## Connecticut WIC Program

## 

## Customer Service Training

**Module Two Leader's Guide**

### Developed by Learning Dynamics

2003

![](media/image1.jpeg){width="3.7930555555555556in"
height="1.695138888888889in"}

### 

**This project has been funded at least in part with Federal funds from
the U.S. Department of Agriculture,**

**Food and Nutrition Service, under a Fiscal Year 2001 WIC Special
Project Grant. The contents of this**

**publication do not necessarily reflect the view of policies of the
U.S. Department of Agriculture, nor does mention of trade names,
commercial products, or organizations imply endorsement by the U.S.
Government.**

**INTRODUCTION PARAPHRASE** "At the end of module 1 session, we asked
you as homework to take note of a situation with a client where you used
one of the communications concepts discussed. At your tables, please
share the situation encountered and which communication technique you
used."

**POLL** a few of the tables for their situations.

**TEAMS PARAPHRASE** "A critical part of providing quality customer
service is working as a team. We often need assistance from other
members of the organization to help clients. In fact, much of what we do
to assist clients is done in teams.

> **ASK** the class:
>
> If we think of the word "team" as any group, what are some examples of
> successful teams from any walks of life? (Post the teams on a flip
> chart.)
>
> **ASK** the class to turn to The Seven Characteristics of Effective
> Teams on page 2 of the workbook.
>
> Give the class time to read through the list. Ask them what each
> characteristic means to WIC.

**MAXWELL'S LAWS ASK** the class to turn to the 17 Indisputable Laws of
Teamwork on page 3 in the workbook.

Give the class time to read through the list. Mention that it is vital
that all WIC staff work as a team when dealing with client situations.

**ASK** the class at their tables to discuss and select the 3 laws they
feel are the most important in providing quality client service for WIC.
Poll the groups and note on a flip chart the laws selected.

**INTERNAL PARAPHRASE** "In addition to our WIC

**CUSTOMERS** clients, all of us have internal customers, our
co-workers, who rely on us for assistance."

> **DRAW** a chart on the flip chart to help facilitate this next page:
>
> **REVIEW** an example to help them understand. For instance, in a
> restaurant, a chef's internal customers are the wait staff serving the
> food to the customer. The products the chef provides are tasty dishes
> in a timely manner; the wait staff expects that the food is properly
> cooked, a proper temperature (not too hot, not too cold), is presented
> well on the dishes, and presented within a reasonable timeframe.
>
> **DIVIDE** the class into smaller groups.
>
> **ASK** them to identify:

-   Who their internal customer(s) is/are.

-   What service they provide to each internal customer.

-   What they think each internal customer expects (refer back to the
    restaurant example) from them in receiving that service. What do
    they expect in order to be satisfied? (use page 5 in the workbook to
    record)

-   Once everyone is done, poll a few people to share their examples.
    Mention that internal customers are the people your work goes to or
    with whom you interact. Internal customers are the people who can't
    do the work unless you do yours.

> **ASK** the class to turn to Internal Customers on page 6 in the
> workbook.
>
> **REVIEW** the Keys to Success on page 6 in the workbook.

1.  Everyone has Internal Customers to Satisfy

-   We all need help, support, information, etc. from others in the
    organization to do our jobs and meet our goals.

-   By satisfying our internal customers within the organization, we're
    all better able to satisfy the external clients who use our
    services.

2.  Internal Customers have Needs

-   Internal customers need work that's completed on a timely basis.

-   Internal customers need work that's completed accurately.

3.  Internal Customers have Expectations of Service

-   Internal customers expect prompt and courteous attention.

-   Internal customers expect to be treated like people, not job titles.

4.  Identify and Service your Internal Customers

-   Determine to whom your work goes to and who depends on you in order
    to perform their job.

-   Recognize the importance of satisfying all internal customers.

-   Ask internal customers what they need and how well your work meets
    their needs.

5.  The Entire Organization Shares the Goal of Satisfying External
    Clients

-   No matter what your job, your efforts for internal customers
    contributes to clients' total experience with WIC.

**VIDEO SCENE STATE** "Let's watch a scene that involves 2 co-workers
and see what level of internal customer service is provided."

![](media/image2.wmf){width="0.9597222222222223in"
height="1.0958333333333334in"}

**SHOW** "Brad Noble" scene.

> **ASK** the class what they thought about Brad's attitude and his
> willingness to provide quality customer service to one of his
> co-workers.
>
> **STATE** "Let's hear some comments about that scene. After the
> comments, we'll see the same scene, but this time, Brad's response is
> different."
>
> ![](media/image2.wmf){width="0.9597222222222223in"
> height="1.0958333333333334in"}
>
> **SHOW** commentary and "Brad Noble" second scene.
>
> **ASK** the class what Brad did to provide quality customer service.

**GROUP EXERCISE TELL** the class they will be working on an exercise to
see how well they perform as a team.

**DIVIDE** the class into teams of 6-8 people. Give each team a box of
Tinker Toys®.

**TELL** the teams they ultimately will need to build a structure that
will be judged on its height and creativity. Before they can build, they
will have 20 minutes to plan. During the planning, they can open the box
and assemble no more than two pieces together. After 20 minutes of
planning, all of the pieces must be separated and put back into the box.
The groups will then have just 2 minutes to build.

**TELL** the teams they are to start planning. After 20 minutes, stop
them and give them 2 minutes to build. After 2 minutes, have each team
briefly describe their structure to the class. Using a 0-5 scale, ask
the other teams to rate each other's structure.

**DEBRIEF** the exercise by asking the teams:

-   What was the group's strategy during the planning stage? Did anyone
    write anything down or time the steps needed to build?

-   Did a team leader emerge?

-   How did the team generate ideas that would lead to a solution?

-   Was there much conflict?

-   Did the team solicit input from all team members?

**DEALING WITH PARAPHRASE** "Anyone who interacts with

**UPSET CUSTOMERS** clients will at least occasionally encounter clients
who are upset. When this occurs, the way in which you respond can mean
the difference between calming the client or further inflaming the
situation."

**ASK** the class to turn to Dealing with Upset Clients on page 7 in the
workbook.

**REVIEW** the Keys to Success on page 7 in the workbook.

1.  Remember that Clients Sometimes get Upset and Emotional

-   What's upsetting customers may not relate to you or the situation
    (they may have been given a runaround or been kept waiting by
    someone else).

2.  Don't Take Clients' Emotions Personally

-   Clients are almost never mad at you personally.

-   Stay calm and professional, no matter what the client says or how
    she says it.

-   If you let it, one interaction with an upset client can affect your
    disposition for hours.

3.  Allow the Client to Express Thoughts and Feelings

-   It's important to let the client vent; hear the client out and don't
    interrupt.

-   Use empathy to acknowledge and soothe the client's feelings.

-   Focus on the problem, not the emotion.

4.  Identify the Problem

-   Try to maintain control and get to the root cause of the problem.

-   Ask questions to get the key details and make sure you and the
    client agree on the situation.

5.  Try to Resolve the Client's Problem

-   Find out the client's expectations and try to meet them.

-   Offer to correct the situation and take ownership.

6.  Don't Tolerate Abuse or Threats

-   No situation warrants abusive or threatening language.

-   Don't curse, yell, or respond in kind to an abusive customer.

-   If a customer curses, calls you names, makes threats, etc., respond
    quickly and firmly in a businesslike tone.

**VIDEO STATE** "Let's watch a video where you will meet an angry
customer."

![](media/image2.wmf){width="0.9597222222222223in"
height="1.0958333333333334in"}

**SHOW** "The Really Angry Customer."

**ASK** the class how they felt the angry customer was handled.

**THE ANGER REFER** the class to The Anger Pyramid on

**PYRAMID** pages 8-9 in the workbook.

**DISCUSS** the different parts of the pyramid and how to diffuse anger.

1.  Let the person vent. Encourage them to talk.

2.  Listen without interrupting.

3.  Encourage them to continue:

    -   "go ahead"

    -   "yes"

    -   "what else?"

    -   "was there anything else you wanted to add?"

4.  Listen for the break:

    -   a breath

    -   a change in tone

    -   lowering of voice

    -   a pause

5.  Then recap:

> "as I understand it, your issue is..."

6.  Search for agreement:

> "is that correct?"

7.  "Is there anything else?"

8.  Then begin to problem solve.

9.  Works every time, if you allow for a full and complete venting.

**CONFLICT PARAPHRASE** "When we are responding to upset clients, we are
dealing with conflict."

**REFER** the class to the Conflict Styles Assessment on pages 10-11 in
the workbook.

**TELL** the class while there is no one right style for handling
conflict, this assessment will identify their natural style. Give the
class time to complete the assessment, then explain the self-scoring on
page 11 in the workbook.

**ASK** the class if they were surprised by the style they came out to.

**WIC BEST ASK** the class for techniques that have

**PRACTICES** worked for them when interacting with angry clients.

**MANAGING PARAPHRASE** in an effort to provide

**STRESS** exceptional client service, especially when interacting with
upset customers, it's important to keep our stress levels in check. Our
guest speaker, Dr. Al Bradshaw, will now discuss some practical
techniques we can use to manage stress.

**STRESS** Dr. Bradshaw will cover pages 11-20 in the

**INFORMATION** workbook.

**HOMEWORK ASK** the class to think about and write down

**ASSIGNMENT** ways that WIC can exceed client expectations. These wll
be discussed in the next module.