Design Document for

PJ Enterprises Telephone Operator Training

By Optim Learning Solutions

Document Description
The purpose of this document is to provide PJ Enterprises with a detailed
overview of the learning components of the telephone operator (TO) training
program designed by Optim Learning Solutions (OLS).

Purpose of the Course

The purpose of this project for PJ Enterprises is to improve customer satisfaction
scores, achieve consistent call performance, decrease call times, and increase
sales for TOs. As a result of implementing Telephone Operator Training and the
Product Guide, PJ Enterprises and OLS anticipate an increase in customer
satisfaction and reaching the targets set by PJ Enterprises for 2017.

Audience Description
The audience for the course consists of 25 telephone operators at PJ Enterprises.
The operators have the following characteristics:
Age: Between 18-60, with most under 35 or over 55
Gender: Female
Education: All have high-school diplomas or GEDs. A few have
completed some college, but none have a college degree.
Experience: Levels of experience vary. Most have limited customer
service experience. Some have little prior work experience.
Customer service supervisors (CSSs) are former telephone operators that
achieved a level of success in their prior role. These supervisors may also attend
the training at some point so they can assist in facilitation. They can also assist
with roleplays and assessments. With the exception of tenure at PJ Enterprises,
the backgrounds of CSSs are similar to that of TOs.

Course Description
This course includes all tasks that TOs must carry out when interacting with
customers over the phone including using the call script and Product Guide, and
handling common call situations and difficult calls. Because this course marks
the introduction of standardized scripts and Product Guide, all TOs will attend
every part of the course. This will promote a cohesive understanding among the
TOs of how to utilize the Produce Guide and how to handle calls while also

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ensuring a consistent experience for customers in their future interactions with PJ

Enterprises.

Course Seat Time

This course is four (4) hours in length.

Instructional Architecture/Strategy for Course

The primary architecture for the course is directive. Information will be
sequenced and organized by the instructor, then delivered live to the learners TOs
will have ample opportunities to react and discuss their insights, ideas, and
experiences; they will also receive immediate corrective feedback. Though there
will be opportunities for problem-solving and some far transfer performance
during the scavenger hunt and the scenario-based role plays, the overarching
architecture will employ near transfer performance by the learners and be
predominantly directive.

Major Course Objectives

At the end of this course, TOs will be able to demonstrate the following:
Given a standard computer workstation as used by PJ Enterprises, TOs
will be able to locate the Product Guide icon and launch it.
Given a difficult customer situation, TOs will follow the Listen Share
Clarify Present Ask (LSCPA) model and provide requested information
to customers within five minutes.

Learning Assessment for Course

A certification process will validate TO competency on use of the Product Guide,
and the call process. To obtain certification, learners must demonstrate
competency on the points described in a graded checklist. Successful learners
will demonstrate correct use of the Product Guide and use the LSCPA model to
successfully handle two customer calls in a triad role play.

Course Outline
The outline below shows the components of the Telephone Operator Training
program:

I. Course Introduction: TO Customer Service Excellence

A. Welcome
B. About your facilitator
C. Course materials
D. Audience
E. Course objectives
F. Agenda & lessons

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G. The importance of practice: Role play & scenarios

H. Exclusions
I. Questions
J. Icebreaker
II. Lesson 1: Using the call scripts
A. Lesson 1: Introduction
B. New customer opening script
1. Intro PJ Enterprises
2. Intro self
C. Scenarios/role play activity
D. Call closing script
E. Exercise: Role play activity
F. Overview of job aid
III. Lesson 2: Using the Product Guide
A. Lesson 2: Introduction
1. Why use the Product Guide?
B. Accessing the Product Guide
C. Locating product information
1. Search by product code
2. Search by keyword
3. Find product information
D. Exercise: Product information scavenger hunt
E. Overview of job aid
IV. Lesson 3: Handling common call situations
A. Lesson 3: Introduction
B. Taking orders best practices
C. Answering customer questions best practices
D. Communicating product information to customer
E. Exercise: Role play
V. Lesson 4: Handling difficult call situations
A. Lesson 4: Introduction
B. Initiating a return
C. Handling customers with vague requests
D. Handling irate customers
E. Resolving customer complaints
F. Escalating customer problems
1. When to escalate a customer problem
2. How to escalate a customer problem
G. Exercise: Role play
VI. Review
A. Key takeaways
B. Q & A
C. Certification & evaluation

Media
The course will be facilitated by the instructor, who will provide introductions,
communicate objectives and agenda and present the lesson material. Roleplays
and assessment will be observed by the instructor and supervisors.

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Media used to facilitate the course will include:

Instructor.
PowerPoint slide presentation.
Electronic Product Guide.
Audio recordings and transcripts of irate customer call examples.
Printed job aids for using Product Guide with screen shots.
Printed job aid for LSCPA model handout.
Printed scavenger hunt list.
Printed LSPCA model observation grade sheet.

Development Tools
This course will be developed using Microsoft Word, PowerPoint, Audacity, and
Adobe FrameMaker.

Development Time
This course will require 160 hours to develop this training. In addition, it will
require 240 hours for the creation of the Product Guide and 16 hours to deliver
the training (4 hours per quarterly training session).

Support requirements
To complete the course, PJ Enterprises management will provide Subject Matter
Experts (SMEs) or written resources to assist OLS in the following ways:
Obtain detailed steps and guidelines for tasks.
Provide any existing documents in paper or electronic form.
Manage printing of training materials
Provide training room and supplies.
Review all documents in a timely fashion and give feedback on these
documents in terms of accuracy and completeness, including steps,
guidelines, scenarios, concepts, and related knowledge.
Assist OLS to schedule training and ensure trainees attend.
Allow staff not receiving the training to assist in role plays and other
activities requiring someone to play the customer role, thus allowing all
staff attending the training to participate in the TO role.

Ownership
PJ Enterprises assumes all responsibility for inclusion and accuracy of content,
and will own all completed materials.

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Project Sign-off
Please sign below indicating agreement with the proposed course plan and
approving start-up of the development phases.

Scott Kramer
Instructional Designer Date

Stephanie Boysen
Project Manager Date

Project Sponsor Date

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Appendix A: Job Task Analysis

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Appendix B: Detailed Course Outline

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

Lesson 2: Using the Product Guide

III. 10 Introduction NA Presentation of NA NA Slide with
facts course title
A. Why use the
and objectives
Product Guide?
Product Guide
overview video Product Guide
overview
video
III. 10 Accessing Product Given a Instructor NA NA Computer
B. Guide standard demonstration projection of
computer instructor
Show icon on
workstation as demonstrating
screen
used by PJ how to access
Click icon Enterprises, Product Guide
TOs will be
Launch Product able to locate
Guide the Product
Guide icon
and launch it.

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

III. 30 How to locate product Given a Instructor Demonstrate Learners will Computer
C. information: product code demonstration proficiency with participate in projection of
& or keyword, task using task. scavenger hunt to instructor
D. Search by
the TO will procedural steps locate product demonstration
product code
locate product information at the
Search by information in end of the lesson.
keyword less than 1 Instructor led Learners will
minute. practice practice
Find product exercises Learners will use a locating
information printed list of products and
customer call product
requests to retrieve information on
product information their
by searching with computers.
product code and
keyword.
Printed
scavenger
Instructor will hunt handout
review results and
give immediate
feedback in a group
discussion format.
Lesson 4: Handling Difficult Call Situations
V.A. 5 Introduction NA Presentation of NA NA Slide with
facts lesson title and
objectives

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

V.C. 60 Handling irate customers Given a Demonstrate Practice or Learners will PowerPoint
difficult task or role play, demonstrate task participate in a triad presentation of
customer application of with role play. observation that LSCPA
LSPCA model situation, TOs principles, and includes the roles of
will follow the guidelines/rules. customer, TO, and
Listen to
LSCPA model observer. Audio clips
customer
to achieve a and transcript
concern
positive examples of
Share concern resolution in TOs will role play irate customer
with customer under 5 handling an irate calls
minutes. customer using the
Clarify in form LSPCA model and
of a question be evaluated with a Printed
(paraphrase) checklist grade sheet. LSCPA model
Present a handout
solution to
address concern
Printed
Ask for LSCPA model
customer's observation
agreement to grade sheet
perform a given
action on his/her
behalf

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

55 Review/Summary Given a NA Practice or The final summative Handout of

difficult demonstrate task assessment includes grading
Cumulative
customer with role play. small group (triad) checklist and
assessment
situation, TOs role play exercises role play
will follow the graded using a scenarios list
LSCPA model checklist (grading
Computer
and provide matrix).
access to
requested
product guide
information,
within 5
minutes.

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Appendix C: Final Assessment

Assessment Description
The final summative assessments will be administered after the last lesson and
includes a small group (triad) role play exercise, that will be graded by a peer using
a checklist (grading matrix). Assessments will be observed by instructor and
supervisors to certify accurate reporting.
Prior to assessment, the instructor will review the grading checklist with learners
so they understand what will be observed in the final roleplay.
Instructor will demonstrate the assessment process in a triad to model using a
provided scenario. Instructor will take questions from learners regarding what they
observed. Learners will then have the opportunity to practice a scenario in a triad
for 5 minutes prior to assessment.
The triad will include one learner as the Customer, one as the Telephone Operator
(TO) and the third as an observer who will use the grading checklist. The TO
playing the Customer will get a list of common difficult call scenarios developed
from interviews with TOs and Customer Service Supervisors (CSSs). Each group
will use each scenario once.
If possible, demonstrate this activity with the help of two CSSs. This will allow all
TOs an opportunity to review the process so that they understand what they must
do to obtain certification. It will also provide a valuable training opportunity for
CSSs who may be tasked with delivering this training course and certification
process at a later date.
During the role play, the observer will use a checklist to identify key performance
factors such as demonstrating the opening and closing script, using each part of the
Listen Share Clarify Present Ask (LSCPA) model, accessing the Product Guide,
and finding and delivering the requested information to the Customer.
After 5 minutes, the role play will end and the learners will switch roles. Each
learner will interact in two role plays, and observe the others in the triad; therefore,
each learner will play each role twice, once for each of the other learners.
After assessment, learners will receive their graded checklists. A passing score
results in certification. A non-passing score will require revisiting the areas missed
and participating in a subsequent roleplay to ensure certification.

Directions to the Instructor

Use the information below to conduct the assessment.

Objective

To obtain certification, learners will get no more than two (2) mistakes on either
peer graded checklist.

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Time Length

All teams will be assessed simultaneously; the whole assessment will run between
4555 minutes.

Step 1: Explanation to Learners

Divide into a group of three and choose a role: TO, Observer, Customer. You will
have the opportunity to interact in two role plays, and observe the others in the
triad; therefore, each learner will play each role twice, once for each of the other
learners. Learners should change roles so that different people have an opportunity
to act as Observers.
In the first round, the Customer should choose one situation from the Difficult (D)
column of the list of customer role play scenarios. In the second round, the
Customer may choose either a difficult or very difficult scenario. In the final
round, the Customer should choose a Very Difficult (VD) scenario.

Role Responsibilities for Learners

Telephone Operator: Answer a customer call as if you were getting a real call
in the queue. Using the skills learned in this course, provide a successful
service experience using the LSPCA model.
Customer: Use the facts provided in the scenario to put yourself in the
customers shoes and speak to the TO. Try to bring an authentic and
challenging feeling to the call, but let the TO work the LSPCA steps to
completion.
Observer: Observe the interaction between the TO and the Customer. Use the
checklist provided to evaluate if the TO meets the criteria in the checklist.
Provide feedback to the TO during the review portion of the activity.

Step 2: Explanation to Learners

When you are the Observer for the other TOs in your triad, use the grading
checklist to assess their tone, process, style, and success. Remember, be objective
and critical in your assessment. This is the best way to assure that you and your
colleagues will meet the organization's strategic objectives.
Take a moment to review the items in the checklist before we begin. For each item
on the list, place a checkmark or X in the appropriate column. Do not leave any
items blank. If you have questions about these items or what TOs must do to
succeed on them, ask now.
If there are no questions, we will begin the assessment now.

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Sample 1: Grading Checklist for Learners

Distribute this checklist to the learners before beginning the assessment.

TO Certification Tasks Done Done TO did not

correctly incorrectly do this

Used opening and closing

scripts

Listened to customer's
concern

Shared concern with

customer

Clarified issue in form of a

question to ensure
comprehension of concern

Presented a solution to
address concern

Asked if he/she might

proceed and if customer
accepts resolution

Accessed the Product Guide

correctly

Located product information

within 1 minute

Transferred customer to CSS

if appropriate

Completed call within

allotted 5 minutes

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Sample 2: Customer Role Play Scenarios for Final

Assessment
Explain to learners that a difficult conversation is defined as a call when the
customer does not just give you the product number or the name of the product,
and you need to use LSCPA to figure out how to resolve the customers issue or
provide the solution and/or the information the customer needs.
Give each team a copy of the customer role play scenarios and tell them that each
TO should face one call from each column as per the explanation above in Step 1.

Difficult Very Difficult

Customer says the product is too small An irate customer was mailed the
or is smaller than it looks in the photo. wrong product.

Customer says the product is the An irate customer complains that the
wrong color, or the color looks ordered item got there too late for a
different than the photo. birthday.

Customer is looking for something Customer is irate because the product

with hearts on it for his/her partners arrived damaged.
birthday or Valentine's day but only
offers vague suggestions ("I don't
know, something for the bedroom wall
or dresser I guess?").

Customer's grandmother collects owls. Customer claims that he/she was

Customer can't find the catalog but overcharged for a product.
knows she likes your stuff.

An item appeared in last year's catalog Customer called before and was told
but not in this year's. Customer wants that the product is out of stock.
help finding something similar. Customer his/her mother for Mothers
Day.

Customer wants to return a product Customer ordered a product three

because, "It's just not what I was weeks ago and it never arrived.
looking for."

Customer describes a product from Customer says the quality of this

memory without catalog using vague product is horrible and not what it
language. seems in the description or photo.

Customer tries to get a sale price on Customer used this product for 6
something that is no longer on sale. months and then it broke.

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