Questions to Ask: Customer Service Survey Questions

From the surveys, we hope to get more detail on what the problems are that customers are seeing. Then we can focus the training that we design to address the specific problems. We will compile responses from the last 6 months.

Questions to Ask: HR

Do you have job descriptions of the skills required for TOs and supervisors?

How are performance expectations communicated to the employees?

May we see samples of performance reviews?

Can you explain monthly meetings?

Questions to Ask: IT

Are there any known IT issues?

May we see the specifications for the new TO workstations?

When will the new system be installed?

Roadblocks and Dependencies

Fear of getting someone in trouble (supervisors may not want to “tell on” the operators if they are under-performing).

Given the high turnover, the employees might feel intimidated and therefore less likely to provide a truthful response.

What is Sheena’s perception of this process? She might view the hiring of CMC consulting as a threat.

Observational bias; whereby the observer's data is distorted by his/her own feelings, beliefs, etc. Interference; whereby the observed party behaves differently because they are being observed.


Strategies to Mitigate Risks

Ensure that employees know that the interview results will be anonymous and will be compiled before they are presented in a final report.

Poise questions in a non-threatening and non-judgmental way. Assure operators that while the results of the group interview will be shared with management, individual responses will be kept confidential.

Include Sheena in the process of developing the new training program.

An ID monitor or HPT professional who will be contracted for the observation that works outside of the company and has no personal interest in the project or training program.


Performance Analysis Report

Introduction This report was submitted to the management of PJ Enterprises to report the findings and recommendations on the performance issue analyzed by CMC Consulting Services.

Background On March 23, 2013 Cindy Phillips, Mary Cantrell, and Cathy Garrett of CMC Consulting Services met with senior management at PJ Enterprises. PJ Enterprises would like for CMC Consulting Services to design, develop, and deliver a new training program for the telephone operators.

After CMC reviewed the issues that led to this request with senior management, CMC recommended that a performance analysis be conducted by CMC to determine if training is the optimal solution to the problem. Senior management agreed to the performance study.

Purpose To determine the problems and possible solutions to poor customer service and high staff turnover at PJ Enterprises.

Identification of Needs

Based on the needs analysis results, the following needs are indicated:

Need to develop new training manuals.

Need to provide training manuals and product catalogs during the telephone operator (TO) training sessions.

Need to train TOs to use the operating system separately from training on the product catalog.

Need for a new training platform (including training manuals, product photos, or CBT).

Need for TO training assessment, practice, and evaluation.

Need for evaluation and feedback of TOs after training period and during new catalog periods.

Need for new product catalog guide that is indexed alphabetically or by product number.

Need for durable, reusable, spiral-bound, product catalog guide for TOs.

Need for shipping price list or guide for TOs and supervisors.

Need for a TO standard greeting and script for taking orders.

Need for separate phone etiquette training for TOs, which includes how to handle upset customers.

Need for improved supervisor/TO relationships.

Need for management training for supervisors.

Need for HR employee orientation separate from TO training.

Need for job descriptions and expectations to be given to TOs during HR orientation.

Need for ability to cross-reference the product catalog or provide a searchable product database or a searchable PDF of the product catalog.

Need for agendas for positive/informative monthly meetings and employees paid during the meetings.

Need for incentives that are paid or time off; or discount percentage that lasts longer than one week.

Need for feedback mechanisms for TOs and supervisors to report problems to each other and to management, and to report problems with equipment, catalog, customer concerns, etc.


Analysis Methods

To determine the causes and recommend solutions, CMC Consulting Services performed the following tasks:

Observed TOs at work

Conducted group interviews with operators

Conducted group interviews with supervisors

Interviewed Sheena Perez and Judie Thompson

Interviewed Jane Sponsor

Interviewed Human Resources department

Interviewed Information Technology department

Gathered responses to customer service questions from the surveys

Data Summary: Training

Based on a review of feedback from all sources, it appeared that clarity could best be achieved by summarizing by problem area (with the exception of the call reports and demographics).

Product training: The only training material that is used is a PowerPoint presentation and the product guide. There is no training guide, no student guides, or any type of training exercise. Training is just a presentation of products. Product training lasts ~3 hours.

Trainers have no background or experience in training or instructional design.

Training on the automated order/telephone system is a demonstration only. There are no training materials.

One room with projector and several tables.

No hands-on practice in place or planned.

Two quarterly sessions, one in the morning and one in early evening.

No assessment.

No remediation.

No time for questions.

Spend less than 5 minutes on each product.

Have never used computer-based training.

TOs feel the training is ineffective.

18 of 25 said they learn best by doing and seeing.

20 of 25 feel training would be more effective in shorter increments.

TOs feel the quarterly training is not adequate to learn the products.

Product training given 2 weeks before catalog rollout.

Data Summary: Equipment

Equipment is old and slow, but it is being replaced.

Operators have to purchase their own headset if they want one according to managers. Under observations it says they are given high-quality headsets.


Equipment is slow in peak season.

22 of 25 TOs responded that they would be more successful if the computer/software was more efficient.

Data Summary: Telephone Etiquette

Operators have no script. Supervisors say a script is sometimes used, but they made them themselves.

Operators keep customers waiting while they look up product information.

New hires go through a sample call and are polite.

No standard greeting.

No training on telephone etiquette.

TOs don’t appear to be scored.

Data Summary: Product Knowledge

TOs don’t retain what they see in the training.

25–50 new products per quarter.

TOs find the product guides frustrating and difficult to use.

Supervisors responded that more easily accessible product information is key to solving most problems they have.

TOs report that they must be able to find information quickly for any changes to occur.

Data Summary: Response Promptness

The product guide is paper-based, text-only. There are no pictures. Products are ordered loosely by type, and there is no index to products.

The order entry system takes a few days to learn after training.

Data Summary: Transfers to Supervisors

Calls are sent to supervisors (serviced) if TO is not able to answer a question, customer has a return, or asks to speak with supervisor.

Data Summary: Calls/hour

TOs average 3 calls per hour; however, 6 calls per hour are the desired.

10 of 25 TOs feel this number is unreasonable given the order entry system and order information system (product catalog).

TOs feel they could take 6 calls per hour if the customers asked no questions.

Telephone system is only used at 85% capacity.

Time spent looking for product information reduces calls/hour.

Data Summary: Job Satisfaction

TOs are not paid to attend monthly meetings and feel the meetings are boring and berating.

Supervisors are promoted from operators because they are good TOs and receive no training.

Exit interviews point to money as the main reason TOs quit. Management and trainers thinks there’s more to it.

From a previous survey conducted by PJ Enterprises, most TOs are unsatisfied with their jobs.


Incentive discounts are only good for one week. This encourages them to spend more money. TOs would prefer incentive pay or time-off. Supervisors would prefer time-off.

Average time with PJ Enterprises is 2-10 months.

TOs feel that management are difficult to approach and to communicate with.

Supervisors rated their level of job satisfaction as “satisfied” to “very unsatisfied”, evenly distributed.

Supervisors don’t know the company mission or goals.

Supervisors and TOs have no daily interaction with managers.

TOs are not aware of performance evaluation process.

Data Summary: Customer Surveys

Operators ask questions of customers.

Data Summary: Call Reports

30 calls were listened to with the following results:

Call lengthened due to chatty TO 1

Completed under 10 minutes 10

Completed in 20-25 minutes 20

Customer became impatient and requested supervisor within 2 minutes 5

Customer became very impatient, TO lost patience 5

Of previous 5, TO escalated call to supervisor 3

Of previous 5, customer cancelled order 2

Data Summary: Demographic of TOs

Gender: 100% female.

Age: 18–60s. Fewest between 35 and 55.

Education: High School Diploma or GED, a few have some college.

First job for many.

Indications of Analysis

From the analysis, CMC Consulting Services drew the following conclusions:

Product knowledge

o Knowledge of the product catalog is essential to the job performance of TOs.

o The product catalogs are not available during training; therefore, TOs cannot take notes or mark pages.

o There are no product photos in the catalog, only text in paragraph form that makes it difficult to find information.

o TOs are not given an opportunity to practice or learn the catalog before they begin their job.


Training

o There is no script or process for TOs to take orders or input customer information.

o The TOs are not trained to handle impatient, rude, or upset customers. o The training is not evaluated, and the learners are not assessed after

training. o TOs are not given a job description that identifies duties or procedures. o There is no training for supervisors. Most supervisors were TOs who

moved into the position.

TOs and supervisors do not work as a team. TOs support each other, whereas the supervisors evaluate the TO performance and take service calls.

There is no feedback mechanism between the supervisors and TOs regarding service calls.

There is no feedback mechanism to report problems, catalog inconsistencies, missing information, or to answer customer questions.

Customers are not satisfied because the TOs take too long to find information and keep them waiting.

Many customer questions are related to shipping prices, and TOs do not have the information.

Usability

o The product catalog is not user-friendly; it is not well organized or indexed.

o There is no cross-reference between the product catalog and the ordering system.

The meetings are unpaid, often negative, and their purpose is unclear between the departments.

Recommended Solutions for PJ Enterprises to Consider

Training:

Develop a training program that is broader and more time intensive that the current program. Sequence training to minimize cognitive overload. Provide multiple delivery systems to include on-line course delivery as well as face-to-face classroom delivery.

Include assessment to provide feedback immediately after initial training and follow-up evaluations.

Processes:

Develop standard script for operators to follow.

Monitor calls for quality and provide timely feedback to telephone operators

Replace current paper catalogue with an online system that would allow for easier searches. On-line catalogue should include visuals and cross-referencing abilities. Maintain this system by purging discontinued items.

Review product documentation in each mail order catalogue to identify ways that more information can be included. This could minimize some of the questions customers have while placing orders.

Include shipping cost information in the catalog and provide TOs with a job aide for easy reference when customers have questions.


Human Resources Issues:

Pay staff to attend company meetings

Produce formal written job descriptions.

Provide management training for the supervisors.

Create a formal staff development plan, including incentives for meeting sales targets and longevity pay.

Consider adding temporary staff for seasonal sales.

Create a mission statement for the company.

IT Issues:

Consider technical compatibility for new ordering system that incorporates an on-line catalogue system and provides staff access to on-line training (sounds cards will need to be reinstalled).

Proposed Solutions for CMC to Carry Out

Train new staff on the use of the ordering system and product information.

CMC will create and conduct a training program that would provide new staff with the skills, knowledge, and attributes to provide quality customer service. This includes the following processes:

Create face-to-face classroom delivery program that includes training on the mechanics of the telephone ordering system and knowledge of the on-line catalogue/data base system. Training program will include opportunities to practice basic job functions as well as role-playing for various customer service issues. (How to deal with unsatisfied customers and when to send customer to the CSR, for example.)

Provide initial training and train-the-trainer options for in-house staff.

Develop CBT training option for new hires and remedial training for current staff.

Provide formative and summative evaluations to assess the effectiveness of the training program and provide modifications if needed.

Evaluation plan CMC Consulting Services recommends that the management at PJ Enterprises evaluate the success of the solutions as follows:

Continue to track calls/agent/hour, and compare to previous values

Continue conducting customer surveys and tracking responses and compare to previous results

Track number of calls rerouted to supervisors and compare to previous numbers

Assess operator product knowledge, phone etiquette, and system knowledge every 3 months. Conduct additional training, if needed.

Score agents on random calls

Request for Proposal

At your request, CMC will provide a proposal for the following training services and products:


Provide telephone operators and supervisors a comprehensive training program with the following objectives:

Staff will understand how to answer calls and place orders in the ordering system. This will give telephone operators the skills to use the order-entry system efficiently and increase the number of calls per hour.

Staff will develop skills in phone etiquette. This will increase customer satisfaction and reduce the number of complaints.

Staff will know how to look up items using a new on-line search system. This will decrease the amount of time required to look up products in the catalog and increase the number of calls per hour.

The classroom training will include opportunities to practice basic job functions as well as role-playing for various customer service issues.

CMC will deliver in-house training to staff and supervisors on how to implement the training program.

CMC will research and purchase telephone etiquette CBT or video training from outsourced vendor, and then deliver in-house training to staff on how to implement the training program.

CMC will develop formative and summative evaluations to assess the effectiveness of the training program and provide revisions as needed.


Project Charter

Project Information

Project Name PJ Enterprises Telephone Operator Training:

The training program is designed for the company’s Telephone Operator Staff, including managers and customer service representatives. It is our belief that the current training program for telephone operators is not meeting the needs of the organization. The result of this newly designed training program will provide Telephone Operators with the skills necessary to meet performance goals and increase sales.

Project Manager CMC Staff: Cathy Garrett

Project Sponsor Jane Sponsor

Project Owner Paul Coverstone

Stakeholders and Impacts

Stakeholder Impact

Project Sponsor: Jane Sponsor Provides final approval of project expenses, design document, and storyboard.

Project Owner: Paul Coverstone Design and oversee development of the training program.

Reviewers:

Judie Thompson, Catalog Director, JP Enterprises

IT Director, JP Enterprises

Customer Service Representatives

Provide subject mater expertise through project deliverable reviews.

Provide updates on computer hardware and software development as it pertains to telephone ordering system.

Provide subject matter expertise through project deliverable reviews.

Project Team Members:

Sheena Perez and Judie Thompson (SMEs)

Consult with CMC when necessary. Provide input on content.

Human Relations Director, JP Enterprises

Consult with team as needed.

Telephone operators End users of final training product.

Project Manager: Cathy Garrett Other CMC Staff: Mary Cantrell and Cindy Phillips

Design and oversee development of the training program.

Version Date 04/07/13


Description of Work

Project Purpose The purpose of this project is to develop a classroom-training program that teaches TOs how to use the order entry system and the online product catalog (or database). The project will also provide training to in-house trainers and supervisors (train the trainer). The CBT program will be developed for new hires and remedial training will be conducted for current TOs. Formative and summative evaluations will be developed to assess the effectiveness of the training and revisions will be implemented as needed. For telephone etiquette training, a supplemental CBT or video program will be purchased through an outside vendor.

Business Objectives

Increase TO knowledge of order entry system and product catalog by 50%

Increase call volume from 3 calls per hour to 6 calls per hour

Improve TO skills and etiquette by 50%

Reduce customer complaints from 2 of 3 to 2 of 10

Project Deliverables

Project charter

Project schedule

Design document

Story boards

CBT prototype

Final training deliverable(s)

Status reports

Evaluations

Final report

In Scope CMC will develop the CBT program and training manual/training materials that will provide TOs with the skills, knowledge, and attributes to provide quality customer service.

The classroom training will include opportunities to practice basic job functions as well as role-playing for various customer service issues.

CMC will train in-house training staff and supervisors (train-the-trainer) how to implement the training program.

CMC will develop formative and summative evaluations to assess the effectiveness of the training program and provide revisions as needed.

CMC will research and purchase telephone etiquette CBT or video training from outsourced vendor, and then train-the-trainer on how to implement the training program.


Out of Scope Replace catalog guide with online system or database

Develop standard script for TOs when taking orders

Provide written job description to TOs

Provide management training to supervisors

Upgrade order entry system and ensure product database compatibility

Install sound cards as needed for CBT program

Project Completion Criteria

CBT program and training manuals delivered by CMC

All training staff and supervisors have been trained

All current TOs have been trained

Telephone etiquette training has been purchased and implemented

90-day evaluation of CBT program

Final report delivered by CMC Consulting Services

Project Milestones

Milestone Date

Project Kickoff Meeting April 11, 2013

Complete Project Scope with Project Sponsor April 30, 3013

Finalized budget and timeline May 2013

Project Design Document June 2013

CBT Prototype November 2013

Final Training Deliverables March 2014

Evaluations May 2014

Final Report Q3 2014

Note: A detailed schedule is provided with the Design Document.


Risks Risk Area Likelihood Risk Owner Project Impact–Mitigation Plan

L M H

Key developer becomes unavailable

X CMC Project Impact: project may not be completed by agreed date

Mitigation Plan: If a single milestone is missed, CMC will add a contract resource to assist.

IT upgrades do not occur by required dates

X PJ Project Impact: TOs will still experience slow response times. Will not have the item look-up on-line. Results may not be as great as predicted.

Mitigation Plan: Indicate to PJ Enterprises that the metrics that we are providing to measure the success of this project are reliant on the hardware/software upgrades. We are not responsible if upgrades don’t occur.

Project Sponsor changes

X PJ Project Impact: May want to change or abandon the project.

Mitigation Plan: If a change is requested, a formal change request must be made and the contract renegotiated. If they want to abandon the project, they will be billed for time and materials according to our contract.

Assumptions Resources will be available to complete the project by the contracted date

Funding is available to pay for the project

All invoices will be paid in a timely manner

A training room will be available in which to conduct the initial training

All stakeholders have been identified and will remain in their roles throughout the project

No changes will be requested during the project

Content will be developed for classroom training

CBT will be developed for new hires


Constraints Reliant on technology at hand

Must work within a project budget of $400,000

Project must be completed by Q4 2013

SMEs must be available to review content

Any competing projects could affect the timeline

External Dependencies

IT department will be able to get equipment delivered by expected date

IT department will implement new hardware by expected date

IT department will implement new software by expected date

SMEs are available to provide expertise and technical editing

Budget Category Cost/Hours Estimate

Instructional Design 80 hours @ 250.00 per hour

$20,000

Content design and development: Including Instructional Design, classroom training (printed documents and visuals for classroom presentation) and web-based training development.

Web-based training:

Instructor-led training:

860 hours @ 250.00 per hour

= $220,000


= $40,000

Classroom Delivery for Telephone Operators and in-house training of JP Enterprises training and management staff


= $4,000

Training program evaluation and revision as needed.


= $10,000

Vendors and purchase of additional training materials

$13,000

Total $307,000


Vendor Assistance Required

Graphic Design and artwork creation.

Recommendation and purchase of existing training video on telephone etiquette or outsource telephone etiquette training (1/2 day training).

Project Team Members & Roles

Name Role Responsibilities Est. Time

Investment

PJ Enterprises CEO, Jane Sponsor

Project Sponsor

Final approval of project budget and design

100 hours

Judie Thompson SME Review and provide feedback on course design and development

100 hours

Sheena Perez SME Review and provide feedback on course development

100 hours

Paul Coverstone Project owner Oversee product development and budget

30 hours

Cathy Garrett, CMC Consulting Services

Project Manager

Oversee project development and design.

385 hours

Cindy Phillips, CMC Instructional Designer

Provide ID and training services.

385 hours

Mary Cantrell, CMC Instructional Designer

Provide ID and training services.

385 hours

Approvals

Role Signature Date

Project Sponsor

Jane Sponsor ___________________________________ _____________________

Project Owner

Paul Coverstone ___________________________________ _____________________

Project Manager

Cathy Garrett (CMC) ___________________________________ _____________________


Project Plan

Project Name PJ Enterprise Telephone Operator Training

Prepared by CMC Consulting Services

Date 04/14/2013

Version Control Version Date Comments

1.0 04/14/2013

Project Description

The Telephone Operator Training program will be designed for the company’s telephone operators (TOs), including managers and customer service representatives. CMC Consulting Services believes that the current training program for TOs is not meeting the needs of the organization. CMC has proposed to develop a training program that will teach TOs to use the order entry system and product catalog database. CMC has also proposed the purchase of a telephone etiquette training program from an outside vendor. The result of the newly designed training program will provide TOs with the skills necessary to meet performance goals and increase sales.

Project Purpose and Justification

The purpose of this project is to develop a classroom-training program that teaches TOs how to use the order entry system and the online product catalog (or database). The project will also provide training to in-house trainers and supervisors (train-the-trainer). The CBT program will be developed for new hires and remedial training will be conducted for current TOs. Formative and summative evaluations will be developed to assess the effectiveness of the training and revisions will be implemented as needed. For telephone etiquette training, a supplemental CBT or video program will be purchased through an outside vendor, and train-the-trainer will be provided to implement the program.

Business Objectives

Increase TO knowledge of order entry system and product catalog by 50%

Increase call volume from 3 calls per hour to 6 calls per hour

Improve TO skills and etiquette by 50%

Reduce customer complaints from 2 of 3 to 2 of 10


Overview PJ Enterprises has requested for CMC Consulting Services to design, develop, and deliver a new training program for the TOs. After CMC reviewed the issues that led to this request with senior management, CMC recommended that a performance analysis be conducted by CMC to determine if training is the optimal solution to the problem. Senior management agreed to the performance study. Based on the Needs Analysis, CMC recommended that PJ Enterprises train new staff on the use of the ordering system and product information. Based on the recommendations, CMC will create and conduct a training program to provide new staff with the skills, knowledge, and attributes to provide quality customer service. This includes the following processes:

Create face-to-face classroom delivery program that includes training on the mechanics of the telephone ordering system and knowledge of the on-line catalogue/data base system. Training program will include opportunities to practice basic job functions as well as role-playing for various customer service issues. (How to deal with unsatisfied customers and when to send customer to the CSR, for example.)

Provide initial training and train-the-trainer options for in-house staff.

Develop CBT training option for new hires and remedial training for current staff.

Provide formative and summative evaluations to assess the effectiveness of the training program and provide modifications if needed.

Scope Statement

Deliverables Included

Project charter

Project schedule

Design document

Story boards

CBT prototype

Final training deliverable(s)

Status reports

Evaluations

Final report

Exclusions Replace catalog guide with online system or database

Develop standard script for TOs when taking orders

Provide written job description to TOs

Provide management training to supervisors

Upgrade order entry system and ensure product database compatibility

Install sound cards as needed for CBT program


Project Completion Criteria

CBT program and training manuals delivered by CMC

All training staff and supervisors have been trained

All current TOs have been trained

Telephone etiquette training has been purchased and implemented

90-day evaluation of CBT program

Final report delivered by CMC Consulting Services

External Dependencies

IT will upgrade equipment and software by the proposed date


SMEs are available to provide expertise and technical editing

Assumptions Resources will be available to complete the project by the contracted date

Funding is available to pay for the project

All invoices will be paid in a timely manner


All stakeholders have been identified and will remain in their roles throughout the project

Content will be developed for classroom training

CBT will be developed for new hires

Constraints Reliant on technology at hand

Must work within a project budget less than $400,000

Project must be completed by Q4 2013

SMEs must be available to review content

Any competing projects could affect the timeline

Milestones Milestone Target Date

Project Kickoff Meeting April 11, 2013

Complete Project Scope with Project Sponsor April 30, 3013

Finalized budget and timeline May 2013

Project Design Document June 2013

CBT Prototype November 2013

Final Training Deliverables March 2014

Evaluations May 2014

Final Report Q3 2014

Baseline Actual

Task Responsible

Duration

Estimate of days

Start Finish Start Finish

#Number of days

delay from baseline Reasons for Delay

Action

Steps

Project kickoff meeting Cindy 1 day 4.11.13 4.11.13 4.11.13 4.11.13 0

Complete project scope

Cindy, Cathy,

Mary 1 month 4.1.13 4.30.13

Create Design Document

Cindy, Cathy,

Mary 2 weeks 5.1.13 5.15.13

Submit Design Document for

approval Cathy 1 day 6.1.13

Review specs on SimplyOrder™

Cindy, Cathy,

Mary 4 days 5.1.13 5.5.13

Demonstration of

SimplyOrder™

Cindy, Cathy,

Mary, IT

department and

client 2 days 5.1.13 5.3.13

Write instructional outline for

CBT Cathy 1 Month 6.1.13 6.30.13

Write instructional outline for

In Class training Mary 1 Month 6.1.13 6.30.13

Write instructional content for

CBT Cathy 1 Month 7.1.13 7.30.13

Write instructional content for

In-class training Mary 1 Month 7.1.13 7.30.13

Write training manual for

instructor (in-class training) Mary 2 weeks 7.1.13 7.15.13

Write assessment questions Cindy 2 weeks 8.1.13 8.15.13

Develop storyboard Cathy 2 weeks 8.15.13 8.30.13

Create CBT prototype Cathy 8 weeks 9.1.13 10.30.13

Submit CBT storyboard and

prototype for client approval Cathy 5 days 11.1.13 11.8.13

Program CBT Cindy 8 weeks 12.1.13 2.1.14

Test CBT and revise as needed Cindy 1 month 2.2.14 2.28.14

Submit final CBT Cathy 1 day 3.1.14 3.1.14

Develop final evaluation of CBT Cindy 2 weeks 3.15.14 3.30.14

Implement evaluation of CBT Cindy 2 days

90 days

after

initial

training

Proof instructional manuals Mary 2 weeks 8.1.13 8.15.13

Design visuals for classroom

training Cathy 2 weeks 8.1.13 8.15.13

Deliver design document for in-

class training package for client

approval Cindy 1 day 4.1.14

Deliver manual copy to outside

vendor for publication Mary 2 weeks 5.1.14 5.21.14

Rehearse classroom delivery Cindy 2 days 5.20.14 5.21.14

Set up room AV for training Cathy ½ day 7.1.14

Conduct training to PJ

Enterprise staff Cindy ½ day 7.1.14

Conduct summative evaluation

of in-class training Cindy 2 weeks

90 days

from

training

Make changes based on

evaluation data Cathy 3 weeks

2 weeks

after

evaluation

Research available training

material on telephone etiquette Cindy 1 week 4.29.13 5.3.13

Review available training

material on telephone etiquette Cindy 1 week 4.30.13 5.10.13

Prepare report of

recommendations to the client Cindy 1 day 5.13.13 5.13.13

Purchase training based on

client feedback Cathy 1 day 5.14.13 5.15.13

Status Reports Delivered

Monthly Cathy ½ day

Monthly

April 2013

July 2014

Final report delivered to PJ

Enterprises Mary 1 day

90 days

after 1st

training


Project Approach

CMC will research telephone ordering software, and then write an instructional outline, instructional content, assessment components for a CBT package, and a classroom training package. A design document will be developed for both programs; the CBT program will include a storyboard. A CBT prototype and visuals for classroom training will be developed. The design documents and storyboard and prototype will be submitted for approval. After approval, the CBT will be developed, tested, and revised. The classroom training manuals will be developed, reviewed, and edited. Classroom delivery will be prepared and rehearsed. The final CBT will be submitted and the classroom training will be initially delivered by CMC. The training will be evaluated and revised as needed. A final report will be delivered to PJ Enterprises.

In addition, CMC will research available training packages for telephone etiquette and prepare a report of recommended programs to PJ Enterprises. CMC will purchase the training package based on client feedback. CMC will provide train-the-trainer services to implement the telephone etiquette program. A final report will be delivered to PJ Enterprises.

Primary Plans The project will include a project scope statement, project management plan, a design document, project schedule, communications management plan, and a work-breakdown structure.

Scheduled Meetings

Biweekly status meetings will discuss external dependencies, status updates of project, next steps, and issues or concerns.

Scheduled Status Reports

Monthly status reports and a final report will be e-mailed to Paul Coverstone, Cathy Garrett, Jane Sponsor, and stakeholders.

Issues Management

Issues will be tracked using a spreadsheet document (Issues Log) that details the issues, indicates who was assigned to address the issues, and when the issues were resolved. Mary Cantrell will maintain the Issues Log, and issues will be communicated to, prioritized, and approved by the Project Manager and Project Owner.


WBS Diagram


Change Management Plan

Purpose 1) Ensure that all changes have been reviewed and approved

2) Ensure that all dependencies are identified

3) Ensure that the project team is made aware of any changes to the project and the effect on the timeline and budget

Goals 1) Accept and track requests for change in a central repository

2) Evaluate change requests, including effect on time and budget

3) Approve or deny change requests

4) Modify the project plan to reflect any approved changes

5) Disseminate information regarding change to project team

Change Control Process

1) Change requests may be submitted as an email to the Project Owner

2) Change requests must include:

a. Explanation of the change requested (what is the change?)

b. Reason for the requested change (why does it need to happen?)

c. Urgency of the requested change (when does this need to happen?)

3) The Project Owner will review change requests daily. The Project Owner may request additional information or clarification.

4) The Project Owner will reject, accept, or defer the change

5) If accepted the Project Owner will conduct an analysis and make a recommendation to the project team

6) If accepted, then project plans will be updated with the change

Responsibilities Person Responsible Responsibilities

Cindy Phillips Develop the change management process

Cathy Garrett Present the change management process

Paul Coverstone Review the change requests daily and make recommendations to PJ management team

Mary Cantrell Maintain the change request log

PJ Management Team Ensure that the change management plan is implemented as specified. Provide resources and funding to affect the process.


Communication Plan

Communication Objectives

Promote and explain the benefits of the project

Gain support for the project

Promote ongoing discussion and feedback

Ensure that all stakeholders are kept up to date on progress

Communication Principles

Communications will be:

Consistent across all audiences

Professional and courteous

Concise and direct

Target Audience Telephone operators and supervisors

Judie Thompson

Sheena Perez

Management stakeholders

Project team

Key Messages This initiative will improve customer satisfaction, and telephone operator job satisfaction and productivity

This initiative includes new classroom training for TOs and supervisors on how to use the order entry system and the online product catalog; telephone etiquette training; a CBT for new hires and remediation; and a train the trainer training session.

Customers will see faster response times from the TOs, and more professional demeanor.

The organization will see increased customer satisfaction, increased employee satisfaction, more calls per hour, and more repeat business, thus higher sales.

CMC will provide initial training for the future trainers on all aspects of the new processes.

This initiative will begin in May, 2013, upon approval, and run through June, 2014.

Key performance indicators for success will be:

Increased calls per hour

Higher scores on customer surveys

Fewer calls routed to supervisors

Higher agent scores


Change Implications

Telephone operators will use a new online system to look up product information as part of another initiative. This initiative will teach them how to use that system effectively and efficiently. Employees will not have paper product catalogs.

Changes include:

Looking up items in an online system

Increased professionalism toward customers

Required attendance at training sessions

Behaviors that will have to change include:

Rude, unprofessional behavior toward customers

Unpaid training time

Expectations that will have to change include:

The expectation that operators will attend training on their own unpaid time

How employees can participate:

Providing input into what would make their jobs easier in regards to product look-ups

Providing feedback on design options

Provide testing and feedback of usability

Challenges and Opportunities

The operators and supervisors are cynical in general about the company and management. The management has set lofty revenue and margin targets and are very concerned about costs and lost time. Current trainer and catalog designer have a sense of ownership with the catalog and training. They will likely resent the change. The project team needs to be aware of deadlines, progress, and next steps.


Audience Challenge Message to address

challenge

Channel Responsible Date

Telephone Operators and supervisors

They are dissatisfied with the inability to access information quickly and, as a result, with their jobs.

The training will improve their jobs by providing practice opportunities and role playing. With this practice they will find it easier to look up the information that customers ask about quickly.

Face-face. Invite 5-6 per meeting. Have several meeting times for convenience of shift workers.

Cathy Garrett

May 14 and 15

Current Trainers

They feel that the catalog and current training method are good enough.

People have different learning styles, but research has shown that all learners have increased learning outcomes when learning by doing.

Face-face meeting

Cathy Garrett

May 13

Management stakeholders

Concern about the budget and the timing.

The idea that employees should not be paid for training.

Provide a detailed update of the current progress and what the next steps are.

Present the ROI on training. Show them that training will reap rewards in efficiency, customer satisfaction, and sales.

Kick-off meeting

Bi-weekly face-face status meetings and monthly status reports

Final report upon project completion

Cathy Garrett

April 11

Begin May 8

Project team Meeting all deadlines, staying within budget.

Get status updates all team members.

Face-face weekly status meetings

Cathy, Mary, Cindy

Begin April 11


Project Plan Approvals

Approvals Approved by:

Name Role Signature Date

Jane Sponsor Project Sponsor

Paul Coverstone Project Owner

Cathy Garrett (CMC)

Project Manager


Instructional Design Document

Project Name PJ Enterprises Telephone Operator Training

Brief Project Description

1) Create face-to-face classroom delivery program for current telephone operators (TOs) and supervisors that includes training on the mechanics of the telephone ordering system and knowledge of the online catalog/database system. Training program will include opportunities to practice basic job functions as well as role playing for various customer service issues. (How to deal with unsatisfied customers and when to send customer to the supervisor, for example).

2) CBT training to cover the same information. This training will be used for new hires and as remedial training as needed.

Instructional Need Telephone operators have been unable to meet the company metric of 6 calls per hour; customer satisfaction is low. Employee satisfaction is low. This training will provide the telephone operators with the skills they need to conduct a call efficiently and professionally.

Target Audience Telephone operators and supervisors

Learner Characteristics

Most telephone operators and supervisors are female; about 20% are male

About 50% are college students

All have high-school diplomas or GEDs

Most are 18–30 age group (65%), 31–40 (20%), 41–65 (15%)

Learning Environment

1) Classroom training will be in the meeting room, instructor-led, using an overhead projector. A work area (table or desks), computers, and headsets will be available for each trainee.

2) CBT training will be completed in the meeting room using computers and headsets.

Training Format 1) Classroom-based, instructor-led.

2) e-Learning CBT

Learning Theory

The training proposed is based on constructivism, whereby the learner is an active participant constructing new knowledge onto existing knowledge. Though role-playing and “real-life” labs, trainees will learn by experiencing the reality that is their job role. Once the initial content is mastered, another topic will be presented, building on the previous topic.


Objectives

1. Terminal Objective: Given the new online order system and online catalog, telephone operators should meet the company metric of 6 calls per hour 80% of the time.

Enabling Objectives Absorb Activity Do Activity Connect Activity Look up product information in the online catalog. Lookups must take1 minute or less.

Lecture/presentation of what the new system will do.

Lab: Look up different types of product data in the online catalog. Data provided from scenarios.

Role playing: trainees assume role of TOs or customers, and then switch roles. Practice calls from “customers” that require online catalog look-ups.

Demonstration of the new online catalog system. In the CBT this will be a simulation.

Use the new order system to place orders. Orders must be completed in 5-10 minutes.

Lecture/presentation of new order-entry system.

Lab: Practice entering test data from given call scenarios.

Role playing: trainees assume role of TOs or customers, and then switch roles. Practice entering orders from customers.

Demonstration of the new order-entry system. In the CBT this will be a simulation.

Identify when it is appropriate to transfer a call to the supervisor.

Lecture/presentation about why this is an issue.

As a group, discuss ways that each item could have been handled.

Role playing: trainees assume role of TOs or customers, then switch roles. Practice receiving difficult calls and handling them, and determining when they should be transferred to a supervisor.

Demonstration with the instructors role-playing. This demonstration should help TOs understand which calls should be transferred and which they should be able to handle. In the CBT, this will be a video.


2. Terminal Objective: After this training, telephone operators should be able to handle 100% of calls professionally and courteously.

Enabling Objectives Absorb Activity Do Activity Connect Activity Handle customer complaints professionally and courteously.

Discussion about why this is an issue.

Lab exercise: given several written scenarios, the students will work in teams and discuss the proper way to handle each situation.

Role playing: trainees assume role of TOs or customers, then switch roles. Practice calls from problem “customers”.

Instructors demonstrate the wrong way to handle customers, and then show the right way. In the CBT, this will be a video.

Greet and thank customers using a standard greeting/closing message.

Presentation of what the standard greeting and wrap-up messages will be.

Role playing: trainees assume role of TOs or customers, and then switch roles. Practice the entire call process from start to finish.

Instructors demonstrate answering a call properly, and ending a call properly. In the CBT this will be a video.


Assessment Summary

The goal of the assessment is to provide the trainer with the confidence that the trainees (TOs and supervisors) have developed the skills, knowledge and attributes to meet the learning objectives. The rationale for testing is to measure the learners’ progress and to motivate each telephone operator to improve his/her skills. Because the SimplyOrder™ system is new to all telephone operators in the company, no prerequisite testing will be developed. The assessment will include informal and formal practice activities by providing real-world call center scenarios and an evaluation of the learner’s mastery of the training. The CBT assessment will provide the same scenarios on-screen at the end of each module. Sheena Perez will oversee the CBT training, and review the assessment scores. CMC recommends that the company follow-up with new trainees after the completion of the CBT training to review scores on the online assessment.

Objective: Look up product information in the online catalog. Lookups must take 1 minute or less.

o Discriminating Task: While on a call, trainees are able to immediately access the online catalog system and answer customer questions on various items.

o Test Activity: Examine the following written scenarios and look up the information on the item in the online catalog. Trainees will be given these scenarios in the test booklet.

o Resources: Test booklet with written call/order scenario.

Objective: Use the new ordering system to place orders. Orders must be completed in 5-10 minutes.

o Discriminating Task: Open SimplyOrder™ main screen and complete fields necessary to complete a customer order with 100 percent accuracy. Trainees will repeat information back to the customer to ensure the accuracy of the information.

o Test Activity: Learners will be given 3 written scenarios and are to complete the fields necessary to complete the order. Instructor will review for accuracy.

o Resources: Test booklet with 3 written scenarios.

Objective: Identify when it is appropriate to transfer a call to the supervisor.

o Discriminating Task: Trainees will have the skills to answer customer questions while taking the order. This includes product information available in the online order system, shipping cost, and estimation of product delivery times.

o Test Activity: Trainees will be given a written scenario of a customer order. After studying the scenario the learner will determine whether he/she is qualified to answer the question or if this call should be sent to the supervisor.

o Resources: Written scenario in test booklet.

Objective: Handle customer complaints professionally and courteously.

o Discriminating Task: Show no indication that you are upset with caller and maintain a professional tone when on a call that is difficult.

o Test Activity: Role-play with another trainee using a written scenario provided by trainer. (Connect Activity)

o Resources: Written scenario in booklet.

Objective: Greet and thank customers using a standard greeting.


o Discriminating Task: Trainees know the greeting well enough to sound if they are not reading it. (Memorization will come in time; however, trainees are not expected to memorize the greeting after training.)

o Test Activity: Trainees will read the greeting to another trainee and switch roles.

o Resources: PJ Enterprises must provide the standard greeting. A job aide must be made available at all call stations.

Evaluation Plan

Formative The training proposed is based on constructivism, whereby the learner is an active participant constructing new knowledge onto existing knowledge. Though role-playing and “real-life” labs, trainees will learn by experiencing the reality that is their job role. Once the initial content is mastered, another topic will be presented, building on the previous topic.

The formative evaluation will consist of feedback from the SMEs, the human resources director, Project Manager, Project Owner, Project Sponsor, and other project team members through interviews and questionnaires. If feasible, a test group of TOs and supervisors may be used to gain more feedback about the TO training through interviews and questionnaires about the proposed training. The formative evaluation will determine how the design will meet the project objectives, including the following:

Does the training program meet the business objectives and purpose as defined in the charter and project plan?

Does the training program meet various time constraints? (ie, can each type of training be completed in the allotted time)

Can the training be conducted with the available resources, or will the resources be available at the time of training?

Does the training accurately and effectively cover order-entry and database skills, and telephone etiquette?

Is the training level appropriate for TOs and supervisors?

Do the assessments satisfactorily measure the instructional objectives?

Is the context of the training appropriate?

Are there recommended revisions to the content or format?

The feedback evidence will be reported as the percentage of reviewer approval, and will list common concerns. A table or graph will illustrate common concerns (as needed). The report will be sent to the Project Manager, Project Owner, Project Sponsor, and other project team members.


Summative The summative evaluation will consist of an end-of-course survey to determine the effectiveness and efficiency of the training. The trainees will be surveyed by questionnaire to determine their attitudes and reactions about the training; and whether the activities were appropriate, there was sufficient time to complete the course and assessments, and the training materials, equipment, and training room that were available. The trainers will be interviewed to determine their attitudes and reactions about the training; and whether the activities were appropriate and manageable, there was sufficient time to conduct the training, additional developmental or operational costs, the preparation time needed, and the availability of the training room and training materials.

Data regarding the surveys and the training program assessments will be collected and analyzed by the project team members and the project manager. A report will be prepared addressing the efficiency of the training, an analysis of the initial training program assessment results (percentage of trainees passed), trainee survey results, and will include the average training time versus the projected training time and the availability of the training resources. The report will be sent to the Project Manager, Project Owner, Project Sponsor, and other project team members.

Confirmative The confirmative evaluation will consist of a 90-day post-implementation evaluation using a context-oriented approach. The evaluation will include customer surveys, trainee surveys, analysis of training assessment results, data analysis, and a cost analysis. The confirmative evaluation will determine how the training met the project objectives, including the following:

Do the TOs meet the performance expectations of 6 calls/hr 80% of the time?

Is the training appropriate for TOs and supervisors?

Is the technology and equipment sufficient for the TOs and supervisors tasks? (ie, was the upgrade implemented)

Is the training cost-effective? Is the cost of the CBT program still supported for new TOs?

What benefits has the training program provided to PJ Enterprises? (ie, increased call volume, increased customer satisfaction, increased sales, higher level of TO motivation and positive attitudes, decreased negative feedback about TO etiquette, decreased employee turnover)

Are the learner characteristics still the same? (age, sex, education)

Are training modifications needed?

The final report will provide details about the confirmative evaluation including a data comparison reflecting customer satisfaction, number of calls per hour, and percentage of sales before and after the training program was implemented. The report will also include recommendations for modifications (as needed) and ongoing formative evaluation dates.


Facilitator Guide

Contents

Instructor Information ................................................................................................................ 40

Introduction ........................................................................................................................ 40

Audience ............................................................................................................................. 40

Physical Environment ......................................................................................................... 40

Social Climate .................................................................................................................... 40

Psychological Climate ........................................................................................................ 41

Content Introduction ........................................................................................................... 41

Training Objectives ............................................................................................................ 41

Lessons and Units ............................................................................................................... 41

Preparation Checklist .......................................................................................................... 42

Time-line ............................................................................................................................ 43

Revisions ............................................................................................................................ 44

Class Introduction and Overview ............................................................................................... 45

Unit 1: Placing Orders Efficiently ............................................................................................. 48

Lesson 1: Locating Product Information ................................................................................ 48

Lesson 2: How to use SimplyOrder™ .................................................................................... 50

Lesson 3: Handling Customer Service Issues ........................................................................ 52

Wrap Up ..................................................................................................................................... 54

— NOTES — ............................................................................................................................ 55


Instructor Information

Introduction

This instructor guide provides you with all of the information required to conduct the Telephone Operator training on the online catalog database and SimplyOrder™, the order-entry system for PJ Enterprises.

Audience

This training was designed for PJ Enterprises telephone operators and supervisors who use SimplyOrder™, the order-entry system, and the online catalog database.

Physical Environment

The classroom space contains desks and computers for 10. Ensure that trainees are comfortable. There is a thermostat inside the classroom that controls the temperature for that room only. It may be necessary to move people around to ensure that everyone can see the front of the room.

Social Climate

Encourage sharing among trainees. This is a completely new paradigm for them and they may want to express how they feel about it. That’s ok. Make sure they feel welcome to share, but steer them away from negativity.

For example, if a trainee complains that they will never be able to make 6 calls per hour, assure them that by learning these new systems, their transactions with customers will be greatly improved and the time spent on each call will be reduced as a result.

Have fun, encourage discussion and sharing, and help those who are having problems in an encouraging way.


Psychological Climate

It is important to create a safe, comfortable environment for the trainees. The trainees are aware that they must improve their customer service satisfaction scores and speed of resolution. They may be anxious about their jobs and their ability to learn the new systems. Walk around the room when trainees are practicing and comment if they are doing well; or help individuals who are struggling. Encourage trainees to share experiences as they work through the worksheets and role-playing.

Content Introduction

In this class you will present and demonstrate SimplyOrder™, the order-entry system, and the online catalog database. You will also present information to help the trainees know when it is appropriate to escalate a call to the supervisors. After each presentation and demonstration, trainees will have an opportunity to practice and or role-play using the software. After their practice, you will review the unit, and then present an assessment over that unit.

Training Objectives

Unit 1

Given the new online order system and online catalog, telephone operators should meet the company metric of 6 calls per hour 80% of the time.

o Look up product information in the online catalog. Lookups must take 1 minute or less. o Use the new order-entry system to place orders. Orders must be completed in 5–10

minutes. o Identify when it is appropriate to transfer a call to the supervisor.

Unit 2 After this training, telephone operators should be able to handle 100% of calls professionally

and courteously. o Handle customer complaints professionally and courteously. o Greet and thank customers using a standard greeting/closing message.

Lessons and Units

This training has the following lessons and units: 1. Class Introduction and Overview 2. Lesson 1 - Placing Orders Efficiently

a. Unit 1 - Locating Product Information b. Unit 2 - How to Use SimplyOrder™ c. Unit 3 - Handling Customer Service Issues

3. Wrap-Up


Preparation Checklist

Use the information below to guide your preparation for the training.

Several days before class

Review this facilitator guide and be familiar with all subject matter. Review and set up the PowerPoint presentation. Ensure that the projector works. If there are any

issues contact Sheena Perez or Judie Thompson. Review all hands-on labs. Ensure that you are very familiar with the online catalog database interface and usage. Ensure that you are very familiar with the order-entry system interface and usage. Test all computers to ensure that they can access the required online systems. Ensure the training database is in place and accessible.

Morning of class

Verify the classroom setup. Gather and prepare any necessary supplies:

o Name cards o Evaluation sheets o Trainee guides o Attendance lists o Login information o Flipchart o Markers

Place trainee guides, name cards, pens, and paper at each workstation. Open the presentation to the first slide. Start up each computer.

After Class

Turn in attendance sheets and assessment results to Sheena Perez. Dispose of any trash left on the desks. Turn off all computers and monitors. Set the room temperature at 66°.

In Case of Problems, Contact:

Sheena Perez (ext. 1111) or Judie Thompson (ext. 2222)

Further Reading

Phone Pro has many articles and training information on Customer Service, Culture, and Morale: http://phonepro.org/ SimplyOrder User Guide: www.simplyorder.com


Time-line

This training module should take approximately 7½ hours to complete, including breaks. Use the guidelines below to conduct this training. Times are approximate and may be adjusted to meet the needs of the trainees. A blank schedule is included below to map your actual training times. Suggested times are also included in each section in the guide. Lesson Minutes Start Time End Time Introduction 30 Lesson 1 - Locating Product Information presentation

15

Demonstration of online catalog database 30 Practice - worksheet 10 Review worksheet 20 Break 15 Lesson 1 Questions and Review 15 Lesson 1 Assessment 30 Lesson 2 – How to use SimplyOrder™ presentation

15

Demonstration of SimplyOrder™ 30 Practice using SimplyOrder™ 30 Lunch 30 Lesson 2 Questions and Review 15 Lesson 2 Assessment 30 Lesson 3 – Handling Customer Service Issues presentation

15

Activity – Ask TOs what types of calls they send to supervisors and write on board

30

Break 15 Activity and review – Trainees answer customer service questions

15

Practice calls with partner 15 Lesson 3 Questions and Review 15 Lesson 3 Assessment 30 Wrap-up 10


Revisions

The table below shows the revision history for this document.

Date of Revision Changes

April 28, 2013 Initial version.


Class Introduction and Overview

Time: 30 min.

Start up: ensure that computers are started and logged onto the network

Welcome: welcome everyone to the training and read the welcome statement

Ask: if all trainees are scheduled for Telephone Operator Training

Welcome

Welcome to the 1-day Telephone Operator Training. Whether you are a telephone operator or a supervisor, this training will provide you with hands-on training for the new PJ Enterprises product catalog database, and the new order-entry system.

Go over: address the administrative details with the trainees. Remind trainees to be prompt when returning from breaks and lunch.

Administrative Details

• Sign-in sheet with expectations (in-out/breaks)

• Location of restrooms and break room/area

• Two breaks, morning and afternoon for 15 min

• Break timer (wall clock or your watch/phone)

• Lunch break 30 min

• Exits and other issues related to location

Go over: address the purpose of the training

Purpose of Training

This training was developed for PJ Enterprises to provide hands-on training for the new online catalog database and new order-entry system. These tools will make it easier for telephone operators to lookup product information, answer customer questions, and find product shipping costs. This new system will run more quickly and efficiently that the old system. The training will also address when telephone operators are expected to transfer calls to supervisors.

Tell: trainees which materials they should have

Explain: how to use the manual Point out: the Table of Contents and important icons

Ask: if all trainees have a training manual and a headset at their seat

Training Materials

• PC and mouse

• Headset

• Training Manual

Go over: for whom the training is intended

Audience

• Telephone operators

• Supervisors


Point out: address the instructional objectives telling trainees that they will do each of these as a hands-on activity during the course of the day.

Course Objectives

By the time you complete this training, you will be able to:

• Look up product information in the online catalog

• Use the new order-entry system to enter orders

• Identify when you are expected to transfer a call to the supervisor

Review: the agenda Agenda

• Class overview

• Presentation of the new online catalog

• Demonstration of the new online catalog

• Exercise: Practice looking up different types of product data in the online catalog

• Presentation of new order-entry system

• Demonstration of the new order-entry system

• Exercise: Practice entering orders from given call scenarios

• Presentation of when to transfer a call to the supervisor

• Demonstration with instructor role-playing a call transfer

• Exercise: Practice receiving calls and determining when they should be transferred to a supervisor

• Wrap-Up

Indicate: discuss the expectations of PJ Enterprises, and how and when each will be addressed in the training

Record: additional student expectations

PJ Enterprises Expectations

• Lookups must take1 minute or less

• Orders must be completed in 5–10 minutes

• Identify need for call transfer to supervisor

Point out: what the course will not cover, such as telephone etiquette

Exclusions

This course will not cover:

• Telephone etiquette

• Handling customer complaints

• Standard greetings or call scripts


Introduce: tell trainees that they will be working in pairs during the role-playing exercises. Ask them to briefly introduce themselves, suggest the following:

• Their name

• How long they have worked for PJ Enterprises

• What they hope to gain from the training and the new computer systems

Introductions

Introduce yourself to the instructor and the group by giving the following information:

• Your name

• How long you have worked for PJ Enterprises

• Your expectations for the course

Ask: if they have any questions

Questions

• What questions do you have?


Unit 1: Placing Orders Efficiently

Lesson 1 Locating Product Information

Time: 120 min.

Tell: trainees that you are beginning the lesson.

Show: slide Lesson 1_1.

Introduction:

We are going to review the new online catalog database. For many of you, searching for product information has been frustrating.

Explain: to trainees that knowing how to use this new system will increase performance.

Importance

This new online search system will help you assist customers more effectively

Tell: trainees that they are about to view a demonstration on this system.

Ask: trainees to look at the demonstration you are conducting on the screen.

Show: a step-by-step demonstration of the online search catalog.

Overview:

In this lesson we are going to provide you with an overview of this new online search system.

Explain: trainees will have the opportunity to practice looking up product information.

Objectives

In this unit, you’ll:

Look up product information in the online catalog. Lookups must take 1 minute or less.

Lessons in the Unit

This unit contains the following lessons:

Lesson Page

1 Introduction to online catalog database 4

2 Demonstration and Practice 5

3 Review 6


Ask: trainees to turn to page 5 in their training manuals.

Provide: trainees 10 minutes to complete the worksheet on page 5 that contains examples of product questions.

Review: the worksheet answers as a group and ask if there are any questions about this process

Provide time for Practice

Review: ask trainees if they have any questions before the assessment.

Review topics covered in this lesson.

Hand out: assessment to each trainee

Conduct assessment for this lesson.


Lesson 2: How to use SimplyOrder™

Time: 120 min.

Introduction

Tell: introduce the next lesson.

Show: slide Lesson 2_1

Introduction: In this lesson you will learn how to enter the orders in the ordering system.

Explain: SimplyOrder™ is the new ordering system and it might look similar to the previous system.

Show: slide lesson 2_2 with highlights and features of new system.

Importance: Although this system has some similarities to the previous system and may look familiar to some of you, there are some key differences.

Ask: trainees to look at the demonstration you are presenting.

Overview

I am going to provide you will a brief overview of the system.

Emphasize: the objective.

Objective

In this lesson, you’ll:

Use the new ordering system to place orders. Orders must be completed in 5-10 minutes

Topics

This lesson includes the following topics:

Topic Page

1 Introduction to SimplyOrder™ 6

2 Demonstration AV

3 Practice 7-8

4 Review 9


Individual practice: provide time for practice placing orders. Please see pages 7–8 for "customer information". Complete the fields for all supplied customer information.

Ask: trainees to practice role-playing with partners. One partner is the TO, the other is the customer. Place 2 practice orders each.

Allow time for practice

Review: ask trainees if they have any questions before the assessment.

Review topics covered in this lesson.

Hand out: assessment to each trainee

Conduct assessment for this lesson.


Lesson 3: Handling Customer Service Issues

Time: 120 min.

Acknowledge: that in the past TOs might not have had the tools to handle many customer service issues.

Show: slide Lesson 3_1

Introduction: Now we are going to learn how to handle customer service issues.

Explain: that TOs need to handle some basic customer service questions. This will help to decrease volume of calls sent to the customer service supervisors.

Importance: Knowing when and when not to send the call to the Customer Service supervisor will increase customer satisfaction as well as company efficiency.

Discuss: ask TOs when they usually send calls to a supervisor?

List: these comments and identify which ones they could answer using the new tools presented in the training. Compare this list with the information on slide Lesson 3_2.

Show: slide lesson 3_2 that provides a list of questions TOs should now have the tools/skills to answer.

Ask: trainees if they could answer the questions on the slide?

Overview: There are times when you simply must pass the call on to a customer service supervisor, and there are other times when you, as the TO, can address the customers’ issues.

Ask: trainees to answer your customer service questions. Review answers after 5 minutes.

Objectives

In this unit, you’ll:

Identify when it is appropriate to transfer a call to the supervisor


Lessons in the Unit

This unit contains the following lessons:

Topic Page

1 Lecture presentation on customer issues

10

2 Common issues/concerns addressed

11

3 Review and practice AV

Ask: practice calls with your partner on page 6

Provide time for practice

Review: key concepts of the lesson

Review topics covered in this lesson

Hand out: the assessment

Conduct assessment


Wrap Up

Time: 5 min.

Ask: find out if everyone feels prepared to use the new systems.

Tell: give the class a heartfelt farewell and let them know about the CBT if they need to review.

Wrap-up

I hope you all have learned a lot today and feel more comfortable with the new systems. How many people feel prepared to start using the new systems? How many of you are looking forward to using these new systems?

It has certainly been a pleasure spending this day with you. If you ever need a review, there is a CBT available that covers the same topics we covered today. Thank you all!

Wrap Up Administrative Details

Provide sign-in sheet and assessment results to Sheena


— NOTES —


Final Report The purpose of this report is to present the results of the summative and confirmative evaluations of PJ Enterprises Telephone Operator Training and to provide closure for this training project.

Accepted Deliverables

To date, CMC Consulting has provided PJ Enterprises with the following:

Gap Analysis Strategy Performance Analysis Report Project Charter Project Plan Instructional Design Document Facilitators Guide Classroom Training CBT training program Training Evaluation Phone Etiquette training program and training for in-house staff

Evaluation

Based on the results of the Summative Evaluation conducted after the classroom training session, CMC Consulting found the following:

22 of 25 Telephone Operators increased their knowledge of the product catalog 25 of 25 Telephone Operators increased their knowledge of the new order entry system. Telephone Operators increased call volume from 3 calls per hour to 5 calls per hour immediately.

Based on questionnaires from the participants following the classroom training, CMC consulting found the following:

Telephone Operators requested an increased amount of time to practice customer service calls with their partners. Most found that 15 minutes was not adequate.

All Telephone Operators had either a high or very high rating of their ability to complete orders using SimplyOrder™

Confirmative Evaluation

CMC Consulting conducted a confirmative evaluation 90 days after the classroom training session to determine the effectiveness of the telephone operator training. CMC found the following:

Telephone Operators met the performance expectations of 6 calls per hour 80 to 85 percent of the time.

Telephone Operators and supervisors who were surveyed agreed that the training on the order-entry system was adequate. Supervisors report a reduction in the number of calls sent to them from the Telephone Operators.

Telephone Operators and supervisors report a high level of satisfaction with implemented technology.

The training program is integrated into the company’s training department and will be conducted by Sheena Perez. It is Ms. Perez’s responsibility to oversee the CBT training for future trainees and to identify current TOs who need remedial training. Ms. Perez will also coordinate the phone etiquette training for current and future staff.

After reviewing the provided documentation, CMC consulting requests for the project sponsor submit a formal written notice indicating that this project is complete.


Appendix

Status Reports

Project Status Report for PJ Enterprises Telephone Operator Training

Date: March 31, 2013

To: Jane Sponsor, CEO of PJ Enterprises, Paul Coverstone, Project Owner

From: TEAM #2, CMC Consulting

Milestones Planned

Date Actual Date Remarks

GA survey 3/24/13 3/24/13 See below PA results 3/30/13 3/30/13 See below

Accomplishments

CMC Consulting Services has been contracted by PJ Enterprises to provide a training program for its 25 telephone operators and 4 customer service supervisors.

To date CMC Consulting has provided the following deliverables:

1. Gap Analysis Survey:

This survey included interviews with the company managers, customer service representatives, telephone operators, the Information Technology director, the catalogue director and the training director. We also conducted an on-site observation of the call center.

2. Performance Analysis:

The results of the needs assessment survey have been studied by our team and complied into the Performance Analysis report

Tasks this Week

Meet with client to discuss Performance Analysis report.

Determine the goals and objectives of the training project.

Upcoming Tasks

Create project charter

Risks and Comments

New ordering system implementation. Management believes that the system is similar to what they have now. The target date for implementation is 1st Quarter 2014. According to the survey, the IT department this could be delayed.

There is an obvious disconnect between the perceived quality of the training on the part of the current training person and the telephone operators.


Project Status Report for PJ Enterprises Telephone Operator Training

Date: April 20, 2013

To: Jane Sponsor, CEO of PJ Enterprises, Paul Coverstone, Project Owner

From: TEAM #2, CMC Consulting

Accomplishments

CMC Consulting Services has been contracted by PJ Enterprises to provide a training program for its 25 telephone operators and 4 customer service supervisors. Since our last report submitted on March 24, 2013 our team had provided the following deliverables:

3. Developed Project Charter: Our project charter indicating the project scope was developed and approved by stakeholders.

4. Developed project management plan: Our propose project management plan was developed and approved by stakeholders. Met with project owner on April 19 to confirm scope, budget and timeline.

5. Developed the Design Document and submitted for client approval. Staff of CMC developed the learning objectives, assessment and evaluation process for the instruction of the course.

In addition the project Kick-off meeting was conducted on April 11th.

Plans

Once approval of the Design Document is complete, CMC will work on the instruction for the CBT and in-class training.

Issues/Problems:

New system will be implemented by Q2 as per the Kick-off meeting minutes.

Red Flags

None at this time.

Yellow Flags

None at this time.

Notes

Research the new system SimplyOrder™


Kickoff Meeting


Kickoff Meeting Minutes for PJ Enterprises Telephone Operator Training

Project Name PJ Enterprises Training

Prepared by Cindy Phillips

Date 04/11/2013

Purpose of Meeting

Introduce all attendees; discuss project including assumptions; go through project plan in detail.

Attendees Name Department E-mail Phone

Paul Coverstone CEO [email protected]

317.525.1212

Judie Thompson Catalog Director

[email protected]

317.525.1234

Sheena Perez Merchandising Manager

[email protected]

317.525.1225

Cathy Garrett Project Manager

[email protected]

317.715.8659

Mary Cantrell Instructional Designer

[email protected]

317.715.8654

Cindy Phillips Instructional Designer

[email protected]

317.715.8651


Agenda Welcome and Introductions – Cathy Garrett

Sponsor Statement – Jane Sponsor

Project Background and Purpose

Project Objectives

Project Deliverables

Project Scope and Schedule

o Change request process

Project Assumptions, Constraints, and Dependencies

Project Completion

Project Stakeholders

Roles and Responsibilities

Communications

o Regular status meetings

Questions

Summary/Next Steps

Notes, Decisions, Issues

Management will look at paying operators to attend training. Suggested a trial to see if the ROI is there.

New systems should be implemented by end of Q2. Management is fine with deliverables. Communications plan was accepted by all.

Action Item Cathy to meet with Paul to finalize scope, budget and timeline on 4/19/13.

Action Items Action Assigned to Due Date

Complete design document for CBT Cathy Garrett/ Cindy Phillips

4/21/13

Complete design document for classroom training Mary Cantrell/ Cindy Phillips

4/21/13

Send meeting requests for recurring meetings Cathy Garrett

4/12/13


Next Meeting Date: 4/25/2013

Time: 8 PM EST

Location: PJ Enterprises, Meeting Room 1D

Comments: Paul will arrange for demo of the new system.

Agenda: Status updates of external dependencies, status updates of project, next steps, issues, or concerns.


Change Log

PJ Enterprises Telephone Operator Training Change Log

Change requested

Reason for request

Approved/Denied Date Approved/Denied

Date Completed if Approved

Extend training to a full day

½ day is not going to be long enough to include all the training that is needed

Approved 4/24/13 4/25/13

Approvals Approved by:

Name Role Signature Date

Paul Coverstone Project Owner

Cathy Garrett (CMC)

Project Manager

Documents

PJ Enterprises Telephone Operator Trainingmaryecantrellportfolio.weebly.com/uploads/1/4/3/0/14305090/group2... · Telephone operators were unable to handle the required 6 calls per