This document will serve as a detailed description and outline of the SimplyOrder and Customer Service training EduCadre will deliver for Exclusive Clothes and Gifts (ECG) in July. The training will be offered to all telephone operators over four sessions lasting eight hours each. One additional session will be offered as a make-up session.
Purpose of the Course
The training aims to provide telephone operators with sufficient instruction and experience to master the new ordering software system, SimplyOrder, as well as to provide them with advanced customer service skills including conflict resolution and sales techniques focused on anticipating customer needs and wants and upselling.
Telephone operators (TOs) are the training audience. They are a relatively homogenous group, and they are primarily:
- Female (all TOs are women)
- Younger (17-35) or older (50-65+)
- Moderately well-educated (at least high school or GED). Most lack significant work experience outside of this position.
- Untenured (the average term of employment is 2-10 months).
- Fluent in English (most are native English speakers, and those who speak English as a second language are fluent speakers).
- Dissatisfied with their jobs (more than half)
Operators expressed interest in hands-on training and learning experiences. Visual and tactile learning styles were cited as preferable in our survey.
SimplyOrder and Customer Service training will focus on expanding the TO’s skill set to close the gap between existing knowledge of inputting and manipulating orders within the current ordering system and the knowledge and ability to do so using SimplyOrder. This will include answering product information questions, modifying orders, taking orders, and maintaining customer information. Additionally, TOs will be trained to provide outstanding customer service (e.g. using appropriate greetings, following policies and procedures, handling difficult customers and closing calls appropriately).
Course Seat Time
The training runs eight hours.
Instructional Architecture/Strategy for Course
The instructional strategy EduCadre will employ for this training is the Directive architecture suggested by Ruth Clark. This strategy allows for hands-on learner reaction to instruction and immediate feedback. Although role-playing and verbal assessment offers some elements of Guided Discovery learning, these are incorporated within instructional feedback loops, and therefore remain, predominantly, Directive.
Major Course Objectives
Upon completion of this training, learners will be able to:
- Take and modify orders using the SimplyOrder system and maintain customer information including billing and shipping information with no errors.
- Answer product information questions posed by customers and provide appropriate product information using cross-selling and upselling techniques.
- Navigate calls using appropriate greetings and closings and applicable ECG policies and procedures.
- Implement customer service approaches to handle difficult or non-satisfied customers, including identifying when a call should be transferred to a supervisor.
Learning Assessment for Course
Assessment is a critical aspect of training, and EduCadre will incorporate assessment through the use of role-plays and other assessment activities to ensure Telephone Operators are able to implement what they learn when on the job. There will be no final assessment for this training; all assessment will be administered during the training modules themselves.
I. Lesson 1: Course Introduction
B. Overview of the Course
II. Lesson 2: Providing Customer Service
A. Module 1: Using Appropriate Language
2. Answering & Closing Calls
3. Phone Etiquette
B. Module 2: Identifying Policies & Procedures
2. ECG policies & procedures
3. Answer Customer Questions & Provide Info
C. Module 3: Working with Difficult Customers
2. AAA Customer Service Method (Acknowledge, Align, Assure)
a. Exercise: Identify AAA statements
3. Manage the person: Acknowledge and Align
a. Exercise: Role Play
4. Manage the issue: Assure
a. Policy Review: Solutions available to TOs
b. Policy Review: When to escalate calls to supervisor
c. Exercise: Role Play – Assuring and Solving
5. Cumulative Role Play
6. Review and Summary
III. Lesson 3: Answering Product Information Questions
B. Logging into SimplyOrder system
C. Looking up Products in the SimplyOrder System
D. Exercise: Game/Product Hunt
E. Identifying products to upsell or cross-sell
IV. Lesson 4: Maintaining Customer Information
B. Locating Existing Customers in the System
C. Adding New Customers
D. Verifying Account Security Credentials
E. Exercise: Group Discussion on Customer Info Security
V. Lesson 5: Taking Orders
A. Module 1: Getting Started
- Differentiate between new or existing customers
- Practice – Customer Scenarios (to determine in the system if new or existing)
B. Module 2: Taking the Order
- Demo (between new or existing customer)
- Start a new order
- Look up the product(s)
- Provide info on product availability
- Add product to order
- Select all details (color, size, quantity, etc.)
C. Module 3: Finalizing Details
- Specify shipping options
- Specify the payment method
- Apply any relevant discount codes
- Explain policies i.e. returns & exchanges
D. Module 4: Completing the Order
- Review and confirm the order
- Submit order
VI. Lesson 6: Modifying Orders
B. Explaining Order Change Policies
C. Issuing Cancellations
D. Completing Returns
E. Completing Exchanges
VII. Lesson 7 Review & Summary
A. Recap Lesson
B. Debrief & Feedback
This training will use slides and handouts containing information for role-playing exercises and assessments. It will also utilize a sandboxed version of SimplyOrder for assessments and demonstration purposes. At least one rubric will be developed for assessment purposes.
EduCadre will use Microsoft Word and SimplyOrder to develop this training. Additionally, PowerPoint may be used to create presentations for examples or for assessment materials.
Developing this training, including design and session facilitation as well as project initiation and planning and a previously completed analysis phase, will total up to 450 hours.
ECG executive, information technology expert, telephone operator subject matter expert, and TO supervisor support will total 96-116 hours and will include interviews, training material reviews, and sign-offs. Additionally, ECG may provide support by:
- Providing product information
- Supporting the incorporation of SimplyOrder software in the training
- Providing note-taking supplies
- Providing a training space
- Scheduling TO attendance for training sessions
- Adhering to meeting schedules
- Providing prompt sign-offs for milestones
ECG will conduct an evaluation period for four months after the final training and may modify the training structure and documents as necessary during that time; however, all documents will transfer to ECG at the end of the evaluation period for purposes of use and maintenance. EduCadre will reserve the right to utilize or incorporate these materials for future training developed for ECG.
Please sign below indicating agreement with the proposed course plan and approving start-up of the development phases.
Instructional Designer Date
Project Manager/Sponsor Date
Appendix A: Job Task Analysis
Appendix B: Detailed Course Outline
|Mins||Task/Topic/Key Concept||Objective||Instructional Method||Assessment Method||Assessment Description||Visuals/Media Support|
|Lesson 5: Taking Orders (Module 2: Taking the Order)|
|V: B||2mins||Overview of what will be covered in the training & Importance of getting the order right.|
• Purpose of Session
• Procedure for adding products & editing details to an Order
|NA||Presentation of Facts||NA||NA||Slides w/ images & text|
|V: B: 1||10mins||Demo Taking an Order||Given a live demo in the SimplyOrder Sandbox, learners will identify 3 of 4 key differences between SimplyOrder and the previous order form.||Demonstrate Procedure||Apply Procedure||Learners will describe the key differences to a partner between SimplyOrder and the previous order form:|
• Name the difference in looking up customer account
• Name the difference in starting in the order
• Name the difference in adding a product to the order
• Name the difference in editing details (size, quantify, color) to the order
|Learners will look at a projection screen of a trainer’s SimplyOrder Sandbox screen during the live demo|
|V: B: 2||5mins||Elicit the Necessary Steps to Adding Products to an Order||After a discussion in pairs, learners will be able to verbally explain the procedure of placing an order||Demonstrate Procedure||Apply Procedure||Learners will verbally demonstrate the steps of the procedure:|
1. Look up customer
2. Start Order
3. Add Product to Order
4. Add details (quantify, size, color) to the order
5. If necessary, repeat Steps 3~4
|Trainers will elicit the steps from the learners and write the steps & details on a whiteboard|
|V: B: 3||10mins||Practice||Given a SimplyOrder Sandbox, learners will practice how to take 3 various orders||Demonstrate Procedure||Apply Procedure||Trainers will verbally give the orders and circulate around the room to assist learners as needed.|
Learners will practice taking an order:
“My name is John Rambo. I want a red bandana.”
“My name is John Rambo. I want 2 bowie knives.”
“My name is John Rambo. I want 1 first aid kit and 2 large Hawaiian shirts.”
The group will briefly debrief.
|Learners will use the SimplyOrder Sandbox.|
|V: B: 6||20mins||Practice||Given a SimplyOrder Sandbox and a written list of 10 customer names and 10 new products, learners will role play placing and taking orders||Demonstrate Procedure||Apply Procedure||In pairs, learners will role play using the SimplyOrder system. They will place two orders, each using a different customer name. Each order will consist of two products with edited details (quantity, size, color) |
• Phoebe Buffay
• Chandler Bing
• Joey Tribiani
• Monica Geller
• Rachel Green
• Ross Geller
• Janice Hosenstein
• Gunther Man
• Paul Stevens
• Emily Waltham
• Globe String lights
• Yoga Mat
• Striped One-Piece Bathing Suit
• Pizza Slice Floatie
• Inflatable Foosball Table
• Backless Skater Dress
• Stemless wineglass
• Glass lemonade pitcher
• Sun Hat
|Learners will use SimplyOrder Sandbox.
Trainers will circulate around the room to assist as needed.
|V: B: 7||15mins||Assessment||Given verbal instructions, learners will demonstrate their ability to take an order and edit details (size, color, quantity)||NA||Apply Procedure||Trainers will verbally give an order that checks learners’ ability to enter products and add details (size, color, quantity)|
“My name is Dany Targy. I want a blonde wig, 2 toy stuffed dragons, and 1 small, black leather dress.
|Learners will use SimplyOrder Sandbox|
|Lesson 2: Customer Service (Module 3: Working with Difficult Customers)|
|II: C: 1||10mins||Introduction|
Discussion: Elicit one or two examples from learners describing positive and negative customer service experiences – have them identify characteristics that made the experience good or bad and ask how bad experiences were resolved (or if they were resolved at all).
Review lesson objectives - i.e., they will be given a method to ensure the positive experiences
|NA||Presentation of Facts||NA||NA||Large white sticky paper (to write down characteristics of good and bad customer service experiences – focus on statements and actions in both good and bad experiences
Slides with visuals and list of objectives
|II: C: 2||15mins||The AAA customer service method |
- Breakdown each component
Acknowledge that customer concerns are valid
Align with the customer, agreeing that you would feel similarly
Assure the customer that you will be able to resolve the issue to their satisfaction
|Given audio example Telephone Operator and Customer interaction, learners will be able to correctly identify each component of the AAA method||Define and give characteristics with examples and non-examples||Label||Facilitator will play audio of scripted call between TO and Customer |
Learners will also be given a transcript of the discussion so that they can circle and identify the phrases that they think demonstrates each component
The group will debrief on answers
Jackie (TO): Good morning. Thank you for calling ECG. How can I help you?
Betsy (Customer): I ordered the zodiac rug, I just loved the moon design, and when I unrolled it, it stank like a skunk! I left it outside for 2 days and just can’t get that stench out!
TO: We’ll take care of this right away. I’m hearing that there’s something wrong with the rug you ordered, the zodiac model…
C: You bet there is!
TO: oh yes, I completely understand. I had the same thing happened with a printed t-shirt I ordered – something with the ink make it super smelly.
C: I mean, this thing smells like a wet dog. It’s pretty gross. I’m afraid it could get my family sick
TO: Yes, that’s not okay - we certainly don’t want that and appreciate you calling us so we can fix this. I can send you out a return label overnight so you can just roll it back up and send it on its way. I’ll also make a note in our system to look into this vendor – this doesn’t sound right.
C: thank you, yes, that would be great.
TO: Is there anything else I can help you with? Because you mentioned the zodiac, did you see that fleece blanket in the new catalog? We could offer you a discount on your next order, we really do aim to please our customers and your experience with the rug is not our usual MO….” (fade out)
|Slides with visuals and list of each component with examples (and non-examples)
Role play scripts
Job aid: AAA method with example statements for each component
|II: C: 3||15mins||Exploring the AAA Method|
There are two parts to the method – managing the person and managing the issue
Part 1: Managing the person – this is Acknowledge and Align
Acknowledge: Requires Active Listening (reflecting back what the person says)
Align: Requires Empathy (putting yourself in their shoes)
|Given example customer complaints, learners will demonstrate via role plays application of Acknowledge and Align through use of reflective language and empathetic statements.||Demonstration of principle-based task||Application of principle-based task (Role-play and checklist)||Learners will work in pairs and take turns role-playing the “customer” and “Telephone Operator/TO” using example customer complaints. The “TO” will practice reflecting back and using empathetic statements which the “customer” role can document by marking on a checklist each time statements are used |
“The arm was broken off the porcelain doll when it showed up - now what am I supposed to do?”
|Slides with visuals and details on active listening and empathetic statements
|II: C: 3||Exploring the AAA Method, cont’d|
Acknowledge and Align
|“It took 2 weeks for this necklace to get here – I missed my sister’s birthday!”|
“The rug was the wrong color” etc.
Example of Acknowledge (active listening) statements:
“I understand that when the doll arrived, the arm was missing”
“it sounds like you had ordered the jewelry in advance, but it wasn’t delivered on time”
“I’ve had that happen before with an order and delivery and missed Mother’s Day.”
|II: C: 3||Exploring the AAA Method, cont’d|
Acknowledge and Align
|Example Align (empathetic) statements:|
“I would be disappointed too if something special I ordered showed up broken”
“I’ve had that happen before with an order and delivery and missed Mother’s Day.”
|II: C: 4||20mins||Exploring the AAA method further|
Part 2: Managing the issue - this is Assure.
Assure means confirming how customer’s issue will be addressed
Outline what a TO can do on their own to address customers issues per ECG policy (e.g., free shipping, discounts up to 10%)
Outline situations that require a call to be transferred to a supervisor per ECG policy (e.g., returns over $500, when demanded by customer after attempts to resolve)
|Given example scenarios, learners will demonstrate via role plays use of Assure statements and proposed solutions to address the customer issues.||Demonstrate task using principles||Practice using principles (Role-play and checklist)||Using example customer complaints, learners will work in triads to role play the “TO” and “customer” and “observer”:; Customers will present each TO with a complaint and the “TO” will ask questions and identify potential solutions (within ECG policies) with use of Assure statements; the “Observer” will use the checklist to note the questions and proposed action taken by the TOs. Groups will switch roles after ~5 mins so that each plays each role at least once.||Slides with visuals and details on what TOs can do and when calls need to be transferred
Job aid: ECG policies regarding customer complaints
|II: C: 4||Exploring the AAA method further, managing the issue cont’d |
|Debrief as full group to share example solutions. |
Item arrived broken
Free return and replacement –
Example Assure statement to customer:
“We’re going to take care of this issue and ship out a free return label for the old product and send you a new one ASAP.”
|II: C: 5||20mins||Putting it all together |
Learners will apply what has been learned in a cumulative role-play activity
|Given example scenarios, learners will demonstrate via a cumulative role-play a full demonstration of all components of the AAA model (use of reflective language and empathetic statements and proposed solutions)||Demonstration of principle-based task||Application of principle-based task (Role-play and checklist)||Using example scenarios, learners will take turns role-playing as TO at least three times, demonstrating application of the full AAA method (using active listening, empathetic statements, and presenting solutions in accordance with policies). The customer will use the checklist to indicate specific statements used and actions proposed.||Customer scenarios
|II: C: 5||Cumulative role-play, cont’d.||Example scenario: Sheila is an occasional customer of ECG. Her most recent order included birthday presents for her niece (two wooden puzzles and a children’s size 9 party dress). She immediately calls ECG upon receipt of her order as she is adamant that she ordered a size 6; the order in the system indicates it was ordered online by the customer as a size 9.|
|II: C: 6||5mins||Debrief and Review of the AAA method and any questions||NA||Presentation of facts||NA||NA||Slides with visuals to review the AAA method|
Appendix C: Final Assessment
There will be no final assessment for this course; however, there will be many role plays and other types of assessment activities performed throughout the course to ensure the on-the-job transfer of the instruction.