Appendix

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Table of Contents

[Module 1 Handouts 2](#handouts)

[1-1 Customer Service Training Evaluation Form
3](#customer-service-training-evaluation-form)

[Module 2 Handouts 8](#handouts-1)

[2-1 Customer Service Self-Assessment Tool
9](#customer-service-self-assessment-tool)

[2-2 Self -Talk Exercise 13](#self-talk-exercise)

[Module 3 Handouts 14](#handouts-2)

[3-1 Listening -- Talker 15](#listening-talker)

[3-2 Listening -- Listener 16](#listening-listener)

[3-3 Listening -- Critiquer 17](#listening-critiquer)

[3-4 listening Techniques 18](#listening-techniques)

[3-5 Ten Major Do's and Don'ts of Customer Service
19](#ten-major-dos-and-donts-of-customer-service)

[Module 4 Handouts 22](#handouts-3)

[4-1 Tone of voice 23](#tone-of-voice)

[4-2 Five CRITERIA for Paraphrasing 24](#five-criteria-for-paraphrasing)

[4-3 Telephone hints 27](#telephone-hints)

[4-4 Telephone techniques 28](#telephone-techniques)

[Module 5 Handouts 36](#handouts-4)

[5-1 Role-Play -- Customer 37](#role-play-customer)

[5-2 Role-Play -- Child Support Enforcement Worker
38](#role-play-child-support-enforcement-worker)

[5-3 Security Assessment Tool 39](#security-assessment-tool)

[5-4 Security Resources 53](#security-resources)

[5-5 101 Ways to Cope with Stress 54](#ways-to-cope-with-stress)

[Module 6 Handouts 58](#handouts-5)

[6-1 Ten Ways To Be a Good Customer Service Role Model for your Staff
59](#ten-ways-to-be-a-good-customer-service-role-model-for-your-staff)

# Handouts 

## Customer Service Training Evaluation Form

The learning objectives for this module were stated as follows:

-   Given a participative lecture and group activities, participants
    will become familiar with each other and learn course goals and
    objectives.

*[Instructions]{.underline}: Keeping the learning objectives in mind,
indicate your level of satisfaction with the following aspects of the
training for this module. Please check the box in the column that best
represents your response to each question. Your comments are encouraged.
If more space is needed, please use the back of the page.*

  ----------------- ---------- ---------- -- --------- ------- ------- ------- -------
                                             ***Very                           
                                             great                             
                                             extent                            
                                             (5)  Not                         
                                             at all                            
                                             (1)***                            

  **MODULE 1**                               **5**     **4**   **3**   **2**   **1**

  1\.                                                                      
  Appropriateness                                                              
  of Content                                                                   
  Presented                                                                    

  2\. Level of                                                             
  Detail Provided                                                              

  3\. Applicability                                                        
  of Information to                                                            
  Your Task                                                                    

  4\.                                                                      
  Responsiveness of                                                            
  Training to Your                                                             
  Needs                                                                        

  5\. Time                                                                 
  Allocated for                                                                
  Training                                                                     

  6\. Opportunity                                                          
  for Input into                                                               
  Discussion                                                                   

  Other Comments:                                                              

                                                                               

                                                                               

                                                                               

                                                                               

                                                                               

  **MODULE 2**                               **5**     **4**   **3**   **2**   **1**

  1\.                                                                      
  Appropriateness                                                              
  of Content                                                                   
  Presented                                                                    

  2\. Level of                                                             
  Detail Provided                                                              

  3\. Applicability                                                        
  of Information to                                                            
  Your Task                                                                    

  4\.                                                                      
  Responsiveness of                                                            
  Training to Your                                                             
  Needs                                                                        

  5\. Time                                                                 
  Allocated for                                                                
  Training                                                                     

  6\. Opportunity                                                          
  for Input into                                                               
  Discussion                                                                   

  Other Comments:                                                              

                                                                               

                                                                               

                                                                               

                                                                               

                                                                               
  ----------------- ---------- ---------- -- --------- ------- ------- ------- -------

  ----------------- ---------- ---------- -- ------- ------- ------- ------- -------
  **MODULE 3**                               **5**   **4**   **3**   **2**   **1**

  1\.                                                                    
  Appropriateness                                                            
  of Content                                                                 
  Presented                                                                  

  2\. Level of                                                           
  Detail Provided                                                            

  3\. Applicability                                                      
  of Information to                                                          
  Your Task                                                                  

  4\.                                                                    
  Responsiveness of                                                          
  Training to Your                                                           
  Needs                                                                      

  5\. Time                                                               
  Allocated for                                                              
  Training                                                                   

  6\. Opportunity                                                        
  for Input into                                                             
  Discussion                                                                 

  Other Comments:                                                            

                                                                             

                                                                             

                                                                             

                                                                             

                                                                             
  ----------------- ---------- ---------- -- ------- ------- ------- ------- -------

  ----------------- ---------- ---------- -- ------- ------- ------- ------- -------
  **MODULE 4**                               **5**   **4**   **3**   **2**   **1**

  1\.                                                                    
  Appropriateness                                                            
  of Content                                                                 
  Presented                                                                  

  2\. Level of                                                           
  Detail Provided                                                            

  3\. Applicability                                                      
  of Information to                                                          
  Your Task                                                                  

  4\.                                                                    
  Responsiveness of                                                          
  Training to Your                                                           
  Needs                                                                      

  5\. Time                                                               
  Allocated for                                                              
  Training                                                                   

  6\. Opportunity                                                        
  for Input into                                                             
  Discussion                                                                 

  Other Comments:                                                            

                                                                             

                                                                             

                                                                             

                                                                             

                                                                             
  ----------------- ---------- ---------- -- ------- ------- ------- ------- -------

  ----------------- ---------- ---------- -- ------- ------- ------- ------- -------
  **MODULE 5**                               **5**   **4**   **3**   **2**   **1**

  1\.                                                                    
  Appropriateness                                                            
  of Content                                                                 
  Presented                                                                  

  2\. Level of                                                           
  Detail Provided                                                            

  3\. Applicability                                                      
  of Information to                                                          
  Your Task                                                                  

  4\.                                                                    
  Responsiveness of                                                          
  Training to Your                                                           
  Needs                                                                      

  5\. Time                                                               
  Allocated for                                                              
  Training                                                                   

  6\. Opportunity                                                        
  for Input into                                                             
  Discussion                                                                 

  Other Comments:                                                            

                                                                             

                                                                             

                                                                             

                                                                             

                                                                             
  ----------------- ---------- ---------- -- ------- ------- ------- ------- -------

  ----------------- ---------- ---------- -- ------- ------- ------- ------- -------
  **MODULE 6**                               **5**   **4**   **3**   **2**   **1**

  1\.                                                                    
  Appropriateness                                                            
  of Content                                                                 
  Presented                                                                  

  2\. Level of                                                           
  Detail Provided                                                            

  3\. Applicability                                                      
  of Information to                                                          
  Your Task                                                                  

  4\.                                                                    
  Responsiveness of                                                          
  Training to Your                                                           
  Needs                                                                      

  5\. Time                                                               
  Allocated for                                                              
  Training                                                                   

  6\. Opportunity                                                        
  for Input into                                                             
  Discussion                                                                 

  Other Comments:                                                            

                                                                             

                                                                             

                                                                             

                                                                             

                                                                             
  ----------------- ---------- ---------- -- ------- ------- ------- ------- -------

*[Instructions]{.underline}: Keeping the overall learning objectives in
mind, indicate your overall level of satisfaction with the following
training. Please check the box in the column that best represents your
response to each question. Your comments are encouraged. If more space
is needed, please use the back of the page.*

  ----------------- ---------- ---------- -- --------- ------- ------- ------- -------
                                             ***Very                           
                                             great                             
                                             extent                            
                                             (5)  Not                         
                                             at all                            
                                             (1)***                            

  **MODULES                                  **5**     **4**   **3**   **2**   **1**
  OVERALL**                                                                    

  1\.                                                                      
  Appropriateness                                                              
  of Content                                                                   
  Presented                                                                    

  2\. Level of                                                             
  Detail Provided                                                              

  3\. Applicability                                                        
  of Information to                                                            
  Your Task                                                                    

  4\.                                                                      
  Responsiveness of                                                            
  Training to Your                                                             
  Needs                                                                        

  5\. Time                                                                 
  Allocated for                                                                
  Training                                                                     

  6\. Opportunity                                                          
  for Input into                                                               
  Discussion                                                                   

  Other Comments:                                                              

                                                                               

                                                                               

                                                                               

                                                                               

                                             ***Very                           
                                             great                             
                                             extent                            
                                             (5)  Not                         
                                             at all                            
                                             (1)***                            

  **TRAINING                                 **5**     **4**   **3**   **2**   **1**
  DESIGN**                                                                     

                                                                               

  1\. Mix of                                                               
  Training Methods                                                             
  (e.g., lecture,                                                              
  exercise,                                                                    
  discussion)                                                                  

  2\. Training Flow                                                        

  3\. Training                                                             
  Organization                                                                 

  4\. Training                                                             
  Sequence                                                                     

  Other Comments:                                                              

                                                                               

                                                                               

                                                                               
  ----------------- ---------- ---------- -- --------- ------- ------- ------- -------

Overall Module Evaluation Form, Continued

  --------------------- ---------- -- --------- ------- --- ------- ------- -------
                                      ***Very                               
                                      great                                 
                                      extent                                
                                      (5)  Not                             
                                      at all                                
                                      (1)***                                

  **TRAINING STAFF**                  **5**     **4**       **3**   **2**   **1**

                                                                            

  1\. Knowledge of                                                      
  Subject Matter                                                            

  2\. Ability to                                                        
  Communicate Subject                                                       
  Matter                                                                    

  3\. Ability to Guide                                                  
  Training and Keep It                                                      
  on Track                                                                  

  4\. Ability to                                                        
  Respond to Questions                                                      

  5\. Ability to                                                        
  Synthesize General                                                        
  Discussion Points and                                                     
  Course Learning                                                           
  Objectives                                                                

  ***Other Comments:***                                                     

                                                                            

                                                                            

                                                                            

                                                                            

                                      ***Very                               
                                      great                                 
                                      extent                                
                                      (5)  Not                             
                                      at all                                
                                      (1)***                                

  **TRAINING                          **5**     **4**       **3**   **2**   **1**
  MATERIALS**                                                               

                                                                            

  1\. Quality                                                           

  2\. Appropriateness                                                   

  3\. Comprehensiveness                                                 

  4\. Clarity                                                           

  ***Other Comments:***                                                     

                                                                            

                                                                            

                                                                            

                                                                            
  --------------------- ---------- -- --------- ------- --- ------- ------- -------

Name (optional):
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

***THANK YOU!***

# Handouts

## Customer Service Self-Assessment Tool

Customer Service Self-Assessment Tool

+-----------------------------------+-----------------------------------+
| ## Rate yourself                  | **Excellent Good Fair Poor**      |
|  with excellent, good, fair, or p |                                   |
| oor: {#rate-yourself-with-excelle |                                   |
| nt-good-fair-or-poor .unnumbered} |                                   |
+===================================+===================================+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
| 1.  **Job knowledge**. You        |                               |
|     understand services and       |                                   |
|     customer service procedures.  |                                   |
|     You don't have to ask someone |                                   |
|     down the hall how to do it or |                                   |
|     look it up in some procedure  |                                   |
|     manual while the customer is  |                                   |
|     waiting.                      |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
| 2.  **Follow-up**. You deliver on |                               |
|     promises and commitments made |                                   |
|     to your customers. Always. If |                                   |
|     you promise to call within a  |                                   |
|     certain timeframe, you do it. |                                   |
|     If you promise to convey more |                                   |
|     information, you do it. If    |                                   |
|     you don't have that           |                                   |
|     information by the time you   |                                   |
|     promised to get back to the   |                                   |
|     customer, you call to tell    |                                   |
|     her that. And you keep giving |                                   |
|     updates until you finally get |                                   |
|     the needed information.       |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
| 3.  **Communication**. You can    |                               |
|     clearly express yourself.     |                                   |
|     Customers understand what you |                                   |
|     are trying to tell them. You  |                                   |
|     don't use a lot of two-dollar |                                   |
|     words or technical jargon.    |                                   |
|     You communicate in the        |                                   |
|     customer's language, not      |                                   |
|     yours.                        |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
| 4.  **Motivation to serve         |                               |
|     customers**. You derive       |                                   |
|     satisfaction from meeting and |                                   |
|     exceeding customer needs. You |                                   |
|     really enjoy serving and      |                                   |
|     helping customers -- even the |                                   |
|     irate ones.                   |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
| 5.  **Work standards**. You       |                               |
|     constantly strive to meet     |                                   |
|     high standards of customer    |                                   |
|     service. And when you reach   |                                   |
|     your goals, you strive even   |                                   |
|     higher.                       |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
| 6.  **Customer sensitivity**. You |                               |
|     show concern for the way      |                                   |
|     customers feel, not just what |                                   |
|     they say. You can empathize   |                                   |
|     with customer concerns and    |                                   |
|     are good at reading between   |                                   |
|     the lines, to sense what the  |                                   |
|     customer is not saying, but   |                                   |
|     is feeling.                   |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
| 7.  **Energy**. You remain alert  |                               |
|     and attentive and work with a |                                   |
|     high enthusiastic energy      |                                   |
|     level.                        |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
| 8.  **Decisiveness**. You are     |                               |
|     willing to take action to     |                                   |
|     address customer needs. You   |                                   |
|     know your boundaries, though, |                                   |
|     and do not overstep them. You |                                   |
|     never say, "That's not my     |                                   |
|     job."                         |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
| 9.  **Resilience**. You are able  |                               |
|     to handle job-related         |                                   |
|     pressures when serving the    |                                   |
|     customer. You are able to     |                                   |
|     bounce back and take it       |                                   |
|     professionally, not           |                                   |
|     personally, when a customer   |                                   |
|     "dumps" on you.               |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
| 10. **Judgment**. You use all     |                               |
|     available information,        |                                   |
|     previous experience and       |                                   |
|     training to address customer  |                                   |
|     needs. You know when to give  |                                   |
|     and when to stand your ground |                                   |
|     to customer demands.          |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
| 11. **Impact**. You make a        |                               |
|     positive impression with your |                                   |
|     appearance, body language,    |                                   |
|     and voice.                    |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
| 12. **Planning**. You can         |                               |
|     organize your workday and     |                                   |
|     plan enough time to address   |                                   |
|     customer needs.               |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
| 13. **Flexibility**. You are able |                               |
|     to change your service style  |                                   |
|     based on customer needs. You  |                                   |
|     can get right to the point,   |                                   |
|     or you can relax and be       |                                   |
|     conversational, depending on  |                                   |
|     what your customer wants.     |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
| 14. **Initiative**. You take      |                               |
|     action beyond what is         |                                   |
|     normally called for to meet   |                                   |
|     customers' needs. You are     |                                   |
|     constantly striving to meet   |                                   |
|     customer expectations. You    |                                   |
|     are constantly searching for  |                                   |
|     ways to delight and surprise  |                                   |
|     your customers with your      |                                   |
|     level of service and to       |                                   |
|     anticipate their needs        |                                   |
|     without having to be asked.   |                                   |
+-----------------------------------+-----------------------------------+

## Self-Talk Exercise

Self-Talk Exercise

Instructions: Read the following scenario. Think about how your emotions
and expectations affect your self-talk and subsequent response to a
situation. Then write a negative and a positive self--talk example in
response to this scenario.

Scenario: You are told that Mr. Smith must see you immediately. You
review the case and see that he has had problems in the past with your
agency. The agency has made mistakes on his case and has had difficulty
collecting payments regularly. He has been verbally explosive in the
past. Nothing in the record tells you why he is here today. You have
recently been receiving regular payments from his employer.

1)  Write a negative self-talk example in response to this situation:

2\) Write a positive self-talk example in response to this situation:

# Handouts 

## Listening -- Talker

Listening -- talker

Talker Instructions

-   You will have three minutes to talk to your small group. You will be
    the talker, another person in the group will be the listener, and
    the third will simply be an observer.

```{=html}
<!-- -->
```
-   Share with your small group (focusing on the designated listener)
    something that you are passionate about. This could be a hobby, your
    work, your family or something else that you have a strong
    desire/calling to do. Give details and share as much as you are
    comfortable sharing.

## Listening -- Listener

Listening -- Listener

Listener Instructions

-   You will be listening to the talker for three minutes in your small
    group. You will be the listener, another person in the group will be
    the talker, and the third will simply be an observer (critiquer).

-   The talker will be sharing with your small group something that he
    or she is passionate about. This could be a hobby, work, family or
    something else that he or she has a strong desire/calling to do.

-   Your job is to be a good listener for approximately half of the time
    and a **[BAD listener]{.underline}** for the remaining time. You
    will not want to make this too obvious. (The trainer will indicate
    when it is time to switch)

-   Pitfalls/signs of a bad listener are:

```{=html}
<!-- -->
```
-   No eye contact. Look around the room, even stare at someone else
    speaking and listen to their conversation.

-   Use poor nonverbal communication. Slump in your chair, look at your
    fingernails, look out the window, and exhibit interest in anything
    else but the talker.

-   Use "me--too--ism." When the speaker talks, take over the
    conversation using me--too--ism. For example, the talker indicates
    that she/he broke a leg, and you say, *"Me too-- in fact I broke
    both legs and my arm..."* and go on to monopolize the conversation,
    not letting the talker speak.

-   Argue or disagree with the talker.

## Listening -- Critiquer

Listening -- Critiquer

Critiquer Instructions

-   You will be listening to the talker for three minutes in your small
    group. You will be the critiquer, another person in the group will
    be the talker, and the third will the listener.

-   The talker will be sharing with your small group something that he
    or she is passionate about. This could be a hobby, work, family or
    something else that he or she has a strong desire/calling to do.

-   Your job is to be the critiquer. You will want to pay careful
    attention to the listener---look for signs of good listening skills
    and any evidence of poor listening skills.

-   Good listening skills are exhibited in some of the following ways:

```{=html}
<!-- -->
```
-   Has made a clear decision to listen to the talker.

-   Maintains good eye contact.

-   Exhibits positive nonverbal body language (e.g., leans forward to
    hear the talker, maintains upright interested posture).

-   Makes oral affirming responses (e.g., *"I understand," "I agree,"*
    etc.)

```{=html}
<!-- -->
```
-   Pitfalls/signs of a bad listener are:

```{=html}
<!-- -->
```
-   Makes no eye contact.

-   Looks around the room.

-   Uses negative nonverbal communication.

-   Argues or disagrees with the talker.

## listening Techniques

Listening Techniques

**DO:**

-   Give the speaker a verbal door opening, showing your readiness to
    listen.

-   Listen for and identify the customer's basic general feeling (anger,
    fear, joy, resentment, etc.).

-   Stay an inch from the speaker, not a mile.

-   Use your mind.

-   Listen for the whole message---both verbal and nonverbal.

-   Control your listening environment (external and internal).

-   Be motivated. Take the initiative.

-   Use both active and reflective listening.

**DON'T:**

-   Exhibit "me--too--ism."

-   Moralize, preach, or judge.

-   Give advice.

-   Offer cheap consolation (e.g., don't say something like "*well at
    least you get payments"* to someone complaining about late
    payments).

-   Argue or disagree.

-   Analyze.

-   Ignore obvious heavy emotions.

-   Be distracted.

## Ten Major Do's and Don'ts of Customer Service

Ten Major Don'ts and Do's Of

Customer Service

Every day you face situations in which what you say to your customers
makes or breaks the service interactions. The following are ten phrases
to avoid and recommendations for alternative messages that will be more
polite and helpful.

DON'T say, *"I don't know."\
*DO say, *"I'll find out."*

-   When you say, *"I don't know*," your customers often hear it as, *"I
    don't have the information you want, and I am not going out of my
    way to get it."*

-   By offering to find the answer to your customers' questions, even if
    doing so requires a little extra time researching or checking with
    someone else, you score points for going the extra mile.

DON'T say, *"No!"\
*DO say, *"What I can do is..."*

-   Inevitably, you sometimes have to say no to a customer's request.
    Rather than using a hard "no" \-- where no options or alternatives
    are provided---focus on what you *can do* for your customers.

-   This shows your customers that you are taking a problem-solving
    approach to their situations.

DON'T say, *"That's not my job."\
*DO say, *"This is who can help you..."*

-   When customers ask you to do something you don't have the authority
    or knowledge to carry out, try to lead the customer to the right
    person who can solve his problem.

DON'T say, *"You're right -- this stinks!"*\
DO say, *"I understand your frustration."*

-   If a customer expresses annoyance at something another person has
    done, don't make matters worse by commiserating with him. Say
    something like, *"I understand how frustrating this must be."*
    Empathy is showing care and concern without agreeing or disagreeing
    with what the customer is saying.

Ten Major Don'ts and Do's Of

Customer Service (continued)

DON'T say, *"That's not my fault."*\
DO say, *"Let's see what we can do about this."*

-   If an angry customer seems to be accusing you of creating a problem
    for him, the natural reaction is to be defensive.

-   Take a breath, and with all the empathy you can muster say, *"Let's
    see what we can do about this."*

-   By resisting the urge to defend yourself, you can resolve the
    problem with less stress.

DON'T say, *"You need to talk to my manager."*\
DO say, *"I can help you."*

-   Customers sometimes ask you for things that are a little outside of
    policy or procedure. At such times, passing them off to your manager
    is tempting.

-   Focus on what you can do to help them.

-   If your manager or supervisor does need to be involved directly,
    take the initiative to go to him or her yourself and return with a
    solution in hand.

DON'T say, *"You want it by when?"*\
DO say, *"I'll try my best."*

-   When customers demand something that is unreasonable and difficult
    to provide, your first reaction may be annoyance. Because you have
    little control over your customers' requests, the best approach is
    to hold off on your negative judgments and try your best to
    accommodate the request.

-   Don't give customers unrealistic expectations. Don't promise
    something with the hope you can deliver.

-   Make promises that you can and will accomplish and assure customers,
    with confidence and enthusiasm, that you know how important their
    deadline is and that you will try your best to meet it.

Ten Major Don'ts and Do's Of

Customer Service (continued)

DON'T say, *"Calm down."*\
DO say, *"I'm sorry."*

-   When customers are upset, angry, frustrated, or concerned, telling
    them to calm down is like saying that their feelings don't matter.

-   Take the opposite approach and apologize.

-   Apologizing does not mean that you agree with the customer, or that
    you are admitting guilt; it means that you are sorry for what has
    happened and the negative impact it has had on the customer.

DON'T say, *"I'm busy right now."*\
DO say, *"I'll be with you in just a moment."*

-   This little sentence, along with a pleasant tone of voice, lets your
    customer know that you are aware of him and that you will help him
    as soon as you are able.

DON'T say, *"Call me back."*\
DO say, *"I will call you back."*

-   Some customer requests take time to research and investigate and
    require further conversation at a later date. You, not the customer,
    should always initiate follow-up phone conversations.

-   Be proactive, and take the initiative to call the customer back when
    you have taken care of the problem.

# Handouts

## Tone of voice

Tone of Voice

######### Person #1 {#person-1 .unnumbered}

Instructions: Read in a monotone voice while chewing gum.

"Good Morning. Montgomery County Office of Child Support Enforcement,
Ms./Mr.\_\_\_\_\_\_\_\_\_\_\_\_\_ speaking. How can I help you?"

######### Person #2 {#person-2 .unnumbered}

Instructions: Read the following statement, sounding irritable---you are
in a very bad mood.

"According to our records, Ms. Corkan, your latest child support check
was received November 10 and mailed to you on the 20^th^. You should
have it by the end of this week. I hope this answers your concern."

######### Person #3 {#person-3 .unnumbered}

Instructions: Read the following statement as fast as you can -- you are
in a hurry.

"Your hunting license was revoked because you owed \$50,000 in past due
child support and we haven't received a check from you in five
consecutive months. If you develop a payment plan to pay off what you
owe in installments of \$10,000 over the next twelve months or pay off
your debt completely in one lump sum, we can get your hunting license
reissued. Do you understand?"

######### Person \# 4 {#person-4 .unnumbered}

Instructions: Read the following statement using a professional tone and
at a normal pace. You are the good example. Your voice should reflect
concern.

"I'm sorry, Mr. Smith, but you will have to take a DNA test in order to
determine if you are not the father. May I set up an appointment for you
to come in next week? Would you prefer 10:00 AM or would noon be
better?"

##   {#section .unnumbered}

## Five CRITERIA for Paraphrasing

Five Criteria For Paraphrasing

Five Criteria for Paraphrasing:

Use the five criteria to help you develop effective paraphrase
statements. Good paraphrases are:

-   Interchangeable \-- You are not elaborating on or taking away from
    the person's message.

```{=html}
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```
-   Brief -- A lengthy paraphrase statement means you're probably
    conveying your own perspective rather than paraphrasing the person's
    statement.

```{=html}
<!-- -->
```
-   Original -- Use your own words to convey your understanding. Do not
    "parrotphrase."

```{=html}
<!-- -->
```
-   Nonjudgmental -- Your paraphrase statement should not convey
    approval or disapproval. You're demonstrating understanding, not
    expressing agreement or disagreement.

```{=html}
<!-- -->
```
-   Often ones that begin with "You're saying...," "As I understand
    it...," "In other words...," "It sounds like...," or "I heard you
    saying..."

######### **Exercise: Paraphrasing** {#exercise-paraphrasing .unnumbered}

**Instructions:** Review the criteria for effective paraphrasing . Then
with your partner, take turns paraphrasing in response to the following
statements listed below. Begin your paraphrase with "You're saying...,"
"In other words ...," etc.

1\) Mary's statement:

*"Tom is my child's father, but I haven't asked him to establish
paternity since I'm afraid he'll stop coming by. He usually comes by
once a week to see Jill, our daughter, and he usually brings a toy or
something. I think he's trying to be a good father."*

Paraphrase Mary's statement:

2\) Bob's statement:

*"I'm worried. I missed paying the last two child support payments
because I just lost my job. I don't know when I get another job."*

Paraphrase Bob's statement:

3)  Don's statement:

*"It's hard keeping up with my current child support payments and also
having to pay off what I previously owed."*

######### Paraphrase Don's statement {#paraphrase-dons-statement .unnumbered}

4)  Sherry's statement

*"I have three kids to feed and clothe; I can hardly pay the rent and he
just bought a new car!"*

######### Paraphrase Sherry's statement {#paraphrase-sherrys-statement .unnumbered}

## Telephone hints

Telephone Hints

The first 30 seconds will tell how the call will go!

-   Answer phone promptly.

-   Be professional and pleasant --announce your agency's name and your
    name and say "good morning or good afternoon" and/or "how may I help
    you."

```{=html}
<!-- -->
```
-   Have a pad of paper and pencil ready --write down the caller's name
    so you can use it during the call.

```{=html}
<!-- -->
```
-   Be an active listener -- show empathy; ask questions
    nonjudgmentally.

```{=html}
<!-- -->
```
-   Ask customers if you may put them on hold and minimize "hold time";
    give them a time frame; thank them for holding.

```{=html}
<!-- -->
```
-   Speak clearly and conversationally -- don't rush.

```{=html}
<!-- -->
```
-   Be positive.

```{=html}
<!-- -->
```
-   Use a professional tone --smile when talking.

```{=html}
<!-- -->
```
-   Maximize the productivity of calls \-- repeat important information
    to ensure accuracy; ensure that the customer's questions are
    answered and clearly state the next steps.

## Telephone techniques

Telephone Techniques

**EXERCISE: TELEPHONE TECHNIQUES PRACTICE**

[Instructions:]{.underline} In this exercise, you will practice
"professional and courteous" telephone techniques. The roles of
caseworker, customer and observer will rotate. You may want to review
the attached "Telephone Hints" to refresh our discussion on these
techniques.

For the role-play, each customer and caseworker will receive a different
scenario and the rest of the group will observe each role-play and
provide feedback to the caseworker. **Please note that these
"role-plays" are designed to provide the caseworker an opportunity to
practice good telephone techniques. The customers are not hostile or
angry; they simply want information or to clarify their situation.**

Practicing these techniques in the first role-play will take about 2
minutes. After 2 minutes, the role-play will stop and the observers will
provide feedback to the caseworker. Use the following process to guide
your feedback session. It should take no more than 5 minutes.

-   The caseworkers will begin the process by sharing what they felt
    they did well, what was most difficult for them, and what they might
    do differently.

-   The observers will then use the worksheet to provide feedback to the
    caseworkers.

-   The customers will then provide any additional feedback on what the
    caseworkers did that helped and/or hindered the telephone
    conversation.

After the feedback session is complete, your group will be given the
second role-play scenario with assigned roles. The process will be
repeated, including the feedback session.

# Telephone Skills -- Role Play {#telephone-skills-role-play .unnumbered}

# Observer Critique {#observer-critique .unnumbered}

1.  Did the caseworker identify the agency, him/herself and greet the
    customer in a friendly, professional manner?

2.  Did the worker address the customer by name during the call?

3.  Did the worker use active listening skills, e.g., paraphrasing,
    asking questions, etc.? Provide an example.

4.  Give an example of a positive phrase that the worker used.

5.  Did the worker speak clearly and at a good pace?

6\. What was accomplished during the telephone call?

######### **Scenario I** {#scenario-i .unnumbered}

Worker:

You are the caseworker. This call is being transferred to you from
another worker. The worker mentioned that Mr. Johnson, the caller, has
been transferred once and has been on hold for several minutes already.
You will have to put him on hold for a few minutes to pull his case
record. In the file, you see that his ex-wife Kay called a couple of
days ago because she was concerned that Joe had missed his last child
support payment. However, he has had a good payment record up to now.

######### **Scenario I** {#scenario-i-1 .unnumbered}

Customer:

You are, Joe Johnson, a non-custodial parent. You just started a new
business but a few weeks ago a major customer's check bounced. Thus, you
had to miss a child support payment. You are calling to explain this
situation to the child support agency. You want to pay the owed child
support and you are very fearful of getting penalized for missing the
last payment. You are feeling somewhat frustrated about being left on
hold for several minutes and you are now being transferred to another
worker.

######### **Scenario II** {#scenario-ii .unnumbered}

Worker:

You are receiving a number of calls today from custodial parents who
have seen last night's TV show "Sixty Minutes." This program revealed
that many states have a huge backlog of child support checks that have
not been distributed timely to families. You have already taken a number
of calls today and you are feeling stressed. You need to explain to this
customer why it takes awhile to find "unmatched" checks, e.g., checks
that may not have the correct spelling of the custodial parent's name,
or list the wrong case identifier.

######### **Scenario II** {#scenario-ii-1 .unnumbered}

Customer:

You are a custodial parent. You just saw on the TV show "Sixty Minutes"
a news segment revealing that many states have a huge backlog of child
support checks that they have not distributed timely to families. You
have not received a child support check for two years. You are very
excited and hopeful that you can now finally get your child support
payments. You are calling the child support agency and want them to
check their backlog immediately to see if there are any child support
checks for you.

######### **Scenario III** {#scenario-iii .unnumbered}

Worker:

You are the caseworker. You are getting a call from a non-custodial
parent regarding an income tax refund intercept. You will need to put
him on hold to find his case. You will need to explain the tax refund
intercept process as well as review his payment record. You find that he
had missed a payment last year and was notified by mail.

######### **Scenario III** {#scenario-iii-1 .unnumbered}

Customer:

You are a non-custodial parent and were expecting an \$800 tax refund.
You only received \$300 with an indication that the remaining amount
went to pay past due child support. You don't understand why they just
went ahead and took your refund without notifying you. You thought you
were up-to-date on your payments. However, you did move during the year.

# Handouts 

## Role-Play -- Customer

Role-Play -- Customer

Instructions

You are a TANF recipient and you are in the office because your child
support enforcement worker sent you an appointment letter. You are not
even sure why you are here or what case your worker wants to talk about,
as you have four children and each child has a different father.

You have been waiting to see your worker for 30 minutes and no one has
explained why you had to wait so long. You are getting very angry and
frustrated. You have better things to do than wasting your time sitting
here.

When your child support enforcement worker calls you into the interview
room all you can think about is that this is the last place you want to
be, you have absolutely no interest in whatever she or he might have to
say and you are angry that she or he has wasted your time. This
interview is a total bore and you have no inclination to cooperate.

## Role-Play -- Child Support Enforcement Worker

Role-Play-- Child Support Enforcement Worker

Purpose

The purpose of this role-play is to demonstrate how to use good skills
to control a difficult situation.

Instructions

You have called Ms. Smith into the office to discuss the case of Sam
Jones Shepherd. When the file came to you, there was very little
information on Sam Jones and you felt a face-to-face interview with Ms.
Smith might provide some more information to help establish paternity
for the child, Sammy Smith.

## Security Assessment Tool

> **[Security Assessment Tool]{.underline}**
>
> The Child Support Program has vastly increased its use of automation
> in the last few years. Although the increase in automation and
> information available to the Child Support Program has many benefits,
> it can also have serious security implications in our daily
> operations.
>
> ***Identity Theft* is reaching epidemic proportions; *cyber-hacking*
> is front-page news; and new viral threats are created daily.** **Over
> 1 million people are hurt in the workplace annually due to workplace
> violence.** How much do child support managers play a role in this?
> Managers are responsible for *"safety in the workplace."* What exactly
> does safety in the workplace mean? Let's look at this in what we refer
> to as a *"Security Trilogy."*
>
> **PEOPLE**: The foundation of security begins with hiring highly
> qualified, conscientious employees and providing solid training as
> well as a safe and secure environment.
>
> **DATA:** The core of the child support program is the data that is
> available to the child support program---now more than ever we have
> access to an unprecedented amount of private information on
> Non-Custodial Parents (NCPs) and Custodial Parties (CPs). We must take
> proactive measures to secure this data.
>
> **FACILITIES:** The work location must provide for a safe and secure
> environment for employees and information.
>
> How does this impact the Child Support Program? Managers can set the
> tone for security. Your agency can be held liable for
> negligence---from hiring unqualified personnel to allowing harm to
> come to your employees, NCPs, and CPs. In order to provide a secure
> workplace, you must identify and evaluate the risks your agency faces.
> You must implement safeguards and continually update ongoing security
> programs.
>
> The attached Assessment Tool is designed to help you assess your
> agency's strengths and weaknesses with respect to security issues.
> Please use this tool to evaluate each area, which will provide an
> assessment of where your office stands today. You will find helpful
> information and suggestions that will assist you in each area.
> ***Remember, every action you take will positively impact the child
> support program---making a strong program stronger!***

+-----------------------------------------------------------------------+
| **SECURITY ASSESSMENT TOOL**                                          |
|                                                                       |
| > **[Rating Scale]{.underline}**                                      |
| >                                                                     |
| > **1 = Fully Implemented**                                           |
| >                                                                     |
| > **2 = Implementation Planned**                                      |
| >                                                                     |
| > **3 = Non-Existent**                                                |
+-----------------------------------------------------------------------+

+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
| **[Written Policies and           | > **[1]{.underline}               |
| Procedures]{.underline}**         | > [2]{.underline}                 |
|                                   | > [3]{.underline}**               |
+-----------------------------------+-----------------------------------+
| 1.  The agency has a security     | >                              |
|     mission statement.            |                                   |
+-----------------------------------+-----------------------------------+
| 2.  There is a formal definition  | >                              |
|     of objectives and a formal    |                                   |
|     policy statement on security  |                                   |
|     endorsed by agency            |                                   |
|     management.                   |                                   |
+-----------------------------------+-----------------------------------+
| 3.  There is a formal manual      | >                              |
|     defining the agency's         |                                   |
|     security standards and        |                                   |
|     procedures.                   |                                   |
+-----------------------------------+-----------------------------------+
| 4.  Changes in security practices | >                              |
|     are incorporated into the     |                                   |
|     manual and disseminated to    |                                   |
|     staff.                        |                                   |
+-----------------------------------+-----------------------------------+
| **TOTAL =**                       | >                              |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+

+-----------------------------------------------------------------------+
| **[Scoring]{.underline}**                                             |
|                                                                       |
| **Total this section adding the value from each column (1=1, 2=2,     |
| 3=3)**                                                                |
|                                                                       |
| **If you scored:**                                                    |
|                                                                       |
| **4-6 = No action necessary.**                                        |
|                                                                       |
| **7-12 = Review written policies and procedures.\***                  |
|                                                                       |
| **\*For information and resources available from OCSE on Security,    |
| see page 52: Security Resources**                                     |
+-----------------------------------------------------------------------+

+-----------------------------------+-----------------------------+-----+
| **SECURITY ASSESSMENT TOOL**      |                             |     |
|                                   |                             |     |
| > **[Rating Scale]{.underline}**  |                             |     |
| >                                 |                             |     |
| > **1 = Fully Implemented**       |                             |     |
| >                                 |                             |     |
| > **2 = Implementation Planned**  |                             |     |
| >                                 |                             |     |
| > **3 = Non-Existent**            |                             |     |
+-----------------------------------+-----------------------------+-----+
| **[Physical                       | > **[1]{.underline}         |     |
| Security]{.underline}**           | > [2]{.underline}           |     |
|                                   | > [3]{.underline}**         |     |
+-----------------------------------+-----------------------------+-----+
| 1.  Employees are required to     | >                        |     |
|     wear ID badges.               |                             |     |
+-----------------------------------+-----------------------------+-----+
| 2.  Access to the building is     | >                        |     |
|     controlled.                   |                             |     |
+-----------------------------------+-----------------------------+-----+
| 3.  Armed security guards are     | >                        |     |
|     present.                      |                             |     |
+-----------------------------------+-----------------------------+-----+
| 4.  Procedures are established    | >                        |     |
|     concerning possession of      |                             |     |
|     weapons; visitors are either  |                             |     |
|     permitted to possess weapons, |                             |     |
|     or are disarmed. If visitors  |                             |     |
|     are disarmed, there is a      |                             |     |
|     secured holding place for the |                             |     |
|     weapon.                       |                             |     |
+-----------------------------------+-----------------------------+-----+
| 5.  Interview rooms or offices    | >                        |     |
|     where the public is present   |                             |     |
|     with a worker are supplied    |                             |     |
|     with panic buttons. Policies  |                             |     |
|     and procedures are in place   |                             |     |
|     for action when the button is |                             |     |
|     activated.                    |                             |     |
+-----------------------------------+-----------------------------+-----+
| 6.  Interview rooms are separate  | >                        |     |
|     from employee work areas.     |                             |     |
+-----------------------------------+-----------------------------+-----+

+-----------------------------------------------------------------------+
| **SECURITY ASSESSMENT TOOL**                                          |
|                                                                       |
| > **[Rating Scale]{.underline}**                                      |
| >                                                                     |
| > **1 = Fully Implemented**                                           |
| >                                                                     |
| > **2 = Implementation Planned**                                      |
| >                                                                     |
| > **3 = Non-Existent**                                                |
+-----------------------------------------------------------------------+

> **[1]{.underline} [2]{.underline} [3]{.underline}**

+-----------------------------------+-----------------------------------+
| 7.  Video cameras are placed in   | >                              |
|     strategic locations           |                                   |
|     throughout the office.        |                                   |
+-----------------------------------+-----------------------------------+
| 8.  All public access entryways   | >                              |
|     have metal detectors.         |                                   |
+-----------------------------------+-----------------------------------+
| 9.  All employee parking areas    | >                              |
|     are sufficiently lighted.     |                                   |
+-----------------------------------+-----------------------------------+
| 10. Cypher lock codes are         | >                              |
|     frequently changed.           |                                   |
+-----------------------------------+-----------------------------------+
| 11. Furniture in interview rooms  | >                              |
|     is situated so that employees |                                   |
|     have a direct and easy exit   |                                   |
|     (escape route).               |                                   |
+-----------------------------------+-----------------------------------+
| 12. Reception personnel are       | >                              |
|     protected with bulletproof    |                                   |
|     glass.                        |                                   |
+-----------------------------------+-----------------------------------+
| 13. The public utilizes separate  | >                              |
|     bathrooms.                    |                                   |
+-----------------------------------+-----------------------------------+
| 14. Procedures are in place that  | >                              |
|     dictate appropriate responses |                                   |
|     to viral and bacterial        |                                   |
|     threats (Anthrax, etc.).      |                                   |
+-----------------------------------+-----------------------------------+

+-----------------------------------------------------------------------+
| **SECURITY ASSESSMENT TOOL**                                          |
|                                                                       |
| > **[Rating Scale]{.underline}**                                      |
| >                                                                     |
| > **1 = Fully Implemented**                                           |
| >                                                                     |
| > **2 = Implementation Planned**                                      |
| >                                                                     |
| > **3 = Non-Existent**                                                |
+-----------------------------------------------------------------------+

> **[1]{.underline} [2]{.underline} [3]{.underline}**

+-----------------------------------+------------------+---------------+
| 15. Procedures are in place that  | >             |               |
|     dictate appropriate security  |                  |               |
|     and safety drills.            |                  |               |
+-----------------------------------+------------------+---------------+
| 16. State or local police         | >             |               |
|     departments provide periodic  |                  |               |
|     security assessments.         |                  |               |
+-----------------------------------+------------------+---------------+
| 17. Contact numbers for police,   | >             |               |
|     fire, and emergency personnel |                  |               |
|     are easily accessible to all  |                  |               |
|     staff.                        |                  |               |
+-----------------------------------+------------------+---------------+
|                                   |                  |               |
+-----------------------------------+------------------+---------------+
| **TOTAL =**                       | >             |               |
+-----------------------------------+------------------+---------------+
| **[Scoring]{.underline}**         |                  |               |
|                                   |                  |               |
| **Total this section adding the   |                  |               |
| value from each column (1=1, 2=2, |                  |               |
| 3=3)**                            |                  |               |
|                                   |                  |               |
| **If you scored:**                |                  |               |
|                                   |                  |               |
| **17-20 = No action necessary.**  |                  |               |
|                                   |                  |               |
| **21-51 = The safety of your      |                  |               |
| staff and information may be at   |                  |               |
| risk. Review the physical safety  |                  |               |
| section and carefully evaluate    |                  |               |
| any answers that are marked 2 or  |                  |               |
| 3.**                              |                  |               |
+-----------------------------------+------------------+---------------+

+-----------------------------------------------------------------------+
| > **[Rating Scale]{.underline}**                                      |
| >                                                                     |
| > **1 = Fully Implemented**                                           |
| >                                                                     |
| > **2 = Implementation Planned**                                      |
| >                                                                     |
| > **3 = Non-Existent**                                                |
+-----------------------------------------------------------------------+

+-----------------------------------+-----------------------------------+
| **[Personnel]{.underline}**       | > **[1]{.underline}               |
|                                   | > [2]{.underline}                 |
|                                   | > [3]{.underline}**               |
+-----------------------------------+-----------------------------------+
| 1.  Job descriptions include      | >                              |
|     accountability for security.  |                                   |
+-----------------------------------+-----------------------------------+
| 2.  Applicant references and      | >                              |
|     backgrounds are fully checked |                                   |
|     prior to employment.          |                                   |
+-----------------------------------+-----------------------------------+
| 3.  Security and reference checks | >                              |
|     are completed on temporary    |                                   |
|     and contract staff.           |                                   |
+-----------------------------------+-----------------------------------+
| 4.  All employees sign a          | >                              |
|     non-disclosure statement (or  |                                   |
|     equivalent) at hire and       |                                   |
|     annually.                     |                                   |
+-----------------------------------+-----------------------------------+
| 5.  Management personnel are      | >                              |
|     responsible for security      |                                   |
|     awareness on the part of the  |                                   |
|     staff.                        |                                   |
+-----------------------------------+-----------------------------------+
| 6.  Management has taken steps to | >                              |
|     ensure that ALL employees are |                                   |
|     aware of the security         |                                   |
|     policies and procedures.      |                                   |
+-----------------------------------+-----------------------------------+
| 7.  Continuous updating of        | >                              |
|     policies and procedures has   |                                   |
|     been arranged to ensure that  |                                   |
|     new or revised requirements   |                                   |
|     are accommodated.             |                                   |
+-----------------------------------+-----------------------------------+

+-----------------------------------------------------------------------+
| > **[Rating Scale]{.underline}**                                      |
| >                                                                     |
| > **1 = Fully Implemented**                                           |
| >                                                                     |
| > **2 = Implementation Planned**                                      |
| >                                                                     |
| > **3 = Non-Existent**                                                |
+-----------------------------------------------------------------------+

> [1]{.underline} [2]{.underline} [3]{.underline}

+-----------------------------------+-------------+---------+----------+
| 8.  Policies, procedures, and     | >        |         |          |
|     disciplinary actions have     |             |         |          |
|     been established to deal with |             |         |          |
|     misuse of data.               |             |         |          |
+-----------------------------------+-------------+---------+----------+
| 9.  There are written policies    | >        |         |          |
|     that address falsifying       |             |         |          |
|     records.                      |             |         |          |
+-----------------------------------+-------------+---------+----------+
| 10. Security responsibilities are | >        |         |          |
|     included in employees'        |             |         |          |
|     performance evaluations.      |             |         |          |
+-----------------------------------+-------------+---------+----------+
| 11. Personnel are penalized for   | >        |         |          |
|     security violations.          |             |         |          |
+-----------------------------------+-------------+---------+----------+
|                                   |             |         |          |
+-----------------------------------+-------------+---------+----------+
| Total                             | >        |         |          |
+-----------------------------------+-------------+---------+----------+
| **[Scoring]{.underline}**         |             |         |          |
|                                   |             |         |          |
| **Total this section adding the   |             |         |          |
| value from each column (1=1, 2=2, |             |         |          |
| 3=3)**                            |             |         |          |
|                                   |             |         |          |
| **If you scored:**                |             |         |          |
|                                   |             |         |          |
| **11-14 = No action necessary.**  |             |         |          |
|                                   |             |         |          |
| **15-33 = Your personnel          |             |         |          |
| practices may leave your agency   |             |         |          |
| open to negligence in hiring.     |             |         |          |
| Review the personnel section and  |             |         |          |
| carefully evaluate any answers    |             |         |          |
| that are marked 2 or 3.**         |             |         |          |
+-----------------------------------+-------------+---------+----------+
| > **[Rating Scale]{.underline}**  |             |         |          |
| >                                 |             |         |          |
| > **1 = Fully Implemented**       |             |         |          |
| >                                 |             |         |          |
| > **2 = Implementation Planned**  |             |         |          |
| >                                 |             |         |          |
| > **3 = Non-Existent**            |             |         |          |
+-----------------------------------+-------------+---------+----------+

+------------------------------------------+---------------------------+
| **[Training]{.underline}**               | > **[1]{.underline}       |
|                                          | > [2]{.underline}         |
|                                          | > [3]{.underline}**       |
+------------------------------------------+---------------------------+
| 1.  Employees are trained not to leave   | >                      |
|     computer terminals unattended.       |                           |
+------------------------------------------+---------------------------+
| 2.  A security training plan has been    | >                      |
|     developed.                           |                           |
+------------------------------------------+---------------------------+
| 3.  Training programs include a review   | >                      |
|     of security objectives and policies. |                           |
+------------------------------------------+---------------------------+
| 4.  Security training is delivered to    | >                      |
|     all staff regularly and consistently |                           |
|     per an established schedule.         |                           |
+------------------------------------------+---------------------------+
| 5.  Employees are trained on proper      | >                      |
|     disposal of confidential documents   |                           |
|     that includes secure containers and  |                           |
|     shredding of data.                   |                           |
+------------------------------------------+---------------------------+
| 6.  All employees are trained in their   | >                      |
|     roles and responsibilities as        |                           |
|     outlined in emergency, disaster      |                           |
|     response, and contingency plans.     |                           |
+------------------------------------------+---------------------------+
| 7.  Management is involved in measuring  | >                      |
|     the effectiveness of the security    |                           |
|     initiatives.                         |                           |
+------------------------------------------+---------------------------+
| 8.  Staff has been assigned, trained,    | >                      |
|     and participated in tests of         |                           |
|     emergency, disaster response, and    |                           |
|     contingency plans.                   |                           |
+------------------------------------------+---------------------------+
| **TOTAL =**                              | >                      |
+------------------------------------------+---------------------------+

+-----------------------------------------------------------------------+
| > **[Rating Scale]{.underline}**                                      |
| >                                                                     |
| > **1 = Fully Implemented**                                           |
| >                                                                     |
| > **2 = Implementation Planned**                                      |
| >                                                                     |
| > **3 = Non-Existent**                                                |
+-----------------------------------------------------------------------+

+-----------------------------------+-----------------------------------+
| *                                 | > **[1]{.underline}               |
| *[Budget/Resources]{.underline}** | > [2]{.underline} [3              |
|                                   | > ]{.underline}**                 |
+-----------------------------------+-----------------------------------+
| 1.  Budget and resources are      | >                              |
|     dedicated to security         |                                   |
|     initiatives.                  |                                   |
+-----------------------------------+-----------------------------------+
| 2.  Budget and resources are      | >                              |
|     actually spent on security    |                                   |
|     initiatives.                  |                                   |
+-----------------------------------+-----------------------------------+
| 3.  There is a dedicated          | >                              |
|     full-time Information System  |                                   |
|     Security Officer (ISSO).      |                                   |
+-----------------------------------+-----------------------------------+
| **TOTAL=**                        | >                              |
+-----------------------------------+-----------------------------------+

+-----------------------------------------------------------------------+
| **[Scoring]{.underline}**                                             |
|                                                                       |
| **Total this section adding the value from each column (1=1, 2=2,     |
| 3=3)**                                                                |
|                                                                       |
| **If you scored:**                                                    |
|                                                                       |
| **3 = No action necessary.**                                          |
|                                                                       |
| **4-9 = Your budget and resources may need to be reviewed to ensure   |
| security is a priority. Review the budget and resource section and    |
| carefully evaluate any answers that are marked 2 or 3.**              |
|                                                                       |
| **\*For information and resources available from OCSE on Security,    |
| see page 52: Security Resources**                                     |
+-----------------------------------------------------------------------+

+-----------------------------------+-----------------------+-----------+
| **SECURITY ASSESSMENT TOOL**      |                       |           |
|                                   |                       |           |
| > **[Rating Scale]{.underline}**  |                       |           |
| >                                 |                       |           |
| > **1 = Fully Implemented**       |                       |           |
| >                                 |                       |           |
| > **2 = Implementation Planned**  |                       |           |
| >                                 |                       |           |
| > **3 = Non-Existent**            |                       |           |
+-----------------------------------+-----------------------+-----------+
| **[Technical                      | > **[1]{.underline}   |           |
| (Data)]{.underline}**             | > [2]{.underline}     |           |
|                                   | > [3]{.underline}**   |           |
+-----------------------------------+-----------------------+-----------+
| 1.  Employees follow strict       | >                  |           |
|     password and log-on           |                       |           |
|     protection procedures.        |                       |           |
+-----------------------------------+-----------------------+-----------+
| 2.  Virus detection and           | >                  |           |
|     elimination software is       |                       |           |
|     installed on each personal    |                       |           |
|     computer.                     |                       |           |
+-----------------------------------+-----------------------+-----------+
| 3.  Virus detection and           | >                  |           |
|     elimination software is       |                       |           |
|     regularly updated             |                       |           |
|     automatically or manually.    |                       |           |
+-----------------------------------+-----------------------+-----------+
|                                   |                       |           |
+-----------------------------------+-----------------------+-----------+
| 4.  Audit trails are established  | >                  |           |
|     and monitored to              |                       |           |
|     prevent/reduce misuse of      |                       |           |
|     data.                         |                       |           |
+-----------------------------------+-----------------------+-----------+
| 5.  Terminals are monitored       | >                  |           |
|     closely to prohibit the       |                       |           |
|     installation of off-the-shelf |                       |           |
|     and pirated software.         |                       |           |
+-----------------------------------+-----------------------+-----------+
| 6.  User access is restricted to  | >                  |           |
|     the minimum necessary to      |                       |           |
|     perform the job.              |                       |           |
+-----------------------------------+-----------------------+-----------+

+-----------------------------------------------------------------------+
| **SECURITY ASSESSMENT TOOL**                                          |
|                                                                       |
| > **[Rating Scale]{.underline}**                                      |
| >                                                                     |
| > **1 = Fully Implemented**                                           |
| >                                                                     |
| > **2 = Implementation Planned**                                      |
| >                                                                     |
| > **3 = Non-Existent**                                                |
+-----------------------------------------------------------------------+

> **[1]{.underline} [2]{.underline} [3]{.underline}**

+--------------------------------+----------------------+---------+---+
| 7.  This system is tested      | >                 |         |   |
|     regularly to determine if  |                      |         |   |
|     it is "hacker" proof.      |                      |         |   |
+--------------------------------+----------------------+---------+---+
| 8.  All connections go through | >                 |         |   |
|     a "firewall" system.       |                      |         |   |
+--------------------------------+----------------------+---------+---+
| 9.  Transmission of sensitive  | >                 |         |   |
|     data is protected from     |                      |         |   |
|     unauthorized disclosure    |                      |         |   |
|     through encryption.        |                      |         |   |
+--------------------------------+----------------------+---------+---+
|                                |                      |         |   |
+--------------------------------+----------------------+---------+---+
| **TOTAL =**                    | >                 |         |   |
+--------------------------------+----------------------+---------+---+
| **[Scoring]{.underline}**      |                      |         |   |
|                                |                      |         |   |
| **Total this section adding    |                      |         |   |
| the value from each column     |                      |         |   |
| (1=1, 2=2, 3=3)**              |                      |         |   |
|                                |                      |         |   |
| **If you scored:**             |                      |         |   |
|                                |                      |         |   |
| **9-11 = No action             |                      |         |   |
| necessary.**                   |                      |         |   |
|                                |                      |         |   |
| **12-27 = Your technical       |                      |         |   |
| resources may need to be       |                      |         |   |
| reviewed to tighten security.  |                      |         |   |
| Review the technical section   |                      |         |   |
| and carefully evaluate any     |                      |         |   |
| answers that are marked 2 or   |                      |         |   |
| 3.**                           |                      |         |   |
+--------------------------------+----------------------+---------+---+

+-----------------------------------------------------------------------+
| **SECURITY ASSESSMENT TOOL**                                          |
|                                                                       |
| > **[Rating Scale]{.underline}**                                      |
| >                                                                     |
| > **1 = Fully Implemented**                                           |
| >                                                                     |
| > **2 = Implementation Planned**                                      |
| >                                                                     |
| > **3 = Non-Existent**                                                |
+-----------------------------------------------------------------------+

+-----------------------------------+------------------+---------------+
| **[Contingency                    | > *              |               |
| Plans]{.underline}**              | *[1]{.underline} |               |
|                                   | >                |               |
|                                   |  [2]{.underline} |               |
|                                   | > [              |               |
|                                   | 3]{.underline}** |               |
+-----------------------------------+------------------+---------------+
| 1.  Contingency plans are in      | >             |               |
|     place in the event of loss of |                  |               |
|     personnel (strike, etc.),     |                  |               |
|     disasters, and emergencies.   |                  |               |
+-----------------------------------+------------------+---------------+
| 2.  Contingency plans specify who | >             |               |
|     will (and how to) notify      |                  |               |
|     customers and staff in the    |                  |               |
|     event that the office is      |                  |               |
|     inoperable.                   |                  |               |
+-----------------------------------+------------------+---------------+
| 3.  Contingency plans assign      | >             |               |
|     individual and team           |                  |               |
|     responsibilities in order to  |                  |               |
|     expedite mobilization of      |                  |               |
|     personnel.                    |                  |               |
+-----------------------------------+------------------+---------------+
| 4.  Contingency plans are         | >             |               |
|     available that address        |                  |               |
|     back-up and recovery          |                  |               |
|     procedures.                   |                  |               |
+-----------------------------------+------------------+---------------+
| 5.  Contingency plans have been   | >             |               |
|     tested and measured for       |                  |               |
|     effectiveness.                |                  |               |
+-----------------------------------+------------------+---------------+
|                                   |                  |               |
+-----------------------------------+------------------+---------------+
| **TOTAL =**                       | >             |               |
+-----------------------------------+------------------+---------------+
| **[Scoring]{.underline}**         |                  |               |
|                                   |                  |               |
| **Total this section adding the   |                  |               |
| value from each column (1=1, 2=2, |                  |               |
| 3=3)**                            |                  |               |
|                                   |                  |               |
| **If you scored:**                |                  |               |
|                                   |                  |               |
| **4-6 = No action necessary.**    |                  |               |
|                                   |                  |               |
| **7-15 = Your contingency plans   |                  |               |
| may need to be reviewed to ensure |                  |               |
| ongoing operations. Review the    |                  |               |
| Contingency Plans section and     |                  |               |
| carefully evaluate any answers    |                  |               |
| that are marked 2 or 3.**         |                  |               |
+-----------------------------------+------------------+---------------+

## Security Resources

**The Child Support Enforcement Program---Securing the Future Video:**
Produced by OCSE, this 13-minute video draws attention to the data and
physical security issues in child support enforcement. Child support
workers are privileged to have access to many powerful databases that
provide them with timely and accurate data, which in turn improves our
service to the children that we work so hard to support. The video uses
real-life scenarios and interviews to demonstrate that the careless use
of, or unauthorized access to, the data could result in physical harm to
the families we serve, and that the data could be used in criminal
activities such as fraud and identity theft. The video discusses how
protecting the data and ensuring the physical safety of our child
support offices is essential to the continuation of our much-needed
services. In addition to the video, a copy of the script is available
upon request.

**The Child Support Enforcement Program---Securing the Future: Training
of Trainers (TOT) Course:** This six-hour train-the-trainer course is
designed to prepare trainers to deliver the security course to child
support personnel. The course focuses on raising security awareness and
the need to make security a priority in your personal life, the child
support program, and the office. This course focuses on the changing
world of technology and its impact on the job. Participants in this
course will receive all the materials necessary to deliver the course to
child support workers

**The Child Support Enforcement Program---Securing the Future: A
Manager's Perspective:** Developed for managers in child support
offices, this four-hour course is designed to focus on security from the
manager's perspective. Managers will learn the critical role they play
in ensuring security of information, personnel, and other assets, as
well as the need for both security and disaster recovery plans. The
course will provide managers with an assessment of where they are in
security preparedness and provide helpful tools to design and implement
a comprehensive, successful security plan.

## 101 Ways to Cope with Stress

101 Ways to Cope With Stress

+-----------------------------------------------------------------------+
| 1.  Get up 15 minutes earlier.                                        |
|                                                                       |
| 2.  Prepare for the morning the night before.                         |
|                                                                       |
| 3.  Avoid tight fitting clothes.                                      |
|                                                                       |
| 4.  Avoid relying on chemical aids.                                   |
|                                                                       |
| 5.  Set appointments ahead.                                           |
|                                                                       |
| 6.  Don\'t rely on your memory \... write it down.                    |
|                                                                       |
| 7.  Practice preventive maintenance.                                  |
|                                                                       |
| 8.  Make duplicate keys.                                              |
|                                                                       |
| 9.  Say \"no\" more often.                                            |
|                                                                       |
| 10. Set priorities in your life.                                      |
|                                                                       |
| 11. Avoid negative people.                                            |
|                                                                       |
| 12. Use time wisely.                                                  |
|                                                                       |
| 13. Simplify meal times.                                              |
|                                                                       |
| 14. Always make copies of important papers.                           |
|                                                                       |
| 15. Anticipate your needs.                                            |
|                                                                       |
| 16. Repair anything that doesn\'t work properly.                      |
|                                                                       |
| 17. Ask for help with the jobs you dislike.                           |
|                                                                       |
| 18. Break large tasks into bite size portions.                        |
|                                                                       |
| 19. Look at problems as challenges.                                   |
|                                                                       |
| 20. Look at challenges differently.                                   |
|                                                                       |
| 21. Unclutter your life.                                              |
|                                                                       |
| 22. Smile.                                                            |
|                                                                       |
| 23. Be prepared for rain.                                             |
|                                                                       |
| 24. Tickle a baby.                                                    |
|                                                                       |
| 25. Pet a friendly dog/cat.                                           |
|                                                                       |
| 26. Don\'t know all the answers.                                      |
|                                                                       |
| 27. Look for a silver lining.                                         |
|                                                                       |
| 28. Say something nice to someone.                                    |
|                                                                       |
| 29. Teach a kid to fly a kite.                                        |
|                                                                       |
| 30. Walk in the rain.                                                 |
|                                                                       |
| 31. Schedule play time into every day.                                |
|                                                                       |
| 32. Take a bubble bath.                                               |
|                                                                       |
| 33. Be aware of the decisions you make.                               |
|                                                                       |
| 34. Believe in yourself.                                              |
|                                                                       |
| 35. Stop saying negative things to yourself.                          |
|                                                                       |
| 36. Visualize yourself winning.                                       |
|                                                                       |
| 37. Develop your sense of humor.                                      |
|                                                                       |
| 38. Stop thinking tomorrow will be a better today.                    |
|                                                                       |
| 39. Have goals for yourself.                                          |
|                                                                       |
| 40. Dance a jig.                                                      |
|                                                                       |
| 41. Say \"hello\" to a stranger.                                      |
|                                                                       |
| 42. Ask a friend for a hug.                                           |
|                                                                       |
| 43. Look up at the stars.                                             |
|                                                                       |
| 44. Practice breathing slowly.                                        |
|                                                                       |
| 45. Learn to whistle a tune.                                          |
|                                                                       |
| 46. Read a poem.                                                      |
|                                                                       |
| 47. Listen to a symphony.                                             |
|                                                                       |
| 48. Watch a ballet.                                                   |
|                                                                       |
| 49. Read a story curled up in bed.                                    |
|                                                                       |
| 50. Do a brand new thing.                                             |
|                                                                       |
| 51. Stop a bad habit.                                                 |
|                                                                       |
| 52. Buy yourself a flower.                                            |
|                                                                       |
| 53. Take time to smell the flowers.                                   |
|                                                                       |
| 54. Find support from others.                                         |
|                                                                       |
| 55. Ask someone to be your \"vent-partner.\"                          |
|                                                                       |
| 56. Do it today.                                                      |
|                                                                       |
| 57. Work at being cheerful and optimistic.                            |
|                                                                       |
| 58. Put safety first.                                                 |
|                                                                       |
| 59. Do everything in moderation.                                      |
|                                                                       |
| 60. Pay attention to your appearance.                                 |
|                                                                       |
| 61. Strive for excellence, NOT perfection.                            |
|                                                                       |
| 62. Stretch your limits a little each day.                            |
|                                                                       |
| 63. Look at a work of art.                                            |
|                                                                       |
| 64. Hum a jingle.                                                     |
|                                                                       |
| 65. Maintain your weight.                                             |
|                                                                       |
| 66. Plant a tree.                                                     |
|                                                                       |
| 67. Feed the birds.                                                   |
|                                                                       |
| 68. Practice grace under pressure.                                    |
|                                                                       |
| 69. Stand up and stretch.                                             |
|                                                                       |
| 70. Always have a plan \"B."                                          |
|                                                                       |
| 71. Learn a new doodle.                                               |
|                                                                       |
| 72. Memorize a joke.                                                  |
|                                                                       |
| 73. Be responsible for your feelings.                                 |
|                                                                       |
| 74. Learn to meet your own needs.                                     |
|                                                                       |
| 75. Become a better listener.                                         |
|                                                                       |
| 76. Know your limitations and let others know them too.               |
|                                                                       |
| 77. Tell someone to have a good day in Pig Latin.                     |
|                                                                       |
| 78. Throw a paper airplane.                                           |
|                                                                       |
| 79. Exercise every day.                                               |
|                                                                       |
| 80. Learn the words to a new song.                                    |
|                                                                       |
| 81. Get to work early.                                                |
|                                                                       |
| 82. Clean out one closet.                                             |
|                                                                       |
| 83. Play patty cake with a toddler.                                   |
|                                                                       |
| 84. Go on a picnic.                                                   |
|                                                                       |
| 85. Take a different route to work.                                   |
|                                                                       |
| 86. Leave work early (with permission).                               |
|                                                                       |
| 87. Put air freshener in your car.                                    |
|                                                                       |
| 88. Watch a movie and eat popcorn.                                    |
|                                                                       |
| 89. Write a note to a far away friend.                                |
|                                                                       |
| 90. Go to a ball game and scream.                                     |
|                                                                       |
| 91. Cook a meal and eat it by candlelight.                            |
|                                                                       |
| 92. Recognize the importance of unconditional love.                   |
|                                                                       |
| 93. Remember that stress is an attitude.                              |
|                                                                       |
| 94. Keep a journal.                                                   |
|                                                                       |
| 95. Practice a monster smile.                                         |
|                                                                       |
| 96. Remember you always have options.                                 |
|                                                                       |
| 97. Have a support network of people, places, and things.             |
|                                                                       |
| 98. Quit trying to fix other people.                                  |
|                                                                       |
| 99. Get enough sleep.                                                 |
|                                                                       |
| 100. Talk less and listen more.                                       |
|                                                                       |
| 101. Freely praise other people.                                      |
|                                                                       |
|      BONUS: Relax, take one day at a time\...you have the rest of     |
|      your life to live!                                               |
+-----------------------------------------------------------------------+

##  {#section-1 .unnumbered}

# Handouts 

## Ten Ways To Be a Good Customer Service Role Model for your Staff

Ten Ways To Be A Good Customer Service Role Model For Your Staff

If you talk about good customer service but don't demonstrate it, then
you've lost before you have even started. As a manager, the first step
in motivating your staff to provide excellent service is to reflect
consistently the attitudes and behaviors you want your staff to use with
their customers.

1\. Start the Day Off Right

-   A manager's mood affects the mood of the staff.

-   The way you greet your staff in the morning can set the tone for the
    rest of the day.

-   Greet your staff with a friendly smile when you see them---the way
    you should do for any customer.

2\. Discuss Your Feelings, Don't Vent Them

-   If you find yourself getting angry with one of your staff, do not
    vent your feelings in a negative way.

-   Remain calm.

-   Discuss the matter in private, never in front of other people.

-   Explain in detail why you are upset, not in general terms that force
    the staff member to guess why you are angry.

-   Give the person a chance to respond and express how he or she feels,
    thus avoiding a one-way conversation.

-   Come to a mutual solution to the problem.

Ten Ways To Be A Good Customer Service Role Model For Your Staff
(Continued)

3\. Do the Right Thing

-   When you find yourself face-to-face with a difficult customer, your
    staff will carefully watch your every move and listen to see how
    well you deal with the situation (and if you practice what you
    preach).

-   Handle it like a pro. (Model tips from *Module 5: Strategies for
    Handling Difficult Customers*.)

-   Teach your staff, by example, how they should act in similar
    situations.

4\. Support Your Staff's Decisions

-   When customers are upset and they cannot get what they want, they
    often ask to speak to you, the manager (or supervisor). If someone
    on your staff has made a decision that enforces policy and you
    reverse it, you have just taken the first step toward disempowering
    that staff member.

-   Show a united stance with the worker.

-   Empower your staff by taking the extra few minutes to collaborate.

-   Encourage staff to be more flexible and resourceful.

5\. Be Willing Not to Know the Answer

-   Some managers believe that being a manager means having to know all
    the answers to every question. There will be times when you won't be
    able to answer a question.

-   Admit that you don't know the answer. This is a sign of strength
    that garners trust from those around you.

-   Be open to discovering answers.

-   Encourage your staff to do the same.

Ten Ways To Be A Good Customer Service Role Model For Your Staff
(Continued)

6\. Learn to Listen

-   Your staff is told not to interrupt customers or jump to conclusions
    about what the customer is saying. Reinforce this message by
    learning to listen to your staff when they speak to you.

7\. Take Time to Socialize

-   Know your staff and what they are up to in their lives. Respect
    their privacy and yours, but don't be distant.

-   Celebrate noteworthy occasions.

-   Develop a relationship with your staff based on respect for them as
    individuals.

8\. Use Good Telephone Etiquette

-   You should be your staff's best example for excellent telephone
    manners.

-   Follow the telephone etiquette guidelines we reviewed in *Module 4:
    Winning Telephone Techniques*.

-   Any time you pick up the phone, it is an opportunity for you to
    demonstrate good telephone etiquette. If you do so consistently,
    your staff will naturally follow your example.

9\. Thank Your Staff Often

-   Be generous with compliments to your staff and acknowledge their
    service skills when they have done a good job. Don't assume that
    they know that you appreciate the good job they do.

-   Negative attitudes (e.g., *Why should I thank them, that's what they
    get paid for*) guarantee staff resentment that is reflected back to
    customers.

Ten Ways To Be A Good Customer Service Role Model For Your Staff
(Continued)

10\. Say What You Mean and Mean What You Say

-   Your staff is appreciative when you are straightforward with them.

-   Your words should match what your body language and tone of voice
    are already communicating.

-   Be honest and straightforward with your staff and you will gain
    their trust.