Selling & Customer Service
Monday
Why is customer service important in selling?
CO:114 Handle telephone calls in a businesslike manner
(CS) (pp. 4-44—4-47)
Objectives:
a. Describe proper verbal skills needed to handle telephone calls.
b. Explain attitudes needed when handling telephone calls.
c. Explain standard procedures for taking messages.
d. Describe procedures for handling telephone calls in a businesslike manner.
e. Demonstrate procedures for handling telephone calls in a businesslike manner.
Videos - 15 minutes
We will watch the videos then discuss.
Why is customer service important in selling?
CO:114 Handle telephone calls in a businesslike manner
(CS) (pp. 4-44—4-47)
Objectives:
a. Describe proper verbal skills needed to handle telephone calls.
b. Explain attitudes needed when handling telephone calls.
c. Explain standard procedures for taking messages.
d. Describe procedures for handling telephone calls in a businesslike manner.
e. Demonstrate procedures for handling telephone calls in a businesslike manner.
Videos - 15 minutes
We will watch the videos then discuss.
|
|
|
Activity Business Call - 20 minutes
Review the Handling Telephone Calls Briefing attached below. Develop you own performance checklist for handling telephone calls in a businesslike manner. Then, IN FLIPGRID, demonstrate correct and incorrect ways to handle telephone calls. Leave at least ONE comment on each classmates Flipgrid.
Review the Handling Telephone Calls Briefing attached below. Develop you own performance checklist for handling telephone calls in a businesslike manner. Then, IN FLIPGRID, demonstrate correct and incorrect ways to handle telephone calls. Leave at least ONE comment on each classmates Flipgrid.
| Read Me I Have the Answers.pdf |
What should you do when things go wrong for a customer?
SE:932 Explain company selling policies (CS)
LAP-SE-121 (pp. 4-48—4-49)
Objectives:
a. Define the following terms: selling policies, selling-activity policies, terms-of-sale policies and service policies.
b. Identify types of selling-activity policies.
c. Identify types of terms-of-sale policies.
d. Identify types of service policies.
e. Explain the importance of selling policies.
f. Describe the characteristics of selling policies.
g. Explain why selling policies are needed.
h. Describe external factors that affect selling policies.
i. Describe internal factors that affect selling policies.
j. Describe regulatory factors that affect selling policies.
k. Explain problems encountered with the use of selling policies.
Activity Selling Policies - 30 minutes
With your partner, research the selling policies followed by two direct competitors and discuss the similarities and differences between the two businesses' policies. Use the links below as a sample of what you should be looking for. We will discuss in class.
Ethics Case for Students - 15 minutes
Gary’s Gadgets is an electronics store that sells computers, phones, tablets, and other technology. Gary recently sold a set of computers to a local company. However, the installation process did not go as smoothly as expected. Because of the problems, the company’s employees were unable to work for two days while the computers were being set up. The president of the company blamed Gary’s Gadgets for this. She demanded that Gary compensate her for the loss of productivity caused by the computer installation.
Gary’s Gadgets has a terms-of-sale policy, though, that protects the store from being liable in situations such as these. Gary does not want to damage his relationship with this client, but he also knows that according to the terms-of-sale policy, he does not owe the company anything. What is the right thing to do? Should Gary abide by his selling policy, or should he make an exception to appease the client? (Ethical Principles Involved: Integrity, Accountability, Fairness, Respect, Viability)
SE:932 Explain company selling policies (CS)
LAP-SE-121 (pp. 4-48—4-49)
Objectives:
a. Define the following terms: selling policies, selling-activity policies, terms-of-sale policies and service policies.
b. Identify types of selling-activity policies.
c. Identify types of terms-of-sale policies.
d. Identify types of service policies.
e. Explain the importance of selling policies.
f. Describe the characteristics of selling policies.
g. Explain why selling policies are needed.
h. Describe external factors that affect selling policies.
i. Describe internal factors that affect selling policies.
j. Describe regulatory factors that affect selling policies.
k. Explain problems encountered with the use of selling policies.
Activity Selling Policies - 30 minutes
With your partner, research the selling policies followed by two direct competitors and discuss the similarities and differences between the two businesses' policies. Use the links below as a sample of what you should be looking for. We will discuss in class.
Ethics Case for Students - 15 minutes
Gary’s Gadgets is an electronics store that sells computers, phones, tablets, and other technology. Gary recently sold a set of computers to a local company. However, the installation process did not go as smoothly as expected. Because of the problems, the company’s employees were unable to work for two days while the computers were being set up. The president of the company blamed Gary’s Gadgets for this. She demanded that Gary compensate her for the loss of productivity caused by the computer installation.
Gary’s Gadgets has a terms-of-sale policy, though, that protects the store from being liable in situations such as these. Gary does not want to damage his relationship with this client, but he also knows that according to the terms-of-sale policy, he does not owe the company anything. What is the right thing to do? Should Gary abide by his selling policy, or should he make an exception to appease the client? (Ethical Principles Involved: Integrity, Accountability, Fairness, Respect, Viability)
Tuesday
What should you do when things go wrong for a customer?
CO:057 Analyze company resources to ascertain policies and procedures (CS)
(pp. 4-50—4-51)
Objectives
a. Distinguish between policies and procedures.
b. Discuss the need for company policies and procedures.
c. Describe the impact of ineffective policies and procedures.
d. Explain the importance of understanding company policies and procedures.
e. Identify company resources that can be accessed for policies and procedures.
f. Demonstrate how to analyze company resources to ascertain policies and procedures.
Activity Business Materials - 20 minutes
Obtain samples of businesses’ materials (e.g., handbooks, employee policies, departmental policies/procedures) from local businesses and/or your employers. With your partner, review and compare the different companies’ policies/procedures. Present your findings to the class in a discussion format.
What should you do when things go wrong for a customer?
CO:057 Analyze company resources to ascertain policies and procedures (CS)
(pp. 4-50—4-51)
Objectives
a. Distinguish between policies and procedures.
b. Discuss the need for company policies and procedures.
c. Describe the impact of ineffective policies and procedures.
d. Explain the importance of understanding company policies and procedures.
e. Identify company resources that can be accessed for policies and procedures.
f. Demonstrate how to analyze company resources to ascertain policies and procedures.
Activity Business Materials - 20 minutes
Obtain samples of businesses’ materials (e.g., handbooks, employee policies, departmental policies/procedures) from local businesses and/or your employers. With your partner, review and compare the different companies’ policies/procedures. Present your findings to the class in a discussion format.
What should you do when things go wrong for a customer?
CR:007 Interpret business policies to customers/clients
(CS) (pp. 4-52—4-56)
Objectives
a. Define the term business policy.
b. Identify characteristics of effective business policies.
c. Describe reasons for having business policies.
d. Explain types of business policies that affect customers.
e. Discuss the role of employees in interpreting business policies.
f. Explain when business policies should be interpreted.
g. Explain guidelines for interpreting business policies to customers.
h. Demonstrate procedures for interpreting business policies to customers.
Introduction - 10 minutes
We'll watch the video then discuss what are business policies.
CR:007 Interpret business policies to customers/clients
(CS) (pp. 4-52—4-56)
Objectives
a. Define the term business policy.
b. Identify characteristics of effective business policies.
c. Describe reasons for having business policies.
d. Explain types of business policies that affect customers.
e. Discuss the role of employees in interpreting business policies.
f. Explain when business policies should be interpreted.
g. Explain guidelines for interpreting business policies to customers.
h. Demonstrate procedures for interpreting business policies to customers.
Introduction - 10 minutes
We'll watch the video then discuss what are business policies.
Activity Enterprise - 20 minutes
Read the PDF below. We will discuss.
Read the PDF below. We will discuss.
| 452_to_456_.pdf |
Ethics Case for Students - 10 minutes
Yun works in customer service for an appliance company. He has just received a call from a customer whose washing machine has stopped working after just a few days. The company has a policy that it will replace any malfunctioning product within the first 90 days – but only if the customer specifically requests a replacement. Yun realizes that this particular customer has no idea about the company’s policy. She has already told him that she plans on buying a new machine. Yun knows that, if he keeps quiet about the policy, the company will save money. If the customer does not ask for a replacement, he is not required to offer it. But is this ethical? Or should he inform the customer about the policy, even if it costs his company money? (Ethical Principles Involved: Integrity, Accountability, Transparency, Fairness, Viability)
Yun works in customer service for an appliance company. He has just received a call from a customer whose washing machine has stopped working after just a few days. The company has a policy that it will replace any malfunctioning product within the first 90 days – but only if the customer specifically requests a replacement. Yun realizes that this particular customer has no idea about the company’s policy. She has already told him that she plans on buying a new machine. Yun knows that, if he keeps quiet about the policy, the company will save money. If the customer does not ask for a replacement, he is not required to offer it. But is this ethical? Or should he inform the customer about the policy, even if it costs his company money? (Ethical Principles Involved: Integrity, Accountability, Transparency, Fairness, Viability)
What should you do when things go wrong for a customer?
CO:061 Defend ideas objectively (CS)
(pp. 4-57—4-58)
Objectives
a. Discuss the need to provide evidence to support a position.
b. Explain how ideas are formed.
c. Describe stages of an idea evaluation process.
d. Explain what causes people to accept new ideas.
e. Identify reasons that barriers that are established to keep from accepting new ideas.
f. Demonstrate procedures for defending ideas objectively.
Introduction - 10 minutes
We'll take a look at the videos then discuss what happens when things go wrong for a customer.
CO:061 Defend ideas objectively (CS)
(pp. 4-57—4-58)
Objectives
a. Discuss the need to provide evidence to support a position.
b. Explain how ideas are formed.
c. Describe stages of an idea evaluation process.
d. Explain what causes people to accept new ideas.
e. Identify reasons that barriers that are established to keep from accepting new ideas.
f. Demonstrate procedures for defending ideas objectively.
Introduction - 10 minutes
We'll take a look at the videos then discuss what happens when things go wrong for a customer.
|
|
|
Activity Going Green - 20 minutes
The school is “going green” and needs ideas of how this should happen.
The school is “going green” and needs ideas of how this should happen.
- With your partner, develop a list of what the school needs to do.
- You will present your ideas to the class. Each group member should defend her/his idea when objections to it are raised.
- As a reflection, write down three things that you feel people must know/do when defending ideas, and three things people must know/do when objecting to someone’s ideas.
- Submit your findings on a Google Doc in Classroom.
Wednesday
What should you do when things go wrong for a customer?
CR:009 Handle difficult customers
(CS) LAP-CR-009 (pp. 4-59—4-60)
Objectives
a. Define the following terms: disagreeable customer, domineering/ superior customers, dishonest customers.
b. Identify types of difficult customers.
c. Describe categories of disagreeable customers.
d. Discuss categories of domineering/superior customers.
e. Describe ways in which customers are dishonest.
f. Identify situations in which customers become difficult.
g. Explain reasons for handling difficult customers.
h. Describe general guidelines for handling difficult customers.
i. Explain specific guidelines for handling types of difficult customers.
j. Demonstrate procedures for handling difficult customers.
Student Reading - 20 minutes
Take some time to read your materials in the PDF link below.
What should you do when things go wrong for a customer?
CR:009 Handle difficult customers
(CS) LAP-CR-009 (pp. 4-59—4-60)
Objectives
a. Define the following terms: disagreeable customer, domineering/ superior customers, dishonest customers.
b. Identify types of difficult customers.
c. Describe categories of disagreeable customers.
d. Discuss categories of domineering/superior customers.
e. Describe ways in which customers are dishonest.
f. Identify situations in which customers become difficult.
g. Explain reasons for handling difficult customers.
h. Describe general guidelines for handling difficult customers.
i. Explain specific guidelines for handling types of difficult customers.
j. Demonstrate procedures for handling difficult customers.
Student Reading - 20 minutes
Take some time to read your materials in the PDF link below.
| student_cr-009_handle_difficult_customers_.pdf |
Activity Difficult Customer - 15 minutes
Write a description of a situation you have encountered involving a difficult customer. We will discuss your answers in class.
Ethics Case for Students Coffee - 10 minutes
You work for a coffee roasting business. Mr. Davenport, a demanding customer, is insisting that his order of ground coffee was short by four pounds. You want to correct Mr. Davenport’s order to appease him, but you are worried that he may be mistaken. What should you do? (Ethical Principles Involved: Trust, Accountability, Fairness, Respect)
Video - 10 minutes
We'll watch the video then discuss some options on how to deal with difficult customers.
Write a description of a situation you have encountered involving a difficult customer. We will discuss your answers in class.
Ethics Case for Students Coffee - 10 minutes
You work for a coffee roasting business. Mr. Davenport, a demanding customer, is insisting that his order of ground coffee was short by four pounds. You want to correct Mr. Davenport’s order to appease him, but you are worried that he may be mistaken. What should you do? (Ethical Principles Involved: Trust, Accountability, Fairness, Respect)
Video - 10 minutes
We'll watch the video then discuss some options on how to deal with difficult customers.
Round Robin Presentations - 30 minutes
You will be assigned a slide with notes. Review your notes and conduct any additional research in order to present your assigned slide.
You will be assigned a slide with notes. Review your notes and conduct any additional research in order to present your assigned slide.
| psw-cr-009.pptx.pdf |
Thursday
The Truth About Difficult Customers - 15 minutes
These activities are designed to reinforce individual student understanding of and skill development in recognizing and effectively handling difficult customer situations. See the doc in classroom.
Searching for Good Service - 10 minutes
Research websites of businesses with strong emphases on customer service. What steps do these businesses take to handle difficult customer situations? For example, what benefits, guarantees, or disclaimers do their websites feature that would help prevent such situations from taking place? Record your findings on the Doc in Classroom.
The Red Apple Company - 20 minutes
You are the small group of Red Apple Company employees who have been selected to decide how to make the retail store run more smoothly. Recently, there have been several difficult customer situations at the Red Apple Company retail store. One customer insultingly stated that the pie he purchased tasted like someone put glue in it! Another customer was always finding what she called “damaged goods” in the store and demanding a discount. And, one young couple constantly needed a lot of help—immediately!
With your partner, your job is to generate a list of low-cost or no-cost ideas to help prevent these difficult customer situations from occurring in the store. You might work on a sales-associate training program or write a clearly defined return policy. Brainstorm for at least 10 minutes, and come up with at least three ideas to use in the store. When you’re finished, present your ideas to the class.
Group Activity #2 Cards - 15 minutes
You will be divided into groups of 3 and will be given a random card. The group has two minutes to review the difficult customer situation and collaborate on the best course of action to take. Understand that “no response” can sometimes be the best solution.
Learning Guide - Optional
Complete the learning guide in classroom if you choose.
Assessment - 10 minutes
Go to Classroom and complete the assessment.
The Truth About Difficult Customers - 15 minutes
These activities are designed to reinforce individual student understanding of and skill development in recognizing and effectively handling difficult customer situations. See the doc in classroom.
Searching for Good Service - 10 minutes
Research websites of businesses with strong emphases on customer service. What steps do these businesses take to handle difficult customer situations? For example, what benefits, guarantees, or disclaimers do their websites feature that would help prevent such situations from taking place? Record your findings on the Doc in Classroom.
The Red Apple Company - 20 minutes
You are the small group of Red Apple Company employees who have been selected to decide how to make the retail store run more smoothly. Recently, there have been several difficult customer situations at the Red Apple Company retail store. One customer insultingly stated that the pie he purchased tasted like someone put glue in it! Another customer was always finding what she called “damaged goods” in the store and demanding a discount. And, one young couple constantly needed a lot of help—immediately!
With your partner, your job is to generate a list of low-cost or no-cost ideas to help prevent these difficult customer situations from occurring in the store. You might work on a sales-associate training program or write a clearly defined return policy. Brainstorm for at least 10 minutes, and come up with at least three ideas to use in the store. When you’re finished, present your ideas to the class.
Group Activity #2 Cards - 15 minutes
You will be divided into groups of 3 and will be given a random card. The group has two minutes to review the difficult customer situation and collaborate on the best course of action to take. Understand that “no response” can sometimes be the best solution.
Learning Guide - Optional
Complete the learning guide in classroom if you choose.
Assessment - 10 minutes
Go to Classroom and complete the assessment.