Customer Relations (Santo Tomas College of Agriculture) PDF

**TEMPLATE 3: Module Template** +-----------------------------------+-----------------------------------+ | **Module No. & Title** | **MODULE 1: The Customer Service | | | Profession and Contributing to | | | the Ser...

**TEMPLATE 3: Module Template** +-----------------------------------+-----------------------------------+ | **Module No. & Title** | **MODULE 1: The Customer Service | | | Profession and Contributing to | | | the Service Culture** | +===================================+===================================+ | **Module Overview** | Hello students, welcome to | | | **Module 1**, **Lesson 1-3** | | | which covers week 3. It includes | | | lesson activities and you are | | | expected to remember and | | | understand its nature and | | | differences. You will acquire | | | professional knowledge about | | | Customer Service. | +-----------------------------------+-----------------------------------+ | **Module Objectives/Outcomes** | ***At the end of the module, you | | | are expected:*** | | | | | | - Define Customer Service and | | | service culture | | | | | | - Identify the types of | | | customer service | | | | | | - Explain key principles of | | | good customer service | | | | | | - Explain the elements of a | | | successful service culture. | | | | | | - Define a Service Strategy | | | | | | - Recognize customer-friendly | | | system | | | | | | - Implement strategies for | | | promoting a positive service | | | culture | | | | | | - Identify what customers want | +-----------------------------------+-----------------------------------+ | **Lessons in the module** | ***This*** ***module will tackle | | | the following topic:*** | | | | | | Lesson 1: Defining Customer | | | Service and Service Culture | | | | | | Lesson 2: Establishing a Service | | | Strategy and Customer- Friendly | | | System | | | | | | Lesson 3: Strategies for | | | Promoting a Positive Service | | | Culture and Knowing What | | | Customers Want | +-----------------------------------+-----------------------------------+ **TEMPLATE 4: The Lesson Structure** +-----------------------------------+-----------------------------------+ | **Module No. and Title** | **MODULE 1: The Customer Service | | | Profession and Contributing to | | | the Service Culture** | +===================================+===================================+ | **Lesson No. and Title** | LESSON 1: Defining Customer | | | Service and Service Culture | +-----------------------------------+-----------------------------------+ | **Learning Outcomes** | - Deal with people of all | | | classes and to adjust with | | | situations and circumstances | | | in the corporate environment. | | | | | | - Exhibit business etiquette | | | and exceptional customers | | | service relations. | | | | | | - Develop customer service | | | orientation or attitude. | +-----------------------------------+-----------------------------------+ | **Time Frame** | Week 3-5 | +-----------------------------------+-----------------------------------+ | **Introduction** | Welcome to Module 1 of Customer | | | Relations. In this Module we | | | define customer service and | | | service culture, establishing a | | | service strategy and | | | customer-friendly System; | | | strategies for promoting a | | | positive service culture, and | | | knowing what customers want. | +-----------------------------------+-----------------------------------+ | **Activity** | To launch your understanding on | | | the topic, give me a word or two | | | that comes into your mind when | | | you hear or read the word: | | | | | | 1. *Customer Service* | | | | | | 2. *Customer friendly system* | | | | | | 3. *Value* | +-----------------------------------+-----------------------------------+ | **Analysis** | Read and comprehend this module | | | so that you will know the value | | | of customer service and the | | | service strategy and customer | | | friendly system. | +-----------------------------------+-----------------------------------+ | **Abstraction** | **Module 1: The Customer Service | | | Profession** | | | | | | **Competent:** Consumers have | | | identified competency as the | | | element that plays the biggest | | | role in a good customer | | | experience. To be competent, a | | | customer support professional | | | must have a strong knowledge of | | | the company and its products, as | | | well as the power to fix the | | | customer's problems. The more | | | knowledge they have, the more | | | competent they become. | | | | | | **Convenient:** Customers want to | | | be able to get in touch with a | | | customer service representative | | | through whichever channel is the | | | most convenient for them. Offer | | | support through the channels of | | | communication your customers rely | | | on most, and make it easy for | | | customers to figure out how to | | | contact you. | | | | | | **Proactive:** Customers want | | | companies to be proactive in | | | reaching out to them. If one of | | | your products is back-ordered or | | | your website is going to | | | experience downtime, proactively | | | reach out to your customers and | | | explain the problem. They may not | | | be happy about the situation, but | | | they will be thankful that you | | | kept them in the loop. | | | | | | **What are the 3 most important | | | things in customer service?** | | | | | | 1\. Practice empathy | | | | | | Employing empathy for new and | | | existing customers has become | | | essential to customer service as | | | the need for thoughtful and | | | efficient responses has | | | increased. | | | | | | Customer empathy can mean: | | | | | | - Reaching out on your | | | customers\' choice of | | | channels to create an | | | effortless experience: | | | According to Zendesk's 2020 | | | Customer Experience Trends | | | Report, 42 percent of | | | customers say that 24/7, | | | real-time support is | | | vital---companies should meet | | | their customers where they | | | are, so they can connect | | | however and whenever they | | | want. | | | | | | - Putting yourself in an angry | | | customer\'s shoes | | | | | | - Listening to customer | | | feedback and using it to get | | | better | | | | | | 2\. Equip agents with the tools | | | they need to solve customer | | | issues quickly and effectively. | | | | | | Customer service software is key | | | for equipping a support team with | | | the tools they need to deliver | | | excellent customer service For | | | instance, the Agent Workspace | | | within Zendesk\'s Support Sute | | | equips support teams with | | | | | | - Context that moves from | | | channel to channel | | | | | | Agents need access to context, | | | such as a customer\'s contact | | | information. preferences and | | | account type, so customers don\'t | | | have repeat themselves or wait on | | | hold while an agent looks up the | | | details. | | | | | | - **Collaboration tools** | | | | | | When agents have collaboration | | | tools, like the ability to send | | | and view internal notes without | | | leaving a conversation or | | | integrations with email and Slack | | | to share best practices across | | | departments, they can get | | | customers the best answers to | | | their questions with speed. | | | | | | - **Workflows, triggers, and | | | automation** | | | | | | These streamline customer-facing | | | interactions, saving support | | | resources and decreasing | | | time-to-resolution. | | | | | | 3**. Show that customer service | | | matters across the business** | | | | | | Customer service is everyone's | | | job. It's not just something for | | | customer support teams and other | | | front-line associates to think | | | about. Companies with great | | | customer service show that the | | | customer experience matters | | | across the organization, at every | | | step of the customer journey. | | | This includes: | | | | | | - The honesty of their | | | marketing campaigns | | | | | | - The transparency of their | | | pricing models | | | | | | - The ease of their sales cycle | | | | | | - The quality of their actual | | | products or services | | | | | | **[Customer service | | | objectives]** | | | | | | The primary objective of customer | | | service is to be the customer\'s | | | champion. This means answering | | | customer questions quickly and | | | effectively, resolving issues | | | with empathy and care, | | | documenting pain points to share | | | with internal teams, nurturing | | | relationships, and improving | | | brand credibility. | | | | | | When customer service teams | | | master their more direct | | | objectives, they help the | | | organization to meet more | | | cross-functional objectives, | | | including: | | | | | | - Improving customer retention | | | | | | - Boosting customer loyalty | | | | | | - Increasing customer lifetime | | | value | | | | | | - Reducing customer churn | | | | | | - Creating a better customer | | | experience | | | | | | **What is a Customer-focused | | | Organization?** | | | | | | A | | | customer-focused organization is | | | a company that spends energy and | | | effort on satisfying internal and | | | external customers by first | | | identifying customer needs, then | | | establishing policies, procedures | | | and management and reward systems | | | to support excellence in service | | | delivery. | | | | | |  | | | | | |  | | | | | | **Factors Related to | | | Customer-focused Organizations** | | | | | | - They have internal and | | | external customers. | | | | | | - Their focus is on determining | | | and meeting customer needs. | | | | | | - Information, products and | | | services are easily | | | accessible. | | | | | | - Policies are in place to | | | allow employee | | | decision-making. | | | | | | - Management and systems | | | support and reward employees. | | | | | | - Reevaluation of business | | | strategies and systems is | | | ongoing. | | | | | | **Examples of Customer Service** | | | | | | - ü Calling the customer by | | | name | | | | | | - ü On-time delivery | | | | | | - ü Easy-to-use and functional | | | web site | | | | | | - ü Excellent follow up | | | | | | - ü Accessibility when and | | | where the customer wants it | | | | | | - ü Well-explained instructions | | | | | |  | | | | | | **[Understanding of | | | Satisfaction]** | | | | | | Is the customer's overall feeling | | | of contentment with a | | | | | | customer interaction. | | | | | | Customer satisfaction recognises | | | the difference between | | | | | | customer expectations and | | | customer perceptions. | | | | | | Satisfaction may develop quickly | | | or may be cultivated over a | | | period of time. | | | | | | Customer have many concerns; our | | | job is to reduce as much of the | | | customers' stress as possible to | | | create a pleasant customer | | | experience. | | | | | | [Why is Excellent Customer | | | Service So Rare?] | | | | | | Customer service is rare because | | | it require 2 things that the | | | average person or organisation | | | are unwilling to commit to: | | | | | | 1\. Spending money | | | | | | 2\. Taking action | | | | | | **To provide excellent customer | | | service:** | | | | | | 1**. Develop the skills** | | | | | | Organisation must assess their | | | current level of customer service | | | and determine if it appropriately | | | meets their current customers | | | 'needs. | | | | | | **2. Empowerment** | | | | | | Employee to make decision to | | | benefit their customers. Hire the | | | right manager & employees. | | | | | | **3. Use of technology and | | | current information** | | | | | | Facilitates the provision of | | | excellent customer service. | | | | | | **4. Examine individual | | | performance** | | | | | | To ensure continuing to practice | | | the positive skills that make | | | providing customer service | | | enjoyable and efficient. | | | | | | **5. Management must periodically | | | measure customer satisfaction** | | | | | | The customer must be asked | | | questions concerning what is | | | being | | | | | | done well and what could be | | | improved. | | | | | | **Five Needs of Every Customer** | | | | | | All | | | customers have the following 5 | | | basic needs: | | | | | | 1\. Service | | | | | | 2\. Price | | | | | | 3\. Quality | | | | | | 4\. Action | | | | | | 5\. Appreciation | | | | | | External and Internal Customers | | | | | |  | | | | | | **Customer Attributes** | | | | | | Each | | | customer is unique. Identify | | | customer attributes may allow an | | | organisation to better understand | | | "who" its customers are. | | | | | | **Cost of Losing a Customer** | | | | | | When customers cease to do | | | business with us and begin to do | | | business with our competition, | | | several unfortunate situations | | | occur. | | | | | |  | | | | | |  | | | | | | Customer = Revenue = Jobs | | | | | |  | | | | | |  | | | | | | **CHAPTER 2** | | | | | | **Service culture** is a service | | | environment made up of various | | | factors, including the values, | | | beliefs, norms, rituals, and | | | practices of a group or | | | organization. | | | | | | - No two organizations operate | | | in the same manner, have the | | | same focus, or provide | | | management that accomplishes | | | the same results. o A culture | | | includes the values, norms, | | | beliefs, rituals, and | | | practices of a group or | | | organization. | | | | | | | | | | | | - Any policy, procedure, | | | action, or inaction on the | | | part of the organization | | | contributes to the service | | | culture. | | | | | | · **Attitude**---the emotional | | | responses to people, ideas, and | | | objects. | | | | | | - They are based on values, | | | differ between individuals | | | and cultures, and affect the | | | way people deal with various | | | issues and situations. | | | | | | | | | | | | - Attitude is crucial to the | | | success of an organization | | | | | | · **Customer-centric** is a term | | | used to describe service | | | providers and organizations that | | | put their customers first and | | | spend time, effort, and money | | | identifying and focusing on the | | | needs of current and potential | | | customers. | | | | | | - Efforts are focused on | | | building long-term | | | relationships and customer | | | loyalty rather than simply | | | selling a product or service | | | and moving on to the next | | | customer. | | | | | | | | | | | | - Successful organizations are | | | customer-centered or | | | customer-centric and focus on | | | individual needs. | | | | | | In the past, organizations were | | | continually making changes to | | | their product and service lines | | | to try to attract and hold | | | customers. | | | | | | - Now, many major organizations | | | have become more | | | customer-centric and stress | | | relationships with customers. | | | | | | | | | | | | - Advertising campaigns often | | | reflect this new awareness as | | | companies try to communicate | | | that they are focused on | | | their customers. | | | | | | **Employee Roles and | | | Expectations** | | | | | | · Depending on the job, the size | | | and type of the organization, and | | | the industry involved, the | | | ***employee roles*** and | | | ***employee expectations*** may | | | be similar from one organization | | | to another, and yet they may be | | | performed in a variety of | | | different ways. | | | | | | - Such roles and expectations | | | are normally included in a | | | job description and in the | | | performance goals. | | | | | | · Generally, an organization's | | | approach to business, its mission | | | or its | | | | | | service philosophy, is driven | | | from top of the organization. | | | | | | - Upper management, including | | | members of the board of | | | directors, when appropriate, | | | sets the vision or tone and | | | direction of the | | | organization. | | | | | | | | | | | | - Most successful organizations | | | have written mission and | | | vision | | | | | | statements that answer the | | | questions of "What does the | | | organization | | | | | | - Jollibee Foods Corporation | | | started by Toni Tan Caktiong | | | and his family as an | | | ice-cream parlor in 1975 | | | | | | | | | | | | - Now has 1804 stores worldwide | | | under its aegis with total | | | sales exceeding \$1 billion. | | | q | | | | | | | | | | | | - Other notable accomplishments | | | include becoming part of the | | | top 100 corporations in the | | | Philippines in 1987. | | | | | | | | | | | | - Becoming the first food | | | service company to be listed | | | in the Philippine Stock | | | Exchange. | | | | | | Customer satisfaction has always | | | been key to Jollibee's success. | | | Never losing sight of its goals, | | | Jollibee has grown to be one of | | | the most recognized and highly | | | preferred brands in the | | | Philippines. | | | | | | Culture: JOLLIBEE make sure that | | | the whole organization shares our | | | vision and values, meaning | | | they're all part of that, "Our | | | corporate values are excellence, | | | spirit of family and fun, | | | humility to learn and listen, | | | integrity, frugality, respect for | | | the individual, and teamwork. | | | Anybody who is not a fit to all | | | that, we remove from the | | | organization. Our people are more | | | engaged and committed." | | | | | |  | | | | | | The culture of quality has | | | permeated the San Miguel | | | organization for more than four | | | decades now. SMC evolved to focus | | | on product quality and people | | | involvement. This emphasized the | | | need for a quality mindset for | | | all employees and for them to be | | | involved in ensuring high-quality | | | products and services that | | | delight and secure the loyalty of | | | their customers. At present, the | | | quest for continuous improvement | | | continues as SMC remains | | | committed to sustain business | | | excellence and maintain its | | | tradition as the "home of quality | | | products and people". | | | | | |  | | | | | | What are some of the key elements | | | that make up a service culture? | | | | | | Service culture include the | | | service philosophy or mission, | | | employee roles and expectations, | | | policies and procedures, | | | management support, products and | | | services, motivators and rewards, | | | training, and delivery systems. | | | | | | How does RUMBA help clearly | | | define employee roles and | | | expectations? Why is each | | | component important? | | | | | | Employee roles and expectations | | | must be clearly defined and | | | communicated in terms of certain | | | characteristics, sometimes | | | referred to as RUMBA which stands | | | for realistic, understandable, | | | measureable, believable and | | | attainable. To be realistic, the | | | company's employee standards and | | | goals must comply with the | | | workplace and customer base. To | | | be understandable, it must be | | | communicated and clear to every | | | employee. To be measureable, | | | there has to be some way to | | | determine the accomplishment of | | | goals, usually by the numbers. To | | | be believable, every employee | | | must commit to the goal and the | | | people must believe it is | | | achievable. Of course, management | | | must also give employees the | | | tools to achieve goals. | | | | | | **C. RUMBA** | | | | | | \>RUMBA is an acronym for five | | | criteria (**Realistic, | | | Understandable,** | | | | | | **Measurable, Believable, and | | | Attainable)** used to establish | | | and measure employee performance | | | goals. | | | | | | 1\. Employee Roles in Larger | | | Retail and Service | | | Organizations | | | | | | \>Customers expect service | | | employees to typically have at | | | least the following | | | qualifications and competencies | | | in both large and small | | | organizations: | | | | | | - Broad general knowledge of | | | products and service | | | | | | - Interpersonal communication | | | skills (e.g., verbal, | | | nonverbal, and | | | | | | listening along with cross-gender | | | and cross-cultural communication) | | | | | | - Technical expertise related | | | to products sold and serviced | | | | | | - Positive, customer-focused, | | | "can-do" attitude | | | | | | - Initiative | | | | | | - Motivation | | | | | | - Integrity | | | | | | - Loyalty (to the organization, | | | to products, and to | | | customers) | | | | | | - Team spirit | | | | | | - Creativity | | | | | | - Sound ethics | | | | | | - Time management skills | | | | | | - Problem-solving capability | | | | | | - Conflict resolution skills | | | | | | **Policies and Procedures** | | | | | | - · Although there are a lot of | | | local, state, and federal | | | regulations with which you | | | and your organization must | | | comply, many policies are | | | flexible. | | | | | | | | | | | | - · Many customers negatively | | | meet organizational culture | | | directly when a service | | | provider hides behind | | | "company policy" to handle a | | | problem. | | | | | | | | | | | | - The goal should be to respond | | | to policy customer requests | | | and | | | | | | satisfy needs as quickly, | | | efficiently, and cheerfully as | | | possible. | | | | | | · Return policies in a retail | | | environment are a case in point. | | | | | | - An effective return policy is | | | part of the overall service | | | process. | | | | | | - In addition to service | | | received, the return policy | | | of an organization is another | | | gauge customers use to | | | determine where they will | | | spend their time and money. | | | | | | **D. Products and Services** | | | | | | If customers perceive that the | | | organization offers reputable | | | products and services in a | | | professional manner and at a | | | competitive price, the | | | organization will likely reap the | | | rewards of loyalty and positive | | | "press." | | | | | | - On the other hand, if | | | products and services do not | | | live up to expectations or | | | promises, or if the service | | | employee's ability to correct | | | problems in products and | | | services is deficient, the | | | employee and the organization | | | could suffer adversely. | | | | | | **E. Motivators and Rewards** | | | | | | People work more effectively and | | | productively when their | | | performance is recognized and | | | adequately rewarded. | | | | | | **F. Management Support** | | | | | | To handle some customer-related | | | situation, frontline service | | | providers will have to depend on | | | the knowledge and assistance of a | | | more experienced employee or | | | supervisor or manager and defer | | | to his or her experience or | | | authority. | | | | | | - A key role played by the | | | manager, supervisor, and/or | | | team leader in a | | | customer-related situation is | | | to provide effective, ongoing | | | coaching, counseling, and | | | training to their | | | subordinates. | | | | | | **1. Strive for Improvement** | | | | | | Customer service can be | | | frustrating and, in some | | | instances, monotonous. | | | | | | - Employees may need to create | | | self-motivation strategies | | | and continue to seek | | | fulfilment or satisfaction. | | | | | | **2. Look for a Strong Mentor in | | | Your Organization** | | | | | | Mentors are people who are well | | | acquainted with the organization | | | and its policies, politics, and | | | processes. | | | | | | - They are well connected | | | (inside and outside the | | | organization), communicate | | | well, have the ability and | | | desire to assist others (the | | | protégé),and are capable and | | | experienced. | | | | | | **3. Avoid Complacency** | | | | | | The people who excel, especially | | | in a service environment, are the | | | ones who constantly strive for | | | improvement and look for | | | opportunities to grow | | | professionally. | | | | | | - They also take responsibility | | | or ownership for service | | | situations. | | | | | | **G. Employee Empowerment** | | | | | | Employee empowerment is one way | | | for a supervisor to help ensure | | | that service providers can | | | respond quickly to customer needs | | | or requests. | | | | | | - The intent of empowerment is | | | a delegation of authority | | | where a frontline service | | | provider can take action | | | without having to call a | | | supervisor or ask permission. | | | | | | | | | | | | - Empowerment is also an | | | intangible way that | | | successful service | | | organizations | | | | | | reward employees. | | | | | | - Often someone who has | | | decision-making authority | | | feels better about himself or | | | herself and the organization. | | | | | | **H. Training** | | | | | | To perform a job successfully and | | | create a positive impression in | | | the minds of customers, frontline | | | employees must be given the | | | necessary tools. | | | | | | - Depending on the position and | | | the organization's focus, | | | this training might address | | | interpersonal skills, | | | technical skills, | | | organizational awareness, or | | | job skills, again depending | | | on the position. | | | | | | **Establishing a Service | | | Strategy** | | | | | | - · The first step a company | | | should take in creating or | | | redefining its service | | | environment is to make sure | | | it knows who its customers | | | really are and how it plans | | | to attract and hold those | | | customers. It is not just the | | | organization's responsibility | | | to ensure the success of | | | customer service; service | | | professionals must be working | | | toward helping make them | | | successful. | | | | | | **Customer-Friendly Systems** | | | | | | **A. Typical System Components** | | | | | | Customer-friendly systems refers | | | to the processes in an | | | organization that make service | | | seamless to customers by ensuring | | | that things work properly and the | | | customer is satisfied. | | | | | | - Some customer-friendly | | | systems that can send | | | positive messages are | | | advertising and complaint or | | | problem resolution. | | | | | | **1. Advertising** | | | | | | Advertising campaigns should send | | | a message that products and | | | services are competitive in price | | | and that the quality and quantity | | | are at least comparable to those | | | of competitors. An advertisement | | | that appears to be deceptive can | | | cost the organization customers | | | and its reputation. | | | | | | **2. Complaint or Problem | | | Resolution** | | | | | | The manner in which complaints or | | | problems are handled can signal | | | the organization's concern for | | | customer satisfaction. A service | | | professional should make | | | recommendations for improvement | | | whenever he or she spots a | | | roadblock or system that impedes | | | provision of service excellence. | | | | | | **B. Service Delivery Systems** | | | | | | Service delivery systems are a | | | combination of people, | | | technology, and other internal | | | and external elements that make | | | up an organization's method of | | | getting its products and services | | | to customers. | | | | | | - The organization must | | | determine the best way to | | | deliver quality products and | | | service and to provide | | | effective follow-up support | | | to its customers. | | | | | | | | | | | | - This includes the way | | | information is made available | | | to customers, initial | | | contacts and handling of | | | customer issues, sales | | | techniques (hard sell versus | | | relationship selling), order | | | collection and processing, | | | price quotations, product and | | | service delivery, processing | | | of paperwork, invoicing, and | | | follow-up. | | | | | | **1. Direct or Indirect Systems** | | | | | | The type of delivery system used | | | (direct or indirect contact) is | | | important because it affects | | | staffing numbers, costs, | | | technology, scheduling, and many | | | other factors. | | | | | | - In a direct contact | | | environment, customers | | | interact directly with | | | people. | | | | | | - In an indirect system, | | | customers' needs are met | | | primarily with | | | self\_x0002\_service through | | | technology (possibly | | | integrated with the human | | | factor in customer | | | contact/call centers) | | | integrated with Internet | | | services. | | | | | | | | | | | | - Automatic teller machines | | | (ATMs) versus branches of a | | | bank would be an example of | | | direct versus indirect | | | systems. | | | | | | **Tools for Service Measurement** | | | | | | Some of the typical techniques or | | | tools available to organizations | | | for customer service data | | | collection are as follows: | | | | | | - Employee focus groups | | | | | | - Employee opinion surveys | | | | | | - Customer focus groups | | | | | | - Mystery shoppers | | | | | | - Customer satisfaction surveys | | | | | | - Customer comment cards | | | | | | - Profit and loss statements or | | | management reports | | | | | | - Employee exit interviews | | | | | | - Walk-through audits | | | | | | - On-site management visits | | | | | | - Management inspections | | | | | | **IV. Eleven Strategies for | | | Promoting a Positive Service | | | Culture** | | | | | | Following are 11 strategies for | | | service success: | | | | | | - Partner with customers. | | | | | | - Explore your organization's | | | vision. | | | | | | - Help communicate the culture | | | and organizational vision to | | | customers---daily. | | | | | | - Demonstrate ethical behavior. | | | | | | | | | | | | - § The ethics of the | | | organization are intertwined | | | with its culture. | | | | | | - § Ethical behavior is based | | | on values---those of the | | | society, organization, and | | | | | | employees. | | | | | | - Identify and improve your | | | service skills. | | | | | | - Become an expert on your | | | organization. | | | | | | - Demonstrate commitment. | | | | | | - Treat vendors and suppliers | | | as customers. | | | | | | - Share resources. | | | | | | - Work with, not against, your | | | customers. | | | | | | - Provide service follow-up. | | | | | | | | | | | | - This can be through a formal | | | customer satisfaction survey | | | or telephone callback system | | | or through an informal | | | process of sending thank-you | | | cards, birthday cards, | | | special sale mailings, and | | | similar initiatives that are | | | inexpensive and take little | | | effort. | | | | | | **What Customers Want** | | | | | | · What customers want are things | | | that customers typically desire | | | but do not necessarily need. | | | | | | - It is value for their money | | | and/or effective, efficient | | | service. | | | | | | · Following are seven common | | | things that customers want and | | | expect if they are to keep doing | | | business with you and your | | | organization: | | | | | | - **Personal recognition** | | | | | | | | | | | | - § This can be demonstrated in | | | a number of ways, such as | | | sending thank-you or birthday | | | cards, returning calls in a | | | timely fashion, etc. | | | | | | | | | | | | - **Courtesy** | | | | | | | | | | | | - § Basic courtesy involves | | | pleasantries such as "please" | | | and "thank you," as there is | | | no place or excuse for rude | | | behavior in a customer | | | service environment. | | | | | | | | | | | | - **Timely service** | | | | | | | | | | | | - § A customer service | | | professional should provide | | | prompt yet effective service. | | | | | | - § They should work diligently | | | to stay on schedule and at | | | least explain when delays do | | | occur, so the customer | | | understands the reason for | | | the wait. | | | | | | | | | | | | - **Professionalism** | | | | | | | | | | | | - § Customer service personnel | | | should take pride in their | | | work and exemplify ethics. | | | | | | | | | | | | - **Enthusiastic service** | | | | | | | | | | | | - § Deliver service with a | | | smile, offer additional | | | services and information, and | | | take the time to give extra | | | effort. | | | | | | | | | | | | - **Empathy** | | | | | | | | | | | | - § As a service provider, one | | | should make every effort to | | | be understanding, and | | | | | | to provide appropriate service. | | | | | | - § A common strategy for | | | showing empathy is the | | | ***feel, felt, found | | | technique***---a process for | | | expressing empathy and | | | concern for someone and for | | | helping that person | | | understand that you can | | | relate to the situation. | | | | | | - **Patience** | | | | | | As a service provider, by | | | suppressing the desire to | | | speak out or react | | | emotionally, you serve the | | | customer professionally, and | | | end the contact sooner. | +-----------------------------------+-----------------------------------+ | **Application** | 1. Discuss the 4 key principles | | | of good customer service. | | | | | | 2. Discuss briefly the 3 most | | | important things in customer | | | service. | | | | | | 3. Using RUMBA, evaluate your | | | personal goals in regard to | | | career. Do they meet the | | | criteria of a RUMBA goal? If | | | not, how might you change the | | | goals so they meet the | | | criteria? | +-----------------------------------+-----------------------------------+ | **Closure** | Excellent student! You have just | | | finished **Module 1, lesson | | | 1-3**. Should there be some parts | | | of the lesson which you need | | | clarification, please ask you | | | instructor during your | | | virtual/online class | | | interactions. | | | | | | Now if you are ready, please | | | proceed to **Module 2** for week | | | 6 of the course subject oa7 which | | | will discuss about Verbal and | | | non-verbal communication skills. | +-----------------------------------+-----------------------------------+