Kim McIntyre CUR/516 June 2, 2014 Diane George PHASE IV 2
Phase IV Phase I
Name and Title of training session Establishing Empathy to Retain Valued Customers
Description of training session The training course is organized for five-day period with each day consisting of 60 minutes each day until the course is completed and each employee demonstrates proficiency for each goal. The instructional methodologies include assessment of active listening skills, peer scripting, completion of handouts, employees effectively demonstrate verbal empathy skills and provide correct assessments of customer needs. The training course will comply with any American with Disabilities Act (ADA) needs. The recommended class size for the training course consists of 15 or fewer employee participants with one trainer allotted. The course involves problem-based learning activities in an open-ended learning environment.
The target audience The target audience is current organizational adult employees ranging from 18 to 60 years of age, who converse or interact with existing organizational customers addressing a variety of issues (billing, closing accounts, and problem solving).
Delivery modality and length of training session The delivery modality is a face-to-face environment located in the training room. The course will consist of a five-day period consisting of 60 minutes per each training session.
Four goals for training session based on training session description Four goals for the training session involve: 1. Provide accurate information regarding active listening skills 2. Effectively demonstrate skills that build trust with the customer 3. Demonstrate the process of taking ownership of a customer issue without assuming the blame 4. Effectively demonstrate a negotiated solution that complies with customer needs
Phase II
Course or training session title Defining Empathy and Identifying the Related Behavioral Skills
The defined goals Defining empathy provides clear guidelines for each individual attending the course to follow during the call fielding process. The course is designed to improve the understanding of empathy and active listening skills while providing each employee the opportunity to discuss perceptions involved with application of empathy while assisting customers experiencing a variety of PHASE IV 3
emotional behaviors during a fielded service call.
The objectives for each goal written in the A-B-C-D format Objective #1: Each employee will take part in a discussion involving the definition of empathy and share the trainees existing knowledge within a collaborative training environment that provides a current assessment to be obtained for the employees understanding of empathy.
Objective #2: Employees will be provided a handout listing five scenarios involving active listening skills in order to identify the correct behavioral approaches involved to apply the desired empathy skills for each scenario with a successful evaluation from peers four out of five times during practice.
Explanation for Objectives The explanation for these objectives involves collaborative learning and the encouragement of critical thinking skills. The objectives utilize current employee knowledge while employing other employee perceptions to provide awareness of information based on other peer experiences. The objective allows each employees current empathy and related active listening skills to be evaluated.
Instructional Descriptions, Strategies, and Activities Instructional methods involve peer perceptions, a handout list that provides the definition of empathy, space is provided for each employee to write down associated information provided through the collaboration process. The strategy involves identifying current knowledge and increased knowledge obtained during training. Employees will break into groups of five individuals or less to discuss the handout scenarios within the group environment to practice and then correctly produce four effective empathy simulations out of five using simulated customer calls.
Descriptions of Instructional Technologies The instructional technologies for this session include the use of an overhead projector to provide a PowerPoint presentation involving the definition for empathy. Handouts designed to provide the employee a method of listing current empathy skills and newly learned information from other employees perceptions. A handout listing five call scenarios involving common empathy application for customer call simulations.
Phase III
Training Course Length and Anticipated Start Date The total time length of the training course will take approximately five hours in total. The anticipated start date is approximately one week after the conclusion and evaluation of pilot testing is completed using both formative and summative evaluations procedures, implementation of any necessary design changes are implemented, and finally, Organizational management approval is given to proceed.
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Individuals Involved with Implementation Individuals involved with the implementation process involve a trainer, 15 employees, a team of training designers (Including a subject matter expert, a training evaluator, and a quality assurance manager.), and the organizational management.
Preparation of Resources, Materials, and Activities for Support Strategies The instructional materials preparation involves handouts regarding the use of active listening skills, commonly scripted empathy occurrences (handouts will include and be compliant with American with Disabilities Act requirements). Additionally instructional materials will include a developed PowerPoint training presentation regarding empathy definition, and the application of empathy towards customer service calls.
Course Implementation Plan Plan communication at the managerial level will consist of the design team meeting with management or organizational leaders, providing a course outline and the intended implementation process. The design team will discuss any suggested changes and the path for possible change implementation on a weekly basis during the design, pilot testing, implementation phase, and at the completion of training to discuss all gathered data and evaluation information analysis. At the training course level, the environment will be a face-to- face communication design. A designated trainer will convey all relevant information regarding empathy procedural expectations to employees. To improve motivational engagement from learners the training will ask learners to discuss a personal experience each individual encountered that he or she felt empathy from a service provider employee, the business could have retained the individual as a valued customer. This process will build interest from learners and help each identify with issues related to active listening procedures and skills. Participants will consist of any employees that field incoming customer service requests.
Formative Course Assessments for Training Formative course assessments for training will consist of questionnaires regarding what the trainees like or disliked about the course. At the end of the first class each individual you be asked to provide a written assessment regarding the course involving provided content, relevant information, and understandability procedures related to identifying empathetic behaviors. Finally, trainees will be asked to complete an assessment regarding any information the trainee feels should have been provided or applied differently to assist learners in developing further understandability regarding empathy procedures.
Phase IV
Identified Goal Criteria The identified criteria for determining if the overall goals, objectives, and outcomes are met for the training session consist of mock customer situations with peers. The process utilizing a Quality Assurance (QA) mentor who will assess each employees effective application of empathy on a 4-point scale; (4) rates as exceeds expected objectives, (3) rates as meeting expected objectives, (2) rates as meeting some of the expected objectives, and (1) rates as not meeting expected objective. In addition to the mock session and QA assessment, a questionnaire PHASE IV 5
regarding application of active listening and empathy skills with short essay explanations are provided to trainees to provide insight into how each feels regarding the application process of these two skills. Successful completion of training objectives for each employee consists of a combined score of 12, gathered from each evaluated peer-involved QA monitored mock sessions.
Evaluation Instruments Evaluation instruments consist of a study of the needs analysis for employees gathered prior to attending the training course. The needs analysis provides a survey form related to the understanding the use of empathy using a 4-point scale. An analysis of active listening skills is also gathered with another 4-point scale. Additionally the same 4-point scale surveys are provided at the end of the training to ascertain if changes have occurred for each employee. These 4-point scale surveys consist of (4) Excellent understanding (3) Proficient understanding (2) Partial understanding (1) Limited understanding. The scoring measures also provide an added description area for each employee to describe his or her current perceived knowledge level. The behavioral actions involving utilization of new skills are identified for each employee are assessed by providing a short essay style questionnaire that allows employees to provide information regarding personal application of empathy in his or her real-world experience during the training process and how those employees might utilize the new information in the future. The use of Smile sheets allow employees to anonymously describe his or her likes, dislikes, and suggested improvements for the course design that aid in understandability. The evaluation process can be further developed within QA recording sessions between the employee and customers and providing a polling for customers after providing services. Finally, the program evaluator will be able to compare customer attrition rates before training was implemented and compare those rates to attrition rates after program implementation to provide organizational management with statistical data regarding training effectiveness.
Evaluation Overview of Efficacy The evaluation overview provides the organization the ability to collect data that is useful for training purposes for employees. Training employees improves the organizations ability to retain valuable customers thereby improving cost involved problems. The company becomes more efficient in handling incoming service requests based on the improvement and engagement of active listening and identifying empathetic replies when required. Each training course provides evaluations that assist with improving course designs to meet and apply new information that is relevant for improving knowledge and skills of existing or new employees. Finally, the evaluation process allows management to verify the effectiveness of training offerings for future use and development of new training courses.