Download CUSTOMER SERVICE, SKILLS FOR SUCCESS, 4e

Customer Service: Skills for Success, 4th Edition
INSTRUCTORS MANUAL
Chapter 3 Verbal Communication Skills
LESSON OVERVIEW
Chapter 3 focuses on the verbal communication skills needed to be successful in a
customer service environment and in life. Throughout the chapter, students are asked to
analyze their current skill levels and to think of new ways to implement the strategies
outlined in the text. The features, interactive exercises and ancillary materials provided
with Customer Service: Skills for Success, 4e are designed to facilitate better student
comprehension and learning.
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CHAPTER OUTLINE
The textbook outlines the chapter with the following headings to focus and direct major
lecture topics.

Learning Objectives, p. 60

In the Real World – Retail, p. 60

Quick Preview, p. 61

The Importance of Effective Communication, p. 62

Ensuring Two-Way Communication, p. 62
--Interpersonal Communication Model, p. 63

Avoiding Negative Communication, p. 64

Communicating Positively, p. 64
--Plan Your Messages, p. 64
--Focus on the Customer as a Person, p. 65
--Greet Customers Warmly and Sincerely, p. 67
--Use Customer-Focused Language, p. 67
--Make Customers Feel Welcome, p. 67
--Use Eye Contact Effectively, p. 68
--Listen Carefully and Respond Appropriately, p. 68
--Be Specific, p. 68
--Use Positive “I” or “We” Messages, p. 68
--Use “Small Talk”, p. 68
--Use Simple Language, p. 69
--Paraphrase, p. 69
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--Ask Positively Phrased Questions, p. 69
--Ask Permission, p. 70
--Agree With Customers, p. 70
--Elicit Customer Feedback and Participation, p. 71
--Close the Transaction Professionally, p. 72
--Address Pet Peeves, p. 72

Providing Feedback, p. 72
--Verbal Feedback, p. 73
--Nonverbal Feedback, p. 74

Dealing Assertively with Customers, p.74

Assertive Versus Aggressive Service, p, 76
--Responding to Conflict, p. 77
--Causes of Conflict, p. 78
--Salvaging Relationships After Conflict, p. 79

Summary, p. 81

Key Terms, p. 81

Review Questions, p. 81

Search It Out, p. 81

Collaborative Learning Activity, p. 82

Face to Face, p. 82

Planning to Serve, p. 83

In the Real World, p. 83

Quick Preview Answers, p. 83
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
Ethical Dilemma Summary, p. 84
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CHAPTER OBJECTIVES
The objectives will help you and the students discover the concepts and information that
should be understood upon completion of the chapter. You may want to access the
PowerPoint (PPTs) slides for Chapter 3 when you begin the study of the chapter and
discuss each Learning Objective briefly. Each Learning Objective will be discussed
separately in the Lecture Notes below, but are shown here in total as an overview of the
sections being presented in Chapter 3. Use PPT1 and PPT2: Chapter Objectives in
discussing the Chapter Objectives. You may want to refer back to the PPT1 and PPT2 as
you discuss each objective in the next sections.
After completing this chapter, the students will be able to:
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Explain the importance of effective communication in customer service.
2 Recognize the elements of effective two-way interpersonal
communication.
3 Avoid language that could send a negative message and harm the customer
relationship.
4 Project a professional customer service image.
5 Provide feedback effectively.
6 Use assertive communication techniques to enhance service.
7 Understand key differences between assertive and aggressive behavior.
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KEY TERMS, p. 81
Key terms are posted in the student textbook margins and placed in bold in the copy.
They are listed alphabetically here for your quick reference.
assertiveness, p. 74
noise, p. 64
channel, p. 63
nonverbal feedback, p. 74
conflict, p. 77, 78
paraphrase, p. 69
decoding, p. 64
pet peeves, p. 72
encoding, p. 63
rapport, p. 71
feedback, p. 64
receiver, p. 63
filters, p. 64
sender, p. 63
global terms, p. 64
small talk, p. 69
“I” and “we” messages, p. 68
two-way communication, p. 62
message, p. 63
verbal feedback, p. 73
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LECTURE OUTLINE AND LECTURE NOTES
General Teaching Suggestions for Chapter 3:
Instructor Note 1:

This chapter sets the tone for understanding the importance of effective
communication, the elements of two-way communication, and language that
could cause negative messages that harm the customer relationship, and how to
project a professional customer service image, provide feedback and use assertive
or aggressive techniques. Depending on students’ level of knowledge or expertise,
you may want to bring in additional articles or information on the field of
customer service. You may also want to invite several speakers individually and
then again later as part of a panel for a group discussion.

Additionally, as suggested in the Search It Out activity on page 81 in the chapter,
you may want to have students do some Internet research and report findings to
the class. This research might be collecting other organizational philosophies and
material related to the topic of verbal communication.
Instructor Note 2:

Before the students arrive: Write the terms that you will emphasize in this
chapter on the board. When the students settle in, you may do a quick review of
the terms by asking students to provide an impromptu definition. This activity
may serve to let you know what information students remember from reading the
chapter or from experiences in the business world.
Instructor Note 3:
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
First of the class: Take attendance and take care of other administrative duties or
paperwork. Here are some optional activities to supplement those listed in the
chapter. Use these as you wish to supplement and enhance the content of the
chapter.

General Notes for Selected Activities: Use these as you have time and as students’
interest dictates:
1. Activity: Set up a panel of managers from local businesses or have a guest
speaker who addresses the issue of his/her organization’s communication
activities and how he/she uses two-way communication techniques. Have students
prepared to ask questions when the time is provided by the panel or the speaker.
2. Activity: Begin the class by dividing learners into equal groups of 3 or 4 people
(depending on class size). Give each group a marker and sheet of newsprint
(flipchart paper). Ask each group to brainstorm a list of factors they believe
contribute to good verbal communication techniques. Have them explain their list
to the rest of the class. Tie in their comments to chapter content.
3. Activity: You may want to gather additional reference material related to
organizations that have had breakdowns in communication. Get input based on
learners’ personal experiences. You may find interesting stories on various
company communication issues in The Wall Street Journal, U.S. News and World
Report, or your local newspapers.
4. Activity: Assign an out-of-class activity for learners to gather additional articles
or information about chapter-related topics. Have them write a brief (no more
than one typed page) summary of the article, properly documented.
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5. Activity: Have learners conduct field research and write a brief report before the
next meeting. The focus might be on a visit to an organization or business to
observe factors related to chapter content (e.g., the approach service providers
take to communication, the appearance of the business, and any other factors that
contribute to the service culture).

If you have not secured the Video to be used with Customer Service: Skills for
Success, 4th Edition, you may want to order it now so that you can use it for the
end-of-chapter video scripts.

Chapter 2 Activities from last class meeting: Activities may have been assigned
last week to student groups that are due this week or at another time you have
designated. If you assigned any of the activities noted in Chapter 2 Lesson Notes
or plan to assign them, you may want to discuss them during this second class
meeting. You may also want to spend some time reviewing the activities from the
Search It Out, Collaborative Learning Activity, Planning to Serve, and the In the
Real World sections, which are listed in the end-of-chapter materials. Note: Your
students may need additional time to do some of the research activities. If so,
assign the reports so that they are completed by another class meeting of your
choosing.
Part Two: Skills for Success
Discuss the Customer Service Interview (pages 58-59) with the class by having them
refer to the questions that Holly Faries discussed. Select three or four of the questions she
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responded to and compare student responses to those of Ms. Faries and also to Mr.
Tanzer in Part 1, Chapter 1, page 2.
LESSON NOTES
The following are specific instructional strategies related to Chapter 3: Contributing to
the Service Culture.
Instructor Note 4:

Consider beginning with a brainstorming activity that generates a list of items
related to any of the chapter topics and tie that into the overall chapter content.
The Quote on page 60 may stimulate some discussion: what did Mr. Bill Gates
mean by the statement that the “most unhappy customers are your greatest source
of learning”? How does this relate to the study of customer service? (Student
answers will vary for all class discussions; you can contribute your interpretations
of the quote as well).

Ask students: Solicit some views from students and ask them how they feel
about unhappy customers or others with whom they deal daily in the classroom, at
work or at home.

Explain that getting along with people applies not only to your colleagues at
work, but also to vendors and customers who depend on you and your expertise.
Instructor Note 5:

Show PPTs 1 and 2: Chapter Objectives to briefly introduce students to the
topics in Chapter 3. As you briefly introduce each objective, ask students to
comment on what they think each objective will involve.
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
Move quickly on to the In the Real World on pages 60-61. Review the
information about Enterprise Rent-A-Car. Review with the students how
Enterprise started and how they rate customer service in the organization. What
does the Enterprise Service Quality Index (ESQi) mean for customers? Ask
students if they know anyone who has been an employee of Enterprise or if
anyone in the class has rented or knows someone who has rented a car. Many car
rental companies have age restrictions; students in your class may not yet be old
enough to have used a rental car company’s services.

Quick Preview—Have students respond (orally or in writing) to the Quick
Preview questions. The answers are located in the student text on page 83. A
show of hands will give you an understanding of these questions. Tie the
information to the objectives and the material in the chapter.

THE IMPORTANCE OF EFFECTIVE COMMUNICATION, p. 62.
Instructor Note 6:

Learning Objective 1: Explain the importance of effective
communication in customer service.

Learning Objective Note: PPT 1 should be used with Learning Objective 1 page
62.

Students should understand the importance of effective communication. Use PP1
to discuss the importance of appearance, action/inaction and the ability to
communicate.

Stress that it is important to continually strive for improvement. Many people
have difficulty asking for feedback on how well they communicate, although this
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can provide excellent information. Encourage students to ask others to provide
feedback in situations where they communicate well or poorly. In instances where
they miss the mark, students should educate themselves and then practice and
improve their communication.

ENSURING TWO-WAY COMMUNICATION, p. 62
Instructor Note 7:

Learning Objective 2: Recognize the elements of effective twoway interpersonal communication.

Learning Objective Note: PPTs 2-4 should be used with Learning Objective 2,
pages 62-64.

Students should understand the elements of two-way interpersonal
communication and how it relates to their role as a customer service provider.
Review the meaning of two-way communication on page 62 and focus on Figure
3.1 as students review the Interpersonal Communication Model and its
components on pages 63 and 64. Use PPTs 2, 3, and 4 to discuss how to ensure
two-way communication.

Using the Communication Model on page 63 and the definitions on pages 63-64,
review the following components:
Environment—the work setting or where the conversation/interaction is taking place.
Sender—the person initiating the message.
Receiver—the listener who receives the message. Initially, it may be you as the receiver
of your customer’s message. Once you offer feedback, you switch to the sender role.
Message—the message is the idea or concept you or the customer wants to convey.
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Channel—the method you choose to transmit the message.
Encoding—this occurs as you evaluate what must be done to effectively put your
message into a format that your customer will understand.
Decoding—this occurs as you or your customer converts the message received into
familiar ideas by interpreting or assigning meaning.
Feedback—unless a response is given, there is no way to determine whether the intended
message was ever received. Feedback is one of the most crucial elements of the two-way
communication process. Without it, you merely have a monologue.
Filters—these are factors that distort or affect the message you receive. They include
your attitude, interests, biases, expectations, education, beliefs and values.
Noise—this consists of physiological or psychological factors (e.g., your physical
characteristics, level of attention, message clarity, loudness of the message or
environmental factors) that interfere with the accurate reception of information.
Customer service providers must ensure that effective communication occurs with
customers. It is the service provider who must often take the initiative to make sure
interactions with customers are successful. As students go through the text, they will
learn various ways to ensure this happens.
Instructor Note 8:

ASK: The Customer Service Success Tip on page 62 should be the next
attention-getter for students. Ask them to review these items, thinking about
themselves and those with whom they communicate. Then assign an activity in
which students keep a record of these attributes for five days as they notice them
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in a particular person or persons with whom they deal regularly. Have them keep
a list of these attributes to share with the class the next meeting.
Instructor Note 9:

Point out the photo on page 63. Ask students what they think is going on in this
photo. How can they ensure they are listening to the customer?

AVOIDING NEGATIVE COMMUNICATION, p. 64
Instructor Note 10:

Learning Objective 3: Avoid language that could send a negative message
and harm the customer relationship.

Learning Objective Note: PPTs 5-6 should be used with Learning Objective 3,
page 64.
Instructor Note 11:

Students need to understand how language can impact a message, turning it into
something negative that can harm the customer relationship.

Activity: Divide students into equal groups and have groups discuss how they
feel about negative words or phrases. Have them draft several that they feel are
negative and could cause a problem with a customer. Those in the text section on
page 64 can be used to give group members an idea the type of messages that may
be negative. Bring them back together to share after 10 minutes. Summarize their
thinking by putting the main ideas on the board. Review Figure 3.2 on page 65;
ask students to comment on these phrases and if they have used or heard these
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phrases used recently. Have students provide some scenarios where they have
heard them (if they have).

Uses PPT5 to discuss negative words, making use of those students have listed, in
addition to those on the slide Negative, Vague, or Weak Terminology. Stress
that, as service providers, their language should focus on getting information or
resolving issues quickly.

Activity: Have students brainstorm ideas about global terms they have heard
lately. Chart their answers on the flip chart paper or put them on the board (or
have a member of the team put them on the board). Use PPT6: Global Terms to
discuss the students’ findings in addition to those on the slide. Have students think
of and list alternatives for global terms on the board.

COMMUNICATING POSITIVELY, p. 64.
Instructor Note 12:

Learning Objective 4: Project a professional customer service
image.

Learning Objective Note: PPTs 7-13 should be used with Learning Objective 4,
pages 64-72.
Instructor Note 13:

Students should understand the value of a professional customer service image
and how one can be accomplished. This chapter goes a long way in helping
students understand the concept of a professional image.
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
Review Figure 3-3, page 65, with the class. Ask them to determine which phrases
they use the most; have a volunteer list and count the number of phrases used the
most.

Review Ethical Dilemma 3.1 with the class. Ask for ways they would use to
handle this situation. Get a consensus from the class and then review the possible
solutions on page 84. Have them review their responses and compare them with
the suggested responses. Do they think that they are on the right track with their
responses?

Use PPTs 7 -12 to discuss how to communicate positively. Have students provide
input on each of the items listed on the PowerPoint (and discussed below) and
describe what they think each item, if used, should do to communicate positively.

PLAN YOUR MESSAGES, p. 64

Stress the need to know what you want to say and what should be avoided. Being
prepared to answer questions about products or services is crucial.

FOCUS ON THE CUSTOMER AS A PERSON, p. 65.

To deliver quality service, you need to deal with the human being first. Have
students review Customer Service Success Tip on page 66 and comment on its
application to them and their role in customer service. Ask them if they agree that
making customers feel special and valued cuts down the number of unhappy
customers. (Their answers will probably be yes.)

GREET CUSTOMERS WARMLY AND SINCERELY, p. 67.
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
If appropriate, shake hands, smile often and offer a sincere welcome. You should
even smile while on the telephone, as a smile can be heard over the phone. Sound
approachable and receptive.

Point out the Customer Service Success Tip in the margin on page 67. Ask
students how they can greet customers warmly and sincerely on the telephone.

USE CUSTOMER-FOCUSED LANGUAGE, p. 67.

Some service providers mistakenly think they are the important element in a
transaction. It is the customer who should be the focal point, not the provider.

Have students take the opportunity provided in Work It Out 3.1 to analyze their
verbal communication style. Have them report on their findings during the next
class session. If students have video recorders, this may be an opportunity to not
only record student interactions, but to video tape them and play the results for the
class to help analyze.

MAKE CUSTOMERS FEEL WELCOME, p. 67

Most people like to feel as if they belong, to be recognized as special, and to be
seen as individuals. Know customer names when possible.

USE EYE CONTACT EFFECTIVELY, p. 68.

In addition to greeting the customer, make regular eye contact (no longer than
three to five seconds, usually) and assume a positive, approachable posture.

LISTEN CAREFULLY AND RESPOND APPROPRIATELY, p. 68

Listening is the key element in two-way communication. The manner in which
you listen and respond often determines the direction of the conversation.

BE SPECIFIC, p. 68.
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
Give the most specific and complete details possibly when you answer questions.

USE POSITIVE “I” OR “WE” MESSAGES, p. 68

In addition to avoiding the” you” statements, focus on what “I” or “we” can do for
or with the customer.

USE “SMALL TALK”, p. 68

Look for opportunities to communicate on a personal level or to compliment your
customer. One thing to remember is to skip the small talk and focus on efficiently
providing service if the customer is impatient or in a hurry.

Activity: Ask students to think about service providers who have difficulty
making small talk during interactions with customers. Why do they think this
happens? What can you do to ensure that you do not have these problems when
providing service?

USE SIMPLE LANGUAGE, p. 69

If you are selling or providing service in a technical field or an area that a
customer may find confusing, use terms and explanations that can be easily
understood. Watch and listen for signals that the customer is frustrated because he
or she does not understand.

PARAPHRASE, p. 69.

Take time to ask for feedback by repeating to the customer the message you
heard.

Have students look at the photo on page 69. What is happening in this photo? Ask
students if they think a friendly conversation is taking place in the photo. Can
being friendly help one work through a conflict or problem? Ask students to
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describe scenarios where they or someone they know has experienced this
situation.

ASK POSITIVELY PHRASED QUESTIONS, p. 69

Choose the wording of your questions carefully. You may want to avoid using
“Why,” since it could be interpreted as a challenge by the customer.
Instructor Note 14:

Activity: Have students list examples of things they heard as a child that are
similar to things they do not like to hear as adults. Relate appropriate examples to
the customer service environment.

ASK PERMISSION, p. 70.

Get customer approval before taking action that was not previously approved or
discussed, such as putting a telephone caller on hold or interrupting. By doing so
you raise customers to a position of authority, boost their self-esteem and
empower them (to say yes or no).

AGREE WITH CUSTOMERS, p. 70.

Customers, like most people, like to hear that they are right. This is especially true
when a mistake has happened or something goes wrong. Defusing a tense
situation through acknowledgment is a powerful tool.

ELICIT CUSTOMER FEEDBACK AND PARTICIPATION, p. 71.

Make customers feel as if they are a part of the conversation by asking questions.
Ask for opinions, find out how they feel about what you are doing or saying, and
get them involved by building a rapport through ongoing dialogue.

CLOSE THE TRANSACTION PROFESSIONALLY, p. 72.
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
Instead of using some parroted response, use a sincere “Thank you” and
encourage the customer to return.

ADDRESS PET PEEVES, p. 72.

Most people have hot buttons that bother them. These pet peeves can lead to
customer relationship breakdowns if you are not aware of what your pet peeves
are and how you come across to others.

Activity: Ask students for a list of their pet peeves. Have a volunteer list them on
the board or on the flip chart. This should be a fun activity and should generate
student agreement on what constitutes a pet peeve. Have students spend some
time with the Work It Out 3.2 and 3.3., on page 72-73. Using this as a group
activity should be fun.

Use PPT13 to discuss how the strategies discussed in this chapter section can be
useful in nonretail establishments, such as the post office, a dentist’s office or
other offices.

PROVIDING FEEDBACK, p. 72
Instructor Note 15:

Learning Objective 5: Provide feedback effectively.

Learning Objective Note: PPT14 should be used with Learning Objective 5, pages
72, 73.
Instructor Note 16:

Discuss that, before sending verbal messages, the knowledge and skill level of
your customer(s) should be considered. This is part of the encoding discussed
earlier in the Interpersonal Communication Model. When providing verbal
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feedback, you should also be conscious of how your customer receives your
information. If the customer’s body language, nonverbal cues (gestures, facial
expressions) or spoken words indicate a misunderstanding, you should pause and
take any corrective action necessary to clear up the confusion. Review Figure 3.4,
page 73, with the class to refresh their thoughts on guidelines for providing
positive feedback.

Activity: Ask students to think about nonverbal cues. Emphasize that
clarifying nonverbal cues is essential to prevent misunderstandings. Solicit
examples of situations where this technique might be helpful. Ask students to
review the Customer Service Success Tip, page 74. Ask them to determine how
perception of nonverbal cues can be useful and how it should be done. The
examples given in the Success Tip are very useful for this activity. Use PPT14 as
you discuss this example.

Activity: Review Figure 3.4 on page 73, asking students to describe scenarios
where each of the 10 tips might come in handy for positive feedback. Have a
volunteer put the tips on the board ahead of time so that suggestions can be
entered below each.

DEALING ASSERTIVELY WITH CUSTOMERS, p. 74
Instructor Note 17:

Learning Objective 6: Use assertive communication techniques
to enhance service.

Learning Objective Note: PPT15 should be used with Learning Objective 6 on
pages 74-75.
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Instructor Note 18:

Talk about behaviors that project an assertive image. Provide examples of each
and solicit additional examples from students. Also, discuss how some people are
more assertive than others based on behavior. You may want to assign Chapter 6
to a group to read ahead and learn more about behaviors, and have the group
report on this to the class. Refer to Figure 3.5 for examples of nonassertive and
assertive behaviors. Ask students for examples of people/times they have
witnessed these behaviors. Use PPT15 to discuss examples of assertive
communication.

ASSERTIVE VERSUS AGGRESSIVE SERVICE, p. 76.
Instructor Note 19:

Learning Objective 7: Understand key differences between
assertive and aggressive behavior.

Learning Objective Note: PPTs 16-22 should be used with Learning Objective 7,
pages 76-80.
Instructor Note 20:

Students should be able to define what assertive behavior means and how it is
used, and what aggressive behavior is and how it is used. This chapter section
does a fine job of defining these two areas.

Define the terms assertive and aggressive. Note that assertive service is good for
solving problems; aggressive service may escalate them. Use PPT16 to discuss
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Customer Service Success Tip, page 76. Lead a review of assertive behavior as
you show PPT16.
Instructor Note 21:

Activity: Lead a discussion on aggressive behavior; solicit examples from the
class, asking them to write the examples on the flip chart. After each entry, ask
the class to state how the behavior may affect a customer and how it should be
changed. Ask students to provide specific wording instead of the aggressive
wording, if that was used.

Conclude this activity with PPT17 on aggressive behavior (see Customer Service
Success Tip, last section on page 77).
Instructor Note 22:

Activity: Have students team up with a partner and an observer to complete
Work It Out 3.5 on page 77. Allow the 10-minute session, as specified in the
activity. Have the observer respond to the questions listed in the activity. Then
have the group report a summary of their results to the class.

RESPONDING TO CONFLICT, p. 77.

Conflict should not be viewed as either positive or negative. Instead, it is an
opportunity to identify differences that may need to be addressed when dealing
with internal or external customers. Use PPT18 to discuss the Forms of Conflict
noted in Figure 3.6. Ask students to identify situations they have seen or
participated in as you refer to each form of conflict.

CAUSES OF CONFLICT, p. 78.
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Instructor Note 23:

Conflict can be the result of many actions, causes or reasons. Use PPTs 19 and
20 as you refer to the causes listed on pages 78 and 79 in the text. Solicit input
from the class as you refer to each cause. Have they participated in such behavior
or have they noted it in other people?

If a group was assigned to read ahead and report on behaviors from Chapter 6,
this will be a good time for that group to reflect on Personal style differences
(listed as one of the causes of conflict).
Instructor Note 24:

Review the other causes, using PPTs 19 and 20 to initiate the discussion:
Conflicting values and beliefs
Personal style differences
Differing perceptions
Inadequate or poor communication
Contrary expectations
Inadequate communication
Goals that are out of sync with reality
Opposition over shared resources
Outcomes dependent on others
Misuse of power
Instructor Note 25:

SALVAGING RELATIONSHIPS AFTER CONFLICT, p. 79
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
Managing conflict involves more than just resolving the disagreement. If you fail
to address the emotional and psychological needs of those involved, the conflict
may return and/or severe damage to the relationship may occur.

Whenever possible, apply one or more of the following strategies to help protect
and salvage the relationship between you and your coworkers, supervisor or
customers.
Instructor Note 26:

Activity: Ask students to reflect on each of the strategies listed below. Assign one
or more strategies to each student (depending on the size of the class) to discuss
with a partner for 10 minutes, then bring the group back together for discussion of
their opinions about each strategy:
Reaffirm the value of the relationship.
Demonstrate commitment.
Be realistic.
Remain flexible.
Keep communication open.
Gain commitment.
Monitor progress.
Instructor Note 27:

Activity: Refer students to Ethical Dilemma 3.2 on page 78. Assign groups of 3
or 4 people to review the dilemma and formulate an answer to the questions. Ask
them to include any personal experiences they may have had with this type of
situation and how it was handled. Were they happy about the outcome of the
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situation? Once the class has discussed the activity, have students read the
possible answers on page 84. How do the answers from the class compare with
the answers in the text?
Instructor Note 28:

Use PPTs 21-22: Guidelines for Effective Conflict Management. As you
display the slides, ask students to provide situations in which these would be
useful. Ask for a volunteer to write the responses on a flip chart sheet for posting
on the chart.
SUMMARY, p. 81
Spend approximately 5-10 minutes reviewing the key concepts of the chapter. Start by
having students review the objectives at the front of the chapter and then discuss specific
items covered to highlight and accomplish those objectives. You may want to go back
through the PowerPoint slides one more time and quickly make a few brief comments
related to each item. Use a question-and-answer format to see what students learned.
KEY TERMS, p. 81
Review the key terms. Students should have used the Student Study Guide to help review
and study the concepts. You may want to give a review quiz on the Key Terms.
REVIEW QUESTIONS, p. 81
Instructor Note: 29
Activity: You may want to divide the class into small groups or conduct a class
discussion of the questions in the Review Section. Possible answers may vary, such as:
1. What are some things you can do as a customer service professional to project a
positive image to the customer?
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Plan your message; greet customers warmly and openly; use eye contact effectively;
listen carefully and respond appropriately; be specific; use “I” and “we” messages;
use small talk; and use simple language.
2. What element(s) of the interpersonal communications model do you believe are the
most important in a customer service environment? Explain.
Students’ answers will vary.
3. What are some strategies to use in order to avoid words or phrases that may
negatively affect your relationship with your customer?
Choose words carefully; tell what can be done, not what cannot be done; don’t use
vague or weak terminology; avoid global terms; and do not verbally “point fingers.”
4. What are some tips outlined in this chapter for ensuring effective customer
interactions?
Communicate positively; understand and use elements of the two-way
communications model; project a positive image; avoid negative language; provide
feedback effectively; and communicate assertively.
5. What is feedback?
Feedback is a key element of the two-way communication model and a response to
messages that you receive as a listener.
6. How can verbal feedback affect customer encounters?
By using the positive communication techniques discussed in Chapter 3 and using
terms that customers can understand, communication can be delivered effectively.
7. Give some examples of nonverbal feedback and explain how they complement the
verbal message and how they can affect customer interactions.
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Body language, action/inaction and appearances are powerful nonverbal messages. If
the messages communicated are positive, understanding and enhanced customer
relations can result. On the other hand, if they are perceived negatively, the
relationship could break down.
8. List at least five tips for providing positive feedback
(1) When appropriate, send feedback immediately.
(2) Communicate clearly and concisely.
(3) Remain objective and unemotional.
(4) Ensure feedback is accurate.
(5) Use verbal and nonverbal messages that are in congruence.
(6) Verify customer meaning before giving feedback.
(7) Ensure feedback is appropriate to the customer’s original message.
(8) Avoid overly critical feedback or negative language and
(9) Do not provide feedback if it could damage the customer-provider relationship.
SEARCH IT OUT, p. 81
Instructor Note 30:
Assign the Search It Out activity as an out-of-class project and have students bring in
their results to discuss during the next class.
COLLABORATIVE LEARNING ACTIVITY, p. 82
Instructor Note 31:
Have students prepare for the activity as discussed; pick a partner and work out the role
plays to improve communication skills. Pick two of the scenarios on which you want to
receive the most feedback. Alternate roles with your partner, as noted in the activity.
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Have them take notes as they debrief one another after each scenario. After
approximately 40-60 minutes (depending on group sizes and number of students), bring
the class together and discuss what they have learned.
FACE-TO-FACE, p. 82
You are a three-year member of LKM and are now a senior graphics account manager.
Your job details require that you to visit the clients assigned to your region. During those
visits you are to answer questions, delivery orders, verify customer satisfaction, collect
feedback data, and look for new orders.
Recently, you learned from a friend that the Brickman Bakery’s new office manager,
Sylvia Greco, is considering changing suppliers and moving her business over to one of
your competitors, with whom she had an earlier relationship while in another
organization. Consequently, she wants to maintain that relationship and drop your
company. You have also heard that she prefers to work with the competitor’s account
manager.
As you know, you have no real verification that any of the above is accurate, since it
came to you from a friend who works at Brickman. However, knowing this friend, there
is a good likelihood that the information is correct.
Instructor Note 32:
Activity: Divide the class into equal-sized groups, have them read the Face to Face
scenario, and then discuss and answer the questions at the end. After 30 minutes, bring
the class back together to discuss their views.
Possible Answers to Face to Face
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1. Since you don’t have a relationship with Sylvia, what will you do to get off to a
solid start during your visit?
Since there is no one answer on how to deal with people, you might try several
things. After small talk, you should directly ask if there are any concerns about
the current arrangement and what you can do better to serve Brickman’s. If she
indicates possible change, suggest she try a grace period before making a final
decision, when she can “experience” working with you and your organization.
You might even offer different pricing or discounts where possible and
appropriate.
2. How should you approach Sylvia verbally and nonverbally?
Be open, friendly, and follow her lead. Use small talk, ask non-threatening, openended questions, and communicate assertively. You should provide examples of
successful projects that you have completed for Brickman’s in the past.
3. What strategies among the ones discussed in this chapter can you use to determine
where you and LKM stand in Sylvia’s mind?
You can use a similar approach as stated above in # 2.
PLANNING TO SERVE, p. 83
Instructor Note 33:
Have students prepare their lists. This is a personal assignment and students may not
want to show their list to the entire class. If they want input from you, make comments on
their lists that clarify the concepts the students should be using.
IN THE REAL WORLD, p. 83
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Students may work on this activity either individually or as a group. Students will rely on
the Enterprise website or other information (such as a visit to interview Enterprise RentA-Car management and staff). Students will answer the four questions based on their own
research. You may want to have the class report their findings during a class session. No
definite list of solutions is given here.
QUICK PREVIEW ANSWERS, p. 83
The answers to the Quick Preview are provided.
ETHICAL DILEMMA SUMMARY 3.1 and 3.2, p. 84. Possible answers are provided
in the text in addition to the activity noted in the IM on pages 13 and 22.
VIDEO NOTES:
If you ordered the Videos for Customer Service: Skills for Success, 4th Edition, locate the
Video 3 for Chapter 3 to show the class. This scenario takes place in a restaurant and
highlights a breakdown in verbal communication. The server does not hear about an
elderly customer’s allergy and ends up with a sick, angry customer. The server, Jane, is
distracted by the busboy, does not pay attention and does not hear the customer mention
her nut allergy. The customer clearly states what happens when she eats them. Jane is still
not paying attention and instead focuses on what the busboy finally says. Jane returns to
the customer (Darla) and takes her order like nothing has happened. In the next scene,
Darla is scratching and suffers red blotches on her face. She is clearly in distress from the
sandwich. Jane is in a panic now, but the busboy continues.
1. What has happened here?
The server was not paying attention and did not consider that the sandwich had
walnuts or other nuts as part of the recipe. She only heard part of the customer’s
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description of how her mom used to make chicken salad that the customer loved.
Jane brought the sandwich to Darla without checking for the nuts and Darla is
now sick.
2. What should have happened here?
Have students review the video and reflect on the situation. They should then
provide suggestions for what should have happened.
3. What will happen now?
The class again will decide what the outcome will be. They may suggest that
Darla be taken to the emergency room by ambulance and given medication to
combat the allergy. She may or may not overcome it. Some people do die from
this allergy.
4. What if she is severely ill from this situation?
Students may say this could happen and may share allergy stories of their own. If
she is severely hurt from this incidence, Darla will likely sue the restaurant. If she
dies, her family will probably sue the restaurant. In each case, the restaurant may
receive some unwanted publicity about the incident, which could hurt their
reputation and cause a temporary (or permanent) loss of business.
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