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Facilitator Guide – TTL 141
Professional Truck Driver
Certification
Transportation Customer Service TTL 141
Facilitator Guide
This product was funded by a grant awarded under the President's High Growth Job Training Initiative, as
implemented by the U.S. Department of Labor's Employment & Training Administration. The information
contained in this product was created by a grantee organization and does not necessarily reflect the official
position of the U.S. Department of Labor. All references to non-governmental companies or organizations, their
services, products, or resources are offered for informational purposes and should not be construed as an
endorsement by the Department of Labor. This product is copyrighted by the institution that created it and is
intended for individual organizational, non-commercial use only.
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Facilitator Guide – TTL 141
Table of Contents
Table of Contents...................................................................................... 2
Welcome to Transportation Customer Service ....................................... 4
Special Thanks .......................................................................................... 5
How to use the Facilitator Guide ............................................................. 6
Training Checklist ..................................................................................... 8
Trainer Hints and Tips ............................................................................ 10
Evaluation and Assessment Process .................................................... 11
Agendas .................................................................................................. 12
Timelines ................................................................................................. 13
Symbol Key ............................................................................................. 15
Introductions and Course Overview ...................................................... 17
Marketing and Branding ......................................................................... 20
Customer Service Basics ....................................................................... 23
Listening Skills ....................................................................................... 29
Day One Closing ..................................................................................... 32
Day Two – Welcome Back ...................................................................... 33
Verbal and Non-Verbal Communication ................................................ 38
Communication Devices ........................................................................ 45
Difficult and Challenging Customers .................................................... 47
Day Two Closing ..................................................................................... 51
Day Three – Welcome Back ................................................................... 52
Negotiation .............................................................................................. 57
Conflict Resolution ................................................................................. 60
Anger Management ................................................................................. 68
Day Three Closing .................................................................................. 71
Day Four– Welcome Back ...................................................................... 72
Stress Management ................................................................................ 73
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Time Management................................................................................... 79
Road Life and Driver Wellness............................................................... 82
Final Review and Exam .......................................................................... 88
Appendix Section.................................................................................... 89
Flip Chart Recommendations ............................................................... 90
Fatigue Related Article Links ................................................................ 93
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Welcome to Transportation Customer Service
This program is designed to help the warehouse or driver gain practical experience on the road. By
the end of this program, participants will be able to:
1. Identify the foundation skills for creating loyal customers.
2. Describe behaviors for managing service opportunities.
3. Apply skills, strategies and choices for handling challenging customer situations.
4. Identify and use methods for managing stress to ensure service success.
This course should take approximately 30 hours to complete. Topic areas are broken down within
this module so you can easily teach a particular topic in its entirety and/or separately.
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Facilitator Guide – TTL 141
Special Thanks
Clackamas Community College would like to thank many individuals for participating in the curriculum
development process. There were a variety of partners who worked together to ensure the material,
accuracy and information met national standards. We would like to thank the following individuals for
their support and contributions:
Name
Company
Booth, Wendy
Clackamas Community College
Burke, Tim
Safeway
Clem, Pam
Clackamas Community College
DeAtremont, Dan
Lile International Companies
Falkenstein, Peggy
Clackamas Community College
Finlayson, Robert
Food Services of America
Frey, Christine
Clackamas Community College
Haar, Pat
Lile International Companies
Handy, Vicki
Workforce Dynamics Consulting
Havercamp, Don
SYSCO
Hearing, Sylvia
Clackamas Community College
Hilliker, Mary Lou
Oregon Trucking Association (OTA)
Hodsdon, John
SYSCO
Kash, Laurie
Project SHIFT Consultant
Knight, Dale
SAIF Corporation
Lane, William
Roadway
Riggins, Dave
IITR Trucking School
Rinella, Tom
Food Services of America
Roberts, Susan
Project SHIFT Consultant
Russell, Bob
Oregon Trucking Association (OTA)
Simmons, Dave
SYGMA
Skow, Kevin
Great West Casualty Company
Taylor, Steve
Fred Meyer
Turner, Jeff
Con-way Freight-Western
Whitney, Jerry
Golden State Foods
Woods, Duane
Safeway
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How to use the Facilitator Guide
This guide is designed to make the process of training easier for the facilitator. Below are hints and
tips to help guide you through the facilitation process. In some cases, there are optional activities
listed so the facilitator can determine which one will best suit the audience and facilitation style.
However, the primary task for facilitators in the training process is to focus the participants and their
preferred learning style.
Research shows that lecture provides the lowest rate of learning retention after the training class.
Teaching others has a 90% rate of retention potential. Therefore, the more opportunities the
facilitator can potentially find to provide learners with interaction, critical thinking, and group work, the
greater the likelihood of retention and the success of this program.
Training Technique
Retention Rate
Lecture
5 percent
Reading
10 percent
Audiovisuals
20 percent
Demonstration
30 percent
Discussion
50 percent
Practice
75 percent
Teaching others
90 percent
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This table explains the different strategies incorporated within the training guides.
Tool
Description of suggested use
Symbols
Symbols are visual stimulators to help the trainer quickly assess what
process to follow in the training.
Timelines
A timeline is provided which includes the amount of time for each
section of the guide. It is up to the trainer to fill in the specific times due
to the variances among start times based on regions.
Appendix
Provides additional tools for the trainer to use within the workshop.
Explains activity processes in greater detail.
Transitions SAY
These statements are optional words to use as a trainer to help
transition and between the topic areas.
Optional Activities
In most sections, there are several activities listed in the guide. It is up
to the trainer to determine which activity will work best with the
audience’s style, energy level, etc.
Page Numbers
These refer to the page numbers in the participant guides and not your
workbook. Be careful to ensure you are referring to the correct page
with your participants.
Parking Lot
This is a tool used to defer an issue or table it for a later time. It is the
trainer’s responsibility to ensure owners names are assigned to each
item for completion.
Debrief
It is critical to facilitate participants through a cycling of learning. When
completing an activity or learning process, be sure to ask transfer of
training types of questions.
First the participants do an activity to learn something new or refresh
past learning. Then they analyze the experience, and finally they apply
the experience and learning to their own work and life situations.
Missing the last part of the process could prevent the participants from
completing the full learning cycle.
Assessments
Each section includes some level of assessment process for the
learner(s). Help prepare participants for these assessments so they can
move on to the next section. Some of these assessments are through
observation and application and some are in test format. Either way, it
is your job to prepare the participants and help them to succeed.
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Training Checklist
The following checklist includes items you will need to have prepared prior to the class starting. In
some cases, you will need to ensure you have several copies of documents or sample materials.
This will be based on the number of students you have participating in your classes.
Training Checklist
Facilitator Guide
Participant Manuals
3M sticky notes
Course Roster
Blank sheets of paper for extra writing or brainstorming
Flip chart paper and easel
Tape for flipcharts
Pens and/or pencils
Dry eraser and dry erase markers
Scented flip chart markers
Nametags and/or name tents
Course Evaluation Form
DVD/VHS TV Systems
Projector and Laptop
Assessments for Each Section
Boom Box for Music
Videos (Renaissance Man, Office Space, Anger Management)
Customer Service Self Assessment
Stress Toys
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Training Checklist
Picture of Instructor with Statement
Magazines
Company Dress and Hygiene Policies
Company Branding Video
Communication Device Props
Negotiation Game Items
Panel Members
Fatigue Articles
Clackamas Community College Course Evaluation Form (make enough copies for
each participant
Clackamas Community College Quick Entry Form – ED 101 (make enough copies
for each participant)
Application - President’s Community-Based Job Training Grant Form (make
enough copies for each participant)
Social Security Number Disclosure Statement Form (make enough copies for each
participant)
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Trainer Hints and Tips
Here are some thoughts to keep in mind as you train:
1. When you hear a question asked or statement made by a participant that does not align with a
core process, help the participant realign words and thoughts.
2. Rotate around the room and listen to teams as they work through the learning process. As you
hear terminology, process, product, etc., information that you believe is not on target, work with the
teams to refocus and reshape the conversation. Do this in a politically savvy and professional
manner.
3. Observe body language when groups are in practice and provide supportive feedback.
4. Help participants reshape responses whenever possible.
5. When demonstrating a process or mini-skill practice, be well prepared. The trainer’s job is to role
model standards and practices.
6. Establish credibility as an instructor. Immediately let participants know your background and
history. Be consistent in your training style and establish confidence and trust with your
participants.
7. Show enthusiasm for the learning process throughout each step. Participants will need a variety
of motivational strategies. Find out what motivates them and continue to integrate these strategies
during the different learning segments.
8. Utilize the PowerPoint presentation, recommended flip charts and other job aids throughout the
class to add an extra visual tool for participants. This will help to keep them engaged throughout
the process.
9. Rotate participants as often as possible. At the start of a day or just after lunch, let participants
know that “SHIFT HAPPENS” and therefore, some need to move tables to get to know other
individuals. Write the words on flip chart paper.
10. Ask many open ended questions to get participants to talk and think in the class.
11. Be patient with participants as they work through learning new information.
12. Watch your own body language, use of comments, language and jokes and stay upbeat and
positive.
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Evaluation and Assessment Process
Throughout this course, you are given opportunities to evaluate and assess learners as they progress
through the various modules. In addition, you have the opportunity to help the participant “test-out”
prior to them starting this course.
In the Appendixes section, a pre-test is included to give to the learner prior to their beginning the
program. This should only be done if the learner has previous experience in the transportation and
logistics industry. The pre-test includes elements of observation and demonstration.
When the participant has completed the pre-test, determine which areas they may need to complete
(attend) based on their results. If the participant has not been in the transportation and logistics
industry, you will want to give them the tests throughout the course. In addition to the pretest (which is
the same as the end-of-module test), there will be opportunities for participants to be observed and
demonstrate in action. Observation is considered an assessment/testing process in itself – often
called alternative assessment of process and products.
At the end of the final course, a final “exam,” also called a post-test, has been developed that
integrates all of the learning modules. This exam should be administered on the final day of their
training.
Professional Truck Driver Certification Classes
Course Number
Professional Truck Driver Certification Course
Name
Number of Credits
TTL 101
Introduction to Transportation and Logistic
4
TTL 121
Practical Applications in Transportation and Logistics
6
TTL 141
Transportation Customer Service
3
TTL 180
Transportations and Logistics CWE
6
CWE 281
Transportations and Logistics CWE Seminar
Concurrent Courses
Total Hours
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Agendas
Agenda at a Glance
The following includes an agenda for the entire course. Write the following agenda on
a piece of flip chart paper (you may need to turn the flip chart paper horizontally to fit
this all on it).
Day One
Day Two
Day Three
Day Four
Welcome and Course
Overview
Welcome Back
Welcome Back
Welcome Back
Verbal and Non-Verbal
Communication
Difficult and Challenging
Customers Continued
Stress Management
Marketing and Branding
Customer Service Basics
Communication Devices
Negotiation
Listening Skills
Difficult and Challenging
Customers
Conflict Resolution
Time Management
Road Life
Day Review and Wrap-up
Day Review and Wrap-up
Anger Management
Day Review and Wrap-up
Final Exam
Day Review and Wrap-up
Option: Daily Agendas
Please create a flip chart page each day that lists the topics to be covered for the day (the
agenda at a glance could serve this purpose alone). See flip chart pages in the back of the
facilitator guide for examples.
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Timelines
Day One (based on a 8:00 – 4:30 schedule)
Minutes
Activity
8:00 – 9:00
Welcome and Introductions
9:00 – 9:15
Break
9:15 – 11:25
Marketing and Branding – include a 10 minute stretch break in the middle
11:25 – 12:25
Lunch
12:25 – 2:25
Customer Service Basics
2:25 – 2:40
Break (this can be incorporated into the last section if needed)
2:40 – 4:10
Listening Skills
4:10 – 4:30
Day Review and Wrap-up
8.5
Total Time
Day Two (based on a 8:00 – 4:30 schedule)
Minutes
Activity
8:00 – 8:15
Welcome back
8:15 – 9:15
Verbal and Non-Verbal Communication
9 :15 – 9 :30
Break
9 :30 – 11 :00
Verbal and Non-Verbal Communication Continued
11 :00 – 11 :05
Stretch Break
11 :10 – 11 :40
Communication Devices
11 :45 – 12 :40
Lunch
12 :40 – 2 :10
Communication Devices Continued
2 :10 – 2 :25
Break
2 :25 – 4 :00
Difficult and Challenging Customers
4 :00 – 4 :30
Day Review and Wrap-up
8.5
Total Time
Note: Agenda is approximate at this point. Breaks and lunch times may change based on
number of participants and timing of the class.
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Day Three (based on a 8:00 – 4:30 schedule)
Minutes
Activity
8:00 – 8:15
Welcome Back
8:15 – 8:45
Difficult Customers Continued
8:45 - 10:30
Negotiation (include a 15 minute break during this section)
10:30 – 10:40
Stretch Break
10:40 – 11:40
Conflict Resolution
11:40 – 12:40
Lunch
12:40 – 2:10
Conflict Resolution Continued
2:10 – 2:25
Break
2:25 – 4:00
Anger Management (include a 5 minute stretch break)
4:00 – 4:30
Day Review and Wrap-up
8.5
Total Time
Day Four (based on a 8:00 – 4:30 schedule)
Minutes
Activity
8:00 – 8:15
Welcome Back
8:15 – 9:30
Stress Management
9:30 – 9:45
Break
9:45 – 11:00
Time Management
11:00 – 11:05
Stretch Break
11:05 – 11:40
Road Life
11:40 – 12:40
Lunch
12:40 – 2:40
Road Life Continued
2:40 – 2:55
Break
2:55 – 4:30
Final Review and Test
8.5
Total Time
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Symbol Key
Symbol
Description
Time (includes duration of section)
Explanation or Lecturette
Demonstration
Questions
Refer to Manual (includes page number)
Handout
Video
Music
PowerPoint
Flipchart
Writing Activity
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Symbol
Description
Team Activity
Learner Read/Individual Activity
Group Discussion
Road Practice
Evaluation/Assessment
Optional Activity
Company Specific Information
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Time
Topic
Process
Introductions and Course
Overview
60
minutes
PowerPoint
slides 1-7
Page
Numbers &
Materials
Welcome everyone to the class, thank them for coming.
5
Note: If you are conducting this with one individual, follow the
same process.
Agendas on
Flipchart

Introduce yourself, tenure with company,
professional background, and training style.
Participant
Workbooks

Review ground rules (turn cell phones on vibrate,
listen, respect each other) – ask the group to add on
to the list. Record ideas on a piece of flip chart
paper and post on the wall once list is complete.
Course
Evaluations

Let participants know they will be given several
breaks throughout the day as well as a one-hour
lunch (as well as on the other days).

Discuss the course and its purpose The purpose
of this course is to help you expand your knowledge
about the transportation and logistics industry and
help you get the practical experience as a
professional in this field.

Review the program at a glance and agenda.

Discuss course outcomes (also noted on
PowerPoint slides). By the end of the class,
participants will be able to:
Explanation
Flipchart
with
program at
a glance,
agenda and
outcomes
Markers
1. Identify the foundation skills for creating loyal
customers.
2. Describe behaviors for managing service opportunities.
3. Apply skills, strategies and choices for handling
challenging customer situations.
4. Identify and use methods for managing stress to ensure
service success.
“My goal will be to stick as close to the agenda as possible
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Time
Topic
Process
Say
but we may need to be flexible with our times here and there.”
Page
Numbers &
Materials
1. “Any questions about the agenda and our class
purpose?”
2. Let participants know you will be using a parking lot
to note any issues that come up that you cannot
answer. Participants could either tell you the issue or
post issues/thoughts on sticky notes. They could
place the sticky notes on the parking lot throughout the
day.
Filling out Appropriate Forms

Ask participants to complete the following forms (these
forms must be filled out for each person prior to
starting each session):
1. Project SHIFT Application Form – this is
required by the grant funding to show evidence
of materials being trained
2. Social Security Disclosure Form – again, a
form required for the grant funding
3. Quick Entry Registration Form – registers the
person for the class – there is one for each of
the SHIFT Curriculum courses – 101, 121, 141,
180
Introductions
Process
Explanation
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
Ask participants to introduce themselves, how long
with the company and share a one-minute story
about their worst customer service experience.

Option: You could ask participants to share one
thing a customer service representative did that had
a positive impact on your going back to that
establishment.
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Facilitator Guide – TTL 141
Time
Topic
Process
Company
Specific
Information
Say

Record the key points from their stories on the
board.

Let participants know how the company measures
customer service – this will be company specific at
this point (customer satisfaction scores, repeat
business, etc.).
Page
Numbers &
Materials
“You all shared some great stories about the good and bad
stories you have experienced. Let us turn this around and
help you create positive customer service stories for the
customers you will be working with going forward.
Let’s move on and begin discussing customer service and
your role.”
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Facilitator Guide – TTL 141
Time Topic
Process
Page Numbers &
Materials
Marketing and Branding
120
minutes
PowerPoint
slide 8
Begin this section is about your image with the public.
Letting participants know that they are the face of the
company (along with their vehicle).

Review objectives for this section:
1. Interact tactfully with customers, general public
and company.
Branding
6-8
Picture of Instructor (or
student) with statement
Magazine clippings with
a variety of people
pictures – good and bad
Company dress and
hygiene policy
Company specific video

Company
Specific
Information


Video
Team
Activity
Show the picture of yourself (or someone in
the class) with the statement “I am the face of
the company.” You could put this on a
PowerPoint or just pass a picture around (or
use a mirror).
Show a variety of company “symbols” and
“branding” elements (logos, statements, etc.
Example; car symbols, Burger King “have it
your way”).
Show a company video if one is available that
describes the company and what it stands for –
its brand!

Show the Smile video if you have it available
and purchased – http://www.smile-video.com/.
Highlight how it has branded this truck driver.

Share the Wally story (have copies ready for
participants to read). Ask them to discuss what
Wally did to brand himself.

Let participants know that this is what branding
is about – creating name recognition for the
company – this is the heart of public relations!

Distribute a variety of magazine pictures of
people (from sloppy looking to well dressed
and groomed).
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Smile video –
http://www.smilevideo.com/
Wally the cab driver
story –
http://sales.meetup.com/
12/boards/
view/view thread?
Thread=3666499
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Facilitator Guide – TTL 141
Time Topic
Process

Ask tables to discuss what these mean and
what they think it means for them as drivers
and warehouse professions (hopefully, they will
discuss the fact that they need to be neat and
well groomed with good hygiene, have a good
attitude and not bring their bad mood or
personal issues into the workplace).

Ask participants to discuss “why” they should
even care about branding and marketing.

Discuss their responses and fill in any missing
information or ideas.

Ask participants how their personal attitude
can impact public relations and branding.
Example ideas; the customer may think you are
angry with them when you are just upset about
something that happened at home, your
negative feelings about your job will spill over
into customer conversations and possibly turn
a happy and loyal customer into one that no
longer likes the company because they believe
the driver is being treated unfairly – even if the
situation is of no fault to the company.

Outline company specific policies regarding
dress and personal hygiene.

Discuss the fact that they are company and
how they look and speak will impact the image
they project to the customer.

Ask each participant to write down what they
are going to specifically do to ensure they are
effectively marketing/branding for the company
– they can list this in their participant guide
(include ideas such as a company card given to
the customer right when the arrive, ensuring
their clothes are washed and cleaned each
day, teeth brushed, keeping cleaning and
hygiene supplies in their vehicle, be
professional, have a good attitude, etc.).

Ask participants to share what they listed in
their personal plan.
Company
Specific
Information
Individual
Activity
Individual
Activity
Page Numbers &
Materials
Optional Activity for Individual Participant
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Time Topic
Process
Page Numbers &
Materials
 Follow the same process with participant as listed
above.
Debrief
Questions
Debrief
1. What did you learn about the information we
discussed?
2. What specific action will you take based on what
you learned?
Assessment
Assessment
 Distribute assessment to participants.
 Ask each participant(s) to complete assessment.
 Review answers with participant(s) and ask
participant(s) to mark their final score at the top.
Say
 Ask participant(s) to turn their assessments back
into you.
“Now that we know about our company branding strategy
and what we can do to support it, let’s move on to the
basics of customer service.”
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Time
Topic
Process
Page
Numbers &
Materials
Customer Service Basics
120
Begin this section by helping participants understand that
their attitude has a big impact on how the customer reacts in
a conversation or transaction.
minutes
PowerPoint
slides 9-14

Review objectives for this section:
1. Interact tactfully with customers, general public and
company.
9 - 14
Renaissance Man
Video
Customer Service
Self-Assessment
Changing Perspective

Show the video Renaissance Man.

Play the second scene of the DVD first and ask
participants for their initial reactions. What did they
think about the clerk’s behavior? (She was rude,
she had no empathy, and she cussed). What did
they think about Danny Devito’s behavior? (He was
a mean person, difficult, angry and took it all out on
her).

Play the first scene of the same DVD and ask
participants what they think now (now they
understand what he was going through and why
Danny Devito might have been upset in the
process). This usually helps with perspective.

Ask participants what they think the clerk should
have done differently.

Show the quote “When we change the way we look
at things, the things we look at change.” Write it on
a piece of Flip Chart paper or show the Power Point
slide.
Video
Say
“Sometimes, we just need to change our perspective and how
we look at the customer. We do not always know what is
going on in their world so we need to be more empathetic to
them and treat them uniquely. Changing our own perspective
helps with that process.”
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Time
Topic
Process

Review statistics on customers noted in the
participant guide (facts about customers,
characteristics of customers).

Ask participants to complete the Customer Service
self-assessment.

Discuss their responses to the questions.

Highlight the thought about thanking the customer
when they complain and how that can be a
powerful moment. Many customers will not expect
that rather they will expect, and sometimes want,
you to jump into their rage.

Remind participants that communication is
important with the customer face-to-face, email and
phone – all are important.
Handout
Page
Numbers &
Materials
Optional Activity for Individual Participant
 Follow the same process with participant as listed
above.
Individual
Activity
Customer Service Basics
Team
Activity
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
Review the Customer Service Basics listed in the
participant guide.

Divide participants into groups of 2-3.

Provide each participant a marker (scented one
that will not bleed through paper) and let them
know they are going to have a chance to identify
specific actions they can take to bring those basics
to life as a driver or warehouse worker.

Let participants know they will have a chance to
rotate through all of the charts.

Let participants know it is a “spell free” zone.
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Facilitator Guide – TTL 141
Time
Topic
Process

Provide the group with an example of what you are
looking for (Listening skills – repeat what customer
says in own words, looks customer in the eye, etc.).

Let participants know they only need to come up
with 2-3 ideas per chart (it will get harder as the
ideas begin filling the charts).

Call rotation each time you see the teams have
added to the charts.

Once participants have been to all of the charts,
ask them to do a “gallery walk” where they revisit
the charts again so they can see what was added
since they were last there and then ask them to go
back to their seats.

Ask participants what they saw consistently
throughout these charts.

Discuss their responses and let them know these
are all of the great things, and then more, they can
do when they meet with customers (both internal to
the company and externally).
Page
Numbers &
Materials
Optional Activity for Individual Participant
 Follow the same process with one participant and help
to coach them through the process. As an option, you
could have them do this activity on a separate sheet of
paper instead of the flip charts.
Individual
Activity
Internal and External Customers
Group
Discussion
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Ask participants if they know the differences
between internal and external customers.

List on a chart, their internal and external
customers. Examples; internal – other drivers,
people in other departments who depend on their
information. External – customers at drop sites.
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Say
“There is a saying, if you are not serving the customer, you
better be serving someone who is.”

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Let participants know that no matter who they are
serving, all of the customer service principles apply.
Optional Activity for Individual Participant
 Follow the same process with one participant.
Individual
Activity
Debrief
1. What did you learn about the information we
discussed?
2. What specific action will you take based on what you
learned?
Debrief
Questions
Assessment
 Distribute assessment to participants.
 Ask each participant(s) to complete assessment.
 Review answers with participant(s) and ask
participant(s) to mark their final score at the top.
 Ask participant(s) to turn their assessments back into
you.
Assessment
Say
“Now that we have the customer service basics down, let’s go
deeper into the section on listening. Listening is a critical skill
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in the customer service process.”
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Listening Skills
90
Let participants know this section is focused on listening skills
and the use of effective questions to ensure the customer
feels heard.
minutes
PowerPoint
slides 15-16

15 - 23
Review objectives for this section:
1. Ask effective questions, including clarifying questions.
2. Identify and list specific listening skills to use with
customers (both internally and externally).
Listening Skills Activity
Team
Activity
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Refer participants to the page in the workbook about
the three levels of listening (empathic, pretend and
remote).

Write the three levels on a piece of flip chart
paper.

Ask participants to pair up with one other person and
think of something they could talk about for at least 2
minutes (family, home project, vacation plans, etc.).

Ask teams to decide who will talk first. One person is
the listener and the other the talker. Let participants
know that the “listener” is to start at level 3 listening
(remote) and then slowly move up to level 1
(empathic). You will call time for them so they know
when to switch levels.

Let participants know that when they are listening
they are to “model” the behaviors typical for the level.

Start by giving them 40 seconds in level 3, 40
seconds in level 2 and 40 seconds in level 1.

Rotate the listener and talker in the pairs and repeat
the process.

Discuss the activity and ask participants what it felt
like when the listener was at each of the levels
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(example; level 3 – felt like they could have cared
less, they were not engaged and I wanted to stop
talking, no focus…doing other things).
Receiving Feedback
Group
Discussion

Let participants know that part of the listening
process includes how they hear the message and
react.

Let participants know we will be discussing how to
manage anger later but it is important to think about
how you react to a customer statement.

Ask participants to complete the worksheet (at their
tables) on receiving feedback (do’s and don’ts).

Discuss as a group.
Optional Activity for Individual Participant

Follow the same process listed above for one
individual.

Play the other person for the three levels of listening
activity.
Individual
Activity
Listening Skills Assessment, Effective Questions
and Case Scenarios
Group
Discussion
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Ask participants to complete the listening skills
assessment in their workbook

Give participants 10 minutes to complete
assessment and answer the questions.

Review their results and discuss the importance of
listening with customers.
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Topic
Process

Review the types of questions job aid in the
workbook.

Ask participants to work through a few case
scenarios at their tables and discuss what listening
strategies and questions they should use to ensure
the customer knows they have been listened to.
Page
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Optional Activity for Individual Participant

Follow the same process listed above for one
individual.
Individual
Activity
Debrief
1. What did you learn about the information discussed
and provided?
Debrief
Questions
2. What specific action will you take based on what you
learned?
Assessment
 Distribute assessment to participant(s).
 Ask each participant to complete assessment.
 Review answers with group and ask participant(s) to
mark their final score at the top.
Assessment
 Ask participant(s) to turn their assessments back into
you.
Say
“We have discussed quite a bit about customers and how
they liked to be served. Let’s close the day and we will get
back to customer service skills tomorrow.”
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Day One Closing
20
1. Ask participants to share, at their tables, what was a
minutes
significant learning event for them today.
2. Discuss these key learning moments and ask group
to record these on the page in the back of their
workbook titled “Learning Moments.”
Group
Discussion
Say
3. Discuss the agenda for the next class.
“Wow. We have just learned quite a bit of information today.
Tomorrow, we will focus verbal and non-verbal
communication, communication devices and difficult and
challenging customers.”
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Day Two – Welcome Back
15
Ask participants to sit next to different people for this class.
minutes

Ask participants to share what they thought about
since the last class – anything profound?

Review agenda for the day.
Group
Discussion
Say
“Today we are going to continue focus on how we can be
great customer service stewards. Let’s review our agenda for
the day and see where we are heading.”
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Verbal and Non-Verbal
Communication
150
minutes
PowerPoint
slides 17-18
Let participants know this section is about how we both
verbally and non-verbally communicate with others within and
outside of the company.

24 - 29
Office Space
Video (scene 13)
Review objectives for this section:
1. Use effective and appropriate conversation with
customers and company personnel.
2. Identify “trigger” words that can anger customers.
Verbal and Non-Verbal Behaviors

Show the video Office Space. Show scene number
13 from the video. Show the video scene 13 without
sound at first and ask participants to share what they
observed in the communication process. Then, show
the same scene 13 again with sound. Again, as what
communication they heard in the video – positive or
negative communication.

Divide class into two groups.

Ask one group to list (on a piece of flip chart paper)
all of the ways we “verbally” communicate with others
(words, loudness, sound, talking behind their back,
etc.).

Ask the other group to list all of the ways we nonverbally communicate with others (facial gestures,
body movements, eye contact, shaking head, etc.).

Share the pages in the workbook outlining verbal and
non-verbal behaviors.

Review their charts.

Ask participants to pair up and go out into the work
area (maybe in the warehouse or some other part like
Video
Team
Activity
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the cafeteria (you may need to assign specific areas
to keep this activity focused and on track).

Ask participants to observe people communicating
with one another for at least 15 minutes and write
down what they see, hear and feel (they can use the
worksheet in their participant guide to record their
ideas).

Ask participants to come back and discuss what they
observed.
Observation
Exercise
Optional Activity for Individual Participant
Individual
Activity

Follow the same process listed above for one
individual.

Coach them through the process.
Communication Activity

Using the same scenarios from the listening skills
activities, ask participants to discuss what verbal and
non-verbal communication skills they should and
should not use with the customer.

Review responses.
Team
Activity
Optional Activity for Individual Participant

Follow the same process listed above for one
individual.
Individual
Activity
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The Power of Words (triggers)
Team
Activity
Say

Discuss the concept of “trigger” words for
customers. These are words that get people angry or
are a pet peeve of a person. Examples include
(can’t, whatever, loser, etc.).

Let participants know that words do have power.
Write on a wall chart: Words, Voice and Body
Language.

Ask participants to figure out, out of 100%, how the
percentages break down when it comes to the power
of each of these elements in communication.

Write the researched answers – 7% words, 38%
voice and tone, 55% body language.

Let them know that even though words are not as
important in the communication process, it is still
critical to select the appropriate words to use – it is
also important how you say them!

Ask participants to share what words “trigger” them
when they are talking to customer service
representatives.

Divide participants up into two teams.

Ask each team to brainstorm a list based on the topic
given. One team will be assigned “positive” words
and the other with “negative” words and actions.

Ask teams to begin brainstorming their ideas and list
on a piece of flip chart paper (or list in their
workbook).

Ask teams to switch lists and see if they can add any
others.

Discuss their lists and direct them to the page titled
“The Power of Words” where they will see many of
the items they wrote down on that page.
“Customers do not care about internal policy or what you
cannot do, they care about what you can do and how you
show optimism in how you can help them with the situation.”
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
Discuss the “SPIN” factor and how you can spin a
word or statement around so it sounds positive –
even if you cannot do anything about the situation!

Example of a SPIN. Initial statement: We can’t do
that, it is not in our policy. SPIN statement: Here is
what I can do for you today. Another example, Initial
statement: This is what you ordered. SPIN
statement: Let me review your order to see if we
missed something. Either way, I will contact my
office to get a new shipment out to you immediately.

Ask participants to work at their tables and “SPIN”
the statements in the participant guide to be more
customer friendly.

Optional Activity: If possible, ask a few of your own
companies customers to come to the class and share
what they believe to be superior customer service,
what their trigger words are, how they would like to
be communicated with, etc. This will give the drivers
perspective on how to communicate and manage
customer situations more effectively.
Group
Discussion
Company
Specific
Information
Page
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Optional Activity for Individual Participant

Follow the same process listed above for one
individual – help the participant come up with
additional words if needed.
Individual
Activity
Debrief
1. What did you learn about the information discussed
and provided?
Debrief
Questions
2. What specific action will you take based on what you
learned?
Assessment
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 Distribute assessment to participant(s).
 Ask each participant to complete assessment.
 Review answers with group and ask participant(s) to
mark their final score at the top.
Assessment
 Ask participant(s) to turn their assessments back into
you.
Say
“Now that you are familiar with verbal and non-verbal
communications, let’s transition Communication Devices and
how to properly use them to promote customer service.””
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Communication Devices
120
Let participants know this section the use of on-board
communication devices.
minutes
PowerPoint
slide 19
 Review objectives for this section:
1. Use on-board communication devices effectively.
30
Props – types of
on-board
communication
devices
Types of Devices
 Divide participants into teams – one team per
navigation device (this will be company specific.
Examples include CB’s, GPS Systems, Radio, etc.).
 Provide each team with a prop of the navigation
device and ask them to review the information about
the device in their participant guide.
Team
Activity
 Ask teams to review the material and device and be
prepared to demonstrate how to use the device, hints
and tips, how to not use the device, what to avoid
when using.
 Note: Allow participants to go out to the vehicles
and practice using these devices if it would enrich
the activity.
Company
Specific
Information
 Teams to present back to the rest of the group.
Again, if needed, head out to a vehicle for a full
demonstration.
 Discuss their presentations and fill in any missing
information during team presentations.
Optional Activity for Individual Participant

Follow the same process listed above for one
individual.
Individual
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Activity
Debrief
1. What did you learn about the information discussed
and provided?
2. What specific action will you take based on what you
learned?
Debrief
Questions
Assessment
 Distribute True/False assessment to participant(s).
 Ask each participant to complete assessment.
Assessment
 Review answers with group and ask participant(s) to
mark their final score at the top.
 Ask participant(s) to turn their assessments back into
you.
Say
“Now that you know how to use your communication devices,
let’s transition handling difficult and challenging customers.”
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Difficult and Challenging
Customers
120
minutes
PowerPoint
slides 20-23
Let participants know this section focuses on how to manage
difficult and challenging customers (both internally and
externally).
31 - 40
 Review objectives for this section:
1. Interact tactfully with customers, general public and
company.
2. Establish and use eye contact with drivers and
pedestrians as a warning.
Customer Personality Types
 Ask participants to complete the handling difficult
customers assessment.
 Review responses and discuss challenging areas.
 Let participants know you are going to discuss
handling difficult customers in several ways; managing
the customer personality and managing the situation.
 Review the different personality types of customers.
 Ask participants to discuss these types at their tables
and identify individuals whom they know fit into these
personality types. Teams should also discuss how
they have managed these types in the past.
Team
Activity
 Optional Activity: Ask participants to work with a few
individuals and go out to different parts of the company
and find out what the typical challenging customer is
like and how they have successfully managed those
customers (again, this should be organized and
managed so it is not a chaotic process).
 Ask two participants to volunteer to come up to the
front of the room.
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 Ask who wants to be the customer and who wants to
be the customer service representative (driver,
warehouse person…).
 Provide each volunteer with a “role” sheet describing
his or her personality style and the situation. Give
them a few minutes to prepare how they will manage
the customer scenario.
 Ask participants to begin the process for the customer
interaction.
 Ask other participants to give some feedback on how
the person managed the customer situation based on
the customer’s personality.
 Thank the participants for volunteering.
Optional Activity for Individual Participant

Individual
Activity
Follow the same process listed above for one
individual.
The 7 Steps for Managing Difficult Customers
 Review the 7 Steps for Managing Difficult Customers
outlined in their participant guide.
Group
Discussion
 Optional: If Sysco does not mind sharing, include
their HEAT process (hear them out, respond with
Empathy, Apologize, Take action).
 Ask participants to share how they already use these
steps.
 Discuss the concept that they are in control and the
customer is not.
 Review the 9 steps to keep their cool and ask for
reactions and realities in following these steps.
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Say
“The customer is having a “tantrum” and therefore out of
control. As the customer service representative…you are in
control of the entire situation as long as you don’t let yourself
go down their emotional path.”
Page
Numbers &
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 Discuss prevention strategies they could use to help
to ensure a problem is not created with a customer
(calling ahead, letting the customer know if you are
running behind, building rapport with the customer, use
appropriate eye contact before a situation occurs,
letting customer know an approximate estimated time
of arrival).
Team
Activity
 Ask participants to complete the case scenarios in
their workbooks and apply the steps to managing the
customer and the situation (much of this is about
effectively problem solving – finding out what the
problem is and then identifying remedies and solutions
to ensure customer satisfaction and meet the needs of
the business).
 Note: these scenarios represent a variety of
industries. If you would prefer, revise scenarios to
fit your specific industry and customers.
Company
Specific
Information
 Ask participants to develop questions and actions they
would follow in the process.
 Review their responses and fill-in any missing gaps of
information.
Optional Activity for Individual Participant
Individual
Activity

Follow the same process listed above for one
individual.

Coach them through the process and resist the urge
to give them the answer.
Debrief
Debrief
1. What did you learn about the information discussed
and provided?
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2. What specific action will you take based on what you
learned?
Assessment
 Distribute True/False assessment to participant(s).
 Ask each participant to complete assessment.
Assessment
 Review answers with group and ask participant(s) to
mark their final score at the top.
 Ask participant(s) to turn their assessments back into
you.
Say
“Now that you know how to manage difficult customers, let’s
close the day and discuss what you learned.”
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Day Two Closing
20
minutes
Group
Discussion
Say

Ask participants to share, at their tables, what was a
significant learning event for them today.

Discuss these key learning moments and ask group
to record these on the page in the back of their
workbook titled “Learning Moments.”

Discuss the agenda for the next class.
“Wow. We have just learned quite a bit of information today.
Tomorrow, we will continue to focus on the customer and
discuss ways to negotiate, manage conflict and our own anger
when working with customers.”
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Day Three – Welcome Back
45
Ask participants to sit next to different people for this class.
minutes

Ask participants to share what they thought about
since the last class – anything profound?

Review agenda for the day.
Group
Discussion
Say
“Today we are going to continue focus on how we can be
great customer service stewards. Let’s review our agenda for
the day and see where we are heading.”
Difficult and Challenging Customers Continued
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Finish the Difficult and Challenging Customers
section if you were not able to the day before

The stopping point for the day before should
have been in completing the case scenarios.
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Negotiation
90
Let participants know this section focuses on the negotiation
process and how it can be an effective tool when working with
customers.
minutes
PowerPoint
slides 24-25

Review objectives for this section:
41 - 42
Items for
negotiation game
1. Identify effective negotiation strategies to use when
working with internal and external customers.
Negotiation Process
Prior to the class, purchase a variety of items (one per
participant) for the negotiation process (this could be candy
bars, gum, baseball cards, whatever seems appropriate for
the group – dollar items).
Team
Activity
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Ask participants to stand up and form a circle.

Ask participants to select an item from the box
(hidden items).

Ask participants to reveal their item to other
participants.

Ask participants to negotiate their item for another
item – at least two times.

Discuss the process. What skills did they use,
how was it effective. Did they use other resources
around the room for the negotiation process?

Review the definition of negotiation with
participants.

Ask participants to brainstorm how they might be
negotiating with internal and external customers
(delivery times, loads, timing, etc.).

Review the job aid in the participant guide
highlighting effective negotiation strategies and
processes.

Form trios and have these teams practice the
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negotiation process with a customer using the
scenarios in the participant guide.

Each participant should practice a scenario with a
“customer” and an “observer” to provide feedback
on the process.

Review together and discuss what was helpful and
what participants did well in the process (based on
observer feedback and instructor observation).
Optional Activity for Individual Participant
 Follow the same process as listed above but have the
participant negotiate something from individuals from
your office team.
 Set this up in advance and give office staff dollar
items.
Individual
Activity
 Observe the participant in the process and provide
feedback.
 Ask participant to practice role-playing scenarios with
you.
Debrief
1. What did you learn about the information discussed
and provided?
Debrief
Questions
2. What specific action will you take based on what you
learned?
Assessment
 Distribute assessment to participant(s).
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 Ask each participant to complete assessment.
 Review answers with group and ask participant(s) to
mark their final score at the top.
 Ask participant(s) to turn their assessments back into
you.
Assessment
Say
“Now that you now how negotiate effectively, let’s transition to
the topic of conflict resolution.”
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Conflict Resolution
150
Let participants know this section is about preventing and
managing conflict from arising with others both internally and
externally.
minutes
PowerPoint
slides 26-28

43 - 50
Review objectives for this section:
1. Use conflict resolution techniques to help resolve
issues with others.
2. Utilize effective problem solving strategies.
3. Signal intentions such as lane changes, hazards and
backing up.
Prevention Actions
Say

Let participants know there are two ways to
manage conflict; prevent it or handle it effectively
when it occurs.

Let participants know we are going to start on the
prevention side of conflict.
“An ounce of prevention is worth a pound of cure.”
Group
Discussion
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Ask participants to discuss at their tables all of the
ways they believe they can prevent conflict from
happening with and outside of the workplace
(getting to know one another, understanding their
job, appreciating their style, signal intentions in
advance and trying to problem solve in advance).

Discuss their ideas.

Highlight that one of the most important ways to
prevent conflict is to build relationships.

Ask teams to discuss specific actions they can take
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to build relationships with others.

Review their ideas.
Optional Activity for Individual Participant
 Follow the same process as listed above.
Individual
Activity
Conflict Resolution

Let participants know that sometimes, conflict is
going to happen – even with prevention.

Review the conflict resolution process diagram and
process in their participant guide.

Let participants know this model comes from
marriage counseling (usually gets a few laughs).

Ask participants which step they think typically is
forgotten in the process (follow-up). We try a new
behavior for a while but can easily fall back into
habits and comfortable patterns of behavior.

Walk through a scenario and describe how each
step would be modeled (pick something relevant to
the group – customer situation or a funny personal
story).

Assign each table team with a conflict scenario
(something relevant). Ask teams to use the
process to work through the conflict and be
prepared to “model” how they would effectively
communicate this process.

Ask teams to review their process.

Provide additional information or insight as needed
during their review process.
Team
Activity
Optional Activity for Individual Participant
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Process
Page
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 Follow the same process as listed above.
Individual
Activity
Debrief
1. What did you learn about the information discussed
and provided?
Debrief
Questions
2. What specific action will you take based on what you
learned?
Assessment
 Distribute assessment to participant(s).
Assessment
 Ask each participant to complete assessment.
 Review answers with group and ask participant(s) to
mark their final score at the top.
 Ask participant(s) to turn their assessments back into
you.
Say
“Now that you now how to prevent and resolve conflict
effectively, let’s transition anger management.”
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Anger Management
90
Let participants know this section focuses on ways to
effectively manage personal anger issues.
minutes
PowerPoint
slide 29

Review objectives for this section:
1. Identify and manage “anger” triggers.
2. Avoid making decisions only on the basis of
another’s signal.
51 - 54
Anger
Management
Video – 12 Angry
Men
3. Use horn, headlights and other lights appropriately.
4. Signal intentions such as lane changes, hazards and
backing up.
Anger Triggers

Discuss the importance of ethics in trucking and
the responsibility of a driver. Managing anger is a
part of ethics – a driver who lets anger and their
own behavior get to them is not honoring the
company. Drivers must manager their own
behavior and continuously have good judgment.

Ask participants to individually list actions, words or
situations that “trigger” them to react negatively.

Review the psychology about anger (listed in
participant guide) and how different individuals
have different baseline levels.

Introduce the Stimulus/Response process.

Ask participants to tell you what percent of the
equation is stimulus and what is response (10% is
what happens to you, 90% is how you react).

Let participants know that they only have a few
seconds to think how they will react to something
(using their brain) before the endorphins in their
body take over and react based on emotion.
Group
Discussion
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Time
Topic
Process

Show a clip from a video that shows a person
getting angry (Anger Management– Scene 6 – you
have several short anger scenes to choose in this
chapter).

Ask participants to discuss what happened to the
person as their anger levels rose. What was the
impact to others.

Let participants know that just identifying what
triggers them helps with the anger management
process.

Ask participants to work in small groups to
complete the anger case scenarios in the
workbook.

Discuss their responses.
Video
Page
Numbers &
Materials
Optional Activity for Individual Participant
 Follow the same process as listed above.
Individual
Activity
Managing Anger and Triggers
Team
Activity
 Post 4-5 scenarios on wall charts with two columns.
One column heading is what the driver should do and
the other is what the driver should not do (examples of
do’s – allow other driver to cut in front of you without
honking your horn, appropriately signal. Examples of
don’ts – honk horn inappropriately, cut another driver
off, use inappropriate hand gestures, and curse).
 Ask participants to pair up with one other person
(maybe 2 depending on the size of the group).
 Ask teams to record what they should and should not
do when reacting to a customer situation (ways to
reduce their anger and how they react).
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 Review their responses.
 Ask participants to write down what they will
specifically do to manage their own anger and triggers
while driving and with customers in their participant
guide (action plan page). Ideas might include; count to
ten, think of something positive, smile, get a stress toy
and squeeze it.
Optional Activity for Individual Participant
 Follow the same process as listed above.
Individual
Activity
Debrief
1. What did you learn about the information discussed
and provided?
2. What specific action will you take based on what you
learned?
Debrief
Questions
Assessment
 Distribute assessment to participant(s).
 Ask each participant to complete assessment.
Assessment
 Review answers with group and ask participant(s) to
mark their final score at the top.
 Ask participant(s) to turn their assessments back into
you.
Say
“Now that we know how to recognize and manager our anger
triggers, let’s review what we have accomplished for the day.”
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Day Three Closing
30
minutes
Group
Discussion
Say

Ask participants to share, at their tables, what was a
significant learning event for them today.

Discuss these key learning moments and ask group
to record these on the page in the back of their
workbook titled “Learning Moments.”

Discuss the agenda for the next class.
“Wow. We have just learned quite a bit of information today.
Tomorrow, we will continue to focus on the customer and
discuss ways to manage our own stress, time and road life.
We will also review the entire course and take our final
Exam/Test.”
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Day Four– Welcome Back
15
Ask participants to sit next to different people for this class.
minutes

Ask participants to share what they thought about
since the last class – anything profound?

Review agenda for the day.
Group
Discussion
Say
“Today we are going to continue focus on how we can be
great customer service stewards. Let’s review our agenda for
the day and see where we are heading.”
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Stress Management
75
Let participants know this section focuses on effective ways
to manage personal and professional stress.
minutes
PowerPoint
slides 30-33

Review the objectives for this section:
1. Identify sources of stress.
2. Use stress-reducing techniques.
Stress Assessment
Group
Discussion
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
Review statistics on stress in the United States.

Discuss factors, influences and sources of stress.

Ask participants to share what tends to cause stress
for them personally (give them a few minutes to
brainstorm and write in their participant guide).

Ask participants to review case scenarios in
participant guides at their tables and come up with
actions the individuals should take to better manage
their stress.

Discuss their responses.

Ask participants to take the stress assessment and
determine their score.

Discuss the assessment and see if anyone is willing
to share what they discovered.

Review ways to manage stress and ask participants
to identify additional ideas (whether it is individual or
team stress).

Option: let participants take a 10 minute walk to
think about this (even discuss with one other person.)

Ask each participant to identify one stress-reducing
technique they will begin using immediately to reduce
their own stress levels.
55 - 60
Stress toys – this
could be a
company logo
type of stress ball
for the driver to
take with them on
the road
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Stress Toy

Discuss what they believe the impact of their action
will have on them personally and professionally.

Distribute stress toys.
Page
Numbers &
Materials
Optional Activity for Individual Participant

Follow same process for individual participant.
Individual
Activity
Debrief
1. What did you learn about the information discussed
and provided?
Debrief
Questions
2. What specific action will you take based on what you
learned?
Assessment
 Distribute assessment to participant(s).
 Ask each participant to complete assessment.
 Review answers with group and ask participant(s) to
mark their final score at the top.
Assessment
 Ask participant(s) to turn their assessments back into
you.
Say
“Now that you know how to manage stress more effectively,
let’s transition to managing your time on the road.”
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Time Management
75
Let participants know this section is intended to help the
driver effectively manage their time while on the road.
minutes
PowerPoint
slides 34-35

61
Review the objectives for this section:
1. Identify ways to effectively manage time on the road.
Application Scenario
Team
Activity
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
Ask participants to stand up.

Ask participants who are “planners” and like to have
everything organized and thought through, stand on
one side of the room.

Ask participants who prefer to go with the flow and
let spontaneity enter into their day; stand to the other
side of the room.

Ask each team to brainstorm what “bugs” them about
the other group (just regarding their time style).

Have a flip chart stand and paper available for
both teams.

Review their responses.

Discuss how both styles can be challenging when on
the road. The planner does not allow for any
spontaneity and must follow the plan during and after
hours at all times. The go with the flow individual
may not always stick to the plan and can easy get of
track.

Let participants know that as a driver or warehouse
worker, it is important for them to have a plan. It is
also important to allow for flexibility in the plan as
well.

Review effective time management strategies
(prioritization strategies, managing interruptions,
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etc.).

Ask the group to discuss what they can do to
effectively manage their time on the road (identify
contingency plans in their trip planning process, bring
things with them to work on (personal or professional
items),

Ask each person to write down 2 actions they will
implement in their personal action plan in their
participant guide.

Refer participants to the case scenarios in the.
Optional Activity for Individual Participant

Individual
Activity
Follow the same process with individual but work
through the process with them coaching them and
asking for their ideas all along the way.
Debrief
1. What did you learn about the information discussed
and provided?
Debrief
Questions
2. What specific action will you take based on what you
learned?
Assessment
 Distribute assessment to participant(s).
Assessment
 Ask each participant to complete assessment.
 Review answers with group and ask participant(s) to
mark their final score at the top.
 Ask participant(s) to turn their assessments back into
you.
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Time
Topic
Process
Say
“Now that you have a few ideas on how to manage your time
while on the road, let’s look at road life overall.”
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Road Life and Driver
Wellness
150
minutes
PowerPoint
slides 36-40
Let participants know this section will focus on road life and
driver wellness.

Review the objectives for this section:
1. Manage personal resources and deal with life on the
road.
2. Employ fatigue-reducing strategies.
62 - 67
Panel Members
Fatigue Related
Articles
Managing Life on
the Road Plan
from 101 class
Managing Personal Resources Panel Interview
Prior to this section, identify at least 3 current drivers that
could come in and spend an hour discussing life on the road.
Give these volunteers and outline in advance so they know
what they are going to be discussing with the group.
Panel
Interview

Introduce several current drivers to the group.

Ask current drivers to host a panel discussion about
life on the road, how they manage their personal
resources, how they keep themselves well and
healthy and what fatigue-reducing strategies they use
when driving.

Ask participants if they have any questions for the
panel.

Once the panel leaves, ask participants to discuss
the most important items they learned from the panel.

Discuss as a group.

Ask participants to individually complete a worksheet
in their participant guide that organizes the various
areas of personal resource management while on the
road (this ranges from finance, relationships, health
and wellness and extended family, preparation,
prevention and planning).

Discuss any highlights participants are willing to
Group
Discussion
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share.
Optional Activity for Individual Participant
Individual
Activity

Follow the same process for the individual
participant as listed above except arrange for
individual appointments with each panel member for
the participant.

Once participant has completed their interviews,
bring them back to the classroom for review and
insights.
Fatigue Reducing Strategies
Team
Activity

Discuss the fact that it can be challenging to stay
alert while on the road.

Review statistics (based on articles).

Ask participants (at their tables) to discuss why these
type of accidents occur (lack of sleep, long hours of
driving, poor eating habits, alcohol use, night-time
driving, etc.).

Ask participants to brainstorm the signs and
symptoms of driver fatigue at their tables as well
(yawning, lane changing, losing focus).

Discuss their responses.

Ask table teams to create an acronym/job aid to use
that identifies strategies to use in order to reduce
fatigue – something they will remember.

Ask teams to write their acronyms up on a flip chart.

Review acronyms.
Optional Activity for Individual Participant

Individual
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Activity
Managing Life on the Road Plan
It would be great if participants brought their initial plans in
from their 101 class – this would make this activity easier
because they already began the process.
Group
Discussion

Ask participants to take out their “Managing Life on
the Road Plan.”

Ask participants to review the plan and revise based
on what they have learned in this course.

Let participants know there is a blank plan in their
participant guide if they would like to refresh it
completely.

Pair participants up and ask them to share their
plans.

Review as a large group – ask if participants are
willing to share.
Optional Activity for Individual Participant

Individual
Activity
Follow the same process for the individual
participant as listed above.
Debrief
1. What did you learn about the information discussed
and provided?
Debrief
Questions
2. What specific action will you take based on what you
learned?
Assessment
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Topic
Process
Page
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 Distribute assessment to participant(s).
 Ask each participant to complete assessment.
Assessment
 Review answers with group and ask participant(s) to
mark their final score at the top.
 Ask participant(s) to turn their assessments back into
you.
Say
“Now that you have ideas on how you will manage your
personal resources and deal with life on the road, let’s review
the class and get ready to take the final exam/test.””
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Final Review and Exam
95
Let participants know this is their chance to review any final
material and information prior to taking the exam.
minutes
PowerPoint
slide 41
Final Review

Ask participants if they have any questions
regarding any of the material – clarifications,
confusions, etc.

Provide information as needed.

Ask participants to complete the Clackamas
Community College Course Evaluation Form.
Group
Discussion
68
CCC Course
Evaluation Form
Final Exam
Final
Test/Exam
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
Distribute the final exam to everyone.

Let them know they have up to one hour to
complete (time may be adjusted based on class
size and overall timing).

Note: If it would make it easier, ask participants to
return the following day to take the final exam.
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Appendix Section
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Flip Chart Recommendations
Listed below are samples of flip charts that could be used throughout the class. These are just some
examples of what you can use through the class. Anytime you need an additional visual, use a chart.
When you put people in an activity, list out the steps on a chart to help participants remember what
they need to do for next steps. Use as many charts as possible to keep the visual stimulation going.
Flip Chart 1
Flip Chart 2
Welcome
Agenda at a Glance
Flip Chart 3
Class Outcomes
1.
Ed 141 –
Transportation
Customer Service
Post the Agenda at a
Glance up on the wall –
you could use the one
in the book and have
blown up to a larger
viewing size
2.
3.
4.
Flip Chart 4
Parking Lot
Identify the foundation
skills for creating loyal
customers.
Describe behaviors for
managing service
opportunities.
Apply skills, strategies
and choices for
handling challenging
customer situations.
Identify and use
methods for managing
stress to ensure
service success.
Flip Chart 5
Flip Chart 6
Ground Rules
Marketing and
Branding
Perspective
Quote
Customer
Service Basics
Brainstorm
company sayings
and list here
List here
List them here
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Flip Chart 7
Flip Chart 8
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Flip Chart 9
Three Levels of
Listening
Flip Chart 10
Flip Chart 11
Flip Chart 12
Type of Questions
Power of Words
Communication
Devices
List here
Teams to list
negative on one
chart and
positive on the
other
Level 1
Level 2
List types here
Level 3
Flip Chart 13
Types of
Challenging
Customers
Flip Chart 14
Flip Chart 15
7 Steps
Turn up the HEAT
List here
List the HEAT
process here
Flip Chart 16
9 Tips to Keep Your
Cool
List here
List here
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Flip Chart 17
Negotiation
Process
Flip Chart 18
Flip Chart 19
Flip Chart 20
Conflict Resolution
Process
Stimulus and
Response
Facts about
Stress
List here
List the model in
the book
List facts here
List here
Flip Chart 21
Flip Chart 22
Flip Chart 23
Managing Personal
Resources Here
Fatigue Time
Risks
Reducing Fatigue
Ideas
List elements here
List here
List their ideas here
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Flip Chart 24
THANK YOU!
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Fatigue Related Article Links
http://www.monash.edu.au/muarc/reports/muarc004.html
http://www.rta.nsw.gov.au/roadsafety/fatigue/
http://www.roadandtravel.com/safetyandsecurity/drivingfatigue.html
http://www.ntc.gov.au/filemedia/Publications/DYHFS3FatigueAndDrivMar2005.pdf
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