TLE-ICT-Contact Center Services Grade 10 TG

Information and

Communications Technology

Teacher’s Guide

10

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Contact Center Services

ii

Department of Education Republic of the Philippines

Technology and Livelihood Education – Grade 10 Learner’s Material First Edition, 2014 ISBN: ___________ Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, Ph.D. Assistant Secretary: Lorna Dig Dino, Ph.D.

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Development Team of the Learner’s Material

Authors: Dr. Virgilio O. Guevarra, Jr., Rose Ann M. Sulla, Diana Marie B. Dagli, and Maria Angelica G. Mates

Editors: Dr. Paraluman R. Giron, Ofelia C. Flojo, and Perla H. Cuanzon

Reviewers: Romeo B. Gacutan, Simfroso C. Robles II, Marion I. Alinas, Bobby Caoagdan Illustrator and Layout Artists: Marc Anthony M. Pagoyo

Subject Specialist: Owen M. Milambiling Management Team: Dr. Lolita M. Andrada, Jocelyn DR Andaya, Bella O. Mariñas, and Dr. Jose D. Tuguinayo, Jr.

ICT- CONTACT CENTER SERVICES- Grade 10

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K to12 BASIC EDUCATION CURRICULUM Information and Communications Technology

CONTACT CENTER SERVICES (CCS) (SPECIALIZATION)

GRADE 10 – MODULE 1 Personal Entrepreneurial Competencies (PECs)

Teacher’s Guide

Quarter I 4 hrs.

Grade Level Standard

This is a specialization course which leads to Contact Center

Services National Certificate Level II (NC II). It covers two (2) core

competencies that a Grade 10 Technology and Livelihood Education (TLE)

student ought to possess, namely: 1) communicate effectively using the

English language and 2) deliver quality customer service.

The preliminaries of this specialization course include the following: 1) discussion on the relevance of the course, 2) explanation of key concepts relative to the course, and 3) exploration of career opportunities.

Content Standard

The learner demonstrates understanding of one’s Personal Entrepreneurial Competencies in Contact Center Services.

Performance Standard

The learner independently creates a plan of action that strengthens

and or further develops his/her PECs in Contact Center Services.

Learning Competencies

Develop and strengthen PECs needed in Contact Center Services.

I. Introduction

This teacher’s guide will lead you to effectively and efficiently teach

Module 1. Moreover, this will guide you in determining relevant and

appropriate teaching techniques and strategies that will fit the learning

needs and demands of the learners to make them best understand and

appreciate the importance of entrepreneurship and the entrepreneurial


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competencies related to Contact Center Services.

This module will also provide learners an opportunity to know that

individuals possess different PECs. These PECs include characteristics,

attributes, lifestyles, skills, or traits. Likewise, when one aligns these

competencies with the competencies of successful practitioners or

entrepreneurs, he or she will be ready to face the experiences of starting a

business or being employed.

Moreover, the module is designed to stimulate the learners to think

about entrepreneurship and its role in the business community and in

economic and social development.

II. Objectives

With your assistance and the guidance of this module, learners

are expected to understand the underlying principles and concepts of

PECs, particularly in:

- identifying areas for improvement, development, and growth,

- aligning learners’ PECs according to their business or career choice,

and

- creating a plan of action that ensures success in their business or

career choice.

III. Presentation of Content

Introduction

Guide learners in appreciating and understanding PECs for them to

be successful in business or in the workforce by sharing inspiring

real-life stories of successful businessman and or well-known

employees in the field of Contact Center Services in the province.

Explain to learners the importance of assessing their PECs.

Guide learners in understanding the importance of entrepreneurs

and entrepreneurship.

Objectives

Guide learners in identifying and understanding the objectives of

Module 1.


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Pre-Assessment

Use the sample pre-assessment test available in the learners’

materials or craft a comprehensive teacher-made test to assess

learner’s prior knowledge and skills in PECs.

Evaluate the result of the pre-assessment and prepare a plan of

action to strategically address the learning needs and requirements

of the learners.

Guide Questions

Have learners actively perform task 2, and let them share their

answers and relevant experiences with the class.

Process learners’ understanding of the guide questions presented

on task 2.

Learning Goals and Target

Help learners utilize available technologies / resources in planning their own learning goals and targets as reflected on page 4.

Group Activity

Group the learners, then ask them perform task 3. Let them share

their thoughts with the class.

Process learners’ understanding and guide them in arriving at a

relevant and acceptable generalization.

IV. Know, Process, Reflect and Understand, and Transfer

Know

Discuss / present the importance of assessing personal

entrepreneurial competencies (PECs) and skills vis-à-vis a

practicing entrepreneur or employee; provide an actual example of

an entrepreneur or employee existing in your province.

Expand learner’s curiosity by asking essential questions on the

important characteristics / traits / attributes, and skills of a good

entrepreneur.

Assist / Guide learners in understanding the entrepreneurial

competencies (characteristics, traits, attributes) and skills of a good

entrepreneur.

Have an appropriate, relevant, and timely learning activity for the

learners to appreciate the best entrepreneurial competencies.


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Assess learner’s knowledge and skills on understanding of topic.

Use the result of the pre-assessment to improve their learning.

Process

Ask the learners accomplish task 4 (PECs Checklist) on page 8-9.

Let them make their interpretation or personal insights based on the

accomplished task.

Facilitate student-to-student interactions and process learners

understanding.

Reflect and Understand

Deepen learners’ understanding of PECs by guiding them in

accomplishing task 5 (Interview) on page 9-12.

Facilitate appropriate learning activities to finish the task.

Encourage learners to report their accomplishments to the class.

Process learners’ understanding.

Transfer

Assist learners in individually accomplishing task 6 (Preparation of a

Plan of Action) on page 12. Let them craft their own plan of action

intelligently. Have learners present this in class.

Process their understanding.

Guide learners in answering the essential questions presented in

task 7 on page 13.

Have learners share their answers with the class, and then process

their understanding.

Provide learners more concrete example and enrichment activities

to further deepen their understanding about PECs and its

importance in day-to-day living as future entrepreneurs or

employees.

Provide learners applicable activities whereby they can transfer to

the community what they have learned.

Let learners use available resources in the community to accomplish

the task.

ICT-CONTACT CENTER SERVICES- Grade 10

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K to12 BASIC EDUCATION CURRICULUM Information and Communications Technology

CONTACT CENTER SERVICES (CCS) (SPECIALIZATION)

GRADE 10 – MODULE 2 Environment and Market (EM)

Teacher’s Guide

Quarter I 4 hrs.


This is a specialization course which leads to Contact Center

Services National Certificate Level II (NC II). It covers two (2) core

competencies that a Grade 10 Technology and Livelihood Education (TLE)

student ought to possess, namely: 1) communicate effectively using the

English language and 2) deliver quality customer service.

The preliminaries of this specialization course include the following: 1) discussion on the relevance of the course, 2) explanation of key concepts relative to the course, and 3) exploration on career opportunities.

Content Standard

The learner demonstrates understanding of environment and market in Contact Center Services in one’s province.

Performance Standard

The learner independently creates a business vicinity map reflective

of potential market in Contact Center Services in a province.

Learning Competencies

Develop a quality and marketable product or service in Contact Center Services

Select a business idea based on the criteria and techniques set

Develop a brand for the product

I. Introduction

People who aspire to start a business need to explore the economic,

cultural, and social conditions prevailing in an area. Needs and wants of the

people in a certain area that are not met may be considered as business


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opportunities. Identifying the needs of the community, its resources,

available raw materials, skills, and appropriate technology can help a new

entrepreneur in seizing a business opportunity.

To be successful in any kind of business venture, potential

entrepreneurs should always look closely at the environment and market.

They should always be watchful on the existing opportunities and

constraints. The opportunities in the business environment are those factors

that provide possibilities for a business to expand and make more profits.

Constraints, on the other hand, are those factors that limit the business to

grow, hence reduce the chance of generating profit. One of the best ways to

evaluate the opportunities and constraints is to conduct Strengths,

Weakness, Opportunities and Threats (SWOT) Analysis.

II. Objectives

With your assistance and guidance in facilitating this module,

learners are expected to understand the underlying principles and

concepts of environment and market more particularly in:

- identifying what is of “value” to the customer,

- identifying the customer to sell to,

- explaining what makes a product unique and competitive,

- applying creativity and innovative techniques to develop marketable

product, and

- employing a unique selling proposition (USP) to the product and or

service.

III. Presentation of Content

Introduction

Using appropriate activities, lead learners in giving value to

environment and market and its implication to be successful in a

business related to Contact Center Services.

Guide learners in understanding the importance of environment and

market; likewise, lead them in appreciating the value of SWOT

Analysis.

Provide relevant, appropriate, and meaningful examples of SWOT

Analysis pertaining to Contact Center Services.

Help learners in presenting the importance of assessing their

immediate environment and market pertaining to Contact Center

Services.


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Using your processing and questioning skills, guide learners in

coming up with a generalization about the environment and market

and its relationship to a successful field of Contact Center Services.

Objectives

Guide learners in identifying and understanding the objectives of this

module.

Pre-assessment

Use the sample pre-assessment test available in the learner’s

materials or craft a comprehensive teacher-made test to assess

learner’s prior knowledge and skills in environment and market.

Evaluate the result of the pre-assessment and prepare a plan of

action to strategically address the learning needs and requirements

of the learners.

Guide Questions

Ask learners to perform task 2 and guide them in presenting their

answers to the class.

Process learners’ responses and guide them in making appropriate

generalizations.

Learning Goals and Target

Help learners in planning their own learning goals and target as

reflected on page 18.

Provide enrichment activities and guide them in analyzing available

resources and technology in the community to be used in

accomplishing their learning goals and targets.

IV. Know, Process, Reflect and Understand, and Transfer

Product development

Know

Discuss product development, concept of developing a product,

finding value, innovation, unique selling proposition, and its

relationship to environment and market and business at large.

Let learners participate in the discussion on the aforementioned

topics. Assist and/or guide learners in presenting their ideas and

relevant experiences.

Design varied levels of learning activities for the learners to better

understand the topics related above.


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Guide learners in reflecting on the importance of product

development, concept of developing a product, finding value,

innovation, and unique selling proposition.

Design an assessment to evaluate learners’ knowledge, skills,

and understanding of the previous topics.

Use the result of the assessment in designing / developing

learning activities that will enrich learners’ understanding.

Process

Guide learners in accomplishing task 3 on pages 24 to 25. Let

them conduct a research by interviewing a successful

entrepreneur or practitioner within the province.

Have learners present their research to the class. Process their

understanding in relation to the objectives of this module.


Inspire learners to deepen their understanding about the

environment and market by carefully watching the videos related

to the prescribed topics on task 4 on page 25.

After watching the videos, let them prepare a comprehensive

narrative report on the topics they watched.

Encourage learners to present their accomplishments to the

class.

Process learners’ understanding in relation to the objectives of

this module.

Transfer

Guide learners in developing concepts for their own product or

service as reflected on task 5 on page 26.

Assist learners in analyzing and utilizing available resources in

developing their concept of their own product or service.

Evaluate learners’ output by referring to teacher-made rubrics

which is aligned to the performance standards.

Let learners eloquently share and present their output with the

class.

Lead learners in reflecting on the importance of product

conceptualization.

Generating Ideas for Business

Know


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Let learners read and understand topics related to generating

ideas for business, selecting a business idea, and branding.

Let learners undergo varied levels of learning activities to better

appreciate the importance of generating ideas for business,

selecting a business idea, and branding.

Process learners’ understanding relative to the objectives of this

module.

Process

Lead learners in reflecting on their SWOT Analysis and its

importance in generating business ideas by engaging them in

learning opportunities for interaction with others outside the

classroom and with the use of technology.

Instruct learners to enrich their knowledge on SWOT Analysis by

conducting researches.

Provide an appropriate type of assessment to evaluate learners’

understanding of the SWOT Analysis. Use the result of the

assessment to craft more appropriate and productive learning

activities.

Assist learners in performing task 6 (SWOT Analysis).

Evaluate / Assess learners’ output and check it against the

objectives of this module.


Let learners work on an independent learning activity or

cooperative learning (ICL) in accomplishing task 7 (Extra

Readings and Video Viewing) on page 33.

Assist learners in presenting their output. Assess the evidence of

learning and provide useful input to improve their output.

Transfer

Have learners prepare task 8 (Designing a Logo). Assist learners

in accomplishing this task by letting them adhere to their real life

experience.

Assess learners’ output using teacher-made rubrics following the

standards and objectives of this module.

Have learners prepare task 9 (Making My Own Vicinity Map).

Guide learners in creating their own vicinity map reflective of

potential market in contact center services in your province. Ask

them to present their output and process their understanding by


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asking relevant and essential questions.

Assess learners’ output using teacher-made rubrics following the

standards and objectives of this module.


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K to 12 BASIC EDUCATION CURRICULUM Information and Communications Technology

CONTACT CENTER SERVICES (SPECIALIZATION)

GRADE 10- MODULE 3 TEACHER’S GUIDE


Information and Communication Technology (ICT) is one of the four components of

Technology and Livelihood Education (TLE). This module focuses on the ICT

specialization Contact Center Services. It covers the following:

1. Personal Entrepreneurial Competencies;

2. Environment and Market;

3. Communicate Effectively in English; and

4. Deliver Quality Customer Service

CONTENT STANDARD

The learner demonstrates understanding of the concepts and underlying

principles in communicating effectively in English.

PERFORMANCE STANDARD

The learner independently demonstrates the proper skills of communicating effectively in English in accordance with company policies.

LEARNING COMPETENCIES

The competencies expressed as learning outcomes in this teaching guide are the exact competencies that will be used to assess the learners / trainees for them to secure COC or NC in Contact Center Service. This teaching guide would allow teachers / instructors to strategically teach the competencies spread out in the module; guide the learners in performing the activities; process learners’ understanding; and assist the learners in applying what they have learned to an entirely new context.

Utilizing effective teaching methodology and strategies suitable to the learning


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needs and requirements of the learners, the following are the competencies that

should be mastered by learners after finishing this module.

1. Communicate effectively in English

Analyze communication process

Communicate and listen effectively

Use paralanguage communication cues

I. INTRODUCTION

The primary purpose of this course is to provide the learners with the knowledge and skills that will help them become Contact Center Service providers.

Upon completion of this module, learners are expected to: 1. analyze

communication process; 2. communicate and listen effectively; and 3. use paralanguage communication cues.

Orient learners on the following:

Entrepreneurship-based Technology and Livelihood Education curriculum

Parts of the module

How to use the module

II. Learning Competencies/ Objectives

The competencies expressed as learning outcomes in this teacher’s guide are the exact competencies that will be used to assess the learners for them to secure a Certificate of Competency or a National Certificate in Contact Center Service. This teacher’s guide allows teachers to strategically teach the competencies spread out in the module; guide the learners in performing the activities; process learners’ understanding; and assist the learners in applying what they have learned to an entirely new context.

Utilizing effective teaching methodology and strategies suitable to the learning

needs and requirements of the learners, the following are the competencies that

should be mastered by learners after finishing this module.


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LESSON 1: COMMUNICATE EFFECTIVELY IN ENGLISH (CE)

Analyzing communication process;

Communicating and listening effectively; and

Using paralanguage communication cues.

III. Pre- Assessment

Guide learners in assessing their actual communication skills by

answering Survey 1 for oral communication and Survey 2 for written communication.

Assess learners’ prior knowledge and skills in Contact Center Services using:

paper and pencil test

performance test

other appropriate tools

Check their answers using the answer key on this Teachers Guide.

IV. Reading Resources and Instructional Activities

Guide learners in answering the guide questions and in performing the

activities that will measure how much they know about the topic. Let learners share their experiences to the class. Process learners’ responses, let them reflect, revise or rethink their

understanding.


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Lesson 1.1- Communication Pathways

A. What to KNOW

Guide learners in answering the Preliminary Activities. Ask learners what they think are the different ways to communicate in the

workplace and the different people they might communicate with. Discuss the meaning of communication pathway. Use creative and innovative strategies on educating the learners about the

different communication pathway. Have a brainstorming on the best time to use a particular communication

pathway. Utilize creative and innovative strategies on the discussion of the different

characteristics needed in establishing good communication among their customers and other people in the workplace.

B. What to PROCESS Task 1: Modified True or False

Have the learners determine whether the given statements are true or false

Ask the learners to rewrite the incorrect statements to correct them.

Process the learner’s responses.

C. What to REFLECT and UNDERSTAND

Task 2: Choose the Best!

Guide learners in deepening their understanding by Identifying the best type or pathway of communication to use in each of the given situation.

Ask them to provide reasons for choosing the specific communication pathway.

Process the students’ answers.

Lesson 1.2. Elements of Communication

A. What to KNOW Guide learners in answering the Preliminary Activity. Utilize creative and innovative strategies on discussing the different elements

of communication.

Guide the learners in understanding the communication process.


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Have a brainstorming of how each elements contribute to the success or

failure of the communication process.

B. What to PROCESS Task 1: Pool Up!

Ask the learners to complete the crossword puzzle by identifying the element of communication described in each number.

Check their answers based on the Answer Key included in this teaching guide.

C. What to Reflect and Understand

Enhance their learning further by having them do the following activities:

Task 2: Elements of Communication

Guide the learners in analyzing the given example of piece of communication.

Have the learners identify elements of communication.

Lesson 1.3: Barriers to Communication

What to Know

Assist the learners in accomplishing the Preliminary Activity.

Utilize creative and innovative ways in teaching barriers to communication.

Ask the learners to cite examples for each type of barrier to communication.

Guide the students in understanding how these barriers affect the

communication process.

What to Process

Task 1: Matching Type

Guide the learners to identify the different barriers in communication through

the given matching type test.


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What to Reflect and Understand

Task 2: Let’s Get Updated!

Assist the students in sourcing for a copy of the article.

You may also provide the students with a copy of the article.

Guide them in answering the questions provided.

Process the students answer.

What to Transfer

Task 3: In the Real World

Group the students into five.

Guide the students in choosing whom to interview.

Assist them in creating questions for their impromptu interview.

Remind the students to be courteous and polite while talking with their

interviewee.

Guide the students in sharing their findings and insights in front of the class.

Lesson 2: Communicate and listen effectively

Lesson 2.1: Oral Skills

What to Know

Assist the learners in accomplishing the Preliminary Activity.

Provide the students with an option to record themselves as they read the

excerpt in the Preliminary Activity.

Encourage the students to be ready with any device that can be used to

record their voice (voice recorder or their cellphones).

A. Phonemes

Utilize creative and innovative ways in teaching phonemes.

Ensure understanding of what phonemes are.

Apply the proper pronunciation of vowel and consonant sounds in front of the

class.


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Demonstrate or illustrate the proper positioning of the vocal apparatus to

ensure correct production of phonemes.

Guide the learners in proper articulation of each phonemes.

B. Sentence Construction

Use creative and innovative ways in teaching the principles in sentence

construction.

Establish clear understanding on how to construct grammatically correct

sentences.

Differentiate the group of learners who still need more enhancements on the

previous performance among those who are ready to move forward.

What to Process

Task 1: Vowel Phonemes

Assist the students in pronouncing the given words correctly.

Guide the students in identifying the vowel phoneme used in each of the given

words.

Check the students’ answers based on the Answer key provided at the end of

the Teacher’s Guide.

Task 2: Critical Vowel Sounds

Assist the students in the articulation of the critical vowel sounds used in the

given sets.

Use the scoring guide in evaluating the students.

Task 3: Critical Consonant Sounds

Guide the students in their production of the critical consonant sounds used in

the given sets.

Use the scoring guide in evaluating the students.

Task 4: Read. Pair. Critique.

Guide the students as they look for a partner.

Assist the students in performing the steps in the task.

Guide the students in sharing their comments.

Process the students comments.


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Assist the students in sourcing for a copy of the article.

You may also provide the students with a copy.

Guide them in answering the questions.


Lesson 2.2: Listening Skills

What to Know

Establish clear understanding of the difference between hearing and listening.

Utilize creative and innovative way in teaching the listening skills.

Guide the students in understanding the different ways to improve their

listening skills.

What to Process

Task 1: Acrostics

Discuss with the students what an acrostic is.

Guide them in making and acrostic of the word LISTEN.

You may provide examples to enlighten the students.

Ask volunteers to present their work in front of the class.

Process the students’ answers.

What to Transfer

Task 1: This is Their Story

Part 1: The Interview

Assist the learner in identifying their interviewee.

Help the learners understand the interview questions.

Clarify with the students that they cannot remove questions from the list.

Remind the students to be polite and courteous while conducting the

interview.

Part 2: The Transcription

Ask the students to transcribe their interview from beginning to end.


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Part 3: The Reflection

Ask the students to identify parts of the interview where they did not fully

understand each other.

Ask them to identify the cause.

Ask them to suggest ways to resolve it.

Be guided by the rubric in grading the students.

Lesson 2.3: Grammar

What to Know

Utilize creative and innovative ways in teaching grammar topics such as

subject-verb agreement, tense and aspect of verbs, preposition, modifiers,

and conditionals.

Cite additional examples to reinforce students understanding of the topics.

What to Process

Task 1: Subject-Verb Agreement

Provide a short review about the rules on subject-verb agreement.

Ask the learners to underline the verb that will agree with the subject of the

sentence.

Task 2: Preposition

Provide a short review about pronouns.

Ask the learners to choose the pronoun that will best complete the

sentence.

Task 3: Modifiers

Review the students on modifiers.

Ask them identify the word that modifies or describes the underlined word.

Task 4: Conditionals

Provide a review about conditionals.

Ask the students to complete the given conditional sentences by supplying

the correct phrase.


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Lesson 2.4: Writing Skills

What to Know

Establish a connection of this lesson with the past lesson.

Use creative and innovative ways in teaching topics in writing skills.

Guide them in understanding the rules in spelling, paragraphing, punctuation

and transition markers.

Provide a review of the lessons in sentence construction and jargons.

Provide an opportunity for students to apply what they learned in short self-

check exercises.


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What to Process

Task 1: Spell me

Carefully read the following words in front of the class.

Read the words one at a time.

Ask the students to spell the words and write them down on a ¼ sheet of

paper.

Below is the spelling list:

1. receipt

2. fiery

3. dumbbell

4. immediate

5. judgment

6. occurrence

7. questionnaire

8. rhythm

9. repetition

10. Interrupt

Task 2: Correct Me

Provide a short review of the topics included in writing skills.

Ask the students to correct the paragraphs by rewriting them on a one whole

sheet of paper.

What to Transfer

Task 1: Can You Please Share With Us?

A. The Invitation

Guide the students in selecting a date for the open sharing discussion with

their invited guest.

Inform the students about the proper format of writing a letter.

Guide the students in writing their letter.

Grade the students’ letters based on the given rubric.

B. My Insights

Assist the students as they entertain their guest speaker.

Thank and welcome the guest speaker for spending time with your class.


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Guide the students as they listen to stories shared by the speakers.

Encourage the students to ask questions related to the topic.

Provide ample time for the students to write their essay that includes their

insights and realizations.

Be guided by the rubric in grading the students’ output.

Lesson 3. Use paralanguage cues

This lesson marks the beginning of Quarter 3. It focuses on the use of

paralanguage cues that will help Contact Center Services provider

become more efficient in carrying out their tasks.

Lesson 3.1: Voice

What to Know

This lesson marks the start of the Third quarter.

Use creative and innovative ways in teaching topics in writing skills.

Guide them in understanding the different paralanguage cues in the speaking

voice such as rate, volume, pitch, and tone.

Expound the lesson by citing additional examples especially those in the real

life scenario.

What to Process

Task 1. Matching Type

Ask the students to in answering the task.


Task 2. Modified True or False

Guide the students in answering the task.

Process the students answers.


Task 3. Spot the Difference

Assist the students in accessing the URL.

Guide them in navigating through the website.

Provide ample time for them to listen and study the content of the audio

recording.


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Process the students answer to the guide questions.

Lesson 3.2: Accent

What to Know

Use creative and innovative ways in teaching the topics included in the

lesson.

Provide plenty of examples that the students can imitate for practice.

What to Process

Task 1: Pool up!

Guide the students in answering the task.

Process the students answers.

Task 2: The Last Man Standing

Explain the mechanics of the game.

Choose a phrase or statement to use.

Assist them in practicing the pronunciation of the statement.

Implement the rules of the game.

Task 3: Read! Speak up!

Guide the students in choosing a partner.

Ask the students to take turns in reading the given sentences and in giving

comments on their classmate.

Remind the students that comments should be based on the principles of

accent discussed in the previous lesson.

Remind the students to be constructive in giving their comments.


Task 4: Getting Updated!

Assist the students in using a functional computer with internet service.

Otherwise, provide a copy of the article.

Ask the students to read the feature article from philstar.com.

Ask them to gather data based on the guide questions.

Be ready to process the students’ responses.


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Task 5: 1,2,3


Ask the students to listen to the voice recording.

Ask them to gather data based on the guide questions.


Task 6: SIXportant


Guide them in reading the article.

Ask them to read the article.

Ask them to answer the guide questions.


Task 7: Read. Speak. Check.

Assist the students in using the computer.

Guide them in recording their voices.

Remind them to apply the lesson that they have learned about voice and

accent.

Allow them to pratice and re-record their voices if necessary.

Lesson 3.3 : Conversational Cues

What to Know

Guide the students in understanding the lesson.

Ask them to cite situations wherein they were able to decode conversational

cues.

What to Process

Task 1: Complete the table

Guide the students in accomplishing the task.

Be ready to process the students’ answers.

Provide additional examples of conversational cues and ask the

students to decode it.

What to Transfer

Task 2: Mock Call

Guide the students in choosing a partner.

Encourage the students to be relaxed and calm while presenting in front of the


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class.

Apply the scoring rubrics to assess the learners’ ability.

VI – Summary / Synthesis / Feedback

Plenty of companies, not only local ones but international ones as well, have

chosen to outsource their call centers in our country primarily because Filipinos are

highly trainable in terms of speaking and communication skills. The contact center

service industry, as of today, is still one of the major job provider in the country.

Hence, it is upright to train learners as early as now to become possible members of

this industry.

A good communication skill is the primary requirement to become a contact

center service provider. This module gave the students a boost on their oral and

wriiten communication skills.

Lessons 1, 2 and 3 provided the students with an overview of the process of

communication and the different things that may directly affect the quality of

communication. If students are able to identify barriers in communication, there will

be a greater possibility for a successful communication.

Lesson 4 ensured the enhancement of the learners’ production of phonemes.

This will help them pronounce English words more clearly and in a way that will be

more understandable to clients from other countries.

Lesson 5 provided the students tips on how to become active listeners - a skill

that will help them survive in the production floor of the contact centers.

Lesson 6 offered learners a comprehensive review of grammar rules which

includes subject-verb agreement, tense and aspect of verbs, preposition, modifiers,

and conditionals.

Lesson 7 helped improve the learners’ ability to communicate in written forms.

It focused on improving their spelling, paragraphing, use of punctuations and

transition markers, construction of sentences, and use of jargons.

Lesson 8 allowed the students to explore the flexibility of the speaking voice.

It provided them with insights on how voice constitutes to the message conveyed by

a speaker.

Lesson 9 assisted the learners in neutralizing their accent to make them more


26

marketable in the field of contact center.

Lastly, Lesson 10 gave them a clear understanding of conversational cues. It

helped them learn how to interpret certain cues that may be used by customers. It

also developed their sensitivity to their use of conversational cues.

After finishing Module 3, learners are expected to be more confident in

communicating either orally or written.

ICT-CONTACT CENTER SERVICES- Grade 10 27

K to 12 BASIC EDUCATION CURRICULUM

Information and Communications Technology

CONTACT CENTER SERVICES

(SPECIALIZATION)

GRADE 10- MODULE 4

TEACHER’S GUIDE


Information and Communication Technology (ICT) is one of the four components of

Technology and Livelihood Education (TLE). This module focuses on the ICT

specialization Contact Center Services. It covers the following:

1. Personal Entrepreneurial Competencies;

2. Environment and Market;

3. Communicating Effectively in English; and

4. Delivering Quality Customer Services.

CONTENT STANDARD

The learner demonstrates understanding of concepts and underlying

principles in delivering quality customer services.

PERFORMANCE STANDARD

The learner independently demonstrates appropriate approaches in delivering

quality customer services in accordance with call center industry policies.

I. INTRODUCTION

The primary purpose of this course is to provide the learners with the

knowledge and skills that will help them become Contact Center Service providers.

Upon completion of this module, learners are expected to: 1. demonstrate

understanding of the BPO/Call Center industry; 2. transmit/receive calls to or from

customers; 3. handle customers’ complaints; and 4. apply knowledge of common

cultural variables as well as local and international geography.

Orient learners on the following:

Entrepreneurship-based Technology and Livelihood Education

curriculum


Parts of the module

How to use the module

II. Learning Competencies/ Objectives

The competencies expressed as learning outcomes in this teaching guide are

the exact competencies that will be used to assess the learners for them to secure a

Certificate of Competency or a National Certificate in Contact Center Service.

This teaching guide allows teachers to strategically teach the competencies

spread out in the module; guide the learners in performing the activities; process

learners’ understanding; and assist the learners in applying what they have learned

to an entirely new context.

Utilizing effective teaching methodology and strategies suitable to the

learning needs and requirements of the learners, the following are the

competencies that should be mastered by learners after finishing this module.

Lesson 1: The BPO/Call Center Industry

Describing the BPO/ Call Center Industry

Describing the basic services related to customer service, sales and

technical support within the BPO/ Call Center Industry

Explaining the basic performance metrics of a call center agent

Lesson 2: Transmitting / Receiving Calls To or From Customers

Identifying types of calls in accordance with the client or customer’s needs

Using interactive communication in accordance with customer –

management relationship standards

Addressing customers’ inquiries and concerns

Providing courteous service to the customer in accordance with customer

relationship management

Establishing rapport in accordance with customer or client relationship

Identifying inquiries and concerns required for transfer and or hold in

accordance with the enterprise policy

Summarizing the information and confirming that the objectives are met when

ending calls

Observing proper telephone etiquette in closing the conversation

Protecting customer information


Lesson 3: Handling Customers’ Complaints

Responding to complaints promptly and empathetically.

Addressing customers’ complaints with clear, direct, accurate and timely

response

Establishing details of complaints and using basic remedies in accordance

with enterprise policy

Implementing appropriate referral or hands-off procedures as required

Referring complicated concerns to higher authority

Lesson 4: Providing After-Sales Support and Documenting Events

Ensuring customer satisfaction by making a return call

Discussing action/s necessary to resolve complaint/s and confirming with the

customer

Recording agreements reached with the customer and implementing within

agreed timeframe

Initiating follow-up action/s to ensure that agreements with customers are

implemented

Documenting actions and resolutions agreed-upon with the customer in

accordance with company procedures

Pre-Assessment

Assess learners’ prior knowledge and skills in Contact Center Services

using:

paper and pencil test

performance test

other appropriate tools

Guide learners in assessing their prior knowledge by answering the pretest.

Check their answers using the answer key in this Teacher’s Guide.

Ask your students to read and reflect on the introduction and objectives of

the module. Conduct an active discussion about the module. Have the

students accomplish the Goals and Targets using the provided graphic

organizer on the page.

Reading Resources and Instructional Activities

Guide learners in answering the guide questions and performing the activities

to measure how much they know about the topic.

Let learners share their experiences to the class.


Process learners’ responses, let them reflect, revise, or rethink their

understanding.

What to KNOW


Guide learners in answering the preliminary activity.

Ask learners to define terms related to BPO such as customers, clients,

agents, outsourcing, telemarketing and the likes.

Use creative and innovative strategies in discussing the benefits of

outsourcing.

Have learners reflect on the perceived benefits of outsourcing. Let them

discuss each benefit as seen in the module.

Discuss the implications of BPOs in the local and global economy.

What to PROCESS

TASK 1: Business Process Outsourcing

Guide students in accomplishing the graphic organizer.

TASK 2: BPO Industry in the Philippines

Let them write a short composition on why the Philippines is a better BPO

market compared to other nations. Process their answers by asking students

to present their reasons to the class.

What to REFLECT AND UNDERSTAND

TASK 3: Video Presentation

Download the video presentation on Youtube

URL: http://www.youtube.com/watch?v=9w1MJnz-vbg

Video title: Phoning from the Philippines

Remind the students to take down notes as they watch the video.

Encourage learners to create a functional and creative graphic organizer in

presenting the data they have gathered.

TASK 4: Cooperative Learning – Reflection on the Video Presentation

Conduct a group activity for the class. Follow the guidelines presented in the

task. Construct your own rubrics based on the type of activity of the learners.

TASK 5: Oral Presentation- Economic Implications of the BPO Industry

Conduct an oral activity in the form of extemporaneous speech, or prepared

http://www.youtube.com/watch?v=9w1MJnz-vbg


speech as the case may be. The type of activity you will ask your students to

do will depend on their capabilities. Prior to the speech delivery, have them

read the document entitled “Philippine IT BPO Roadmap 2016: Driving to

Global Leadership” as a reference for the content.

What to TRANSFER

TASK 6: Research Activity

Instruct the students to conduct the research activity presented in the

learner’s module.

Have the students present the activity.

Prepare questions relevant to the student’s ability to process the presented

information.

Ask them for implications of the report they accomplished to their lives as

students of contact center services .

What to KNOW

Lesson 2: Types of Industry

Have students accomplish the Preliminary Activity. Let them write down as

many examples as they can. After finishing the task, have them present their

output to the class. Encourage interaction between the students so that they

will learn from one another.

Let the students define and give examples of ITES, IT outsourcing, and KPO.

2.1 Types of BPO Industries

Discuss the types and categories of BPO industries.

Search for specific examples of BPO industries.

What to PROCESS

TASK 1: Identifying BPO Industries

Evaluate students’ learning using appropriate evaluation tool.

Process students’ learning and let them reflect on their understanding of the

topic.

TASK 2: BPO Terminologies

Familiarize students with the BPO terminologies. Evaluate learner’s learning

by having them answer Task 2.

What to KNOW


Lesson 3: Basic Services within BPO Industry

Discuss the categories under the Business Process Outsourcing industry.

Enumerate the call center services and give specific examples of available

call center firms here in the country.

Explore more on the different BPO firms in the country through online

research and call center agent interviews.

What to PROCESS

TASK 1: Identification of BPO Services

Familiarize students with the BPO services by having them identify the

services described in Task 1.

TASK 2: Basic Services within the BPO Industry

Elicit students’ understanding of the lesson by having them answer the essay

type questions in Task 2.


TASK 3: BPO Services: Explored

Have learners identify a call center agent whom they can interview about the

different job descriptions in their work place. Encourage them to generate

good outputs by focusing on questions that describe the services the

interviewee render in the call center firm.

Explore more on the services by letting them conduct an online research.

TASK 4: BPO Services: Career Graph of an Agent

Familiarize students with the career track of a call center/ customer service

representative.

Explore on the said job roles by researching about the duties and

responsibilities of each.

What to KNOW

Lesson 4: Call Center Agents’ Performance Metrics

Have the students answer the preliminary activity. Discuss the concept of

Venn diagram. Have them predict the different means of maintaining quality

service by listing the down then plotting them in the Venn diagram.

Define the word “competencies.” Ask the learners for their ideas of the

qualifications of a competent call center representative.

Stress that there are two different qualities that the employer look for in

prospective employee:


a. Personal qualities-the personality, attitude and behaviour of the person

that affects his/ her performance at work

b. Professional qualities-work related qualities which directly affect the

performance at work

Discuss that both of these are important. One would not work without the

other.

Typical Customer Service Representatives’ Competencies

Discuss the competencies that would most likely fit in the BPO industry.

Have a brainstorming on how students see these competencies from their

perspective. Correct and align their understanding to the correct description

afterwards.

Give specific examples on how each competency could be observed in a

call center workplace.

What to PROCESS

TASK 1: Customer Service Representatives’ Competencies

Identify the customer contact representatives’ competencies being referred

to by the items given.

TASK 2: Recognizing the CSR Competencies

Have the students act out short skits on how these competencies may be

demonstrated in the conduct of one’s responsibilities as a contact center

service representative.

Hone their assessment skills by criticizing critically the competencies shown

during the presentation.


TASK 3: Rating CSR Competencies Based on their Importance

Let the students appraise the competencies and guide them in weighing their

importance.

Supervise the cooperative learning activity and give assistance to those who

need it.

Guide them in realizing that each of the competencies have their own value

and they go hand in hand. They need to develop them all to become the best


in the field.

What to TRANSFER

TASK 4: Observing The CSR Competencies in the Workplace

Simulate a call center scenario where in your student would assume the role

of a customer service representative and you as the caller.

Present the sample assessment sheet to class and discuss how it will be

filled in.

Remind them to be observant and to take down notes if needed so that all

observations will be based on what was shown.

4.2 Performance Metrics

Define terminologies related to call center metrics. Discuss each term

thoroughly to facilitate understanding of the concept.

Guide students in discussing the different call center metric tracks.

Provide the students specific examples on how these metrics are observed.

What to PROCESS

TASK 1: Call Center Metrics Acronyms

Familiarize students with the acronyms used in call center metrics by letting

them answer Task 1.

TASK 2: Identifying Call Center Metrics

Strengthen learners’ perspective on call center metrics by having them

answer Task 2.


TASK 3 : Video Presentation

Download the video clip in this URL: :

http://www.youtube.com/watch?v=kudxLVJRmM0

“A Day in the Life: Call Center Agent”

http://www.youtube.com/watch?v=-Xhy9V7V-90

“A Day in the Life of a Modern Philippines Contact Center BPO”

Let your students process their understanding of the video clip by having

them answer the guide questions following the activity.

What to TRANSFER

TASK 4: Call Center Simulation

Guide the students in accomplishing Task 1. Explain the instructions clearly.


Give examples if necessary.

Assess learners’ understanding by thoroughly discussing all possible

answers.

What to KNOW

Lesson 5: Transmit and Receive Calls to or from Customers

Activate prior schema by letting the students answer the preliminary activity.

Enumerate the different tasks that a call center agent performs.

5.1 Client’s / Customer’s Needs

Establish clear understanding of the most common customer service and

related functions provided by call or customer contact center employees by

discussing the types of calls in accordance to the customer’s needs.

Widen student’s perspective on the different call center services by

discussing:

5.1.1 Counseling;

5.1.2 Directory;

5.1.3 Booking;

5.1.4 Technical Support;

5.1.5 Academic Instruction;

5.1.6 Travel Advisories;

5.1.7 Sales; and

5.1.8 Data gathering.

What to PROCESS

TASK 1: Types of Call in Accordance with the Customer’s Needs

Have the students enumerate the type of calls in a typical call center.

TASK 2: Identifying Client’s / Customer’s Needs

Familiarize students with the client’s / customer’s needs in the BPO industry.

What to KNOW

Lesson 6: Products and Services

Facilitate proper mind set by letting the students do the preliminary activity.


Discuss the different products and services offered by call centers like:

6.1 Financial Services

6.2 Technical Support/ Help Desk;

6.3 Sales Support; and

6.4 Client-Specific Products.

Widen learners’ knowledge by researching and giving examples of the said

services.

What to PROCESS

TASK 1: Products and Services

Draw out learners’ analysis skills by letting them accomplish Task 1.

What to KNOW

Lesson 7: Interactive Communication

Orient learners on the purpose of interactive communication. Let them

realize that the ultimate goal of interactive communication is to satisfy the

customers.

Use creative and innovative strategies in the discussion of inbound call

centers.

Discuss the two types of inbound call centers. Give examples of

conversations being entertained in each type.

7.1 Gathering Information in a Courteous, Professional Manner

Best Practices

Guide the students in learning about the best practices in gathering

information.

Conduct oral activities which will demonstrate how these guidelines will be

put into practice.

7.1.1 Call Structure

Introduce the parts of a call. Stress the importance of completing the

necessary information in each part. Note that companies have their unique

protocols in receiving or sending out a call. Remind them that these are

general guidelines which they may use to develop their communication skills.

Provide generous amount of examples in taking and receiving calls.

Provide opportunities for students to practice and master this communication


skill.

What to Process

TASK 1: Enumerate the Best Practices in Interactive Communication

Let the students put into their own words the best practices they have

learned in this lesson.

Process students’ responses to retain n their memory the best way of taking

and making calls.

TASK 2: Enumerating the Call Structure

Identify the correct parts of a call. Have them describe each part.

Ask the students to give examples orally. Encourage everyone to

participate.


TASK 3: Role playing: Best Practices in Making/Taking Calls

Supervise an actual outbound or inbound call that displays the best

practices in the conduct of the said activity.

Guide the processing of the activity. Identify the best practices shown in the

presentation and pinpoint where it was shown in the conversation.

TASK 4: Interactive Communication

Download this video clip on Youtube. Use the URL below:

http://www.youtube.com/watch?v=EaPn_FcKSW0

“Customer Support Philippines , Sample Order Taking”

Have them watch the video twice. Let them observe the first time they watch

it. Encourage them to take down notes to answer the guide questions in the

module.

7.2 Active Listening

Discuss active listening.

Assist learners in becoming active listeners by practicing the tips in the

module.

Role play situations that best describe how active listening is carried out.

Create situations that would require application of students’ active listening

skills.

What to Process

TASK 1: Benefits of Active Listening


Have the students enumerate the beneficial factors of active listening.

Discuss the relevance of these benefits to their tasks as future contact center

representatives.

TASK 2: Internal and External Barriers

This is a self-assessment test. Guide the students in writing their internal and

external barriers that interfere with effective listening skills.

Have the learners identify their personal barriers to listening.

Stress that knowing these barriers will help them improve their listening skills.

Have them prepare a checklist which they will visit once in a while to check

their improvement regarding these barriers.

Assess the students’ work by critiquing and suggest ways on how to improve

their listening skills.


TASK 3: Listening Exercise

The following is a sample message for the message relay activity:

(Ms. Marilyn Monroe, 45, of 65 Crestwood St. SunnyVille Los Angeles

California, will be ordering 8 sets of chestnut brown filing cabinets and 10

Model 345 safety boxes to be delivered in her place of residence a week

from now. )

Create your own messages. Just make sure that it is appropriate for a call

center setting.

Supervise the students in seeing and comparing the subtle changes in word

use, and slight additions or eliminations, that significantly alter the meaning

of any message.

Stress the importance of active listening as an integral part of good

communication. Let them create their conclusion based on the outcome of

the activity.

TASK 4: Selective Listening Exercises

Prepare the themed set of words ahead of time. Using terms that are related


to contact center services would greatly help in familiarization with the career.

Sample: Alaska, New Jersey, Alaska, New Jersey, New York, Colorado,

Illinois, Minnesota, Mississippi, Wyoming, Kansas, Pennsylvania, Nevada,

California, Minnesota (Note that you may repeat the words. This will serve as

distractors.)

Let the students read carefully the words they have listed on their notebook.

Check how many words match with that of the list given. Notice how many

have been added which are not part of the original set of words.

Let them create their conclusion based on the outcome of the activity. Guide

them into a realization that selective listening causes minor and sometimes,

major complications in communication.

TASK 5: Online Listening Exercises

Conduct an online listening activity by following this link:

http://www.esl-lab.com/market/marketrd1.htm

What to TRANSFER

Task 3: Role Playing Assessment

Assess students’ listening skill through moderating this activity. Observe how

the student does it and process the activity by providing feedback.

Let the learners play the following role: 1. speaker, 2. listener, and 3.

observer.

Have them follow the instructions.

Guide the flow of discussion. Observe how each learner carries out his/ her

task.

Supervise the critiquing stage. This area is one of the most essential since

this will process the learners’ ability to listen and respond to create a

meaningful conversation.

Point out the positive points to emulate from this activity. Inform students on

the do’s and dont’s.

7.3.0 Probing skills

Have students define the term “probing.” Role play situations that clearly

depict the suggestions given in the module in formulating probing questions.

Differentiate probing from quotes.

7.3.1 Paraphrasing


Discuss what paraphrasing is. Discuss the effective paraphrasing steps in the

module.

Call on students who will re-enact the examples given in Table 16.

Have the rest of the class reflect on the intonation and delivery of the

sentences. Point out the difference between correct and incorrect

paraphrasing.

7.3.2 Summarizing

Discuss what summarizing is. Give specific examples. You may have your

students watch an interesting video clip, then ask them to say or retell what

had transpired in the video.

Have them differentiate summarizing and paraphrasing. Let them identify

their similarities.

7.3.3 Clarifying

Stress the importance of clarifying as one of the most important skills of a call

center agent.

Provide guided instructions and supervision on the proper clarification

procedures as shown in Table 17.

What to PROCESS

TASK 1: Paraphrasing Exercise

Practice the learner’s paraphrasing skills by letting them do Task 1.


Task 2: Tips on Effective Paraphrasing

Provide a guided instruction on how these websites can be used inside the

classroom.

If these activities would take much of the teaching learning time in the

classroom, assign specific activities which they will accomplish at home. Give

them a definite timeframe on when to accomplish the said activity.

Task 3 : Online Paraphrasing Exercise

Let them do the activity presented on the website.

Check the learner’s work instantaneously to correct misconceptions.

What to TRANSFER


TASK 4: Actual Paraphrasing Exercises

Act as a moderator of a call center simulation. Instructions are already written

in the Learners’ Module. You may adapt the criteria provided or you may opt

to create your own rubrics.

7.4 Ensuring consistent quality service for all types of customers

Conduct an interactive discussion about the following means of ensuring

consistent quality service:

Reporting Packages

ACD Integration Trends

Quality Monitoring and Recording

Contact Management Systems

7.5 Avoiding Sensitive Topics

Have a brainstorming activity on how call center agents come across

sensitive topics as they converse with customers.

Discuss the importance of distinguishing topics that are related to one’s work

and those that they should not dwell so much on, such as sensitive topics

that might cause discomfort and are offensive.

Go about the specific sensitive topics enumerated in the module. Discuss

them and try to give examples through recorded voice clips or video clips.

Make students realize that people are unique in their own way. How they

perceive a conversation depends on a lot of factors. Therefore, we will never

know who can tolerate such sensitive topics and those who can’t. Avoiding

them is the best way to go on with the business transaction.

Discuss the instances where these may pose sensitivity:

7.5.1. Racial and Ethnic groups

7.5.2. Gender

7.5.3. Age

7.5.4. Illness and Disability

7.5.5. Sexual Preference

7.5.6. Titles

7.5.7. Politics

7.5.8. Religion

What to PROCESS

TASK 1: Identifying Sensitive Issues

Elicit from the learners the sensitive issues presented. Have them give


relevant examples.


TASK 2: Addressing Sensitive Issues

Ask how each situation may be addressed. The more responses you get

from your students, the better. Make sure to discuss the validity of each

response. Explain why some are acceptable answers, while some are not.

What to TRANSFER

TASK 3: CSR / Agent Interview

Evaluate students’ output based on the given criteria.

Select the best output and ask these students to present their work to the

class.

Process student’s output so that they will get an idea of what is really going

on in the actual field.

What to KNOW

LESSON 8: Phone Etiquette

Orient learners on the proper use of telephones.

Elicit from students the importance of phone etiquette.

Draw out suggestions from students on what they think a good phone

conversation is.

Provide guided instructions and supervision on the proper phone etiquette.

8.1 Creating a Good First Impression

Discuss the procedures in handling a telephone conversation.

Demonstrate correct procedures as discussed in Table 18.

Have the learners practice the correct procedures in receiving a phone call.

Have them identify the reason of the call. Demonstrate how the contents of

Table 19 will be delivered efficiently.

What to Process

TASK 1: Create an Appropriate Opening Spiel

Let learners process their understanding by letting them do Task 1.

Have them react on the work of their classmates. Assess which answers are


acceptable and which should be improved. Stress the importance of

reviewing and correcting their responses. Remember that in a call center

setting, everything is done orally.

TASK 2: Role Playing Activity

Reinforce learners’ understanding by accomplishing Task 2. Make sure that

everyone has a partner. Ask commendable students to demonstrate their

performance in front of their classmates.

What to KNOW

8. 2 Following the Standard Hold Procedure

Orient learners on the standard hold procedure one must follow in carrying

out tasks as an agent.

Demonstrate how this will be done through a role playing activity.

Create different situations that would require the learners to use the standard

hold procedure.

8.3 Transferring a call

Discuss the different conditions that require a call transfer.

Discuss the different types of call transfer.

Give appropriate examples for each type.

8.4 Taking Notes During a Call

Elicit from learners the importance of documenting a call.

Instruct students on how to take notes during a call.

8.5 Making a Last Impression

Have a brainstorming on how a regular call should be ended. Discuss the

difference between ending a regular call and ending a business call, like in

the case of call centers.

Discuss the step-by-step procedure in closing a call, as stated in Table 20.

Discuss the closing call structure and the examples given. Make sure you

highlight the appropriate tone, volume, voice projection, and enunciation of

the words.


What to PROCESS

TASK 1: Standard Hold Procedures

Have the students enumerate the standard hold procedures.

Ask them to give examples of calls using the procedures enumerated.

TASK 2: Reasons for Transferring a Call

Let the students read the transcript loudly. Encourage them to practice good

pronunciation and enunciation. Let them identify the reasons afterwards.

What to KNOW

LESSON 9: HOLD PROCESS

Answering the Telephone

Create appropriate activities to suit the learning needs and requirements of

the learners.

Discuss the different situations that require call holding.

9.1 Why Call Hold is Necessary

Guide learners in understanding the necessity of call holding.

9.2 Permission Before Placing Customers on Hold

Provide guided instructions and supervision on how to place customers on

hold.

Proper Closing

Widen learners’ perspective on proper closing of calls.

9.3 Hold Estimates

Let the students explore the guidelines in predicting call estimates.

Explore the different techniques in handling hold estimates by asking industry

employees.

9.4 Returning the call

Stress the importance of honest service in the field of BPO. This will help

attain customer satisfaction which in turn will prompt them to repeat the

transaction with your company.


9.5 Acknowledge the customer

Stress the importance of acknowledging the customer as an important part of

the business.


TASK 1: Interactive Communication

Download the video on Youtube: Customer Support Philippines

use this URL: www. youtube.com/watch?v=hpZFJctBUHQ

Have them summarize the interactive communication skills and telephone

etiquette as seen in the video.

Conduct an interactive reporting to class on their observations. Distinguish

which among the skills should be emulated and which need to be improved.

What to TRANSFER

TASK 2: Call Simulation

Reinforce learners’ understanding by conducting a call simulation as written

in Task 2.

Use the sample coaching form to assess students’ performance.


46

Lesson 10: Handling Customers’ Complaints

What to KNOW

10.1 Protocols for Handling Difficult or Irate Customers

10.2 Process of Handling Customer Inquiries

10.3 Acknowledging the Situation and Providing Appropriate Response

This lesson marks the beginning of the fourth (4th) quarter of the

school year.

Guide learners to prevent customer complaints by emphasizing the

three top most issues or concerns of customers to be satisfied in

enterprise services.

On the other hand, guide learners so that they may be able to realize

the significance of customer complaints to company’s success.

Facilitate classroom discussion to understand the process of

handling customer complaints.

Learners should be able to grasp the idea that preserving the

relationship is always the main concern in handling complaints.

Thus, assist learners on how to respond to customer complaints with

empathy.

Let the students practise the delivery of the magic question found in

lesson 10.2, if solution is becoming difficult.

Discuss with the learners that once they have all the list of the

complaints, act immediately in accordance with the procedures of

customer service policy of a BPO.

What to PROCESS

Task 1: Review Handling Customer Complaints

The activity will measure learners’ knowledge on empathizing with

and remedying customer complaints.

Direct the learners to match the ideas in both columns.

Task 2: Research Work

In the second task, learners are given an opportunity to be familiar

with BPO policies on responding to customer complaints.

Assist the learners to form a group and task them to do an online


47

research of policies of a well-known BPO company in their

community.

Guide the learners to finish the checklist.

What to REFLECT and UNDERSTAND

Task 3: Film Viewing

In the internet, there are numerous short films or videos that learners

may download to further improve their skills in handling customer

complaints.

Ask the learners to do the downloading individually or by group.

Assist the learners on how to respond in complaints using the guide

found in Task 3.

Facilitate the exchange of notes through a socialized discussion to

assess learners’ reflection and understanding of the lesson.

What to TRANSFER

Task 4: Simulation

The next activity is an actual practice of responding to customers

using the available props or materials for a contact center office.

Thus, you are tasked to facilitate the cooperative learning process.

Learners will experience the real scenario of acknowledging the

situation and providing appropriate response by preparing the

following:

1. script of the simulation,

2. materials to complete a contact center office, and

3. recording device such as video camera or cell phone for

documentation and assessment.

Use the scoring rubrics found after the directions of the activity to

assess the transfer of learning.

Suggestions for differentiating instruction is shown in the following

table.

Differentiating Instruction: Meeting Students Where They Are

Differentiate instruction according to multiple intelligences by profiling how students learn best.

Facilitate for the learners the division of the simulation task into smaller assignments such as the sample table below.


48

Logic Smart Learners Plan the sequence of the simulation.

Word Smart Learners Prepare the script.

Picture Smart Learners

Plan the setting of a contact center office Record / video the simulation.

Self Smart Learners Narrator of the role-play simulation.

People Smart Body Smart

Role-play and dramatize how to respond to customer complaint.

Music Smart Enhance the simulation output with sound effects.

What to KNOW

10.4 Process of Referral or Handing Off Customers to Supervisors

During the learning process, let the CCS students practise how to

find someone else who may help if they are not able to answer the

customer’s complaint.

Moreover, emphasize during the discussion the best person to help

in handling complicated concerns.

Train the learners with the simple procedure of referring a concern to

a supervisor or higher authority.

What to PROCESS

Task 1: Review Handing Off Customers

Measure the knowledge of learners through the assessment tool in

Task 1.

Listed in the activity are the statements and dialogue that may help

or not in handing off customer concerns. Hence, guide the CCS

learners to accomplish the True or False task.


Task 2: Interview of a Contact Center Representative

The group activity will help the learners how to implement


49

appropriate referral or handoff procedure.

Assist the learners to conduct an interview with a contact center

representative.

Discuss the instruction with the learners, and let them use the guide

questions found in task 2, before conducting an interview.

Facilitate learning during the sharing of gathered information.

What to TRANSFER

Task 3: Proposed Action Plan of Handling Customer Complaints

A sample proposed action plan will help learners develop customer

service skills, particularly in handling complaints. Thus, guide the

students in accomplishing the table shown in Task 3.

Furthermore, discuss the scoring rubrics to assess the preparation of

the action plan.

Plan a schedule of presentation and facilitate the learning process.

Suggestion for differentiating instruction is written below.


Create activities that vary in level of complexity and degree of

thinking required.

Assess learners’ readiness to learn how to prepare an action plan of

developing skills in handling customer complaints.

Assign learners according to tiered assignments indicated below.

Beginning Approaching

Proficiency Advanced

Present an action

plan that will inform

your classmates on

how to handle

customer complaints.

Present an action plan that will inform your classmates on how to handle customer complaints according to different point of views of the following:

1. Contact center representative

2. Manager 3. Customer

Present an action plan according to different point of views and determine your position among the suggestions and present convincing argument of the plan.


50

4. Contact center student

Lesson 11: Provide After-Sales Support and Document Events

What to KNOW

11.1 Ensure customer satisfaction by making a return call

11.2 Discuss actions necessary to resolve complaints and confirm with

the customer

In this lesson, ensure that learners understand that doing customer

support service is simply a continuous work at every level of the

business.

Create an opportunity of learning where learners develop the skills

required of a customer support position.

Schedule another interview with a contact center representative so

that the learners may accomplish the preliminary activity.

Require learners to practice return calls and exceed customer

expectations to minimize complaints.

What to PROCESS

Task 1: Frequently Asked Questions (FAQs) Webpage

Assist learners to search for FAQs site of two well-known

enterprises.

Require learners to compare FAQs of well-known enterprises, and

find out how they educate customers on their products and services.

Let the learners list down the differences and similarities of FAQs

sites using the graphic organizer found after the instruction.

Discuss the findings and analyze its advantages to both the

customer and the enterprise.


Task 2: Reaction from an Underground Customer Revolution

Ask the learners to read the story of Paul Cooper entitled Underground Customer Revolution.

Learners will answer the question that follow.


51

Facilitate the exchange of ideas among students and ensure that learners gain an understanding of how to respond to a customer concern immediately.



Differentiate instruction according to multiple intelligences by profiling how students learn best.

Facilitate each group of learners to process their reactions according to interest.

The table below indicates the suggestions for using the eight multiple

intelligences.

Musical/Rhythmic Create a jingle, cheer, or rap it

Verbal/Linguistic Use words, write, or tell them

Logical/Mathematical Make a pattern of ideas, chart, or use statistics

Visual/Spatial Visualize or create a poster graphic organizer

Body/Kinesthetic Role-play or perform a skit, use body language or perform a dance

Intrapersonal Journalize, connect to real experience

Interpersonal Dramatize, debate, demonstrate cooperative learning, give feedback

Naturalist Investigate other related issue, form hypothesis, or categorize

What to TRANSFER

Task 3: Short Skit of Customer Service Satisfaction

Learners as a call center practitioner will show how to do the extra

mile just to be able to show their sincere concern to customer.

In the learners’ short skit, they will demonstrate at least three of the

given ideas of customer satisfaction listed found in Task 3.

Discuss the scoring rubrics to access the group task.


52

What to KNOW

11.3 Documentation procedures

11.4 Initiate follow-up action to ensure that agreements with customers

are Implemented

11.5 Document actions and resolutions agreed-upon with the customer in

accordance with company procedures

Use the sample log of incident in Figure 17 to guide the learners on

how to write a clear and concise record of agreement with customer.

Plan a learning process where learners may practise follow-up action

to see if the arrangements made have been carried out as promised.

Make sure that learners appreciate the benefits of feedback across

the business.

Facilitate a brainstorming of the benefits of documentation of actions

and resolutions for customer concerns.

What to PROCESS

Task 1: Log of Incident

Prepare a customer complaint situation to use in the accomplishment

of the task.

Complaint situations maybe adopted from a call center conversation

scripts found on the Internet.

An outline after the direction is provided. Thus, assist the learners

record the agreement reached with the customer.

Present the output before the class and improve the skills in

recording agreements made with customer.

Task 2: Document an Agreement

You or the learners may download a customer complaint video to

view and complete Task 2.

Guide the learners to prepare a log of incident after viewing the

video.

Present the log using a PowerPoint presentation to be discussed by

each group.


53


Task 3: Interview of a Contact Center Representative

Guide learners in preparing an interview schedule with a contact

center representative to gain further understanding on how a contact

center agency initiate follow-up action and document agreement.

Instruct learners to use the guide questions during the interview session.

Encourage each group to secure a video record of the interview to show before the class and for future reference.

Facilitate the exchange of ideas gathered and compare how contact center agency performs the required competencies of documenting agreements.



Differentiate instruction according to learners’ readiness to foster student responsibility in a group task.

Differentiating will help students become more independent hence reflect what the learner knows, understands, and is able to do.

Ensure in each group that interview task is divided into smaller assignments as indicated in the table below.

Logic Smart Learners Plan the sequence of the interview.

Word Smart Learners Write a letter of request for an interview. Prepare the script.

Picture Smart Learners

Plan the setting of interview session. Record / video the simulation.

Self Smart Learners Document the activity and organize a portfolio or newsletter.

People Smart Body Smart

Communicate with the contact center agency or representative.

Music Smart Enhance the interview video with sound effects.

What to TRANSFER

Task 4: Simulation

Provide learners an opportunity of imitating after-sales support and


54

documentation events.

Divide the topics listed in the table among groups. Discuss the scoring rubrics to assess learners presentation.

Summative Test

Prepare a comprehensive fourth quarter summative assessment that covers all the important topics in the quarter.

Guide learners in assessing their knowledge and skill using:

paper and pencil test,

performance test, and

other appropriate tools. Check their answers using the answer key.

V. Summary/ Synthesis/ Feedback

Training learners to deliver quality customer services is very

significant in the success of attaining the competencies of the module.

Since the demands for a contact center representative are very relevant in

the modern world, this Teacher’s Guide will assist you to facilitate the

comprehensive tasks in the module.

For this reason, additional methods of differentiating instruction for

learners are provided to meet the learners where they are. The suggested

instruction is a collection of approaches that respond to the diverse learning

needs in the classroom to increase the probability of student success.

ICT- CONTACT CENTER SERVICES- Grade 10 55

Contact Center Services – ICT Grade 10 Modules 1 and 2 Answer Key

MODULE 1: PERSONAL ENTREPRENEURIAL COMPETENCIES – PECS Feedback Pre / Post Assessment

1. E 6. B

2. K 7. C 3. H 8. I 4. A 9. D 5. J 10. F

-END of MODULE 1-

MODULE 2: ENVIRONMENT AND MARKET (EM) Feedback Pre / Post Assessment

1. D 6. D 2. C 7. B 3. A 8. C 4. B 9. D 5. A 10. D

-END of MODULE 2-


Contact Center Services- ICT Grade 10

Module 3 Answer Key

Lesson 1 Analyze Communication Process

Lesson 1.1 Communication Pathways Process- Task 1: Modified True or False (p. 41)

1. The fastest way to get a response is through oral communication. 2. Written communication is asynchronous. 3. True 4. The primary communication pathway used in the contact center

service industry is from agent to customer. 5. True 6. True 7. E-mail and other electronic forms of messages can be classified as

written communication. 8. Examples of written communication are as memos, proposals, training

manuals, and company policies. 9. True 10. One disadvantage of oral communication is the lack of time for the

speaker to process the message before delivery.

Reflect and Understand- Task 2: Choose the Best! (pp. 42)

SITUATION TYPE OF COMMUNICATION

REASON FOR CHOOSING

1. You exceeded the allowed number of minutes for late in a month. You received a written warning

Wriiten communication (letter)

It is best to send a letter of explanation because the notice was received through a letter too.


asking you to provide an explanation.

2. Mrs. Smith requested to be regularly updated with the sale events and promotions of the Yellow Star, which is an online store.

Electronic communication (email or text/sms)

It is easier to place Mrs. Smith on the list of customers who receives regular email about the promotions of the store.

1. You were in the middle of a call when all of a sudden the line got disconnected.

Oral communication (telephone call)

It is best to call the customer back and apologize for losing her on the line.

Lesson 1.2 Elements of Communication Process- Task 1: POOL UP (p. 46)

1. CONTEXT 2. RECIPIENT 3. MEDIUM 4. MESSAGE 5. SENDER 6. NOISE


Reflect and Understand Task 2: Elements of Communication (pp 45-47)

Lesson 1.3 Barriers to Communication Process- Task 1: MATCHING TYPE (p. 51)

1. B 2. C 3. A 4. D 5. F 6. E

Lesson 2: Communicate and Listen Effectively Lesson 2.1 Oral Skills

Process- Task 1: Vowel Phonemes (p. 62-63)

Word Vowel Phoneme Used

Stand a

Elements of Communication

Sender Liza Mcneil

Recipient Mr. Jack Hunt

Message Request for refund

Transmission medium

Wriiten letter


Roof u

Relate E and ei

Concentrate O, e, ei

Name ei

Skip Short i

Internet Shoprt i, and e

Process- TASK 2: Critical vowel sounds (pp.63)

Be guided by the scoring guide in grading the learners. Process - TASK 3: Critical consonant sounds (p 63-64) Be guided by the scoring guide in grading the learners.

Scoring Guide:

10 pts. – no mistake in articulation of critical consonant sounds

6 pts. - 1-2 mistakes in articulation of critical consonant sounds

3 pts. – 3-4 mistakes in articulation of critical consonant sounds

0 pts. – more than 4 mistakes in articulation of critical consonant

Scoring Guide:

10 pts. – no mistake in articulation of critical consonant sounds

6 pts. - 1-2 mistakes in articulation of critical consonant sounds

3 pts. – 3-4 mistakes in articulation of critical consonant sounds

0 pts. – more than 4 mistakes in articulation of critical consonant


Process-Task 4: Read. Pair. Critique (p. 64) Allow the students to provide comments on each other. This will serve as their evaluation.

Process- Task 5: Grammatical or Ungrammatical? (p. 64-65)

1. Ungrammatical – word order 2. Ungrammatical – completeness 3. Grammatical 4. Ungrammatical – word combination 5. Ungrammatical – completeness

Lesson 2.3 Grammar Process- Task 1: Subject-Verb Agreement (p. 81-82)

A. Call centers within the pharmaceutical industry (is, are)

increasingly being challenged to satisfy customer inquiries while simultaneously cutting costs. In today's ever-changing marketplace, call centers (modernizes, modernize) their technology and (expands, expand) connectivity options in order to support a growing variety of customer interaction channels and tools.

According to recent research by benchmarking firm, there (is, are) many gaps in adoption of social media platforms within consumer health call centers. Sixty-three percent of respondents (identifies, identify) issues such as regulations, privacy and lack of knowledge on usability as key challenges to social media adoption. Despite this, forty-three percent of the OTC segment (reports, report) using Facebook as a customer interaction channel.

(Adapted from “Consumer Health Call Centers Exploring New Social Media Channels” http://www.marketwatch.com/story/consumer-health-call-centers-exploring-new-social-media-channels-2014-07-03)


B. A call center agent (talks, talk) to a client in the U.S. as she

(works, work) the overnight shift in Manila's Makati financial district February 6, 2012. The number of Filipinos who work on graveyard shifts to answer calls on behalf of big multinational companies like Citigroup and JPMorgan Chase (is, are) now greater than India's 350,000, earning the Philippines the title - Call Center Capital of the World. By 2016, the Philippines (wants, want) to double the size of the local BPO market to $25 billion, employing 1.3 million workers from 640,000 at the end of 2011. But to be able to do that the Southeast Asian nation must convince investors that it (has, have) more to offer than a huge pool of English-speaking talent.

(Adapted from “Philippines, call center capital of the world” by Erik de Castro http://www.gmanetwork.com/news/photo/16747/philippines-call-center-capital-of-the-world)

Process - Task 2: Preposition (p. 82) 1. Of - in 2. From – to 3. At – with 4. For – from 5. Of – to

Process - Task 3: Modifier (p. 82)

1. Easy 2. Many 3. Quickly and correctly 4. Who can learn and retain information 5. To speak a second language

Process - Task 4: Conditionals (p. 83)

1. Will have 2. Looked 3. Had called 4. Would understand 5. Would arrive 6. Would have had 7. Order


8. Ask 9. Asked 10. Will call

Lesson 2.4 Writing Skills Process – Task 1: Spell Me (p. 97)

1. Receipt 2. Fiery 3. Dumbbell 4. Immediate 5. Judgment 6. Occurrence 7. Questionnaire 8. Rhythm 9. Occurrence 10. Interrupt

Process – Task 2: Correct Me (p. 97)

Outsourced call centers or contact centers is a group of individuals handling a large volume of calls to the company. Call center employees or contact center staff is usually known as call center agents, telemarketers, customer service representatives (CSR), customer support, customer service and the like.

They could either take in inbound calls to customer

queries or call customers and prospective clients as outbound telemarketers on a telemarketing company. In addition, call center and contact center agents may also be tasked for directory assistance to generating leads for finance and mortgaging companies and these calls come from foreign based mother companies.

Call centers are the most common form of a Business

Process Outsourcing or BPO companies from the Philippines. Of course, there are pros and cons and yet outsourcing call center agents have numerous benefits for small and medium


scale businesses that would help the growth of their business by achieving short and long term goals.

Many developing countries such as Philippines, India,

and places in South America are most common destinations for low-cost outsourcing: from these outsource locations, companies top choice would be the Philippines.

Lesson 3 : Use Paralanguage Communication Cues Lesson 3.1 Voice Process – Task 1: Matching Type

1. B 2. C 3. E 4. D 5. A

Process – Task 2: Modified True or False

1. Communication is not all about words. 2. A monotonous tone is a sign of boredom. 3. T 4. If you smile while you speak, the tone of your voice will

encourage interaction. 5. Slow and deep breathing will help you when confronted with a

difficult call.

Lesson 3.2 Accent Process – Task 1: Pool Up!

1. Stress 2. Syllable 3. 5 4. Intonation 5. Rising intonation 6. Falling intonation 7. Blending 8. Phrasing


9. Thought groups 10. Catching breath

Task 2: Read! Speak up! The students’ comments towards each other will serve as their evaluation.

-END of MODULE 3-


Contact Center Services- ICT Grade 10

Module 4 Answer Key

PRE-TEST / POST TEST

1. A 11. B 21. A 2. C 12. B 22. B 3. B 13. C 23. C 4. A 14. D 24. A 5. D 15. B 25. B 6. C 16. B 26. D 7. B 17. C 27. C 8. C 18. B 28. D 9. B 19. D 29. C 10.B 20. A 30. A


1.1 What is BPO?

1.2 Why Outsource?

1.3 Profile of the BPO Industry (Global and Local) TASK 1: Business Process Outsourcing

BPO Defined: refers to the management of one or more specific business processes or functions by a third party.

Reduce or control

operating costs

Provide higher level of service for the same or even

lower cost service

Enhanced efficiency and productivity

while reducing labor cost

Gain access to world-class expertise and

those not available internally

Focus on your core business

Perceived benefits of the BPO Industry

Process


Additional Answers:

Predictability of costs Utilization of common applications; freeing up of some financial

and human capital TASK 2: BPO Industry in the Philippines

What makes the Philippines a better BPO market compared to other nations? Learners’ answers may differ. Their answers may include the following key points:

the strength of industry effort increasing government support on IT investment large pool of graduates with English communication skills

and knowledge in ICT far superior to India which has led many companies to close down Indian operations and move them to the Philippines

reliable and reasonably priced telecommunication infrastructure

low cost high quality locations, growing buyer trends on outsourcing.

TASK 3: Video Presentation

Refer to the video for the answers. (URL: http://www.youtube.com/watch?v=9w1MJnz-vbg ) TASK 4: Cooperative Learning – Reflection on the Video Presentation Let the students decide for the format of their presentation. Create a rubrics/criteria for evaluation based on type of presentation. TASK 5: Oral Presentation- Economic Implications of the BPO Industry Assess students’ performance based on his rubrics:

Criteria Very Good Good Fair

Voice: clarity, Presenter spoke Presenter usually Presenter



pace, fluency (20%)

clearly and at a good pace to ensure audience comprehension. Delivery was fluent and expressive

spoke clearly to ensure audience comprehension. Delivery was usually fluent.

occasionally spoke clearly and at a good pace.

Vocabulary, sentence structure, grammar (15%)

The vocabulary of the presentation was appropriate for the topic. Variety of phrases and sentence structures were used. The presentation content was grammatically correct.

The vocabulary of the presentation was appropriate for the topic. Sentence structures were usually correct. The presentation content was usually grammatically correct.

The vocabulary was appropriate for the topic. The presentation content was occasionally grammatically correct.

Pronunciation (15%)

Pronunciation and intonation is correct. Has confidence in the delivery.

Pronunciation and intonation is usually correct.

Pronunciation occasionally correct, but often hesitant and inaccurate.

Development of the topic (50%)

A very good understanding of the topic was evidently shown. Links and connections between ideas were clear. Information was relevant and well expressed in own words. Points were well-organized and

Good understanding of topic was evidently shown. Links and connections between ideas were made clear. Information was relevant and expressed in own words. Points were developed with sufficient and

Understanding of topic shown. Some links and connections were made between ideas. Points were usually developed with minimum detail. Information was usually relevant.


developed with sufficient and appropriate details.

appropriate details.

TOTAL: 100%

TASK 6: Research Activity You may use the rubrics below in assessing student’s output. Written Report: Criteria

5

Outstanding

4

Very Satisfactory

3

Satisfactory

2

Fair

1

Needs improvement

Content of the research work:

Validity

Reliability

Coherence

Relevance to the topic

Computer-Generated Presentation:

Visual appeal

Completeness of Information

Over-all Impact


Lesson 2: Types of Industry 2.1 Types of BPO Industries

TASK 1: BPO Industries

1. FOO

2. BOO

3. FOO

4. FOO

5. BOO

6. BOO

7. BOO

8. FOO

9. BOO

10. FOO

TASK 2: BPO Terminologies

1. G

6. D

2. E

7. F

3. B

8. C

4. E

9. B

5. A 10. A

Process


Lesson 3: Basic Services within BPO Industry

TASK 1: Identification of BPO Services 1. Telemarketing and telesales (out-bound calls)

2. Procurement 3. Legal Services

4. Customer Services (in-bound calls) 5. Data cleansing

TASK 2: Basic Services within BPO Industry

1. The basic services within the BPO industry are: Finance and accounting- services that are related to managing the

finances of a company/ business entity such as payroll, purchase orders and bank reconciliation

Document Management- deals with recording and storing data Procurement- This involves looking for appropriate suppliers,

monitoring supplier performance, implementing appropriate processes and procedures, managing requests for information or proposals and recommending the best potential suppliers, selecting suppliers and issuing or managing legal contracts.

Software development- is hiring a team of people to do create client specified programs.

Call Centers- is a centralized office that facilitates large amounts of inbound and outbound telephone calls

a. Customer Services (in-bound calls) b. Telemarketing and telesales (out-bound calls)- Selling some

products and services are much easier to sell via the phone and do not require ‘face to face’ meeting. As a result, the costs for marketing and selling such a product will be drastically reduced.

c. Data cleansing- a system where an individual or individuals phone the contacts within a database in order to ensure that all the details such as contacts, phone numbers and the like are correct

Legal Services- Legal offshoring is also gaining popularity nowadays. This is a good example of KPO. Lawyers commonly


handle this type of a job. This may involve monitoring old contracts and licensing agreements to managing documentary evidence for product-liability cases.

Other BPO industries include:

Customer Service Technical Support Administrative Support Accounting Bookkeeping Virtual Assistant Telemarketing Programming Call Center Agents Sales Data Entry Internet Research Web Development Content Management Graphics Design Direct Mail Email Marketing

2. Business Process Outsourcing or BPO is a general term that refers to the management of one or more specific business processes or functions by a third party.

A call center is a centralized office that facilitates large amounts of inbound and outbound telephone calls. It is just one of the many services being offered by BPOs.

Alike in such a way that call center is a subset of BPO.

3. Answer depends on the student’s choice.

4. Advantages may include:

wide variety of job opportunities to choose from

good compensation/ salary

flexible time schedule which may be good for some people who have time preferences.


Opportunity for job promotion

Bonuses and other perks such as being assigned to work abroad, travelling incentives etc.

Endless learning opportunities

Disadvantages may include:

Changes in work shift, where in one may be assigned to work on a graveyard shift

Monotonous work conditions, such as staying on the same sitting position for hours and doing the same thing over and over again

High stress factor which may lead to emotional breakdown due to difficult or irate customers.

5. Answer varies.

TASK 3: BPO Services: Explored!

Results of the learners’ interview may vary. Assess learners’ work based on the provided rubrics.

Rubric Scoring 5 3 1

Content (50%) Full of relevant, useful and up-to-date information

Has considerable amount of relevant, useful and up-to-date information

Has limited amount of relevant, useful and up-to-date information

Written Report (25%)

Written report has

insightful content

and was

presented in a

comprehensive,

and error- proof

manner.

Written report has

good content and

was presented

comprehensively,

with a few errors.

Written report has

limited content

and was

presented in a

brief manner.

Report has a lot

of errors.

Presentation style Creative and Creative and Appropriate



(25%) appropriate

presentation

technique was

used. Information

was clearly

relayed to the

audience.

appropriate

presentation

technique was

used. However,

information was

not clearly

relayed to the

audience

presentation

technique was

used but

information was

not clearly

imparted through

it.

Lesson 4: Call Center Agents’ Performance Metrics

4.1 Typical Customer Contact Representatives’ Competencies 4.2 Performance Metrics TASK 1: Customer Service Representatives’ Competencies

1. Technical literacy

2. Stress Management

3. Decision making

4. Peer coaching

5. Multitasking

6. Interpersonal communication

7. Teaming with others

8. Change management

9. Cross selling

10. Time management

TASK 2: Recognizing the CSR Competencies

Assess the group’s work by using this rubrics:

Process


5 4 3 2

Presentation (70%)

clarity of the message

appropriate portrayal of roles

clarity in speech and action

availability of props and sound effects

Cooperation and teamwork (30%)

TOTAL (100%)

5- Outstanding 3- Satisfactory

4- Very Satisfactory 2- Fair

TASK 3: Rating CSR Competencies Based on their Importance

Process students’ understanding by examining the group’s consolidated CSR competencies ranking. Have them justify how they come up with their final decision. Rate the group by using a scoring sheet integrated to the sample rubric given below

Criteria Fair Good Very Good

Introduction of topic

Provided a simple introduction

Provided a clear introduction,

Provided a clear introduction in an engaging and interesting way. Outline of points was given.



Development of topic

Some links and connections made between ideas. Points are usually developed with minimum detail. Information is usually relevant.

Links and connections between ideas made clear. Information was relevant and expressed in own words. Points were developed with sufficient and appropriate details.

A very good understanding of the topic shown. Links and connections between ideas made clear. Information was relevant and well expressed in own words. Points were well-organized and developed with sufficient and appropriate details.

Ability to engage and involve audience

Eye contact was made.

Techniques used to engage audience were minimal, or mainly ineffective.

An interesting approach taken to topic. Speaker used techniques such as visual aids and props, anecdote, surprising facts, direct audience participation.

Speaker monitored audience and adapts presentation accordingly. An interesting or original approach taken to the topic. Speaker used techniques such as visual aids and props, anecdote, humour, surprising facts, direct audience participation.

Suitability of presentation for purpose and audience

Attempts were made to tailor the presentation content to the intended purpose of informing, interesting or persuading.

The presentation content and structure was tailored to the audience and to the intended purpose of informing, interesting or persuading.

The presentation content, structure and delivery were closely tailored to the audience and to the intended purpose of informing, interesting or persuading.

Voice: clarity, pace, fluency

Presenter occasionally spoke clearly and at a good pace.

Presenter usually spoke clearly to ensure audience comprehension. Delivery was usually fluent.

Presenter spoke clearly and at a good pace to ensure audience comprehension. Delivery was fluent and expressive.


Vocabulary, sentence structure, grammar

The vocabulary of the presentation was mainly appropriate for the topic. The presentation content was occasionally grammatically correct.

The vocabulary of the presentation was appropriate for the topic. Sentence structures were usually correct. The presentation content was usually grammatically correct.

The vocabulary of the presentation was appropriate for the topic. A variety of phrases and sentence structures were used. The presentation content was grammatically correct.

Pronunciation

Pronunciation occasionally correct, but often hesitant and inaccurate.

Pronunciation and intonation is usually correct.

Pronunciation and intonation is correct and confident.

Use of visual aids

No visual aids were used; OR

Visual aids were occasionally appropriate and related to the spoken message.

Visual aids supported the presentation effectively. They clarified and reinforced the spoken message.

Visual aids were carefully prepared and supported the presentation effectively. They clarified and reinforced the spoken message. The aids added impact and interest to the presentation.

Conclusion of topic

An attempt was made to conclude the presentation.

The presentation was summed up clearly.

The presentation was summed up clearly and effectively, with key points emphasized.

Answering questions from audience

Not all questions could be answered. Questions answered with difficulty, and little knowledge of the topic was demonstrated.

Most questions answered.

Answers showed good knowledge and understanding of the topic. Language was mainly correct.

Questions answered with little difficulty. Very good knowledge of the topic was demonstrated. Language was correct and fluent.


TASK 4: Observing The CSR Competencies in the workplace

Engage the students in an oral critiquing of the performance shown. Give positive feedbacks first before giving points for improvement.

4.2 Performance Metrics

TASK 1: Call Center Metrics Acronyms 1. ACD- Average call duration / Automatic Call Distributor

2. CSAT- Customer Service Satisfaction Score

3. TTR- Time – to – Resolution

4. QA- Quality Assurance

5. FCR- First Call/ Contact Resolution

TASK 2: Identifying Call Center Metrics

1. J 6. A

2. I 7. F

3. H 8. D

4. C 9. G

5. B 10. E

TASK 3 : Video Presentation

“A Day in the Life: Call Center Agent”: 3 mins 7 sec

URL: http://www.youtube.com/watch?v=kudxLVJRmM0

1. Reasons why they took the call center job

2. Advantages of being in the job



3. Economic implications of the BPO industry

4. Ways and means of maintaining quality call center service

TASK 4: Call Center Simulation Let the students create their own their own Internet related scenario. Have them enumerate the qualities of a good internet service and from there, let them think of possible problems they may encounter.

Consider the following guidelines as you check your student’s output:

characteristics of a good internet service were well defined

Possible problems encountered with the service were relevant, valid and appropriate

Satisfied and dissatisfied customers were well-described

Lesson 5: Transmit and Receive Calls to or from Customers

5.1 Client’s’ / Customer’s Needs

5.1.1 Counseling;

5.1.2 Directory;

5.1.3 Booking;

5.1.4 Technical Support;

5.1.5 Academic Instruction;

5.1.6 Travel Advisories;

5.1.7 Sales; and

5.1.8 Data gathering.

TASK 1: Type of calls are in Accordance with the Customer’s Needs

1. Complaint resolution

2. Document / order processing

Process


3. Inquiry services

4. Telemarketing or teleservice

TASK 2: Identifying Client/ Customer’s Needs

1. Directory

2. Technical

3. Data gathering

4. Sales

5. Booking

6. Academic Instruction

7. Counselling

8. Sales

9. Technical

10. Inquiry services

Lesson 6.0 Products and Services

6.1 Financial Services

6. 2 Technical Support/ Help Desk

6.3 Sales Support

6. 4 Client-Specific Products


TASK 1: Products and Services

DIRECTIONS: Complete the diagram to summarize the knowledge learned.

Products and Services

1. Financial Services

2. Technical Support/ Help

Desk

3. Sales Support 4. Client-Specific Products

A. Billing support

B.

Collections

Pro

cess

ing

new

sal

es le

ads

Mon

itorin

g cu

stom

er a

ccou

nts

Man

agin

g th

e co

rres

pond

ence

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Lesson 7: Interactive Communication A. Handling Queries

B. Handling Transactions

C. Both types of Calls

7.1 Gathering Information in a Courteous, Professional Manner

TASK 1: Enumerate the Best Practices in Interactive Communication

Best Practices include:

1. Clear and polite prompts and greetings

2. Being nice, courteous, appreciative and thankful.

3. Confirming critical entries with ease and efficiency.

4. Having redundant solutions for unexpected solutions such as having an IVR channels that are available for serving customers.

5. Having a secure solution that helps safe guard customer data

6. Number Clarification for improved customer experience

7. Limit the menu items to five or less options.

8. The use of temporary messages is only effective when the information is presented in an urgent and timely manner.

9. Have accurate and up-to-date information available to your callers at all times.

10. Be objective and business like at all times. Deal with matters in a professional manner

TASK 2: Enumerating the Call Structure

Please refer to Table 13: Call Structure on pp. 199-200.


TASK 3: Role playing: Best Practices in Making/Taking Calls Assess student’s performance based on the following criteria: Role Playing Presentation: Voice Quality of the agent and the customer 20% (Tone, speed, clarity) Correct use of the English language 30 Consistency in handling the matters of the call 30 Application of the best practices in making and taking calls 20 Total: 100% Processing what has transpired in the activity: Number of best practices observed 50% Citing when exactly they were shown 50 Total: 100% TASK 1: Interactive Communication

“Customer Support Philippines , Sample Order Taking “ 2 mins 56 sec

URL: http://www.youtube.com/watch?v=EaPn_FcKSW0 1. How did she greet the customer? 2. How did she get the customer’s details? 3. In what manner did she handle the call? 4. How did she confirm the veracity of the details? 5. How did she end the conversation? 6. What other observations can you add? 7. On a scale of 1 to 10, how would you rate the call

center agent in the video? 7.2 Active Listening

TASK 1: Benefits of Active Listening 1. By becoming a better listener, you will improve your productivity, as well

as your ability to influence, persuade and negotiate.



2. You will avoid conflict and misunderstandings. 3. You will be able to gain information and perspective which will enable you

to respond appropriately. 4. You will be able to process the complete thought of the message being

relayed be the speaker. 5. You will gain confidence.

TASK 2: Internal and External Barriers Answers of students may include but not limited to the following:

Internal Barriers

(These are hindrances that occur within yourself.)

External Barriers

(These are hindrances that occur around you or in your surroundings.)

1. Physiological state such as problems related to the nervous system

1. extrinsic factors such as environmental noise like weather disturbances, turned on television or radio, etc.

2. psychological state 2. manner of speaking 3. stress 3. volume of speaking 4. current mental state 4. technical glitches such as when

using dysfunctional telephone units or headphones, intermittent signals, etc.

5. distractions, sense of focus 5. language being used by the speaker

6. hearing conditions (e.g., deafness, weak sense of hearing)

6. side conversations

7. current emotional state 7. eavesdropping 8. physical and mental exhaustion 8. pace of speaking

TASK 3: Listening Exercise

Processing:

The teacher will ask the students to post the cards sequentially by group so everyone could see the slight changes in the message. The team will then have the opportunity to study how subtle changes in word use, slight additions or eliminations, can significantly alter the meaning of any message.


TASK 4: Selective Listening Exercises

Processing:

Read carefully the words you have listed down on your notebook. Check how many words match with that of the list given by the teacher. Notice how many have been added which are not part of the original set of words.

TASK 5: Online Listening Exercises

Please refer to the link provided.

Task 6: Role Playing Assessment

This activity will be done simultaneously. Position your students in a small circle, all three of them, and assign them roles as stated in the directions. Facilitate active participation in the conduct of this activity. Observe how the students are doing the activity by roaming around and listening attentively to them. After a few minutes( depending on how fast they can carry it out), stop the activity to give way to the processing stage.

Processing stage will give the observers the time give feedback to the listener about his or her attentive posture and paraphrasing.

Hearing the observations, guide students in identifying similarities and differences on how they handled the listening activity.

Afterwards, ask the class to share their noteworthy observations. Have them formulate a conclusion and let them create appropriate recommendations and suggestions to improve their listening skills.


7.3 Probing skills 7.3.1 Paraphrasing 7.3.2 Summarizing

7.3.3 Clarifying

TASK 1: Paraphrasing Exercise

Customer says: Sample Answers

1. “I want to cancel my flight booking because a close relative of mine has just passed away “

“As I understand it, you are cancelling your flight due to the passing away of your relative, is that right Mrs. Goodman? ”

2. “I’d like to have my ATM account blocked. My wallet had been stolen with my ATM cards in it.”

“I am sorry to hear that Sir. So you want to block all ATM transactions because your card was stolen, am I correct?”

3. “I would like to make a follow- up on my orders. I was expecting it yesterday but until now It hasn’t arrived yet!”

“So you are expecting a delivery yesterday that has not yet come? I am sorry for the inconvenience this incident has caused you. I’ll be glad to take care of this for you.””

4. “I‘d like to know if my Internet Service subscription has been terminated? I called up last week for stoppage since I lost my job.”

“ What you want to confirm is the termination of your Internet Service subscription, is that correct? I’d be glad to assist you.”

5. “May I ask if your products are suitable for sensitive skin? My skin easily gets irritated by cosmetic products.”

“If I understood you correctly Ms. Conner, you would like to know if our product suits your skin type, is that right? I’d be happy to assist you.”

Process


TASK 2: Tips on Effective Paraphrasing TASK 3: Online Paraphrasing Exercise Please follow the websites indicated in the module.

TASK 4: Actual Paraphrasing Exercises

Please refer to the given criteria on page 216

7.4 Ensuring consistent quality service for all types of customers Reporting Packages 7.5 Avoiding Sensitive Topics

TASK 1: Identifying Sensitive Issues 1. Religion 2. Racial and Ethnic groups 3. Politics 4. Illness and Disability 5. Age

TASK 2: Addressing Sensitive Issues Supervise the student’s activity carefully. It is expected that the responses will vary. Encourage praises and positive criticisms so that the students would know the observations of their classmate. Make the necessary corrections should you feel the need to do so. Make sure that all

Process


corrections and suggestions have been applied so that the students would be aware of it next time.

TASK 3: CSR / Agent Interview Refer to the following criteria for evaluation: Validity and Reliability of the gathered information: 60% Implication and Conclusion: 40% 100%

You may create your own rubric if you wish. LESSON 8: PHONE ETIQUETTE 8.1 Creating a Good First Impression TASK 1: Create an Appropriate Opening Spiel

• Opening call spiel sample: Good morning, this is Diane from RRD Software Company. How may I help you? (Inbound)

• Thank you for calling RRD Software company, this is Diane Logan, may I help you? (Inbound)

• Good day. Hi. This is Diane calling on behalf of RRD Software Company May I speak to Brad Cooper? (Outbound)

Situation Your response

a. “I ordered 50 boxes of floor tiles last week. Upon opening the delivered boxes, I found out that 30 boxes have broken tiles, 2 have mixed designs and 5 boxes have incomplete quantity.”

(Kindly assess the student’s responses based on the guidelines

presented. You may or may not consider their answer/s. Do not declare a response as “wrong”,

rather, let the students improve their own answer. )

b. “This is Madeline. I need 20 sets of screwdrivers and wrenches to be delivered as soon as possible.”


c. “I just would like to make a follow up on the status of my order last week. When will it be delivered? I’ve been waiting for it since last Monday. You said it will arrive in 5 working days! ”

d. “Mr. Williams here. I would like to know what colors of paint would match a 9-year old girl’s bedroom?”

TASK 2: Role Playing Activity

5

4 3 2 1

Tone

Energy

Pronunciation

Inflection

8. 2 Following the Standard Hold Procedure

8.3 Transferring a call

8.4 Taking Notes During a Call

8.5 Making a Last Impression

TASK 1: Standard Hold Procedures

1. Explain why the customer will be put on hold. 2. Thank the customer for agreeing. 3. Thank the customer for holding.

Process


TASK 2: Reasons for Transferring a Call

1. the concern is outside your support service

2. you have explained to the customer that you will be transferring them due to specific reasons

3. you have already exhausted all possible means for helping the customer

4. the concern is outside your support service

LESSON 9: HOLD PROCESS

9.1 Why Call Hold is Necessary 9.2 Permission before Placing Customers on Hold

TASK 1: Interactive Communication 1. Have the students enumerate the interactive communication skills

shown by call center agent. 2. Have them identify the telephone etiquette shown in the video.

TASK 2: Call Simulation Assess student’s Performance using the coaching session form on page 236.

Lesson 10: Handle Customers’ Complaints

10.1 Respond to Complaints Promptly with Empathy 10.2 Address Customers’ Complaints with Clear, Direct, Accurate and Timely

Response

10.3 Establish Details of Complaints and Use Basic Remedies in Accordance with Enterprise Policy


Task 3: Review Handling Customer Complaints 1. E 6. B

2. C 7. A

3. D 8. I

4. F 9. J

5. G 10.H

10.4 Implement Appropriate Referral or Handoff Procedures as Required 10.5 Refer Complicated Concerns to Higher Authority

Task 1: Review Handing Off Customers 1. True 6. True

2. True 7. True

3. False 8. True

4. False 9. False

5. True 10.True

Summative Test Lesson 10 -11

1. A 6. A 11. B 16. B

2. B 7. B 12. A 17. D

3. A 8. D 13. D 18. A

4. D 9. C 14. C 19. C

5. C 10. A 15. A 20. B

-END of MODULE 4-

Process

Process


REFERENCES:

1. Module 5, Project EASE, Effective and Affordable Secondary Education

2. http://www.entrepreneur.com/article/77408#ixzz2twpYG49A

3. http://www.thetimes100.co.uk/theory/theory--opportunities-constraints-

business-environment--165.php#ixzz1PVjUuaWu

4. http://www.thetimes100.co.uk/theory/theory--constraints--421.php#ixzz1PVki8a36

5. http://www.thetimes100.co.uk/theory/theory--constraints-on-production--303.php#ixzz1PVkyDy8k

6. http://www.thetimes100.co.uk/theory/theory--production-and-resource-

requirements--354.php#ixzz1PVlGG7zv

7. http://www.thetimes100.co.uk/theory/theory--nature-and-role-of-marketing--245.php#ixzz1PVlc88gR

8. http://www.education.vic.gov.au/languagesonline


Acknowledgement This Teacher’s Guide on Contact Center Services was developed for the Information and Communication Technology Course in Technology and Livelihood Education, Grade 10 of the K to 12 Curriculum with the assistance of the following persons:

MODULE WRITERS

Dr. VIRGILIO O. GUEVARRA, Jr. DIANA MARIE B. DAGLI Division Coordinator Head Teacher III Dasmariñas, Cavite Nagpayong High School Region IV – A CALABARZON Division of Pasig City

NCR

MARIA ANGELICA G. MATES ROSE ANN M. SULLA Teacher II Teacher I Jose Abad Santos High School Parang High School Division of Manila Division of Marikina City NCR NCR

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TLE-ICT-Contact Center Services Grade 10 TG