Team One Module 6 Design Document Eportfolio

Design Document for
PJ Enterprises Product Knowledge and

Information Access, and Telephone Operators
Skills Course
By Team One Consulting, LLC
Document Description
This document provides PJ Enterprises with a comprehensive overview of the telephone operators
training course design and composition.
Purpose of the Course

The purpose of this course is to improve the PJ Enterprises telephone operators with the skills to navigate
the companys product database and to provide superb customer service. Within this course both
supervisors and telephone operators will be presented with the knowledge to increase their abilities to
service the companys clients and reach its annual (and future) goals.
Audience Description
The audience for this course is the customer service supervisors and the telephone operators.
Background of Primary Audience:
4 Customer Service Supervisors
25 Telephone Operators
Gender: Female (all members of the audience)
Age range: 18 to 60 years old
Average time with the company is 2 to 10 months
All are high school/equivalent graduates
Telephone Operators Experience: none to some with limited previous experience
Course Description
This course is designed to improve the functions of the customer service team that include the immediate
supervisors and the telephone operators. The course design encompasses two components, that when
combined, result in training comprehensive skills required for an effective team with a primary focus on
the telephone operators. To begin, the functions of navigating the companys database will be presented.
The goal is to get the operators fluent with navigating the database. Next is training the operators in
customer service skills, especially etiquette. As the students progress through the training, their goals is
to be able to use both the database navigation skills coupled with customer service skills successfully
while negotiating a variety of job related scenarios.
Design Document
PJ Enterprises Product Knowledge and Information Access, and Telephone

Operators Skills Course Design Document, cont;d.
Course Seat Time

The approximate seat time is four hours.
Instructional Architecture/Strategy for Course

This training course is designed to be presented primarily using a directive instructional strategy. The
goal of this strategy is for the students to acquire new skills they can use in their jobs. Student skills will
be built on previous knowledge from job experience along with the concepts provided in this training.
Ultimately, the students will be able to demonstrate their skills through directed practice in the form of
guided scenarios.
Major Course Objectives

Upon completion of this course the supervisors and telephone operators will:
Navigate effectively through the product database.
Correctly locate products within the database with a special emphasis on seasonal items.
Demonstrate customer service skills on the phone with an emphasis on etiquette during:
o
Greeting the customers.
Engaging with customers; requests and concerns.
Closing the call with the customer.
Incorporate customer service skills while engaging with challenging customers.
Demonstrate competent database usage skills while engaging with customers.
Design Document

Learning Assessment for Course

The assessment of the audience members of this course is comprised of the students reacting to scenarios
while at actual workstations (caution taken to avoid interaction with live customer service activities).
During the assessment, a student and course facilitator will be situated at a workstation where the student
will receive scenarios to assess their abilities to navigate the product database while simultaneously
handling simulated customer calls. The course facilitator will monitor the operators during practice calls
and provide feedback and coaching. Sequencing the training, practice calls, and actual work requirements
are based on a training rotation of two sessions per day to cover three shifts, then repeated the second day.
Course Outline
A. Course introduction and overview
A.1 Introduction
A.2 Training objectives
A.3 Training agenda
A.3.1 Presenting the database
A.3.2 Navigating the database
A.3.3 Practice using the database
A.4 Telephone etiquette training
A.4.1 Handle phone calls
B. Using the Database Product Guide
B.1 Learning the database
B.1.1 Introduction
B.1.2 Database overview
B.1.2.1 A PDF document with searchable content
B.1.2.2 Contains all catalog products
B.1.2.3 New product page highlighting product information provided
B.1.3 Searching in the database
B.1.3.1 Criteria number, name, specific term, generic term, new
B.1.3.2 Define and discuss specific and generic terms
B.1.3.3 Demonstrate results from using various search criteria
B.1.3.4 Address participant questions and concerns
B.1.4 Review and summary
B.2 Navigating the database
B.2.1 Introduction
B.2.2 Accessing the Database
B.2.2.1
Locate Adobe Reader DC icon on the monitor taskbar
B.2.2.2
Click icon once to open or reveal database if already open
B.2.3 Searching for Product
B.2.3.1
Locate Adobe Reader DC icon on monitor taskbar
B.2.3.2
Click icon once to open or reveal database if already open
B.2.3.3
Press Shift+Ctrl+F to open advanced Search window
B.2.3.4
Identify most effective search criteria available
B.2.3.5
Enter criteria in search box
Design Document

B.2.3.6
B.2.3.7
B.2.3.8
B.2.3.9
B.3
B.4
Click Search
Review results and locate correct product
Click product result to view information
Exercise using hot product number
B.2.3.9.1 Review results
B.2.3.10 Exercise using hot product name (Gucci handbag)
B.2.3.11 Exercise using specific term (designer wristlet)
B.2.3.12 Exercise using generic term (glass mirror)
B.2.3.13 Exercise using new (new products)
Utilizing the database creatively
B.3.1 Answering highly granular product questions
B.3.1.1 Ask participants to share examples from their experience
B.3.1.2 Leveraging product information layout
B.3.1.3 Role play exercise
B.3.1.4 Review results
B.3.2 Vague product descriptions
B.3.2.2 Leveraging generic search terms
B.3.2.3 Methods of clarifying customer requests
B.3.3 Open-ended customer requests
B.3.3.2 Leveraging new and hot product search terms
B.3.3.3 Methods of making product suggestions
Review and summary
B.4.1 Summary of the searchable database
B.4.2 Questions
Telephone Etiquette Training

C. Handling Phone Calls
C.1 Introduction
C.2 Handle Phone Calls
C.2.1 Initiating the Conversation
C.2.1.1.1 Greeting the customer
Design Document

C.2.1.1.2 Introducing yourself
C.3 Identifying the problem/need
C.3.1.1.1 Actively listen to the customer
C.3.1.1.2 Find the root cause of the problem
C.4 Offering a solution
C.4.1.1.1 Being well versed with product knowledge
C.4.1.1.2 Justifying the benefits of a product
C.4.1.1.3 Answering queries of customers
C.4.1.1.4 Making hot product recommendations
C.4.1.1.5 Making a commitment
C.5 Handling difficult situations
C.5.1.1.1 Keeping a positive and enthusiastic tone
C.5.1.1.2 Staying calm in challenging situations
C.5.1.1.3 Accepting your mistakes
C.6 Ending the call
C.6.1.1.1 Introduce new products to customers
C.6.1.1.2 Invite the shopper to shop again
C.6.1.1.3 Ask for feedback on earlier used products
C.7 Questions
Media
The following are the course media items:
PowerPoint slide presentations
Course job aid handouts
Scripts for customer interactions
Audio/Video presentations of database use and customer service situations
Paper copies of product catalogs, to backup the database as necessary or for unique customer
issues
Facilitator Guide
Assessment Guide
Development Tools
To develop this course, access to the database is necessary to construct the curriculum. From this point,
to further develop the course Microsoft Word, PowerPoint, and Adobe programs will be used for
presentation and printed course materials. Microsoft PowerPoint will be used for presentations and
Microsoft Word will be used to develop most of the printed materials.
Development Time
The total development time for this project is 240 hours.
Design Document

Support Requirements
The following are the training support requirements:
Access to training room and workspace
Consumable supplies to support ILT
Computer systems with accessible product data base
Training schedule approved by project sponsor
Training times and locations arranged for supervisors and telephone operators
Continuous access to subject matter experts
Ownership
Ownership of this training is designated to the following:
PJ Enterprises: ownership of the program upon completion of the initial training.
Team One Consulting, LLC: maintain and update training materials for 90 days following the
completion of the project.
Project Sign-off
Please sign below indicating agreement with the proposed course plan and
approving start-up of the development phases.
Design Document
Instructional Designer
Date
Project Manager/Sponsor
Date
PJ Enterprises Product Knowledge and Information Access, and Telephone Operators Skills Course Design Document,
cont;d.
Appendix A: Job Task Analysis
Design Document
cont;d.
Appendix B: Detailed Course Outline

Mins.
Design Document
Task / Topic / Key

Concept
Objective
Instructional
Method
Assessment
Method
Assessment
Description
Visuals / Media
Support
cont;d.
Mins.
Task / Topic / Key

Concept
Objective
Instructional
Method
B.2.2
20
Accessing the database
Given the telephone

operator computer
system, learners will
locate and open the
Adobe Reader DC
database
Demonstration of
procedure
B.2.3
40
Searching for product
Given products,
learners will use the
database to locate
the products
Demonstration of
procedure
Design Document
Assessment
Method
Application of
procedure
Application of
procedure
Assessment
Description
Learners will:
Locate the
database
Open the database
Learners will be
given specific search
criteria for:
a hot product name
(Gucci handbag)
a specific term
search (designer
wristlet)
a generic term
search (glass
mirror)
a new product
search (new
products)
Visuals / Media
Support
Desktop
database icon
image
Product
images of
Gucci
handbag,
designer
wristlet, glass
mirror, and
new products
Database
search
function
images.
cont;d.
Mins.
C.2
10
Task / Topic / Key

Concept
Initiating the Conversation
--------------------------------Guidelines: Telephone
operator at a typical
workstation using the
standard telephone system
and access to the product
database.
Design Document
Objective
By the end of
the training,
learners will
demonstrate
best practices
to greet the
customer.
Instructional
Method
Assessment
Method
Assessment
Description
Visuals / Media
Support
Demonstration
of Principles.
Application of
Principles.
Role play scenario

with facilitator to
assess the
students
performances.
The facilitator
will use a
standardized
checklist along
with one on one
discussion with
the student to
assess their
performance.
Show dialogues
on screen with
positive and
dull faces of the
TO.
-----------------Using the
standard TO on
the job operating
conditions, and
given two
scenarios; one
with a positive
start and another
with a dull start
Discuss the
impact of each
scenario.
10
Learners will be
tested on the
following:
How do the
learners
introduce
themselves to
the customers
What strategies
do they apply to
welcome the
customers
cont;d.
Mins.
C.3
10
Task / Topic / Key

Concept
Understanding the
customer requirement
standard telephone system,
telephone script, active
listening/comprehension
skills, and access to the
product database.
Design Document
Objective
By the end of the
training, learners
will demonstrate
active listening
skills and analyze
the requirement.
Instructional
Method
Assessment
Method
Demonstration
of Principles
Application of
principle.
-------------------Explain the
benefits of
active listening
by
demonstrating
poor listening
skills. You can
explain by
demonstrating a
situation.
11
Assessment
Description
Play two
recordings in
which customer
requirements are
captured. The
student will be
accompanied by a
facilitator during
the recording, the
assessed on their
interpretations of
the situations they
were presented.
In this activity,
learners will be
asked to identify
how the
requirement was
captured. The
main objective of
this activity is to
make learner
develop active
listening skills to
understand what
customer issues.
Visuals / Media
Support
Present an
active listening
picture (by
means of a
video) of the
behaviors of a
TO.
cont;d.
Mins.
C.4
15
Task / Topic / Key

Concept
Offering a solution
Objective
By the end of the
training, learners
will recommend
appropriate
products.
Instructional
Method
Assessment
Method
Demonstration
of principles.
Application of
principles.
Explain ways to
offer a solution
with the help of
a process
template.
Assessment
Description
Based on the
customer
requirements
stated in the
previous topic
(D.2.), ask the
learners to offer a
solution. The
student will be
assessed by a
facilitator using a
checklist prepared
for the scenario
and one on one
discussion at the
end of the role
played call.
In this activity,
learners will be
asked to
demonstrate the
steps on their
computer to access
product
information.
Learners will be
tested on their
product knowledge.
If they are well
versed with the
product knowledge,
then they will be
able to recommend
products.
Design Document
12
Visuals / Media
Support
Support the
content with
variety of
product images
presented in the
database and
copies of the
company
catalog if
necessary.
cont;d.
Mins.
C.5
15
Task / Topic / Key

Concept
Handling difficult
situations
product database.
Design Document
Staying calm in
difficult situations
Maintain a positive
tone
Being able to change

customers perspective
about product
Implement best
practices during the
scenario
Objective
Instructional
Method
Assessment
Method
Assessment
Description
By the end of the

training, learners
will apply best
practices (from a
template listing
approved company
best practices) to
tackle challenging
situations.
Ask learners to
share their
experiences of
difficult
situations.
Through
discussion with
the student, have
them
demonstrate or
identify the best
practices they
implemented (or
should have
implemented)
during the role
played
responses.
Application of
guidelines
through role
play scenario
In this activity,
learners will be
presented with
challenging
scenarios. They
will be tested on
the following:
13
-----------------Student will be
assessed by a
facilitator
using a
checklist
prepared for
the scenario
(including use
of best practice
solutions) and
one on one
discussion at
the end of the
role played
scenario.
Staying calm in
difficult
situations
Maintaining a
positive tone
Being able to
change
customers
perspective
about the
product
Implementing
best practices
during the
scenario
Visuals / Media
Support
Images
representing
difficult
situations
Template
listing
approved
company best
practices
cont;d.
Mins.
C.6
10
Task / Topic / Key

Concept
Ending the call
product database.
Objective
By the end of the
training, learners will
be able to
demonstrate ways to
close the calls.
Instructional
Method
Assessment
Method
Demonstration
of guidelines.
Application of
guidelines.
-------------------Describe ways
to end the call
with help of key
points listed on
the slide.
Assessment
Description
In this activity,
learners will be
asked to identify
the mistakes done
while closing the
call and its
impacts on
customer
relationships.
The objective of
this activity is to
help learners end
the call on a
positive note.
Play two
recordings in
which call closure
is recorded.
Student will be
assessed by a
facilitator in a one
on one discussion
at the end of each
recording.
Design Document
14
Visuals / Media
Support
Audio means to
play recordings.

Appendix C: Final Assessment

Searchable Database training
The idea is to test the learners knowledge based on accessing various products, applying appropriate filters
while searching for products, locating product information. Learners will be presented with questions and
will be asked to demonstrate the steps on their computer. This will be a time-bound activity as one of the
objectives of the training is to answer customer queries in less time. Learners will be given 10 minutes to
demonstrate 10 situations on the system. After 10 questions, the instructor will review the answers. It would
be shown on the big screen using the projector.
We will be able to come up with relevant questions once we have access to the system. But, here are a few
examples.
Question 1:
Find product XYZ in the database.
Question 2:
Customer ABC is asking for unique earrings. What products should you suggest to the customer?
Question 3:
Customer has asked to suggest new items that could be gifted on Thanksgiving. Which products will you
suggest?
Question 4:
Search the database for childrens shoes in the age group 2-10.
Question 5:
Customer XYZ wants to give a nostalgic gift to one of her friends. Her friend enjoys flowers and floral
prints. Which products would you suggest?
Question 6:
Access the database, by entering a search word to recommend three inspirational gifts for a co-worker.
Question 7:
Search the database and suggest two lamps appropriate for a bedroom nightstand.
Telephone Etiquettes training
Learners will be divided into 5 groups. Each group will have two members (One customer and one
Telephone operator). Each group will be given a scenario. They will be given 5 minutes for preparation, 3
minutes for demonstration. So, 5 + 3*5 = 20 minutes. Remaining 10 minutes will be utilized to debrief the
scenarios.
Role play scenario 1 for Group 1:
Peter, the customer, has bought a product few days back and has not liked it. Peter wants to return the
product and buy another product. PJ Enterprises does not have a return policy? How would you
communicate this to the customer?
Kelly has placed an order 3 days back. She was being told that the product would reach to her in 2 days.
However, she has not yet received it. How would you resolve this issue?
Design Document
15

Molly liked jewelry items in the catalog. However, she has had poor experiences in the past. So, she is in
two minds to buy the products. How would you make Molly change her mind and explain the benefits of
the product?
Sasha is the first time buyer at PJ Enterprises. She wants to buy Christmas gifts. How would you help her
get familiar with your offerings? What questions would you ask Sasha?
Sam wants to give a surprise gift to his wife on her birthday. He was thinking of giving a necklace. Sam has
asked for different variety of necklaces, ranging from 50 to 300 dollars. You start searching for the products
and apply appropriate filters in the system. Unfortunately, the network is very slow and it takes a lot of time
to populate data in the system. Sam gets annoyed due to this. How would you tackle this situation?
Design Document
16

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Design Document for

PJ Enterprises Product Knowledge and

Purpose of the Course

4 Customer Service Supervisors

Gender: Female (all members of the audience)

Age range: 18 to 60 years old

Average time with the company is 2 to 10 months

All are high school/equivalent graduates

Telephone Operators Experience: none to some with limited previous experience

PJ Enterprises Product Knowledge and Information Access, and Telephone

Course Seat Time

Instructional Architecture/Strategy for Course

Major Course Objectives

Navigate effectively through the product database.

Greeting the customers.

Engaging with customers; requests and concerns.

Closing the call with the customer.

Incorporate customer service skills while engaging with challenging customers.

Demonstrate competent database usage skills while engaging with customers.

PJ Enterprises Product Knowledge and Information Access, and Telephone

Learning Assessment for Course

PJ Enterprises Product Knowledge and Information Access, and Telephone

Telephone Etiquette Training

PJ Enterprises Product Knowledge and Information Access, and Telephone

PowerPoint slide presentations

Course job aid handouts

Scripts for customer interactions

Audio/Video presentations of database use and customer service situations

PJ Enterprises Product Knowledge and Information Access, and Telephone

Access to training room and workspace

Consumable supplies to support ILT

Computer systems with accessible product data base

Training schedule approved by project sponsor

Continuous access to subject matter experts

PJ Enterprises: ownership of the program upon completion of the initial training.

Appendix A: Job Task Analysis

Appendix B: Detailed Course Outline

Task / Topic / Key

Task / Topic / Key

Accessing the database

Given the telephone

Searching for product

Task / Topic / Key

Role play scenario

Task / Topic / Key

Task / Topic / Key

Task / Topic / Key

Being able to change

By the end of the

Task / Topic / Key

PJ Enterprises Product Knowledge and Information Access, and Telephone

Appendix C: Final Assessment

PJ Enterprises Product Knowledge and Information Access, and Telephone

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