Ch06 Customer Service and Behavior

Chapter 6 - CUSTOMER SERVICE AND BEHAVIOR Instructor Note 6-1: Show PowerPoint 6-1 – Customer Service and Behavior Chapter 6 focuses on human behavior – why people do the things that they do. This chapter contains some important concepts in helping students understand themselves. Once they better recognize their own behavioral patterns and characteristics of their preferred behavioral style, they can then better understand that of their customers. This will allow better communication, reduced potential for confrontation, and the provision of better quality service. Chapter Outline From the Frontline Learning Objectives Quick Preview Why Be Concerned With Behavioral Styles? What Are Behavioral Styles? Identifying Behavioral Styles Style Tendencies Rational Inquisitive Decisive Expressive Communicating With Each Style Building A Stronger Relationship By Solving Problems Discover Customer Needs Say “Yes” Seek Opportunities for Service Focus on Process Improvement Make Customers Feel Special Be Culturally Aware Know Your Products and Services Continue to Learn About People Prepare Yourself Dealing With Perceptions Factors Affecting Perceptions Physical qualities Social roles Social behaviors Psychological qualities Group afflictions Perceptions and Stereotypes Strategies for Success - Develop a Strategy for Each Behavioral Style Rational Inquisitive Decisive Expressive Chapter Summary Service in Action Search it Out Collaborative Learning Activity Face to Face Planning to Serve Instructional Suggestions Since this chapter stresses the need to recognize and understand various behavioral style, you may want to start off with an activity related to identifying styles and then lead into chapter content. In the activity, students will actually be identifying personal style characteristics without knowing it. Here is one possible activity. Make it fun by passing out play money (go to a teachers supply store, contact the author’s company, or use Monopoly game money). At the end of the activity award a small prize (toy, candy bar, soda, or whatever to the person with the most money. Advance Preparation Get a roll of one-inch masking tape. Get stacks of colored, 8 1/2X11-inch copier paper (any four different colors). Use one color for each behavioral style category (e.g. Decisive = yellow, Inquisitive = green, Rational = blue, and Expressive = orange) Cut the paper into strips approximately 3X5 ½-inches Go to the section of the text labeled “Style Tendencies.” For each behavioral category make four copies of these tendencies onto strips of paper (use one or two word descriptors). For example the first characteristic on the list for “Decisive” behavior is “Move Quickly,” next is “Immediate Gratification,” third is “Forceful and Assertive,” and so on. When you finish, you will have four sets of each colored style characteristics. After you have developed word strips for each category, get four large manila envelopes and number them Group 1, 2, 3, and 4. Put a complete set of each color into each envelope (shuffle or mix the colors together so that students won’t immediately pick up on the concept that each style has a corresponding color). When you finish, you should have four complete sets of all the four style categories per envelope. Get some small prizes to give at the end of the activity. Set up two flip chart easels or use a dry erase/chalkboard to list the four colors. To list these, figure out which colors correspond to each of the four behavioral styles and list the colors as follows: two per flip chart (or together) with “D” and “I” colors on one sheet and “R” and “E” colors on the other. Do not write these letters next to the colors at this point, or otherwise identify to students what style each color represents. Activity Preparation Give each student $20 in play money ($1 and $5 bills). Tell them that the person with the most money at the end of the activity wins a prize. Divide students into three or four equal sized groups. Have them gather in a circle or around a table wherever they have a work area in the middle. Give one manila envelope to each group and tell them not to open it until told to do so. Activity (20-30 minutes depending on class size) Explain that in the envelope are strips of paper with adjectives that describe behavior written them. Tell them that when told to do so, the members of each group will open their envelope and dump the contents onto the table/floor in front of them. They have five minutes to go through the terms and choose five that best describe their behavior when interacting with others. Stress that they are to choose their own terms and that others should not hand them terms saying, “Here, this describes you.” This activity is about self-discovery. Give a two-minute warning and at the end of five minutes, then yell stop, blow a whistle, or otherwise signal that time is up. NOTE: Walk around to observe the selection process and reward those finishing before the five minute time limit with $5 in play money. All cards not chosen are returned to the envelopes. Have each student spread the adjectives out in front of him or her so that all can see. Explain that sometimes we do a job, however we know we could do better if we only had more time. So, they now have two additional minutes to negotiate with others in their group to get terms that they feel better describes themselves. Tell them they can negotiate or use their money to buy the terms. Stress that when they finish they should still have five terms that “best” describe their behavior. Have them begin negotiating and at the end of two minutes stop them again. Ensure everyone has five terms. Ask, “Does each of you now have the five terms you feel best describe your behavior when dealing with others?” Stress that in an ideal world, things go exactly as planned; however when dealing with customers sometimes things change at the last minute (e.g. a customer might change his or her mind). Tell them that is what just occurred; you have changed your mind. Each person must now discard three of their terms, keeping only the two that “Really” describe their behavior when interacting with others. Tell them they have one minute to decide on which terms to keep, start the time, and stop them at the end of one minute. Have all discarded terms placed back into the envelope. Reward those who were able to finish first or on time with $5 dollars in play money. Ask, “Who feels that they have the terms that best describe their behavior?” Reward anyone raising his or her hand for being sure with $10 in play money (tell them you do this because in the workplace customers like service providers who seem confident). Tell students that in the workplace that change is a constant factor and that here in class that applies too. The rules just changed! Each person must now discard one more term keeping only one remaining terms that absolutely describes their behavior when dealing with others. Have them discard a terms and then have those discarded strips put back into their envelope. While they are doing this, go to the flip chart/board and write the letter that corresponds with each color next to it. Activity Review (Debrief) Ask the following questions, rewarding those who volunteer to answer with $1-$5: “What kind of negotiation did you see going on within your group?” “Did any one person try to dominate the negotiations or the group?” “Were there any passive “players” who simply settled for what they got?” “Did anyone keep harmony in the group and encourage sharing or teamwork?” “Was there anyone who kept stressing the rules or telling how much time remained?” “How did you feel when the rules kept changing?” “Do these things happen in the customer service environment (people changing their mind, rules/policies changing, some people being rewarded and others not, pressure to perform under time constraints)?” In turn, have each student come to the flip chart/board with his or her term, give a piece of masking tape, and ask them to place their color under the corresponding color designator. As they do so, they should tell the class why they believe their term best describes their behavior when interacting with others. You may want to ask if others in the room agree with the person’s choice and why. (This validates the significance of behavioral style groupings as they go through the chapter and provide feedback of the perceptions of others). Once everyone has finished, tape the term that best describes you up on the flip chart/board and explain why you believe so. (This puts you on the same level of self-disclosure and may make some people feel more comfortable talking about themselves as the chapter discussion progresses). Point out the letters you placed next to the colors and briefly describe what each style is, telling them that as they read the chapter they have more information on each style. Also, point out the number of paper strips placed under certain colors. Tell them that typically in management groups there will be more “Ds” while groups of support employees there are often more “Is” and “Rs” present. Explain that this knowledge may be helpful to them in the workplace. Reward the person(s) with the most play money. Other options to enhance the material in the chapter include: Have an expert on behavior come in to talk to the group (possibly a consultant, psychologist/psychiatrist, or professor of psychology). Bring in articles and information that you find (e.g. in magazines, on the Internet, or from other textbooks) to supplement the text content. 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. Lesson Notes The following are suggested instructional approaches related to Chapter 6 – Customer Service and Behavior that you can use to facilitate the class. QUOTE Point out the quote and discuss briefly how people often try to project their beliefs and values on others based on their own preferences. Ask how this can create challenges in the customer environment. Instructor Note 6-2: Show the chapter objectives with PowerPoint 6-1 – Learning Objectives and briefly discuss how you will address the material (e.g. strategies, support materials, activities). Learning Objectives At the end of this chapter, and when applying the information within, you will be able to: Recognize four key behavioral styles and the roles they play in customer service. Use techniques outlined to interact with various customer behavioral styles. Determine strategies for communicating effectively with customers. Interpret customer nonverbal cues more effectively based on behavioral styles. Respond to customer problems more effectively. Quick Preview Instructor Note 6-3: Have students complete the Quick Preview quiz, then go over their answers and tie into the chapter content. Add any other items related to what you will cover in the class. Quick Preview Answers: 1. True 2. True 3. True 4. True 5. False 6. False 7. True 8. False 9. False 10. True 11. True 12. False 13. True 14. False 15. True Why Be Concerned With Behavioral Styles? Instructor Note 6-4: Show PowerPoint 6-3- Why Be Concerned With Behavior. Spend a few minutes discussing behavioral styles, their basis, importance, and the benefits of understanding them. Stress that self-awareness of behavior is crucial in improving our own behavior and understanding that of customers. It is important to explore styles so that we do not try to impose our own beliefs, values, attitudes, and needs onto customers and others. Relationships are built on acceptance of the differences in behavior that others exhibit. We cannot change other people, only the way we interact with and respond to them. As a customer service professional, it is valuable for you to understand human behavioral style characteristics. The more proficient you become at identifying your own behavioral characteristics and those of others, the better you will become at establishing and maintaining positive relationships with customers. Self-knowledge is the starting point. To help in this effort, we will examine some common behavior that you exhibit and that you may encounter with various people. A key to successfully dealing with others is recognizing your own style. Too often we view others through our eyes and try to impose our beliefs, values, attitudes, and needs on them. This can lead to frustration for them and us. When dealing with your customers, it is important to recognize that just because someone else does something or acts differently, doesn't mean they are wrong. Relationships are built on acceptance of the characteristics of others. In customer service, adaptability is crucial since many people do not always act as you would like them to. As you will read later in this chapter, there are many strategies that can be used to help modify and adapt your behavior so that it does not clash with that of your customers. This should not be interpreted to mean that you have to make all the concessions when behaviors do not mesh. It simply means that while you do not have control over the behavior of others; you do have control over your own behavior. Use this control to better deal with your customers. What Are Behavioral Styles? Instructor Note 6-5: Show PowerPoint 6-4 - Identifying Behavioral Styles as you provide a brief explanation of what styles are. You may want to gather additional information from the Internet related to various types of styles surveys and any articles you can find on different behavioral styles models. Explain that the model in the text is only one of many that exist. Behavioral styles are observable tendencies (actions that you can see or experience) that you and other people have in dealing with tasks or people. As you grow from infancy your personality forms, based on the experiences and exposures that you have with your environment. For example, if you had a lot of interaction with others as a child and were exposed to “people-based” activities, you likely will relate better to others in the workplace as an adult. Contrarily, if you childhood was a lonely one, you may have difficulties interacting with people as an adult. For thousands of years, people have devised systems in an attempt to better understand why people do what they do, how they accomplish it, and to group these behavioral styles. Many of these systems are still in use today. For example, early efforts were made by astrologers who grouped the twelve signs in Earth, Air, Fire, and Water. Additionally, Hippocrates and other ancient physicians and philosophers, observed and grouped people by such terms as Sanguine, Phlegmatic, Melancholy, and Choleric. Modern researchers have examined behavior from a variety of perspectives. Have you ever come into contact with someone whom you simply did not feel comfortable with or someone with whom you felt an immediate bond? If so, you were possibly experiencing and reacting to the impact of behavioral style. As a customer service professional, you need to be aware that everyone is not the same, or just like you. For that reason, you should strive to provide service in a manner that addresses others’ needs and desires, not the ones you prefer. Identifying Behavioral Styles Through an assessment questionnaire you can discover your own behavioral tendencies in a variety of situations. The awareness of you style preferences can then lead to a better understanding of customers in contacts, since customers also possess similar tendencies. By understanding these characteristics, you can improve communication, build stronger relationships, and offer better service to the customer. Many self-assessment questionnaires and research related to behavioral styles are based on the work begun by psychiatrist Carl Jung and others in the earlier part of the 20th century. Jung explored human personality and behavior. He divided behavior into two “attitudes” (introvert and extrovert) and four “functions” (thinking, feeling, sensing, and intuitive). These attitudes and functions can intermingle to form eight psychological types, which can help define and describe human behavioral characteristics. From Jung’s complex research have come many variations, additional studies and a variety of behavioral style self-assessment questionnaires and models for explaining personal behavior (e.g. Myers-Briggs Type Indicator [MBTI], the Personal Profile System [DiSC], and the Social Styles Profile [SSP]). While you and others typically have a primary behavioral pattern (the way that you act or react under certain circumstances) to which you revert in stressful situations, you also share the other characteristics and regularly demonstrate some of the other behavioral patterns. Identifying your own style preferences helps YOU identify similar ones in others. Instructor Note 6-6: Before beginning this activity, make enough blank copies of the survey found in Work It Out 6.1 – Describing Your Behavior so that each student can have one and so that you have 16-20 for Work It Out 6.3 – Determining Styles later. Provide each student with a copy of the survey and have them follow the directions on it in order to identify their behavioral style preference. Stress that they should not dwell on a term. Instead, they should go with their immediate reaction since that is likely their true feeling. Analyzing each term and spending too much time on the terms could skew the results and give a false image. Also, tell them that they should respond based on how they generally approach people and situations and not to focus on a specific situation or person when ranking the terms. Once they have finished, go around the room and ask what their highest scored area (primary style) and second highest scored area (secondary style preference) was. Flip chart the styles by student names and encourage them to write the information down too. As you discuss the various style behaviors refer back to the list and ask people who scored high in those areas if most of the behaviors sound like them? This helps validate what they are learning and they can also start to recognize behavior being exhibited by individuals. To help them with the identification, you may want to provide nametags on which students can write their primary and secondary style, then wear the tag throughout the class. This will help more firmly match styles with behaviors in their mind. Throughout the semester, you can refer back to styles when an appropriate situation arises. Once everyone has completed a survey, refer students to Figure 6.1 – Sample Completed Self-Assessment Style Tendencies What are people who demonstrate one of the four styles like? How do they act, react, or interact? Some generalizations of behavior are shown below. Keep in mind that even though people have a primary style, they also demonstrate other style behaviors too. By becoming familiar with these style characteristics, and observing how others display them, you can begin to learn how to better adapt to various behaviors. Instructor Note 6-7: Show PowerPoint 6-6 – Style Tendencies, and use the Style Tendencies text section to discuss the fact that there are four primary behavioral styles that will be examined in this chapter. Rational Instructor Note 6-8: Lead a discussion on typical “R” behaviors that customers might exhibit and how customer service providers might appropriately respond to them. Refer students to sample behaviors in the text. Inquisitive Instructor Note 6-9: Lead a discussion on typical “I” behaviors that customers might exhibit and how customer service providers might appropriately respond to them. Refer students to sample behaviors in the text. Decisive Instructor Note 6-10: Lead a discussion on typical “D”: behaviors that customers might exhibit and how customer service providers might appropriately respond to them. Refer students to sample behaviors in the text. Expressive Instructor Note 6-11: Lead a discussion on typical “E” behaviors that customers might exhibit and how customer service providers might appropriately respond to them. Refer students to sample behaviors in the text. Communicating With Each Style Once you recognize peoples' style tendencies, you can improve your relationships and chances of success by tailoring your communication strategies. As you examine Figure 6.2 – Communicating With Different Personality Styles, think about how you can use these strategies with people you know in each style category. Keep in mind that these and other characteristics outlined in this chapter are only general in nature. Everyone is a mixture of all four styles and can convert to a different style to address a variety of situations at any time. Use these examples as an indicator of style and not as absolute qualifiers. Instructor Note 6-12: Refer to Figure 6-2 -Communicating With Different Personality Styles, and stress that just as they can change their approach to fit a situation, so can their customers. Tell that the strategies offered in the text are just suggestions and that each customer should be evaluated and treated as an individual. Instructor Note 6-13: As an out-of-class assignment, have students complete the Work It Out 6-2 - Monitoring Behavior activity. Before they begin their assignment, give each student 4-5 of the assessment surveys from Work It Out 6-1 to pass out to their observation subjects. Have them report the results of their observations to their classmates at the next scheduled class. Building A Stronger Relationship By Solving Problems Recognizing and relating to their behavioral styles is just the first step in providing better service to your customers. To adequately deliver total customer satisfaction you will need to make the customer feel special. Whether a situation involves simply answering a question, guiding someone to a desired product or location, or performing a service, customers should leave the interaction feeling good about what they experienced. Providing this feeling is not only good business sense on your part, but also helps guarantee the customers return or favorable word-of-mouth advertising. Many ways of partnering with customers allow a win-win situation (one in which the customer and you and your organization succeed). Whatever you do to achieve this result, your customers should realize that you are their advocate and are acting in their best interests to solve their problems. Instructor Note 6-14: Use PowerPoint slide 6.7 -Building A Stronger Relationship(1) to cover strategies listed in the book for developing and maintaining a strong customer relationship. Discover Customer Needs Using communication skill techniques addressed in earlier chapters, engage customers in dialogue that allows them to identify what they really want or need. If you can determine a customer's behavior style, you can then tailor your communication strategy as necessary. Keep in mind that some of a customer’s needs may not be vocalized. In these instances, you should attempt to validate your impressions or suspicions by asking questions or requesting feedback. Gather information about a customer from observing vocal qualities, phrasing, nonverbal expressions and movements, and his or her emotional state. For example, while providing service to Mr. Delgado, you told him that the product he's ordering won't arrive for three weeks. You noticed that when you told him this, he grimaced, and made a concerned sound of "um." Based on the reaction, doing a perception check would have been appropriate. You could have said, "Mr. Delgado, you looked concerned or disappointed when I mentioned the delivery date. Is that a problem for you?" By doing so, you might have discovered that he needed the item sooner but resigned himself to the delay and didn't question other options. In effect, he was exhibiting “I” or possibly “R” behavior through his silence and low-keyed reaction. Rather than have a confrontation, he simply accepted the situation without voicing disappointment or concern. He might have then gone go to a competitor. By reacting positively to his nonverbal signals, you could identify and address a concern and thus, prevent a dissatisfied and/or lost customer. Instructor Note 6-15: Using the information covered thus far, particularly the section on Communicating with Each Style, lead a discussion on how service providers of each style preference might handle the situation under “Avoid Saying No” section. Say “Yes” If you must decline a request or cannot provide a product or service, do so in a positive manner. De-emphasizing what you cannot do and providing an alternative that you can provide puts the customer in a power position. This happens because even though customers may not get their first request, they are once again in control because they can say yes or no to the alternative you offered, or decide on the next step. For example, in a situation where a customer requests a brand or product not stocked by your organization, you could offer alternatives. You might counter with, "Mrs. Hanslik, while we don't stock that brand, we do have a comparable product which has been rated higher by Consumer’s Report than the one you requested. Let me show you..." This approach potentially serves the customer, while selling a product that might not otherwise be purchased. Instructor Note 6-16: Have students think of a time when they had to tell a customer “no.” How did they handle the situation? What was the reaction? In retrospect, what could they have done better to address the customer’s behavioral style? Seek Opportunities for Service View complaints as a chance to create a favorable impression by solving a problem. In doing so, watch the behavioral characteristics being exhibited by your customers. Based on what you see and hear, take appropriate action to adapt to the customer’s personality needs and resolve the issue professionally. For example, Mrs. Minga complained loudly to you that the service woman who installed her new washer tracked oil onto the dining room carpet. As she is speaking, Mrs. Minga is pointing her finger and threatening to go to the manager if you do not handle this situation immediately. You can take the opportunity to resolve the issue and strengthen the relationship at the same time. You might try the following. Make direct eye contact (no staring), smile and say, “Mrs. Minga, I'm terribly sorry about your carpet, I know that must be very frustrating. If you'll allow me to, I'll arrange to have your dining room carpet cleaned, and for your inconvenience, while they're at it, we'll have them clean all the carpets in your house at no cost to you. How does that sound?" In reacting this way, you have professionally and assertively taken control of the situation. This was important because Mrs. Minga is exhibiting high “D” behavior. Responding is a less decisive manner would likely have resulted in her escalated emotions and a demand to see someone with authority. Instructor Note 6-17: Have students read through Figure 6-3 - Strategies for Responding to Customer Problems then lead a discussion on how they might use the information in dealing effectively with customers. Elicit ideas and strategies from the group. Next, lead a discussion on ways to deal with service breakdowns so that the customer’s needs are still met. Elicit examples and suggestions from students. Focus on Process Improvement Few customers like to have to wait because your system is obviously not functioning effectively. Rightfully so, they view their time as valuable. To expect them to patiently wait while a new cashier tries to figure out the register codes, someone has to get a price check because the product was coded incorrectly, you have to call back to the office for information or approvals, and so on is unfair and unreasonable. These defects or delays should be handled when the customer is not present. As you read in earlier chapters, service should be seamless to customers, meaning they should get great service and never have to worry about your problems or breakdowns in process. When breakdowns do occur, they should be fixed quickly and the customer relationship smoothed over. Additionally, it is important to recognize that customers in each of the style categories will react differently to such breakdowns. Someone who exhibits “D” behavior may get loud, aggressive, and vocal and demand a supervisor after only a brief delay. Those with “I” styles may appear patient and not say anything or cause a confrontation, but will possibly request directions to the supervisor’s office and/or later send a detailed letter of complaint. The “R” style customers are likely to complain in a non-offensive manner and may even smile but may also seek out a supervisor. The “E” types may get upset, but will often make the best of their time complaining to other customers in line or around them and compare notes on similar past instances. No matter what style you witness, you should strive to reduce or eliminate customer inconvenience. In all cases, after a delay, you may want to compensate the customer for the inconvenience. At the least such a situation warrants a sincere apology. Such an instance might be handled in the following manner. "Mr. Westgate, I am sorry for your delay, we've been experiencing computer problems all day. I'd like to make up for your inconvenience by giving you a ten percent discount off your meal check. Would that be acceptable?" While not a significant offering, your intent is to show remorse and placate the customer so that he or she will continue to use your products and/or services. After you have handled the situation, your next concern should be to personally fix the process that caused the breakdown or make a recommendation to your supervisor or other appropriate person. Quality and improvement are the job of all employees. Instructor Note 6-18: Lead a discussion on ways that service providers can help improve processes in a service organization. Discuss a variety of industries (e.g. manufacturing, banking, retail, transportation). Solicit specific examples of improvements that students may have been involved in with their organizations. Make Customers Feel Special No matter which style tendencies a customer has, everyone likes to feel appreciated. By taking the time to recognize their value and by communicating effectively, you can bolster customers’ self-esteem. When customers feel good about themselves as a result of something you did or said, they are likely to better appreciate what you and your organization can offer them. For example, as appreciation for long-time service, you may want to recognize a customer as follows, "Mr. and Mrs. Hoffmeister, we really appreciate your loyalty. Our records indicate you've been a member for over twenty years. In recognition, on behalf of ________ I’d like to present you with a complimentary weekend stay at ______ and two tickets to see the opening night of _____, along with a coupon for up to $50 towards dinner for two at _________. Please accept these with our compliments." This type of strategy certainly goes a long way in guaranteeing future loyalty by your customers. Instructor Note 6-19: Lead a discussion on ways frontline employees can make customers feel special (e.g. being personable, remembering their name, birthday or special events, or favorite items such as clothing styles/colors, drinks). Elicit other ideas from students. Instructor Note 6-20: Use PowerPoint slide 6-8 -Building A Stronger Relationship (2), to continue discussing strategies for enhanced customer interactions. Be Culturally Aware The reality of a multicultural customer service environment further challenges your ability to deal with behaviors. This is because in today's multi-cultural business environment, it is likely that you will come into contact with someone of a different background, belief system, or culture at any moment. Many problems that develop in these encounters are a result of diversity ignorance. Even after you master the concepts of behavioral styles, you will have to remember that because of differing values and beliefs in other cultures, behavior is also likely different. For example, in many countries or cultures, the non-verbal gestures that Americans use have completely different meanings. Also , the reactions to such gestures will differ based on the recipient’s personality style. Variations of symbols such as joining the thumb and index finger to form an "O," signaling "Okay," has sexual connotations in several countries (e.g. Germany, Sardinia, Malta, Greece, Turkey, Russia, the Middle East, and parts of South America). Likewise, variations of the “V,” symbolizing “victory” or “peace” to many people in Western cultures, has similar negative connotations in some parts of the world (e.g. British Isles and parts of Malta). Using the wrong symbol or gesture with someone could easily anger or offend them. Additionally, seemingly innocent behaviors such as crossing your legs so that the sole of your shoe points to someone or patting a small child on top of his or her head are very bad. In some parts of the world, the sole is the lowest part of the body and touches the dirt. Pointing it to a person basically implies they are lowly. This could be a problem for not only males from a western culture, but specifically for males with high “D,” “I,” and “R” styles who tend to adopt a more formal posture when seated (“E” style preference people often tend to be more relaxed and sprawling in their posture). As for the head, many countries (e.g. Far East, especially in Thailand) view this as a sacred part of the body. Patting a child there is sometimes seen to invite evil spirits or bad omens upon the child. This could be an action easily taken by someone with high “E” behavioral tendencies since they often tend to be “touchy feely.” Additionally, we will explore other culturally related issues in Chapter 8. To help send a positive message regarding customers from other cultures, you can do simple things that might have major impacts. For example, if you worked in a restaurant and wanted to show appreciation for the large number of customers from a specific country who patronize your restaurant, you could recommend to your boss that your restaurant add a special dish from that area of the world to the menu. This addition could be promoted through flyers or advertisements. Such a strategy shows awareness of the customers and their culture while encouraging them to eat at your establishment. However, be sure that the special dish is correctly prepared and uses the correct ingredients. Otherwise, you may offend rather than please the customer. All of these strategies combined with a heightened knowledge of behavioral styles, can better prepare you to serve a wide variety of customers. Instructor Note 6-21: Discuss briefly how the diversity issues addressed here can be a plus or if disregarded a minus in customer service. Point out that this topic will be covered in more depth in Chapter 8 on Diversity. Know Your Products and Services Similar to process improvement, customers expect you'll be able to identify and describe products and services offered. Depending on the behavioral style of the customer being serviced, you may get a variety of questions. For example, a person with a strong "D" behavior tendency may want to know the bottom line of using your service/product, an "I" may ask many questions related to options, testing, rebates and similar detailed technical information, an "R" may want to know who uses your service/product(s) warranties and possibly ask to see the instructions, and an "E" may want to talk about uses, colors, and sizes. Your inability to answer these questions could result in frustration, complaints and/or loss of a customer. An example of one solution might occur following the introduction of a new product line, when you request that your supervisor arrange special orientation classes for employees. In the classes, the features, benefits and operation of the new items could be explained and demonstrated. Taking this approach increases knowledge of products and helps ensure better customer service. Instructor Note 6-22: Lead a discussion on ways that service providers can better learn about their products and services (e.g. product literature, promotion advertising, orientation programs, training classes, Website information, talking with peers, supervisors, professional organizations, and publications). Solicit strategies that are used in organizations where students work or have worked. Continue to Learn About People To better prepare for serving others, read whatever you can get you hands on related to customer service and take classes on how to interact and communicate with a variety of different types of people. Courses in psychology, sociology, and interpersonal communication are invaluable for providing a basis of understanding why people act as they do. Focus on issues `of differences and similarities between men and women, cultural diversity, behavioral styles, sexual orientation, and any other topic that will expand and round out your knowledge of people. Remember that each person is unique and the more you know about general human behavior, the more successful you can be in dealing with the individuals you serve. Prepare Yourself Before you come into contact with customers, take a minute to look at your appearance (based on style). Ask yourself, “What image do I project.” Also, think about how well your appearance matches that of your typical customer. Also, evaluate your knowledge of your job and products and services offered by your organization. Are you ready and able to describe them to people with any style preference? If not, start getting ready by learning as much as you can and practicing your message delivery, based on some of the strategies discussed earlier related to each style preference. Instructor Note 6-23: Have students complete the Work It Out 6-3 - Determining Styles activity. Once they have finished, have them discuss their each situation as a class, offering any similar examples they have personally experienced and how they handled them. DEALING WITH PERCEPTIONS Instructor Note 6-24: Instruct students to use Worksheet 6-2 – Perception Evaluation (http://www.mhhe.com/lucas05) to do a bit of introspection about their own perceptions regarding others. Stress that they should be honest and answer as they truly feel, not how they think they should feel. While they are working, create a flip chart page or use a writing surface to list each factor. To the right of the factors create columns numbered 1-5 (from left to right); with space to capture the student’s ratings underneath for each factor listed. After they have finished, go around the room for each factor and ask what number they assigned each factor. As they give it, put a mark in the appropriate numbered column to the right of the factor. When done, do a quick tally of how students rated each factor. Lead a discussion on any obvious differences and stress that this visually shows how people assign different levels of importance to various factors. Stress that how they do so can affect customer-provider relationships in the workplace. Factors Affecting Perceptions Everyone has a perception about the people and things he or she encounters. A person's background, based on education, experiences, events, and interpersonal contacts influences how he or she views the world. In effect, there are sometimes as many different perceptions of an event as there are people involved. Instructor Note 6-20: Use PowerPoint 6-9 - Factors Affecting Perceptions, to discuss the various things that impact the perceptions that people have of others. Spend a bit of time discussing each of these factors as outlined in the book. Add other examples and elicit them from students also. Physical qualities What does a person look like? What gender is the person? What body shape? Color of skin? What physical characteristics does she or he possess (e.g. hair color/type, facial/feature shape)? Height/weight? Social roles What is a person's position in society? What is his or her job title? What honors have been awarded? Are they involved in social or volunteer organizations? Social behaviors How does this person act, based on behavioral style characteristics outlined in this chapter? What social skills does he or she exhibit in social and business settings? How well does he or she interact with people (e.g. peers, customers, seniors, subordinates, and people of other races, gender, and backgrounds)? Psychological qualities How does he or she process information mentally? Is this person confident? Stressed out? Insecure? Curious? Paranoid? Group afflictions Does this person belong to a recognizable religious, ethnic, or political group? What kinds of qualities are associated with each group? Does he or she assume leadership roles and demonstrate competence in such roles? Instructor Note 6-21: Have students think of a time when they let preconceived ideas about someone affect the way that they dealt with them. What was the result? What could have been done differently to change the outcome? Tie their responses into the chapter content and the service environment. Perceptions and Stereotypes Just as there are many different perceptions of events, there are also many variations in the way people perceive each other, based on the categories above. As a customer service provider, you should be aware of how you perceive your customers, and in turn, how they perceive you. In some cases, your perceptions can turn into negative stereotypes, and therefore affect delivery of services. For example, your perception of older customers may be that they are all slow, hard of hearing, cranky, and politically conservative. This perception may be based on past experiences, or even from what you've heard or seen on television. This view will likely cause you to treat most older people in the same way, rather than treat each as a unique person. However, the perception described above is actually a stereotype, and not based on reality. Think about it --- aren't there many older people who don't have these characteristics? Thus, you need to be very careful that your perceptions do not turn into stereotypes, because this clearly works against treating each customer as an individual. Putting people into stereotyped groups ultimately affects our relationships with customers. For that reason you should consciously guard against doing so when interacting with others. If you pigeonhole people right away because of preconceived ideas, you may negatively impact future interactions. For example, suppose you use your new knowledge about behavioral styles to walk up to a peer and say something like, “I figured out what your problem is when dealing with people. You’re a “D.” Could this create a confrontational situation? Might they react negatively? What impact might such behavior on your part have on your relationship with that person (and possibly others). Based on what you have read regarding communication in earlier chapters, several things are wrong with such an approach. First of all, they are not always a “D.” While they may exhibit this behavior a lot, they have all four styles that they pull from, just as you do. Secondly, it is not a problem that they exhibit any particular style. Just as you have seen in this chapter, the “D” behavior provides some valuable additions to any situation. And finally, while their behavior style may contribute to their actions, there are many other factors that come into play (e.g. communication ability, timing, location, situation, etc). To avoid such problems, spend time observing people, listen to them objectively and respond based on each situation and person. Doing this can lead to better relationships and customer service. Instructor Note 6-22: Have students complete Worksheet 6-3, Stereotype Evaluation (http://www.mhhe.com/lucas05) then divide them into equal groups. Have them discuss their answers, discuss and compile them onto a sheet of flip chart or blank paper. Have each group select a spokesperson that will present the group results to the rest of the class. Strategies for Success By having a better understanding about behavioral style(s), you can improve the chances of building a successful relationship with others. Some things that can be done to accomplish this include: Develop a Strategy for Each Behavioral Style Instructor Note 6-23: Use the information under each of the following styles in the text to discuss ways to deal with customers of various styles. Rational Inquisitive Decisive Expressive Instructor Note 6-24: Have students complete the Work It Out 6-4 - Discovering Common Characteristics activity, and be prepared to discuss the results in the next scheduled class meeting. CHAPTER SUMMARY Instructor Note 6-25: Spend a few minutes to review the key aspects of the chapter. Review the objectives in doing so and use a question and answer format to determine what students learned. Everything a customer experiences from the time he or she contacts an organization in person, on the phone or though other means, impacts a customer’s perception of the organization and its employees. To positively influence the customer’s opinion, customer service professionals must be constantly alert for opportunities to provide excellent service. Taking the time to provide a little extra effort can often mean the difference between total customer satisfaction and service breakdown. As you have seen in this chapter, people are varied and have many different style characteristics. Recognizing the differences and dealing with customers on a case by case basis is the foundation of solid customer service. By examining individual style tendencies, actions, communication styles, and needs, you can better determine a course of action for each customer. The real test of your effectiveness comes when you see if your customers return and what they tell their friends about you and your organization. SERVICE IN ACTION – RITZ-CARLTON HOTEL COMPANY Instructor Note 6-26: Discuss the phenomenon of the Ritz-Carlton story. Examine how the company succeeds in a very competitive industry by treating each guest individually and catering to their particular needs and wants. Tie this into styles and the need to recognize the value of each customer. KEY TERMS AND CONCEPTS Instructor Note 6-27: Use the key terms and concepts at the end of the chapter as a review vehicle, if desired. This might be in the form of a verbal quiz in which you ask students randomly to define the terms or describe the concepts. CHAPTER REVIEW QUESTIONS Instructor Note 6-28: Have students individually answer the Chapter Review, then discuss their answers as a group. Possible Answers to Chapter Review questions What are behavioral styles? Behavioral styles are observable tendencies that all people have in dealing with tasks or other people. 2. What are four personality style categories discussed in this chapter? Decisive, Inquisitive, Rational, and Expressive. 3. What are some of the characteristics that can help you identify a person with the following style preference: D = Move quickly Seek immediate gratification of needs or results. Proactively work toward a solution to a problem. Are forceful and assertive in their approach (sometimes overly). Project a competitive nature. Display a confident, possibly arrogant demeanor. Ask specific, direct questions and give short, straight answers. Discuss rather that write about something (e.g. call or come in rather than write about a complaint). Talk and interrupt more than listen. Display symbols of power to demonstrate their own importance (e.g. expensive jewelry, clothes, cars, power colors in business attire such as navy blue or charcoal gray). Are solemn and use closed, nonverbal body cues. Often have firm handshakes and strong, direct eye contact. Have functionally decorated offices (all items have a purpose and are not there to make the environment more attractive). Prefer active, competitive leisure activities. I = Inquisitive Rarely volunteer feelings freely. Ask specific, pertinent questions rather than making statements of their feelings. Rely heavily on facts, times, dates, and practical information to make their point. Prefer to interact in writing rather than in person or on the phone. Prefer formality and distance in interactions. They often lean back when talking, even when emphasizing key points. Like to use formal titles and last names as opposed to first names. They may also stress use of full names or nicknames (e.g. Cynthia instead of Cindy, Robert instead of Bob, Candace instead of Candy, or Charles instead of Chuck). Use cool, brief handshakes, often without a smile. If they do smile, it may appear forced. Wear more conservative clothing although their accessories are matched well. Are impeccable in their grooming, but may differ in their choice of styles from those around them (e.g. hair and makeup). Are very punctual and time conscious. May carry on lengthy conversations, especially when trying to get answers to questions. Are diplomatic with others. Prefer solitary leisure activities (e.g. reading technical material or listening to relaxing music). Keep their personal life separate from a business situation. R = Rational Are very patient. Wait or stand in one place for periods of time without complaining - - - although they may be irritated about any perceived breakdown in the system or lack of organization. Exhibit congenial eye contact and facial expressions. Prefer one-on-one or small group interactions to solitary or large groups ones. Seek specific or complete explanations to questions (e.g. "That's our policy" will never work with an R customer). Dislike calling attention to themselves or a situation. Avoid conflict and anger. Often wear subdued colors and more informal, conservative, or conventional clothing styles. Ask more questions rather than state their opinion. Listen and observe more than they talk (especially in groups). Communicate more in writing and like the use of notes, birthday, or thank you cards just to stay in touch. Like to be on first-name basis with others. Have intermittent eye contact with brief, businesslike handshake. Have more informal, comfortable office spaces, possibly with pictures of family in view. Like leisure activities that involve people (often family). E = Expressive Look for opportunities to socialize or talk with others (e.g. checkout lines at stores, bus stops, waiting areas). Project a friendly, positive attitude. Are enthusiastic, even animated when talking, using wide, free-flowing gestures. Use direct eye contact and enthusiastic, warm (often two-handed) handshake. Smile and use open body language. Get close or touch when speaking to someone. Talk rather than write about something (e.g. call or come in with a complaint rather than writing to complain). Initiate projects. Wear bright, modern, or unusual clothes and jewelry because it gets them noticed or fits their mood. Dislike routine. Share feelings and express opinions or ideas easily and readily. Get distracted in conversations and start discussing other issues. Prefer less formal use of names and like first name communication. Less time conscious and may often be late for appointments. Speak loudly and expressively with a wide range of inflection. Like active-oriented, people-centered leisure activities. 4. When communicating with someone with a D preference, what can you do to improve your effectiveness? Maintain eye contact (3-5 seconds) and smile. Respond in short, specific sentences; minimize small talk and details. Stand your ground without antagonizing. Maintain a professional demeanor. Don't react defensively or in a retaliatory manner. Use facts and logic and avoid unnecessary details. Listen rather than defend. Match rate of speech somewhat. Keep sentences and communication brief. Support opinions, ideas, and vision. 5. When communicating with someone with an I preference, what can you do to improve your effectiveness? Use careful, non-animated body cues. Avoid touching. Respond in a formal manner with many details. Speak in quiet, slow-paced pattern Use subdued tone and volume. Use brief, accurate statements. Provide background information and data. Respond in writing and provide adequate background information. Address them by title and last name unless told otherwise. Communicate on business level unless they initiate personal conversation. Organize thoughts before responding. 6. When communicating with someone with an R preference what can you do improve your effectiveness? Use firm, brief handshake; avoid aggressive gestures. Make intermittent (3-5 seconds) eye contact. Communicate in a steady, even pattern. Slow your speech rate if necessary; be patient. Ask open-ended questions to draw out information. Use a structured, logical approach in logical pattern Attempt to resolve issues without making the person feel that he/she is being challenged or has to defend. 7. When communicating with someone with an E preference what can you do to improve your effectiveness? Listen and respond enthusiastically. Use open, positive body language and smile easily. Use a firm, professional one-handed shake. Acknowledge comments made, but use caution in touching. Show interest and ask pertinent questions. When writing, use a friendly reader-focused style. Ask specific open-ended questions to help refocus, when necessary. Mirror or match their rate and excitement, where appropriate. Relax, listen and respond appropriately to stories and comments. Ask questions to involve them. 8. What are some strategies for building stronger customer relationships by problem solving? Discover customer needs, avoid saying no, focus on process improvement, make customers feel special culturally aware, know your products and services, and continue to learn about people. 9. What are perceptions? Perceptions are views of the world that you have about the people and things you encounter each day. They are based on your education, experiences, events, and interpersonal contacts influences. 10. What are some of the factors affecting perceptions? Physical qualities, social roles, social behaviors, psychological qualities, and group affiliations. SEARCH IT OUT Instructor Note 6-29: Have students complete the Search It Out activity as an out-of-class assignment and be ready to present their findings at the next scheduled class meeting. COLLABORATIVE LEARNING ACTIVITY Instructor Note 6-30: Provide three copies of WORKSHEET 6-2 Perception Evaluation (http://www.mhhe.com/lucas05) to each student. Divide students into teams of two or three people. As an out-of-class activity, have them go to a public place (e.g. park, mall, airport, train/bus station, or restaurant) to observe behavior (similar to what they did in Chapter 4 on Nonverbal Communication). Have them observe three individuals and complete a form on them. Once they have done this, have them guess at the behavioral style preference of the people observed. They should also compare responses to see how accurately their perceptions match. Finally, they should discuss why they perceived each person the way they did. At the next scheduled class meeting, have each team present their results and lead a discussion on any similarities and differences discovered along with possible reasons for the similarities and differences. Also, discuss how this information can be used to better understand people in the workplace and improve customer service. Face To Face Instructor Note 6-31: Have participants read the case study, then individually answer the questions at the end. Once they have finished (approximately 10-15 minutes) for equal sized groups and have them discuss their answers. After 20 minutes, bring the class together and have them share their responses. Possible Answers to Face to Face Questions: 1. Based on the behavioral style information in this chapter and other things you have read in this book, what do you think is causing of the complaints that are being made? Apparently there are several issues in this situation. The first is that there are operational problems within the organization. For example, technology is not working properly, employees are passing the blame and not assuming responsibility, and there is not adequate follow-up. In addition, Mrs. Sakuro is upset and displaying high D tendencies, raised, forceful voice, pointing fingers, and threatening or trying to intimidate. 2. What systems changes would you suggest for Child's Play? Why? First, fix the technology so that it works as designed. Secondly, train employees to use empathy and problem-solving skills, and to take responsibility for service. Finally, make the processes and procedures more customer-friendly so that it is the organization and not the customer who has to monitor orders and resolve issue like this. For example, changing the policy on long distance calls will help accomplish some of these things. Doing these basic things can help the customer feel more appreciated and will ease their efforts in using the system and your service. 3. What can you do at this point to resolve the issue? Empathize, apologize, listen as Mrs. Sakuro vents, and work with her to quickly resolve the issue. If you are empowered to do so, you (or someone else who handles such functions) could check the system to locate the desired doll. You could then have it shipped overnight in order to arrive in time for the birthday. To compensate for inconvenience, you might also have the doll gift-wrapped and provide a free birthday card for the daughter. If you need to, you can go to a supervisor or team leader in order to accomplish these tasks and to seek other alternatives. 4. What primary behavioral style is Mrs. Sakuro exhibiting based on the described? actions and language? What specific strategies should you use to address her behavior? Some of the behavior displayed could be the result of frustration with the system and a language deficit. Additionally, she is displaying high D behavior (e.g. finger pointing, statements such as “you people are stupid!,” and the threatening). To deal with the behavior, remain calm, listen empathetically, offer alternatives, do not retaliate with abusive gestures or language, take responsibility, and work toward resolution as quickly as possible. PLANNING TO SERVE Instructor Note 6-32. Have students work individually or in groups to complete the Planning to Serve activity.