**Connecticut WIC Program**

**Customer Service Training**

**Module One Leader's Guide**

Developed by Learning Dynamics

2003

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**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.**

**INTRODUCTIONS INTRODUCE** yourself and your co-trainer to the class.
**ASK** each participant to introduce him/herself and the WIC office
they work in.

**FORMAT** "As part of Project RENEW, a customer service training
program has been designed and will be presented to all WIC staff. This
morning's module is the first of a three-part series that will be
completed by the end of June.

This is an interactive program covering a wide variety of customer
service issues. This is not a lecture program so we are counting on your
participation."

**OUR EXPECTATIONS ASK** the class to discuss at their tables how

**AS CUSTOMERS** they expect to be treated when they are customers
(e.g., at a bank, grocery store, gas station, hotel). Their response can
be noted on page 2 of their workbook. After 10 minutes, poll some of the
tables, noting responses on the flip chart.

**VALUE-ADDED PARAPHRASE** "Our goal is to exceed clients'

**SERVICE** expectations and provide value-added service."

**ASK** "What do we mean by 'value-added' service?" (The trainer can
mention Wal-Mart, The Gap or other examples.)

**WHAT CUSTOMERS ASK** the class to turn to page 3 in the

**WANT** workbook and **REVIEW** Customers' Ranking of Service Skills.
Note that WIC clients, like all customers, will be delighted if WIC
service providers demonstrate these skills.

1.  Is Prepared

2.  Makes Customers Feel Important

3.  Listens and Responds to Customer Feelings

4.  Meets or Exceeds Customer Needs

5.  Follows Through

6.  Makes Sure Customer is Satisfied

7.  Acknowledges the Customer

8.  Clarifies Details

9.  Asks for Ideas and Offers Suggestions

**SERVICE RECOVERY SAY** "Even if we work hard to demonstrate these
desired service skills, we sometimes make mistakes and create an
inconvenience for our clients. Not all is lost, however, when we do
this, as the way we "recover" or remedy the situation can make the
difference between a highly dissatisfied and a satisfied client."

**ASK** "Please turn to page 4 in your workbook to learn about what
clients are looking for once we've created a problem for them."

1.  Dealt With My Being Upset.

2.  Apologized.

3.  Didn't Become Defensive.

4.  Showed Humility and Poise.

5.  Followed Up After Complaint.

6.  Showed Skill at Problem Solving.

7.  Proactive in Admitting Organization's Error.

8.  Acted in Empowered Fashion.

9.  Showed Good Interpersonal Skills.

10. Showed Empathy.

11. Acted Quickly to Resolve Problems.

12. Created Added Value for Customer.

13. Believed Customer; Valued Customer's Perceptions.

**WHAT CUSTOMERS PARAPHRASE** "In addition to minimizing the

**DON'T WANT** amount of problems we create for clients, in general,
there are certain behaviors that turn off customers. We must be careful
not to demonstrate these behaviors."

**ASK** the class to turn to page 5 in the workbook and **REVIEW** the
Behaviors that Turn Off Customers. (The trainer can add examples that
she has experienced that illustrate any of the behaviors.)

1.  Apathy

2.  Brush-off

3.  Coldness

4.  Condescension

5.  Robotism

6.  Rule Book

7.  Run-Around

8.  Sideline Conversations

9.  Different Standards

**COMMUNICATION PARAPHRASE** "A critical part of providing

**SKILLS** quality customer service is the way in which

**INVENTORY** we communicate with our internal and external customers."

**ASK** the class to turn to page 6 in the workbook and complete the
Interpersonal Communication Skills Inventory.

Reassure the class that they will score the inventory and their scores
need not be shared.

When the class has completed the inventory, have them score it using the
scoring sheet on pages 10-11 in the workbook.

**LISTENING SELECT** 5 individuals from the class. Ask all

**EXERCISE** but one of the individuals to leave the classroom for a few
minutes. Explain to the remaining individual that you are going to tell
him/her about a WIC situation that has occurred (the person is not
allowed to write anything down or ask questions).

Here's what you tell the individual:

"Elsa Wilson just called for you. She was unable to make her 2:00
appointment today because her sister Ida's cat Snickers, knocked over
and broke a glass vase. Ida's son Mark was walking barefoot and got some
of the glass in his foot. Because Ida's car is in the shop getting new
brakes, Elsa had to take Mark to the doctor. She'd like to reschedule
her appointment with you for tomorrow at ten."

**INSTRUCT** the individual to relay the situation to one of the other
individuals you call in from outside. Repeat this until the last person
from outside is told the story. Have that person tell the class what
they were told about the situation.

**DEBRIEF** the exercise by mentioning how difficult listening can be.

**ASK** the class what made listening especially difficult in this
exercise (e.g. couldn't ask questions, write notes, or even interrupt).

Mention that this illustrates the importance of taking notes and
actively listening.

**ACTIVE LISTENING PARAPHRASE** "The key to listening is to actively
listen and create a feedback loop that ensures understanding. For
example, after hearing a statement, you can summarize what you heard.
You can preface your statement with such phrases as, 'so, if I
understand you correctly...'"

**SPOKEN** Often we need to describe information to co-

**COMMUNICATION** workers or clients. The way in which we speak can mean
the difference between the receiver understanding our message or being
confused.

**ASK** the class to turn to Spoken Communication on page 12 in the
workbook.

**REVIEW** the Keys to Success on page 12 in the workbook.

1.  Always be Polite and Courteous

-   Use words and phrases such as "please," "thank you," and "would you
    mind."

-   Match your tone of voice and expression to your words.

2.  Avoid Jargon

-   Never assume a client understands technical language or
    abbreviations.

-   What is some WIC jargon we use throughout the day?

> 3\. Use Positive, not Negative, Language

-   Avoid saying "No," "We can't," or "We don't."

-   Say "Yes," I'll do that now," and "I'll take care of that right
    away," etc. -- not "Yeah," "I guess," and "I'll try."

-   Don't sound impatient or like you want to get rid of the client.

4.  Ask Customers Politely

-   Don't imply that you are giving orders to clients by saying "You
    have to," or "You should have."

-   Use phrases such as "May I suggest...," "Can I ask you to...," or
    "Would you mind."

5.  Be sensitive

    -   Don't blame or criticize clients.

    -   Be polite even when a client is wrong or makes a mistake.

6.  Don't Answer a Question With a Question

-   Before you ask a question, explain why you are asking.

-   Say, "To check that out, I need some information. When did you first
    fill out the paperwork?"

7.  Be Cautious with Humor

-   What people find funny varies according to each individual.

-   If you are not sure clients will find what you are considering
    saying funny, don't say it.

-   Remember that you are in a business setting and must be professional
    at all times.

> 8\. Try to Hear Yourself as Clients Hear You

-   Check yourself (or ask a co-worker to check you) periodically to
    make sure your language is polite, positive and helpful.

**JARGON PARAPHRASE** "Number 2 from that list mentions jargon and
technical language. The illustration on page 13 in your workbook shows a
sample statement that is made technical and wordy."

**SAYING OR ASK** the class to turn to Saying or Writing It

**WRITING IT** Positively on 14 in the workbook. Give the

**POSITIVELY** class time to individually come up with improved phrases.
Go around the room and have the class give examples for each of the
phrases.

**NON-VERBAL PARAPHRASE** "It is important that we be

**BEHAVIOR** aware of our non-verbal behaviors when communicating with
co-workers and clients. Use positive, open gestures, while avoiding
folded arms or rolling eyes."

**SUGGESTING ASK** "Think about a time when someone

**SKILLS** made a suggestion to you about something personal (you should
exercise more, your hairstyle, choice of clothes, etc.). How did you
feel?

**SAY "**You may have felt:

-   Put off or embarrassed

-   Angry or hurt

-   Resistant or defensive

-   Pleased that the person cared enough about you to make the
    suggestion (**ASK** how many of you felt this way?)"

> **SAY** "Many times, we have a less than positive reaction to personal
> suggestions when the person delivering the suggestion doesn't consider
> our feelings and perspectives."
>
> **REFER** the class to page 15 in the workbook.
>
> **ASK** "What types of suggestions do you find yourself making to WIC
> clients? Usually, do you find that you're making suggestions on what
> they do and/or how they do it? These are behavioral changes."

**TELEPHONE PARAPHRASE** "From a communications **ETIQUETTE**
standpoint, the telephone poses challenges in that we cannot see the
facial expressions or

> non-verbal behavior of the person on the other end."
>
> **ASK** the class to turn to Telephone Skills Refresher on page 16 in
> the workbook.
>
> Give the class time to read through the refreshers and ask if they
> have any questions or comments regarding any of the items. Feel free
> to add comments regarding some of the items.

**AUDIOTAPED TELL** the class you would like them to

**MESSAGES** critique the following pre-recorded messages.

**PLAY** the messages, stopping the tape after each one and asking the
class for feedback on each one.

1.  "Good morning. WIC Monica speaking"

> 2\. "Good morning, Hartford WIC office,
>
> this is Monica. How may I help you?"
>
> 3\. "Theresa, this is Ginny calling from
>
> WIC. Beth, our nutritionist, needs to review your son's doctor's
> report. Maybe we can set up an appointment sometime next week. Bye."
>
> 4\. "Vera, this is Laura from WIC. I am
>
> sorry to hear about the problem with your WIC checks. Please call me
> with the store's address and phone number so I can work to resolve
> your issue as soon as possible. I will be here until 4:30 p.m. today.
> Thank you."

5\. "Yes, Wanda, I remember you.

> *negative:* "What's the problem today?"

*positive:* "How can I help you today?"

MINI CASES ASK the class to turn to the Mini Case Studies on page 18 in
the workbook.

Depending on the time available, these cases can be read and discussed
in smaller groups, in pairs or as a class.