Ch08 Customer Service in a Diverse World

Chapter 8 - CUSTOMER SERVICE IN A DIVERSE WORLD Chapter 8 focuses on a variety of diversity issues in the customer service environment and provides strategies for dealing with them. As the world becomes more globally connected and people move around more easily, customer service providers are going to need a broader range of knowledge related to differences and similarities possessed by a variety of people and groups. The better a service provider understands the demographic shifts and other factors influencing today’s society, the more adequately prepared he or she will be in handling a various situations and people. Chapter Outline From the Frontline Learning Objectives Quick Preview The Impact of Diversity Defining Diversity Customer Awareness The Impact of Cultural Values Modesty Impact on service - Expectations of privacy Impact on service - Forms of address Impact on service - Respect for elders Impact on service - Importance of relationships Impact on service - Gender roles Impact on service - Attitude towards conflict Impact on service - The concept of time Impact on service - Ownership of property Impact on service Providing Quality Service to Diverse Customer Groups Customers with language differences Let your customer guide the conversation Be flexible Listen patiently Speak clearly and slowly Speak at a normal volume and tone Use open-ended questions Pause Frequently Use standard English Use globally understood references Be conscious of non-verbal cues Paraphrase the customer’s message Try writing your message Try another language Avoid humor and sarcasm Look for positive options Be less critical Use questions carefully Use a step-by-step approach Keep your message brief Frequently check understanding Keep smiling Customers With Disabilities Hearing disabilities Customers with vision disabilities Mobility and motion impairments Elderly Customers Be respectful Be patient Answer questions Try not to sound patronizing Remain professional Guard against biases Communicate effectively - Younger Customers Communicating With Diverse Customers - Be careful with your remarks or jokes Make sure that your language is “inclusive” Respect personal preferences when addressing people Use general terms Recognize the impact of words Use care with nonverbal cues Cultural Awareness Tips for Service Providers Hispanic/Latino/Chicano Cultures African-American/Black Cultures Asian/Asian- American Cultures European/White/Westernized Cultures Middle Eastern Cultures Chapter Summary Service in Action Key Terms and Concepts Chapter Review Questions Search It Out Collaborative Learning Activity Planning to Serve Instructional Suggestions Throughout this chapter, students will have an opportunity to identify a variety of diverse groups and examine ways to better understand, communicate with and provide service to them. As you go through the chapter material, share personal experiences, offer your own suggestions and solicit input from students. Some options for enhancing the material in the chapter include: Begin the session by having students call out a list of factors that make people diverse. As they do this capture their responses on a writing board or flip chart pad to make them visible. Once you have a list, begin your discussion of diverse customer service by briefly exploring the topic of diversity. Stress the need for workers to understand diversity and to focus on similarities and positive factors rather than on negative ones that make people different. This will help them in avoiding biases and to better serve their customers. Have a panel of people come in to discuss positive and negative service experiences that they have faced because of their diversity. For example, an elderly person, someone with a disability, or several people of different cultural backgrounds. Take students on a field trip to a local mall to have them experience service restrictions for people with disabilities (e.g. doorways and aisles too small for mobility impaired customers, not enough restroom facilities, inconvenient entrances and elevators, lack of Braille signage, and so on). Lesson Notes Instructor Note 8-1: Show PowerPoint 8.1 – Customer Service in a Diverse World The following are suggested instructional approaches related to Chapter 8 – Customer Service in a Diverse World that you could use to facilitate the class. QUOTE You may want to draw attention to the quote and ask for reactions to it. Instructor Note 8-2: Show the chapter objectives with PowerPoint 8-2 – Learning Objectives and briefly discuss how you will address each objective throughout the chapter (e.g. strategies, support materials, activities). Also, discuss any other chapter content-related information necessary. Learning Objectives At the end of this chapter, and when applying the information within, you will be able to: Recognize that differences are not bad. Develop sensitivity to the fact that we are all unique. Comprehend the need to treat customers as individuals. Determine actions for dealing with various types of people. Identify a variety of factors that make people diverse and how to better serve them. Comply with legal requirements in assisting customers with disabilities. Serve all customer groups effectively. Quick Preview Instructor Note 8-3: Have students complete the Quick Preview quiz, then go over their answers and tie into the chapter content. Tie them into chapter content and any other items related to what you will cover in the class. Quick Preview Answers: 1. False 2. True 3. True 4. True 5. True 6. False 7. True 8. True 9. True 10. False 11. True 12. True THE IMPACT OF DIVERSITY Instructor Note 8-4: Have students complete Work It Out 8.1 – Encountering Diversity to write their definition of diversity and list some situations they have personally encountered. Use this information as a basis for a general discussion on how diversity impacts the world of customer service. DEFINING DIVERSITY Instructor Note 8-5: Show PowerPoint 8.3 – Defining Diversity. If you used the suggested activity earlier to have students identify these factors, you can refer to the list generated as you go through the information in the text. lead a brief discussion on some of the factors that go into making one diverse. Show PowerPoint 8.4 – Diversity and lead brief discussion on the factors involved in diversity. Stress that diversity is not just a cultural or color issue. Diversity includes a broad range of differences and similarities in any group. Many people only associate the term diversity with the word "cultural," which indicates differences between groups of people from various countries and with differing beliefs. What they fail to recognize is that diversity is not just cultural. Certainly diversity occurs within each cultural group, however, many other characteristics and factors are involved. For example, within a group of Japanese people, you have diverse subgroups such as male, female, children, old people, young people, athletic, non-athletic, heavy, thin, gay/lesbian, heterosexual, Buddhists, Christians, disabled, non-disabled, tall, short, married, unmarried, parents, childless, and numerous other variations of characteristics, beliefs, and values. Diversity is not simple; it is also not difficult to deal with, if you are fair to people and keep an open mind. In fact, when you look more closely and think about diversity, it provides wonderful opportunities because people from varying groups bring with them special knowledge and value. This is because even though people have differences, they share many similarities. These similarities serve as a solid basis for successful interpersonal relationships if you are knowledgeable and take the time to deal with people as unique individuals. Failure to do so can result in stereotypical behavior such as lumping people together, then treating them the same. This latter practice is a recipe for interpersonal disaster. The basic customer service techniques related to communication found in this book can be applied to many situations in which customers from various groups are encountered. Coupled with specific strategies for adapting to special customer needs, they provide the tools you need to provide excellent customer service. Some of the factors that make people different are innate, such as height, weight, hair color, gender, skin color, physical and mental condition, and sibling birth order. While some of these characteristics can be changed, others cannot. Regardless, all contribute to our uniqueness and help or inhibit us throughout our lives based on the perceptions we and others have. Other learned and adapted external elements that are learned or adopted also make us unique, however, they are often used to group people. Such characteristics as, religion, values, beliefs, economic level, lifestyle choices, profession, marital status, education, and political affiliation are used to assign people to categories. Caution must be used when considering such characteristics since grouping people can lead to stereotyping and possibly discrimination. The bottom line is that all of these factors impact each customer situation that you have, as well as the outcome of these encounters. Your awareness of differences and of your own preferences is crucial in determining the success you will have in each instance. CUSTOMER AWARENESS Aren’t all customers alike? Emphatically - NO! No two people are alike, no two generations are alike, and no two cultures are alike. Each customer has needs based on his or her own perceptions and situation. In a highly mobile, technologically-connected world, it is not unusual to encounter a wide variety of people with differing backgrounds, experiences, religions, modes of dress, values, and beliefs within the course of a single day. All of these factors impact customer needs and create a situation in which you must be alert to verbal and nonverbal messages that indicate those needs. Additionally, the diverse nature of your customer population requires you to be aware of the various ways people from different cultures interact in the business setting. Applying Western rules to a situation with someone from another culture can result in frustration, anger, poor service, and lost business. Instructor Note 8-6: Show PowerPoint 8.5 – Cultural Values and lead a discussion about the impact of applying one’s personal values to others or other groups. Elicit examples from students of situations where this has occurred. Also have students complete Worksheet 8-1 – Recognizing Your Unique Qualities (http://www.mhhe/lucas05) then have them form equal sized groups. Have them compare their answers and discuss how many people in their group share common characteristics. Lead a discussion of how we all have a lot of similarities even though some things are different. Relate this same concept to customers and stress that service providers need to be open-minded and focus on customers and their needs, not characteristics. THE IMPACT OF CULTURAL VALUES While many cultures have similar values and beliefs, specific cultural values are often taught to members of particular groups starting at a very young age. This does not mean a particular group’s values and beliefs are better or worse than any other culture’s; they are simply important to that particular group. These values often dictate which behaviors and practices are acceptable or unacceptable. While these values may or may not have a direct bearing on serving the customer, they can have a very powerful influence on what the customer wants, needs, thinks is important, and is willing to seek or accept. Being conscious of differences can lead to a better understanding of customers and potentially reduce conflict or misunderstandings in dealing with them. Many service providers take values for granted. This is a mistake. Values are the "rules" that people use to evaluate issues or situations, make decisions, interact with others, and deal with conflict. As a whole, one's value system often guides thinking and helps him or her determine right from wrong or good from bad. From a customer service perspective, values often strongly drive customer needs and influence the buying decision. Values also differ between cultures based on its orientation toward ethics, morals, religion, and many other factors. For example, if customers perceive clothing as too sexy or too conservative they may not purchase the items, depending on what need they are trying to meet. Or, they may not buy a house because it's in the "wrong" neighborhood. Values are based on deeply held beliefs of a culture or subculture. These beliefs might be founded in religion, politics, or group mores. They drive thinking and actions and are so powerful that they have served as the basis arguments, conflicts, and even wars (e.g. holy wars in various parts of the world over the centuries). To be effective in dealing with others, service providers should not negate the power of values and beliefs, nor should they perceive that their value system is better than that of someone else's. The key to success is to be open-minded and accept that someone else has a different belief system that drives his or her needs. With this in mind, you as a service provider should then strive to use all the positive communication and needs identification you have read about thus far in order to satisfy the customer. Cultural values can be openly expressed or subtly demonstrated through behavior. They can impact your interactions with your customers in a variety of ways. Figure 8.1 – Top Five Asian and American Personal Values shows the results of one study that compared the top five personal values of Asian respondents to their American counterparts. In the next few pages, consider the connection of values with behavior, and how you can adjust your customer service to ensure a satisfactory experience for diverse customers. The goal is to provide service to the customer. In order to achieve success in accomplishing this goal, service providers must be sensitive to, tolerant of, and empathetic towards customers. You do not need to adopt these beliefs, only adapt to them to the extent that you provide the best service possible to all of your customers. Instructor Note 8-7: Use PowerPoint 8.6 – Typical Cultural Values as you focus on the topic of cultural values and the impact they have on customer service. Modesty Modesty is exhibited in many ways. In some cultures (e.g. Muslim) conservative dress by women is one manifestation. For example, in many Arab cultures women demonstrate modesty and a dedication to traditional beliefs by donning a cloth veil. Such practices are tied to religious and cultural beliefs and date back hundreds of years. In other cultures, non-verbal communication cues send messages. For example, while eye contact is viewed as an important indicator of effective communication in the many Western cultures, lack of eye contact could indicate dishonesty or lack of confidence. For example, in some cultures such as India and Japan, direct eye contact is often discouraged. Typically this is true between men and women and between people who are at different social or business status levels. One contributing factor related to this tendency is that a sense of modesty is instilled into people starting at a young age (often more so in females, depending on the culture). This sense of modesty may be demonstrated by covering the mouth or part of the face with an open hand, or through a lack of direct eye contact in certain situations. Additionally, in some Asian cultures direct eye contact with someone of actual or perceived higher stature or status in life is considered disrespectful. ASK: In what ways have you seen modesty in others exhibited in the past? How have you exhibited modesty? Expectations of privacy You should be aware of the fact that self-disclosure of personal information is often a cultural factor. According to research, people who are British, German, Australian, Korean, or Japanese display a tendency to disclose less about themselves than Americans. Additionally, depending on the behavioral style preference that someone has they may be more apt or less likely to self-disclose personal information, especially to people you do not know well. Their personal life experiences may have taught them to have expectations of privacy as well. The best approach for service providers is to respect the privacy of others and protect any information provided by customers in the line of work activity. Instructor Note 8-8: Ask students how they feel about having to self-disclose personal information (e.g. social security or driver’s license number or birth dates) in a customer service environment. Ask them if their views or preferences might affect the way that they provide service to others? If so, in what ways? Relate the concept of reluctance to share information back to the information covered in Chapter 6 on behavioral styles (e.g. high “E” style are more open while high “R” styles are more private). Forms of address Instructor Note 8-9: Review the fact that many cultures take a more formal approach to dealing with others. Titles and use of last names show respect for individuals. Ask for examples of informality and formality that students have experienced in various settings and what they prefer in a service situation when they are the customer. While Americans often pride themselves on their informality, people from other countries see this practice as rudeness, arrogance, or over-familiarity. Many cultures stress formality in the business environment and place more importance on the use of titles and family names when addressing others (e.g. Argentina, European countries, China). To further confuse the issue of addressing a customer, some cultures have differing rules on how family names are listed and used. For example, in China, each person is given a family name, a generational name (for the period in which they are born), and a personal name at birth. The generational and personal names might be separated by a hyphen or space (e.g. a female named Li Teng Jiang or Li Teng-Jiang). Women do not typically take the husband's surnames. When addressing someone from the Chinese culture, use of an appropriate title such as Mr., Madam, Mrs., or Miss followed by their family name (e.g. Mrs. Li) unless they indicate otherwise. Many people from other cultures will adopt a Western first name when immigrating to the United States (e.g. Amanda or Richard). Similarly, in Argentina (and most Hispanic cultures), people have two surnames: one from their father (listed first) and one from their mother (for example, Jose Ricardo Gutierrez Martinez). Usually, when addressing the person, you would use a title would be with only the father's surname (e.g. Mr. or Mrs. Gutierrez) Respect for elders Old age is revered in many cultures. Respect is paid to those who are more senior in age because of their experience, knowledge and often their position in society. In most cultures, there is some level of respect paid to older people. Often this respect is more focused on males where older men are viewed as superior (e.g. Chinese). This is true because, generally, with age comes knowledge, authority and higher status. Thus, a specific rendering of respect or deference to elders is normal. Additionally, in many cultures age brings with it unique privileges and rights (such as the right to rule or to be the leader). This is true in many Native American cultures. Importance of relationships Many cultures place high value on relationships and people spend much time getting to know one another before transacting business. In many cases trust, based on relationships, is the basis for business interactions. Instructor Note 8-10: Discuss the pros and cons of such systems. In many Asian, Latin American, and Middle Eastern cultures, the building of a strong interpersonal relationship is extremely important before business is conducted. For example, in Malaysia, Indonesia, Myanmar, Korea, Japan, and many other countries, it is not unusual to have to meet with various people in an organization before coming to an agreement. Various lunch, dinner, and office meetings often occur for weeks before an agreement is reached. Additionally, unless you reach the right level of management in the organization for these meetings, all your efforts may be wasted. Instructor Note 8-11: Refer students to Figure 8.2 - Relationship-Focused Countries and discuss the importance of relationships in various cultures. Ask students for examples where they have seen trust become an important factor in dealing with others in a service environment. Gender roles Culturally, and individually, people view the role of men and women differently. While these roles are continually evolving throughout the world, decision making and authority are often clearly defined within a culture, subculture or family. For example, in many Middle Eastern, Asian, South American, and European countries, women have not gained the respect or credibility level in a business environment that they have achieved in many parts of North America. In some countries it is not unusual for women to be expected to take a "be seen and not heard" role or to remain out of the business transaction. For example, in Korea and other Pacific Rim countries, it is rare for women to participate in business. In that culture, men still have higher social status than their female counterparts. In many parts of Israel, because of the strong Jewish Orthodox practices, men are prohibited from touching a woman in the business environment. As a result, women who do business in the country cannot practice shaking hands and exchanging business cards in the Western fashion. To exchange a business card, woman are often required to place the card on a table for the man to pick up. You don't have to agree with this behavior but you will need to take it into consideration when facing it in customer encounters. People leave a country, but they take their culture with them. Even those in the United States may revert to their beliefs in various situations (e.g. conflict or negotiation). Failure to consider alternative ways of dealing with people in certain instances might cause you to negatively react to a situation and non-verbally communicate your bias. Attitude towards conflict Conflict is often viewed differently based on cultures. While conflict is possible when two people come together in a customer environment, it does not have to be so. By recognizing your own biases and preferences, and being familiar with those of people from other cultures, you can potentially reduce the potential for disagreement. Obviously, there will always be situations where the customer might initiate conflict and all you can do is react using positive communication techniques addressed throughout this book. Many times, the way we deal with conflict is rooted in our culture or subculture and based on our behavioral style preference. Cultures tend to be either individualistic, where emphasis is placed on individuals' goals (e.g. Western countries), or collective where individuals are viewed as part of a group (e.g. Japanese, Native American, and Mexicans. While members of individualistic cultures are more likely to take a direct, head-on approach to conflict, collective representatives may look to address the issue more indirectly, often using an informal mediator in an effort to prevent "loss of face" or embarrassment for those involved. Even within subcultures of a society, there are differing styles of communication and dealing with conflict. For example, some cross-cultural studies have shown that many African Americans prefer a controlling (argumentative) conflict resolution style, while their European American counterparts prefer a solution-oriented (discussion) approach. Of course, because of personality style preferences that you read about in Chapter 6, there are people in all groups who prefer differing types of communication. The concept of time Depending on whether cultures view time as monochronic or polychronic, people in those societies often have differing opinions on how time should be used. People in monochronic societies tend to do one thing at a time, take time commitments seriously, are often focused on short-term projects or relationships and adhere closely to plans. On the other hand, polychronic people are used to distractions, juggle multiple things (e.g. conversations) without feeling stressed, consider time as a guide and flexible commodity, work toward long-term deadlines, and base promptness on relationships. Americans are typically monochronic and very time conscious. For that reason you often hear such phrases as, "time is money," "faster than a New York minute," "time is of the essence," and "he who hesitates is lost." Similarly, in Germany, punctuality is almost a religion. Being late is viewed as very unprofessional and rude. In most business settings in the United States, anyone over five minutes late for a meeting is often chastised. In many colleges and universities, etiquette often dictates that students wait no longer than 15-20 minutes when an instructor (depending on whether he/she is a full or associate professor) is late. This concept often drives people within the culture to expect the same behavior of others. Unfortunately, those from other cultures (polychronic) value time differently. For example it is not unusual for someone from an Arab country to be 30 or more minutes late for an appointment, a person from an Hispanic or Indian (Asian) culture to be an hour late. A phrase used by some Asian Indians sums up the concept and justifies the lateness, "Indian standard time." Such tardiness is not viewed as disrespect for the time of others or rudeness; it is simply indicative of a cultural value or way of life. In fact, in some Latin American countries, one is expected to arrive late for an appointment as a show of respect. Instructor Note 8-12: Refer students to the listing of countries in Figure 8.3 – Monochronic and Polychronic Countries and ask students who have been to any of them to share their observations regarding time. Be prepared for situations in which they do not agree with the time type designations and point out that individuals in each society differ, thus potentially accounting for differing perspectives within a society. Lead a discussion on the impact of time in dealing with customers. Elicit examples of instances where a customer or client was late and what the result was. Also elicit examples where the students were late and how they felt or the other person reacted. Stress the impact of tardiness on perceptions of professionalism that others have of service providers. Ownership of property In many cultures (e. g. Buddhist, certain African tribes, and the Chickasaw Indian Nation) accumulation of worldly goods or wealth is frowned upon. In the case of the Chickasaw Indians, such things as mother earth, nature, and its natural resources, possessions and individual skills are shared among the tribal group. They are not to be owned or kept from others since the creator gave them. Many devout Buddhists believe that giving away personal belongings to others can gain them merit in reaching a higher spiritual state. For that reason, the gathering of material things is not that important to them. Instructor Note 8-13: Have students think about the biases of other people or groups that they do not like or prefer to avoid. After approximately 10 minutes, lead a brainstorming session in which you solicit and flip chart examples of biases. Then discuss what causes them and strategies for effectively dealing with them in a customer service environment. PROVIDING QUALITY SERVICE TO DIVERSE CUSTOMER GROUPS Given the potential diversity of your customer base, it may be impossible to derive a service strategy for each group. However, you should think of things that can be done to address the needs of some of the larger categories of customer with whom you might come into contact. Instructor Note 8-14: Use PowerPoint 8.7 - Quality Service to Diverse Customer Groups to introduce four groups of customers that service providers typically deal with on a regular basis. Customers with Language Differences Instructor Note 8-15: Use Figure 8.4 - Foreign-born Population Living in the United States by Sex and World Region of Birth to stress the need for service providers to become more aware of the cultural backgrounds of different groups in the future and potentially to learn a second language. With the increase in the number of people from other countries doing business, service providers must be prepared to accommodate the needs of those customers who speak English as a second language. Let’s look at some strategies for enhancing communication: Let your customer guide the conversation Where possible, let your customer take the lead in guiding your interaction with them. Some may want to spend more time getting to know you, others may take a rigid or formal approach and get right down to business by taking the lead, and still others may choose to have someone else act as a mediator or intermediary. In any event, recognize the cues and follow along when you can. Be flexible Communicating with people from other cultures who do not speak English fluently can be frustrating and complicated. Even if you do not understand their culture or language, using the positive listening, non-verbal and verbal techniques you read about in Chapters 3-5 can help. If you are having difficulties, try some of the specific ideas included in this section of the book. Part of this flexibility is recognizing that your views are not the way of the world. Making the mistake of believing that everyone has the same experiences and sees things as you do can lead to communication and relationship breakdown. Probably it is wiser to assume that people with whom you come into contact from other cultures do not have the same basis of knowledge and experience, as you then proceed to share information with each other openly and freely. Listen for points of agreement or commonality. Listen patiently Practicing sound listening techniques can help in providing quality service. You may be frustrated, but so is the customer. Take the time to focus on what he or she is saying and try to understand the intent. Speak clearly and slowly Keep in mind that most adults in the United States speak at a rate of about 125- 150 words per minute. Speak at a rate slow enough that allows understanding without being insulting. Slowing down and speaking clearly is important when speaking to someone who speaks a primary language other than English. This allows them to hear what is said, translate it into their own language to decode the message, then encode their response into English or another format to reply. Speak at a normal volume and tone Yelling or changing tone does nothing to enhance understanding. Just because the customer is unable to speak English, does not mean that he or she is deaf. There is often a natural unconscious tendency to raise your voice, but if you do customers may become offended or feel you are hard of hearing and raise their voices also. This is neither an effective way to communicate, nor provide effective customer service. Use open-ended questions Open-ended questions encourage customers to open up and share information. On the other hand, closed-end questions do not allow you to accurately gauge a customer’s viewpoint or understanding. Either because of embarrassment, or to prevent saying “no,” some customers from other cultures may not admit that they do not agree, have an answer, or want to do something when you asked with a closed-end question. This reluctance can lead to misunderstandings and possibly resentment if you do now recognize non-verbal signals being sent. Pause frequently Pausing while speaking allows the customer to process the information provided by the service provider and formulate an appropriate response or question. This also allows your customer to translate what you said into her or his language, comprehend, then respond in English or ask questions. Use standard English Avoid technical terms, contractions (e.g. don't, can't, wouldn't), slang (e.g. like, you know, whoopee, rubberneck) or broken English (e.g. sentences which are imperfectly spoken or that fail to follow standard rules of grammar or syntax). Some people, when encountering non-English speaking customers, revert to an insulting singsong, almost childish form of English. For example, "Do you want me to make a copy of this application?" asked of someone from an Asian culture might come out as "You wantee me to makee you copy?" This does nothing to aid communication since any English the customer understands gets lost in translation, plus it is offensive. Remember, some people understand a language without being able to speak it effectively. Additionally, some people do not speak a language because they are either self-conscious about their ability or choose not to. Also, many cultures value and use silence as an important aspect to communication, something that people of western cultures find difficult to understand. A typical reaction to silence is a belief that the person does not understand what he or she has been told. If you saw the airport scene in the movie Rush Hour with Chris Tucker and Jackie Chan, you witnessed a perfect example of how some people make assumptions about those from other cultures and ultimately communicate ineffectively as a result. In that movie, Tucker (a Los Angeles police officer) was sent to the airport to pick up a Chinese police officer from Hong Kong. Tucker immediately made assumptions about Chan's communication ability. The scenes went as follows: Tucker: (Upon meeting Chan) “Please tell me you speak English.” Chan: (Gives no response, just looks at a Chinese airline pilot standing next to him). Tucker: (Raises his voice) “I’m Detective Carter, You speaka any English?” Chan: (Again looks at others present and says nothing) Tucker: (In a loud, exaggerated voice and gesturing to his mouth) “Do you understand the words coming out of my mouth?” Chan: (Smiles and says nothing) Later in the movie, as the two are riding in Tucker’s car, Chan finally speaks in English. Tucker: “All of a sudden, you’re speaking English now.” Chan: “A little.” Tucker: “You lied to me.” Chan: “I didn’t say I didn’t. You assumed I didn’t.” “Not being able to speak is not the same as not speaking.” Such assumptions as those demonstrated in the movie can lead to relationship breakdowns in the customer service environment. Use globally understood references Terms, phrases and analogies common to people from the United States may not have meaning to others from different cultures. To reduce the risk of misunderstandings by people who speak English as a second language, stick with basic verbiage. Avoid jokes, words, or acronyms that are uniquely American or tied to sports, historical events, or specific American culture. For example, avoid this type of comments, "I'll need your 'John Hancock' on this form," "If plan A fails, we'll drop back and punt," "We scored a base hit with that proposal yesterday," "Close, but no cigar," "Win one for the 'Gipper,'" or "I'm doing fair to midland." These phrases might be understood by someone acculturated to the American society, but will likely make no sense to others. They will only confuse your listeners. Instructor Note 8-16: Form equal sized student groups and have them develop a list of Americanized terms and phrases using Worksheet 8.2 – Identifying Problem Language (http://www.mhhe.com/lucas05) Have them transfer their list to a flip chart, if available. After approximately 10 minutes, have each group select a spokesperson that will present his/her group list to the rest of the class for discussion. Be conscious of nonverbal cues It is important to continually monitor nonverbal cues sent when communicating since many gestures have multiple meanings around the world. Continually monitor non-verbal reactions as you converse with a customer. If you feel there is confusion or loss of comprehension, stop and try to reestablish a bond. Also, be aware of the cues you send and make sure that they are in congruence (match) with your verbal message. Paraphrase the customer’s message By giving back in their own words what the service provider understood a customer said misunderstandings can be avoided. Clarification can be sought if a misunderstanding did occur. To verify accuracy, after focusing on what you think is customer’s message, you may convey your understanding to the customer in your own words. In cases where you feel that you don't understand, either paraphrase the part of the customer's message to the point you did understand or ask clarifying questions. For example, "Mr. Rasheed, I understand your complaint, but I'm not sure I understand what you expect us to do. How can I help make this better for you?" Try writing your message Often, people can read a language but not be able, or may feel uncomfortable, speaking it. By writing a message, communication can sometimes be facilitated. Some people understand written English better than they speak it. If a customer seems to be having trouble understanding what you are saying, you may want to try printing your message legibly to see if they can understand your meaning. You may even try using recognizable symbols, if deemed appropriate (e.g. a stop sign when giving directions, or a picture of an object if describing something) in your attempt to communicate your message. Try another language If a service provider does not speak the language of the customer, he or she might try a third language if they can speak it since many people from other countries learn multiple languages in school. Many countries actually require citizens to be multi-lingual and take language courses in school. If you speak a second language, try using it. Your non-English customers may understand. At the very least, they appreciate your efforts to go beyond English. Avoid humor and sarcasm Humor and sarcasm doesn’t work well in English, much less that in other languages. Besides not being funny, humor and sarcasm could lead to customer frustration, confusion, and embarrassment. This is often due to the fact that cultural values and beliefs result in different levels of social acceptance on many topics. Additionally, jokes and other types of humor are typically based on incidents, people, or environmental factors from a specific culture. These might not be shared or understood by someone from outside that culture. Look for positive options Americans are often very direct in their communication. Often, they will use the abrupt term "no" in response to a request they cannot fulfill. This is viewed as rude, arrogant, and closed-minded in many cultures. Some countries do not even have a word in their language for "no." (e.g. Myanmar). In many cases (e.g. parts of Asia and the Orient) the response of “no” in a conversation may cause someone else to become embarrassed or "lose face" (the esteem of others). This can cause embarrassment and harm a relationship and is something that many people from these areas of the world strive to avoid at all costs. In some instances, people in various parts of Asia, may actually accept an invitation or say yes to your proposal, then not show up or follow-through rather than tell you “no.” Such behavior is acceptable in those cultures. If you are dealing with customers who might be from such cultures as those described and you must decline, smile, apologize, and then try something like, "I am not sure we can do this," or "That will be difficult to do." Then, offer an alternative. Remember what you read earlier – it is better to tell the customer what you can do, not what you cannot do. Be less critical One other point to remember is that if you don't understand, or if a customer makes a mistake (e.g. they improperly fill out a form or use the wrong word), you should not point out the mistake. This prevents a customer from potentially being embarrassed or losing face. Instead, take the responsibility for correcting the error or clarifying the misunderstanding (e.g."I'm sorry I do not speak your language...,""I am sorry that these forms are so confusing, I have trouble with them too," or "I do not know why this process has to be so difficult. I have trouble myself. I would like to go through it one more time. What do you think of that idea?"). Use questions carefully Phrase questions simply and avoid the use of closed-ended questions that require a yes or no (for the reasons you read in the “Use open-ended questions” section earlier). Watch your customer's non-verbal responses in order to gauge his or her reactions to your questions. Some cultures believe that questioning someone is intrusive and therefore avoid it. This is especially true if the questions involve personal information (e.g. "How is your family?"). No matter what type of questions are used, the service provider should closely watch the customer’s nonverbal response as well as listen to what they say. Use a step-by-step approach By systematically explaining what is needed or expected of a customer, misunderstandings can be reduced. When explaining something, clearly outline exactly what you will do or what will be expected of the customer. Write this information down for the customer’s future reference in order to prevent misunderstandings. If the customer cannot read it, and do not want to admit this out of embarrassment, he or she now have something to take to someone else for translation. Keep your message brief Brief statements or sentences can aid comprehension with someone who speaks English as a second language. Avoid lengthy explanations or details that might frustrate or confuse your customer. Use simple one-syllable words and short sentences. Also, avoid being too brisk, or too immature in your explanations. Frequently check understanding By pausing frequently and asking if there are questions while monitoring nonverbal cues from customers, service providers can help increase the chance of a successful outcome. In addition to using short words and sentences, frequently take the time to verify the customer's understanding of your message before continuing. Failure to do so might result in a waste of time and frustration for both you and the customer. In doing this, avoid questions such as, "Do you understand?" Not only can this be answered with a yes or no as you read earlier, but it can also offend someone who speaks and understands English well. The non-verbal message is that the person may not be smart enough to get your meaning. Instead, try tie-in questions such as, "How do you think you will do/use this?" or others that will give you an indication of whether there is comprehension of the information that has been provided. These types of questions help you and the customer visualize how the information will be put to use. These questions will also give you a chance to clarify if the person has misunderstood what you explained. Keep smiling Smiles are one of the few universally understood facial expressions. They can ease tension and make a service experience much easier. VIDEO – The Megaplex Theater 7 minutes 30 seconds Have students take out a piece of paper and prepare to take notes based on what they see. They should note verbal and nonverbal interactions between characters, what worked, and what did not work from a service perspective. Introduce Video Characters: Female Theater Customer Service Representative (Lynn Couchara)/Theater Customer (Ricardo Feriz ) Scenario: Customer speaks very little English and has complaints about the temperature and sound level of the movie in the theater and wants a refund. The customer service representative speaks no Spanish and is trying to gather information. She is unwilling to give a refund and offers other alternatives. Show Video (Stop after the dialog and before Lynn does a synopsis of what she thinks went well or not so well). Debrief What was going on in this scenario? Based on what you know, was the customer justified in his position? Why or why not? What did the Customer Service representative do to handle the situation that was effective? What did the Customer Service Representative do that was ineffective? What could the Customer Service Representative have done differently to positively impact service? Explain. What other observations do you have about the situation? How can you use this scenario to improve your own service delivery? Show Lynn’s Summary of the Scenario Discuss any additional student thoughts or reactions. Customers With Disabilities According to the U.S. Census Bureau, there are approximately 50 million (1 in 5) Americans over the age of 5 and noninstitutionalized have some level of disability. It is also estimated that about 1 in 10 Americans have what is defined as severe disabilities. These numbers are projected to continue to grow as the population ages and is an increase from the estimated 43 million at the time of the passage of the 1990 Americans With Disabilities Act (ADA). From a customer service perspective, it is a certainty that you will at some point encounter someone with a disability that requires your assistance in serving him or her. This might prove challenging since some customer service professionals are uncomfortable working with people who have disabilities. This discomfort is often due to little prior exposure to people with disabilities, a lack of understanding about various disabilities, or unfounded fear or anxiety. While you may be unfamiliar with how people with disabilities adapt to life experiences, you should not hesitate to provide excellent service to them. In most cases, customers with disabilities do not want to be treated in a special fashion, just equally. In addition to all the factors you have read about previously, to be effective in dealing with customers, you must be aware of the ADA and other legislation passed by Congress to protect individuals and groups. You should also understand the court interpretations of these laws that legally require businesses to provide certain services and accessibility to customers with disabilities. They also prohibit any form of discrimination or harassment. Since the passage of the ADA much has been published about the rights and accommodations for people with disabilities. Some of the changes in the customer service environment resulting from that law include buses with ramps that lower to allow access, loudness buttons on telephones, more disabled parking spaces, lower counter tops in businesses, automatic doors on business entrances, and Braille signs in buildings. Instructor Note 8-17: Discuss text information related to providing service to customers with various disabilities starting on page 221. After introducing each category of disability discuss strategies for better serving that group. Use Figure 8.4 – General Strategies for Serving Customers with Disabilities as a basis to lead a discussion on strategies for providing service to customers with disabilities. Elicit any additional suggestions students might have and refer to the suggestions provided in the text. Customers with hearing disabilities Customers with hearing impairments have special needs, but they also have certain abilities. Do not assume helplessness because someone is hearing impaired. In interactions with such customers, here are some things you can do to more effectively provide service: -Provide written information and instructions where appropriate and possible. -Use pictures, objects, diagrams, or other such items to communicate more clearly. -To get their attention, use nonverbal cues (e.g. waving or gesturing). -Use facial expressions and gestures to emphasize key words or express thoughts. -Face the person directly and keep things from in front of your mouth when speaking. -Enunciate your words and speak slowly to allow them to see your mouth form the words. -Use short sentences and words. -Check for understanding frequently through use of open-ended questions to which they must provide descriptive answers. -Communicate in a well-lighted room when possible. -Avoid backlighting that might cause them to be unable to see clearly. -Reduce background noise, if possible. Customers with vision disabilities According to the National Eye Institute in Bethesda, Maryland, there are approximately 3 million Americans with low vision, almost 1 million who are “legally blind” and another 220,000 who are totally blind. This means that if you stay involved with customers, your chances of encountering someone with a vision impairment are pretty good. Just as with persons with hearing impairments, vision impaired customers may need special assistance, but are not helpless. Depending on your organization’s product and service focus, you can personally do things to assist your customers with vision disabilities. One basic thing to be aware of is that depending on the type of impairment, the person may have limited vision that can be maximized by certain actions on your part. Here are some strategies to use: -Talk to a visually impaired person the same as you would anyone else. -You do not have to raise your voice for the person to hear you better; the person is VISUALLY impaired. Additionally, do not feel embarrassed or change your vocabulary around them. It is okay to say things like, “Do you SEE my point?” or “Do you get the picture?” -Speak directly to the customer and not to the interpreter. -If the customer uses a guide dog, do not pet, feed, or otherwise distract the animal without the owner’s awareness and permission. A guide dog is specially trained to perform specific functions and if you interfere, you could cause the dog to become confused and injury to the person could result. -Speak to the person as he or she enters the room or approach so the person knows your location. Also, introduce others who are present or at least inform the customer of their presence. -Ask how much sight he or she has and how you can best assist, if appropriate. -Find ways to paraphrase or repeat information if necessary, without sounding condescending or impatient. -Give very specific information and directions (e.g. “A chair is approximately ten feet ahead on your left”). -If you are seating the person, face him or her away from bright lights that can obscure any limited vision he or she may have. -When guiding someone whom is blind, offer your arm. Do not take the person’s arm without permission since this could startle him or her or throw the person off balance. Let the person take your elbow and walk slightly behind you. Verbally communicate and guide them carefully. -When helping a blind person to a chair, guide his or her hand to the back of the chair. Also, inform the person if the chair has arms to prevent him or her from being injured or overturning the chair by sitting on an arm. -Leave doors either completely closed or open. Partially open doors pose a danger to the sight impaired. Mobility or motion impairments Customers who have mobility or motion restrictions often use specially designed equipment and have had extensive rehabilitation on how to best use assistive devices and compensate for the loss of the use of some part of their body. You can best assist them by offering to help, then following their lead or instructions. -Do not make the assumption that they need your assistance, then set about to do so. You can cause severe injury if you upset their balance or routine. Here are some strategies for better serving these customers: -Prior to a situation in which you may have to accommodate someone who uses a walker, wheelchair, crutches or other device(s), do an environmental survey of your workplace. Note areas where spacing is inappropriate to allow mobility (a minimum of 36 inches is needed for a standard wheelchair) or where hazards exist. If you can correct the situation, do so. If not, make suggestions for improvements to the proper people in your organization. Remind them that the Americans With Disabilities Act and state regulations require an organization to accommodate those customers with such disabilities. -Do not assume that someone who has such an impairment cannot perform certain tasks. As mentioned earlier, people who have disabilities are often given extensive training to learn how to overcome obstacles and perform various tasks in different ways. In many cases, they learn to be more efficient at a task than someone without an impairment. -When providing information or materials, ensure that you place them at a level where the person can see without undue strain (e.g. eye level for someone in a wheelchair so that he or she does not have to look up). -Stop or sit to make direct eye contact with someone in a wheelchair so the person does not have to look up at an uncomfortable angle for extended periods. -Do not push or lean on someone’s wheelchair without his or her permission. Instructor Note 8-18: As an individual or group out of class activity, assign students to research one or more of the areas listed in Work It Out 8.2 – Identifying Resources (or others you can think of), then report back to the class. Use this information to tie into text content and lead a discussion on the topics. Elderly Customers Being elderly does not make a person or a customer less valuable. In fact, many older customers are in excellent physical and mental shape, are still employed, and have more time to be active now than when they were younger. Studies show that senior citizens have more disposable income now than at any other time in history. And, as the "baby boomer" population (people born between 1946-1964) ages, there are more senior citizens than ever. Additionally, as the population ages, there will be greater need for services to care for people and allow them to enjoy quality of life. This means the need for service providers will continue to grow in the future. To help service this large group, consider the following strategies when interacting with an elderly customer. Instructor Note 8-19: Discuss the implications of Figure 8-6 -Population 65 Years and Over by Age and Sex: 1990-2000 on businesses and the need for providers to be able to service a larger older customer base. Be respectful Do not let negative stereotypes influence the way you serve older customers. If someone seems confused evaluate the situation to see if there was something about your product or service that might led to the confusion rather than assume that you are dealing with an age related issue. As you should be with any customer, demonstrate respect, otherwise, you may risk offending, alienating, or even angering customers, and in fact, all customers. Even if the customer seems a bit arrogant, disoriented, or disrespectful to you, don't lose your professionalism. Recognize that sometimes these behaviors are a response to perceptions based on your cues. When this happens, make a quick evaluation of your behavior and make adjustments, if necessary. If an older customer seems abrupt in his or her response, question whether you might have nonverbally signaled impatience because of your perception that he or she was slow in acting or responding. Be patient Just as with any customer, allow them to ask questions, look around or gather information they need and want in order to make a decision. Even though you may have just explained something, listen to the customer’s questions, respond and reiterate, or restate. If it appears your message was misunderstood, try repeating the information, possibly using slightly different words. Do not rush any customer or appear impatient. This could cost your organization lost business and create an unpleasant service situation. Answer questions Make sure that you have the knowledge of company products and services so that you can respond professionally to any questions that a customer might ask. Even though you may have just explained something, listen to the customer’s questions, respond and reiterate, or restate. If it appears your message was misunderstood, try repeating the information, possibly using slightly different words. Try not to sound patronizing Make sure that the way in which you address all customers is professional and can not be perceived as rude or arrogant. If you appear to talk down to older customers, problems could arise or you could lose a customer. Customers who are older should not be treated as senile! A condescending attitude will cause any customer, elderly or otherwise, to take his or her business elsewhere. Avoid over-familiarization Use titles (e.g. Mr. Mrs. Or whatever is appropriate) and last names when addressing customers unless they tell you to do otherwise. This shows respect for them and can lead to a more professional relationship. Addressing senior citizens that are with their children or grandchildren with "good morning grandma/grandpa" because one of their family members used that language is inappropriate, is rude, and may offend. Guard against biases Do not let negative stereotypes concerning seniors to affect the professional service delivered to any customer. Be careful not to let biases about older people interfere with good service. Don't ignore or offend older customers by making statements such as, "Hang on old timer, I'll be with you in a minute." Communicate effectively Use the sound communication techniques discussed in earlier chapters when dealing with customers. Even if someone does not exhibit common characteristics of hearing loss (e.g. incorrect responses, asking questions after you just gave similar information, facial expressions indicating she or he is straining to hear or may have missed the message), use the following to help enhance communication: -Face the person directly -Talk slowly and enunciate words clearly -Keep hands and objects away from your mouth -Do not chew gum or eat food when talking -Observe the customer’s nonverbal cues -Reword statements or ask questions again, if necessary -Be positive, patient, and practice the good listening skills covered in Chapter 5 -Stand near good lighting and minimal background noise, when possible -If there is an impairment involved and an interpreter is with the customer, talk to the customer and not the interpreter. The interpreter will also hear and can react accordingly Younger Customers You have heard the terms to describe the “younger generation” --- Generation Y, Nexters, MTV generation, Millennial generation, cyberkids and a variety of others. Whatever the term, the group was born following the “X” generation (1964-1977) and are now entering the workplace as employees and as consumers in powerful numbers. Financially, the group accounts for billions of dollars in business revenue for products such as clothes, music, videos, electronic entertainment equipment, and many other products. The “X” generation is a spending force to be reckoned with and marketers are going after them with a vengeance. If you don’t believe this, pick up a magazine and look at the faces of many of the models, look at the products being sold, and watch the shows being added to television lineups each year. All of this affects the way you will provide service to this generation of customers. Depending on your own age, your attitude toward them will vary. If you are from the age group, you will likely relate, while at the same time potentially make the mistake of being overly familiar with them in delivering service. If you are from the baby boom generation or older, you may feel paternalistic or maternalistic or might have bought into some of the stereotypical rhetoric about this group (e.g. weak morality because of poor role models, tolerant of the views of others, fragmented in their focus due to perpetual change in their world, overprotected by legislation and programs, they define family defined in non-traditional ways). While most of these examples have some basis in accuracy, it is dangerous to try to pigeonhole any group or individual. This is especially true when providing service since, as you have read, service is based on satisfying personal needs and wants. Remember when you were young and felt that adults didn't understand or care about your wants or needs? Well, your younger customers probably also feel the same and will remember how you treat them. Their memories could prompt them to take their business elsewhere as adults if their experience with you is negative. To prevent the possibility of such an occurrence, take the time to provide positive service while projecting a professional image. People who are younger than you may tempt you to talk down to them or be flippant if you are older. Don't. Keep in mind that they are customers and their parents are also customers. If they feel unwelcome, they will likely take their business and money elsewhere; then tell their friends of the poor treatment you provided. Just as with older customers, avoid the use of demeaning language or having them feel that you negate their value by referring to them with condescending titles (e.g. addressing them as “bud,” “dude,” “little squirt,” “tiger,” "kid," "sonny," "sweetie," or "sugar"). An additional point to remember when dealing with younger customers is that they may not have the product knowledge and sophistication in communicating that older customers do. For that reason, you can decrease confusion and increase communication effectiveness, by using words that are appropriate for their age group and by taking time to explain and/or demonstrate technical points. Keep it simple without being patronizing. Instructor Note 8-20: Lead a discussion on younger customers. Elicit terms that students have heard applied to the younger generations. Discuss whether they view these as positive, negative, or neutral. Also solicit strategies for effectively serving younger customers effectively. Instructor Note 8-21: Form student teams of two (any leftover student can be added as an observer to one pair). Have each pair select a scenario from Work It Out 8.3 - Serving a Variety of Customers to role-play or assign them based on your preference. At the end of the role-plays (approximately 20-25 minutes), discuss how they responded to each of the questions listed. COMMUNICATING WITH DIVERSE CUSTOMERS Given all this diversity, you must be wondering how to provide service that is acceptable to all of these customer groups. As you've seen, there are many considerations in delivering service to a diverse customer base. Therefore, consider the basic guidelines for communicating shown on the slide. Note that these tips are appropriate for dealing with all types of customers. Instructor Note 8-22: Use PowerPoint 8.8 – Communicating With Diverse Customers as a guide for discussing general strategies for communicating with a diverse audience. Be careful with your remarks or jokes Care should be used when interacting with customers so that you do not unintentionally offend someone. Comments which focus on any aspect of diversity, (e.g. religion, sexual preference, weight, hair color, age, sex) can be offensive and should not be used. Also, humor does not cross cultural boundaries well. Each culture has a different interpretation of what is humorous and socially acceptable. Make sure that your language is “inclusive” Ensure that terminology that is used when addressing individuals or groups can not be perceived as offensive. When speaking, include people from various groups which are present rather than exclude them. Failure to keep this in mind could be interpreted as a lack of respect or ignoring the importance of certain people (e.g. If addressing a group of eight men and one woman, using the term "guys" or “fellows” ignores the woman). Instructor Note 8-23: As a catalyst for discussion on inclusive language, ask students to provide a list of terms that they can think of which exclude individuals or groups in conversations. Flip chart their responses and discuss alternative terms. Respect personal preferences when addressing people As was discussed relate to elderly customers, service providers should not assume over- familiarity when dealing with others. Terms of endearment (e.g. “sweetie” or “hone”) should be avoided and titles and last names should be used unless permission is given to do otherwise. As you read earlier related to people from other cultures, don't assume familiarity when addressing others (e.g. Don't call someone by her or his first name unless he or she gives permission, or don't use terms such as "Miss" or "Ms." if a female customer states a preference otherwise). Also, avoid terms such as, "honey," "sugar," "sweetheart," or other overly familiar language. Use general terms Instead of singling a customer out or focusing on exceptions in a group, describe people in general terms (e.g. Instead of referring to someone as a female supervisor, black salesperson, or disabled secretary, say supervisor, salesperson or secretary). Recognize the impact of words Keep in mind that certain words have a negative history or connotation historically and could insult or offend. Avoiding them, service providers can help set a more positive service environment. Even if it's not your intent to offend, the customer's perception is the deciding factor of your actions. For example, using the terms handicapped or crippled, boy, girl, queer, or idiot, all may conjure up a negative image to some groups). Use care with nonverbal cues Since many nonverbal cues have multiple meanings throughout the world, service providers should educate themselves on nonverbal communication and use care when sending nonverbal signals. The nonverbal cues that you are familiar with may carry different meanings in other countries. Be careful of using symbols or gestures if you are not certain of how your customer will receive them. Instructor Note 8-24 Spend some time reviewing Figure 8-7 - Nonverbal Cue Meanings, and discuss how the information can help service providers deliver better quality service. To summarize some of the points made in the last portion of this chapter, have students complete Worksheet 8.3 - Describing Groups (at http://www.mhhe.com/lucas05) then discuss their responses as a class. CHAPTER SUMMARY Instructor Note 8-25: Spend a few minutes reviewing the key aspects of the chapter. Review the objectives in doing so and use a question and answer format to determine what students learned. Opportunities to deal with a diverse customer base will increase as the global economy expands. With continuing immigrations, an aging U.S. population, changes in values, and increased ease of mobility, the only thing certain is that the next customer you speak with will be different from you. Remember however, he or she will also be similar to you in many ways and thus provide a basis for common discussion and identification of needs. The success you have in the area of dealing with others is totally dependent on your preparation and attitude toward providing quality service. Take the time to learn as much as you can about various groups of people in order to effectively evaluate situations, determine needs, and serve all customers on an equal basis. SERVICE IN ACTION – LENSCRAFTERS Instructor Note 8-26 Talk briefly about the Lenscrafters success story. You may want to gather additional information on the company from the Internet to bring to class. One element that you might bring up is the fact that many people need glasses as they age which can lead to increased sales for the company. Tie this to the company’s effort to focus marketing on quality vision care for customers and in stressing the importance of eye care. KEY TERMS AND CONCEPTS Instructor Note 8-27 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 8-28: Have students individually answer the Chapter review, then review their answers as a group. Possible Chapter Review Answers: 1. What are some innate qualities or characteristics that make people unique? Hair/eye color, height/weight, age, gender, color of skin, and sibling birth order. 2. What external or societal factors are often used to group people together and affect the way members of a group are seen or perceived? Religion, values, beliefs, economic level, lifestyle, profession, marital status, educational level, and political affiliation. 3. What are values? Values are long-term appraisals of the worth of an idea, person, place, thing, or practice held by individuals, groups, or cultures. They impact attitudes and behavior. 4. Do beliefs differ from values? Explain. Yes. Beliefs are perceptions or assumptions that individuals or cultures maintain. These perceptions are based on past experiences, memories, and interpretations and influence how people act and interact with certain individuals or groups. They are not necessarily based on facts and are sometimes not as long-term as values. 5. Why would some people be reluctant to make eye contact with you? Based on culture, they may have been taught at an early age to show respect to someone of actual or perceived higher social or workplace status by not making direct eye contact. Instead they are taught to look down when speaking to such people. 6. When dealing with customers with a disability, how can you best help them? Make no assumptions about their abilities. Offer assistance, but do not presume that it is needed or welcomed. Treat people who have a disability with respect and follow the guidelines outlined in this chapter for assisting. 7. How can recognition of the cultural value of "importance of relationships" be helpful in customer service? In many cultures (e.g. Asian, Latin American, and Middle Eastern) you must build strong interpersonal relationships before focusing on business issues. Failure to do so negates the importance of people and could offend the customer. 8. What are some considerations for improving communication in a diverse environment? Avoid remarks or jokes that discriminate or offend Ensure language is inclusive Respect personal preferences when addressing people Use general terms Don't use terms that demean Use care with nonverbal cues 9. How can you effectively communicate with someone who has difficulty with the English language? Let your customer guide the conversation, be flexible, listen patiently, speak clearly and slowly, speak at a normal volume and tone, pause frequently, use standard English, avoid “Americanized” references, be conscious of nonverbal cues, paraphrase the person’s message, try writing your message, try another language, avoid sarcasm and humor, avoid saying “no,” avoid criticism, use questions carefully, use a step-by-step approach, keep your message brief, frequently check for understanding, and keep smiling. 10. What are some techniques for effectively servicing older customers? Be respectful Be patient Answer questions Don’t patronize Avoid over-familiarity Guard against biases Communicate effectively SEARCH IT OUT Instructor Note 8-29: Divide students into teams of two or three and have them select one of the activities indicated as a group project. COLLABORATIVE LEARNING ACTIVITY Instructor Note 8-30: Have students individually answer the Ponder This questions; then review their responses as a group. FACE TO FACE Instructor Note 8-31: Have students read the case study, then individually answer the questions at the end. Once they have finished (approximately 8-15 minutes) form equal sized groups and have them discuss their answers. After 20 minutes, bring the class together and have them share their responses. Possible answers for Face to Face: 1. What seems to be happening here? There appears to be a breakdown in the verbal and nonverbal communication. This could be caused by an English language deficit on Abeyola’s part, or your failure to communicate using strategies discussed in this chapter for dealing with people who speak English as a second language. On the other hand, Abeyola apparently sees you as unapproachable and uncooperative. 2. Does Abeyola have any legitimate complaints? If so, what are they? Potentially. This is especially true if you are ignoring the issues outlined in this chapter and the basic rules for effective verbal and nonverbal skills learned in Chapters 3. 3 Based on chapter material, what steps or process can you use to clarify understanding? You can slow your speech, speak clearly and precisely, use short sentences, and eliminate or explain technical terms. Use open-ended questions, and gauge Abeyola’s understanding. Additionally, you might spend time getting to know Abeyola and showing an interest in his culture in order to build an effective interpersonal relationship. 4. What cultural differences are potentially involved in this scenario? Language, values, beliefs, conflict resolution styles, and interpersonal Instructor Note 8-21: 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. PLANNING TO SERVE Instructor Note 8-32 Have students work individually or in groups to complete the Planning to Serve activity.