Month: May 2011

…and that’s the easy part.

Serving customers is what we all do. We know that. It’s just that sometimes our employees don’t seem to care about anything but their own little comfortable box they made for themselves. Now, the truth is that they may care; they just don’t know what to do to make it easy.

Providing high-quality customer service should be at the top of our business concerns. Money is important, but without the customers… Customers are fickle. There are more of them than us. We need them. What we don’t need are employees sabotaging our business because they don’t want to be bothered, can’t admit they or the company may have made a mistake, apologize, and get on with it. As hard as it is to admit, we have to admit selling the product or service is not always the aim at the moment; however, it is our priority–even if that moment is down the road. The best way to do that is not lose a potential customer.

There are some myths about customer service that need addressing. I’ve been doing this for years, and one thing that irritates me the most are those people who think customer service is providing only what the company can provide (product or service) and if we can’t provide it–oh well. If you “oh, well” anyone, you don’t work for me.

Our customers come to us for more than just our service or products; they come because they trust us. For some reason they felt comfortable in the beginning. If we start by telling them why we can’t do something or make excuses, they’ll find someone else to trust with their business. Tell them what we can do and help them find someone else who can do what we can’t. We call that go the extra mile. It may not help us directly, but it makes them like us and trust us even more.

We need high-quality customer service people who will go “the extra mile?” Where do we get them? Most are already in the job or in the house. We train them, of course, to trust us, then they can earn the customers trust.

Think of companies known for great customer service and think of your experience in dealing with them. Remember what a pleasure that was? How easy it was for you to say, “no problem,” once your received a direct response? Now think of the people you may have dealt with who made an excuse (you dismissed them); if they did whatever they could with a smile–or even called someone else to find out if they knew of another solution, or just gave you a very honest answer–the result would have been better, wouldn’t it? In the military, I received questions to which the only answer could be: “I can’t tell you that. It’s classified.” Sometimes that’s enough, but sometimes I had to tell them the reasons why it might be classified, and that satisfied them totally and even make them feel a little special knowing the truth. Even though I didn’t answer their original question, I was honest with them.

We all understand why we can’t do certain jobs, and usually it has to do with what it costs us. Nobody expects us to work for nothing, and most will accept that answer. We may lose a customer because they can’t afford us, but we have gained the goodwill he may pass on to someone else who can.

Too many companies automate too much of the people interface. Sure, it saves money, but it loses money in customers who want the personal touch. Good customer service isn’t always getting what you want. It’s getting an answer, an immediate response when you ask for it. Telling someone immediately you can deliver at another time is better than getting back with them only when you can deliver. Same delivery date, different frame of reference; the customer needed the information earlier and now it may be too late. That ever happen to you?

In order to look at training effective customer service reps, and I’m not talking sales people, we look the people who already assigned those customer service positions. Are they empathetic, good listeners, empowered to make some decisions regarding service, good communicators on many levels, a good friend (confidant), an educator, and are they thick-skinned?

Often we put people in customer service that we can’t place anywhere else. Not a good idea. In fact, your better people should be in customer service, keeping your customers happy.

“This job is only answering the phone. Sheila really knows the product, but she doesn’t close the sale.”

Although these are the people most in need of immediate training, everyone in the company needs to know the importance of customer service and how to deal with customers face-to-face and on the phone. Why? Because everyone represents the company to anyone who asks them what they do for a living. That’s a pretty common question sometimes asked by potential customers. Some members of the company will be natural customer service representatives (officially or unofficially) because of their personality and communication abilities; some members will reluctantly fall into place and try to do the job by script or rote unfortunately. Unless the latter batch is able to humanize what they do, they’ll hurt you more than help you. Having impressive people working customer service is critical to your company’s reputation and success.

Finally, the most important rule for good customer service: don’t force something on somebody he or she doesn’t want. Some customers measure information and feel a situation, and if it feels right they’re sold. Actually, they are rarely sold; the harder the sale, the less likely they are to buy. When they do though, they will be your biggest fan and let the world know about. This is opposed to the logical, number-working customer who walks away feeling he got the deal based on his merits, not your company’s. You’ll be lucky if he mentions you except to brag on his ability to take advantage of you.

1. Educate and train employees on the types of customers, including internal and external.
2. Make them see the importance of giving customers what they need (within your ability) and provide referrals if you can’t deliver what they need. There’s no shame–only gain.
3. Understand the barriers to effective customer service like some of those explained above. Don’t forget to include the internal barriers such as personality, thin-skinned, no interest in helping someone else, not willingness to leave the comfort zone.
4. Create standards and stick by them. Good idea to have the employees decide what the standards should be since they know how they want to be treated. They also know what kind of customer they are.
5. Refer when you can’t deliver but don’t pass the buck. Passing the buck is passing the customer to another person who is probably better at customer service than you are. Keep control if you can, always telling the customer to come back to you and you will continue to help if you can or find someone who can. Sounds a little repetitive, but you set yourself up as the one who can ultimately deliver.
6. Teach listening skills and dealing with difficult people. Listening first, then repeating what you think the customer wants to do. As for dealing with difficult people, that almost goes back to understanding the customer and the barriers to good customer service. Customers may not be good communicators or decide to take out frustration out on the employee. Handling that deftly can make a friend and customer out of an irate individual; most times they just want to be heard. Learning how to deal with difficult people is major lesson in itself because it may involve diffusing anger or dealing with certain personality types.

The last bullet is perhaps the most important of lessons to be learned in customer service training. Remember, customer service is for everyone. Although you may not want to mix managers and workers in the same class (because they will be dealing at different levels), it is a must-do training for employees at all levels–whether they have direct contact with others in their jobs. Colleagues are customers, too, and just as important as ones off the street.

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For more resources about training, see the Training library.

For a look at the human side of training from my Cave Man perspective, please check out my book, The Cave Man Guide to Training and Development.

The first step in creating workplace training and learning events is preparation. This may seem obvious, but this step is specific to learner preparation not facilitator preparation. Learner preparation requires the facilitator to take planned steps that will help the learning build connections with the topic, with their goals for the learning, with the other participants and with the learning outcomes. This stage of the training should occur even before the day training starts if possible. If not possible, it should occur from the very first moment.

The Benefits of Effective Learner Preparation

• Peaks interest in learning
• Removes barriers to learning
• Gives learners a positive emotional connection to the subject
• Removes negative mental state to learning
• Allows learners to connect with other learners

Learners need to know the purpose of the training and what meaning it has for them.
Effective Learner Preparation Helps the Learner identify their own benefits of the learning or training and helps answer the following questions:

• What will I be able to do?
• How will this help me do my job?

Facilitator Steps to Create Effective Learner Preparation

DO	Avoid Doing
Make positive statements about the learning You are going to enjoy this topic. You are in for a treat today! The information you learn today can help doing your job easier.	Making negative statements about the learning or session. Wow. We have a lot to get through today and not a lot of time! This topic is challenging. I hope you can learn it. If not, you will struggle going forward. You have to remember all the steps I cover today.
Create a positive learning environment Use music Use colorful charts with key points, pictures and images that support the key points, toys, displays and other colorful peripherals Instructor costumes Create a traditional classroom set up without color. Have broken equipment, chairs or tables. Have environment that is cold or warm Have an environment that is dirty Not being prepared when the first participant arrives	Creating a negative environment: Create a traditional classroom set up without color. Have broken equipment, chairs or tables. Have environment that is cold or warm Have an environment that is dirty Not being prepared when the first participant arrives
Start as soon as you can Mail or send them a learner prep kit to includes things such as: Picture or verbal agenda A brief email or letter Suggested pre-work Websites Books Articles Videos Audio clips Questionnaire A list of information to gather and bring Have participants build connections with other learners as soon as possible. This can even start electronically by setting up a blog or wiki. Use topic related content to develop introductions and connections.	Avoid: Not communicating with them until they arrive. (whenever possible) Start by introducing yourself and then reading them all the rules and objectives for the day. Prepare the learner by giving them copies of a PowerPoint Presentation as their only handout. Have participants introduce themselves by going around the room and giving their name, rank and serial number. Not having participants interact.
Examples of Activities to use to build connections: Provide learners with post it notes and have them write one of the following: What they want to learn about the topic. The most important learning objective (Provide them with the list) One or two things that they already know about the topic. Once complete, have the learner place the post it note on a prepared wall chart. Use the same items from the above list, but have learners share with someone in the room. You can use table groups or have the learners mingle around the room taking two or three turns sharing. Hold an open house prior to the learning session so participants can get to know each other. If possible have them decorate the room. Have learners create a list of questions prior to the session. Have them find participants from previous trainings to provide the answers. Call learners ahead of time to welcome them and see what questions they may have. Send participants email communications prior to the event with positive suggestions. Include learning objectives. Send the learner positive quotations about the topic and have them create a colorful banner or poster to that can be brought to the session to decorate the walls. Have topic related issues posted somewhere in the room with a solution. Have participants stand on a created line (tape, yarn, etc) with strongly agree with solution at one end and strongly disagree at the other. Once everyone is in line, debrief the activity by asking reasons for their choice. Have the group write their own reservations on an index card. Have them mingle around the room and find a partner. Have them exchange cards with their partner then have them coach each other making suggestions on how the barrier can be removed. Have learners write their fears and/or reservations about the topic on cards. Have them share the cards with their group as they drop them into a casket or suspend them from the ceiling. Have participants work in teams. Have them list (or provide a list) of barriers one might have about learning the topic. Have them come up with three ways to overcome the barrier. What other ideas do you have? What can you share? Sources http://www.bowperson.com/ http://www.alcenter.com/ — For more resources, See the Human Resources library. — Sheri Mazurek is a training and human resource professional with over 16 years of management experience, and is skilled in all areas of employee management and human resource functions, with a specialty in learning and development. She is available to help you with your Human Resources and Training needs on a contract basis. For more information send an email to smazurek0615@gmail.com or visit www.sherimazurek.com. Follow me on twitter @Sherimaz.

It’s definitely who we are on this site: trainers and developers–or should we say development managers or counselors, or guidance counselors, leadership directors? I admit we don’t hear those terms often in business (depending on our business, of course), but we could very easily hear them in another context or organization that has the same training goals as most organizations–to be a successful and productive group of people dedicated to the same vision. I could go on and on with a variety of terms that might define what we do with what is more often known as professional development.

Naturally, I found a good site for a simple definition and more information on the subject. According to the website, development is still training but at a higher level that involves not only an individual’s growth within the company, but personal growth as well. Here’s a bare-bones definition.

Development: Training people to acquire new horizons, technologies, or viewpoints. It enables leaders to guide their organizations onto new expectations by being proactive rather than reactive. It enables workers to create better products, faster services, and more competitive organizations. It is learning for growth of the individual, but not related to a specific present or future job.

Simple training is much more specific and limited.

Training: Learning that is provided in order to improve performance on the present job.

Now the question becomes, which comes first? Sure, training is most basic, but without the whole picture you don’t have anything to aim for. An effective training plan should be a strategic plan, involving a whole person, whole company aspect. The tactical measures we take to achieve certain goals, milestones, or results is the individual training. Do we make the mistake of making a list of skills we think are needed to create the perfect candidate? Or, do we break down the traits and skills we think our ideal candidate already has and try move others to that standard of proficiency?

However, we arrive at the solution doesn’t really matter; it’s a chicken or egg thing. What does matter is that we know what we want first and don’t just go making up courses because they are useful skills to have. We make already have those skills in abundance and can skip the developing and designing specific training. I say it is more useful to focus on the development, deciding what you want and what it takes to get there.

Wikipedia, too, also has its version: In the field of human resource management, training and development is the field concerned with organizational activity aimed at bettering the performance of individuals and groups in organizational settings. It has been known by several names, including employee development, human resource development, and learning and development. Training and development encompasses three main activities: training, education, and development.

The Wikipedia article also reports some experts consider these ideas to be synonymous. However, to practitioners, they encompass three separate, although interrelated, activities:

1. Training: This activity is both focused upon, and evaluated against, the job that an individual currently holds.
2. Education: This activity focuses upon the jobs that an individual may potentially hold in the future, and is evaluated against those jobs.
3. Development: This activity focuses upon the activities that the organization employing the individual, or that the individual is part of, may partake in the future, and is almost impossible to evaluate.

The one you don’t hear very often in American circles is Education. Do we depend too much time considering the merits of specific subject matter studied to earn the Masters of Business Administration? Or, do we accept them blindly because they come from an Ivy League or otherwise prestigious business school? Do our people learn about our specific corporate culture? Obviously not. They learn about corporate culture in general, and about many different types of corporate cultures. Which type are we?

That brings up another training question. Should we examine our corporate culture like we would any part of our organization if we felt it may need an upgrade or new vision? Perhaps that in itself will be a worthwhile endeavor–getting to know ourselves better, or at least begin to see ourselves as others see us. It is only with this knowledge that an individual can move ahead in the company. So part of any professional development education should include the aspects of developing, refining, and evolving a corporate culture to create the corporate organization.

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For more resources about training, see the Training library.

That’s just my opinion. What’s yours? Feel free to leave a comment or a question. You can read more of my views here or on a variety of subjects, including communication, training and development, and theatre arts on my website. For a look at the human side of training from my Cave Man perspective, please check out my book, The Cave Man Guide to Training and Development.