Customized Customer Engagement Currciculum 2

CUSTOMIZED CUSTOMER
ENGAGEMENT
Published by
HEART TRUST/NATIONAL TRAINING AGENCY
Produced by
Learning Resources Development Unit

Gordon Town Road
Kingston 7
Jamaica W.I.
This material is protected by copyright ©. Copying this material or any part of it by any
means, or in any form, including digital is prohibited, unless prior written permission is
obtained from the HEART Trust/NTA.
© 2017
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TABLE OF CONTENTS
PAGE
INTRODUCTION…………………………………………………………………… i
MODULE HOURS…………………………………………………………………………… iv
MODULE 1 ORIENTATION TO THE OCCUPATION……………………. 1
References……………………………………………………………………………………… 9
MODULE 2 CUSTOMER ENGAGEMENT OPERATIONS………………... 10
References………………………………………………………………………………………. 17
MODULE 3 COMMUNICATING WITH CUSTOMERS……………………. 18
References……………………………………………………………………………………….. 31
MODULE 4 CONNECTING WITH LOCAL AND FOREIGN CALLERS….. 32
References………………………………………………………………………………………….. 41
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INTRODUCTION
HEART Trust/NTA has adopted, as a policy, a competency-based approach for the design,
development, and presentation of instructional materials in all its training programmes. This
concept is closely linked with the thrust in Technical Vocational Educational and Training
towards competency based training and performance based assessment. Competency by its
definition relates to the ability to demonstrate the requisite knowledge, skill and attitudes in
carrying out/ performing a specific task at an acceptable level.
This curriculum is presented in a modular format, and is benchmarked against the Competency
Standards for Customer Engagement of the Business Services industry developed by the
National Council on Technical Vocational Education and Training (NCTVET). Modules cover
major areas of competencies and are an organized group of “learning experiences assembled to
achieve a specific group of related objectives.”1 Each modular unit is designed to be self-
contained so that the successful completion of training in a modular unit would ensure the
acquisition of the minimum skill levels for performing the activity under employment conditions.
The modular training system allows for the continuous adaptation of training programmes and
independent units can be combined to suit the needs of individual learners, technical
development and to reflect changes in the occupation.
MODULE FORMAT
Each module embodies the following components:
Module Overview
The module overview gives a synopsis of the module and highlights what the learner must be
able to do in order to demonstrate competence.
Suggested Theory and Practical/Lab Time
The suggested theory time represents recommended contact hours between learners and the
facilitator for instruction in the theoretical aspects of the module.
The suggested practical/lab time represents recommended contact hours between learners and the
facilitator in which learners are given opportunities to apply the theoretical concepts and
principles (theory) learnt in practical tasks/activities, with/without guidance of the facilitator.
1
Caribbean Glossary of Literary Terms (CATVET ILO 1991)
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Knowledge Requirement
This component focuses on the cognitive domain and deals with the principles of operations,
theories, and related knowledge, which must be applied in the performance of the practical
activities.
Performance Requirement
This component focuses on the psychomotor domain and describes what the learner must do to
demonstrate competence. These are specific operations/activities which the learner must master.
Attitudinal/ Critical Employability Skills Requirement
This aspect focuses on the appropriate types of behaviour that the learner must employ in
carrying out the specific learning activity.
Related Content
This aspect highlights specific information/content pertinent to the knowledge requirement.
Instructional Strategies (Methods and Media)
This component specifies how the different types of instructional strategies (methods and media)
can be used to facilitate effective instructional delivery. The following list is by no means
exhaustive and it is assumed that the facilitator will utilize many other creative methods of
instruction.
Demonstrations On-the-job training DVD

Illustrated lectures Roleplay CDs
Guided practice Subject matter experts Videos
Tutoring/coaching Discussions Document Cameras
Individual training Individual study Multimedia
Case studies Study/field trips Podcasts
Panel discussions Audio tapes Blogs
Module Time
The module times suggested represent recommended contact hours between learners and the
facilitator. These time allocations are estimates and it is therefore anticipated that module hours
might be adjusted to meet the needs of individual learners.
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References
References suggested at the end of each module represent a sample of texts, internet websites
and audio-visual materials which have been found to be compatible with course requirements.
The selection is not exhaustive and facilitators/learners are encouraged to make use of other
reference materials which support the competency-based mode of the curriculum.
NOTE
Assessment
Assessment should be based on the objectives of the modules inclusive of the knowledge, the
performance and attitudinal/employability skills requirements. Careful attention must be paid to
the units of competency in the qualification plan of the Competency Standards for Customer
Engagement developed by the National Council on Technical and Vocational Education and
Training (NCTVET).
Assessment modes may include observation, practical exercises, rating sheets, self-evaluation,
and any other mode deemed appropriate by the assessor.
NOTE TO THE FACILITATOR
The underlying objective of all competency based training programmes is to promote a genuine
concern for the learning of each individual learner. When learning problems are identified
strategies must be employed to determine and address the cause. Provision must be made for
alternative teaching strategies based on the needs of the learner. Special programmes should also
be developed for learners with particular learning difficulties.
In any one group, learners will exhibit a range of skills/competencies and aptitudes and will
proceed at varying pace through the modules. Facilitators are therefore encouraged to be flexible
in order to allow learners to proceed in a manner compatible with their learning styles.
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MODULE HOURS
Module 1 ....................................................................................................... 20
Module 2 ....................................................................................................... 30
Module 3 ....................................................................................................... 30
Module 4 ....................................................................................................... 30
TOTAL MODULE HOURS………………………………………………………110 HRS
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MODULE 1
THE CUSTOMER ENGAGEMENT PROFESSIONAL
MODULE OVERVIEW
This module is benchmarked against the following competency standards:
1. BSBWOR0012A Work effectively with others

2. BSBCCO0031A Work in a customer engagement environment
3. BSSCRE0221C Observe ethical practices
4. ITCCOR0021D Comply with occupational safety and health procedures
The module deals with orientation to the occupation. It focuses on skills necessary for
maintaining a professional approach to employment, participating in workplace team, identifying
and reporting hazards and observing ethical practices.
Suggested Module Time: 20 Hours
EXPECTED OUTCOMES
Performance Requirements
The following are specific tasks that learners must perform to the required standards
1. Maintain a professional approach to employment
2. Participate in workplace team activities at all times
3. Report workplace hazards when identified
4. Follow steps in maintaining confidentiality
5. Follow steps for maintaining security procedures
6. Demonstrate appropriate conflict resolution techniques
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MODULE 1 THE CUSTOMER ENGAGEMENT PROFESSIONAL
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module
1. Outline relevant Occupational Health and Safety issues, procedures and regulations that
govern the work environment after reviewing relevant employ act
 OHS issues:
- Workplace environment and safety

- Use and maintenance of tools and equipment
- Handling and disposal of materials
- Protective clothing and equipment
- Removal of obstacles
- Personal grooming and hygiene
- Response to emergency, fire and accident
- Security of documents, personnel and equipment
 Legislation and procedures:
- Occupational Health and Safety legislation

- Organization safety procedures
- Workstations and work environment procedures
2. Distinguish between the roles/responsibilities of the organization and the employees as it

relates to health and safety in the workplace
 Responsibilities of employer (duty of care):
- Ensure working environment is safe and without risks to health and safety
- Provide information, instruction, training and supervision to ensure
employees‟ health and safety
- Use hazard identification and risk control processes to fulfil legal obligations
 Responsibilities of employees:
- Take precautions to prevent harm to themselves or others

- Comply with workplace policies and procedures
- Participate in hazard identification and risk control process
- Report OH&S hazards
- Report incidents and injuries
- Use work tools and equipment in accordance with training instructions
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Knowledge Requirement (Cont’d)
3. Examine relevant legislations that affect business operations with the customer
engagement environment
 Government Legislations which affect business operation, especially in regard to

Occupational Health and Safety and environmental issues:
- Equal opportunity
- Employment laws
- Industrial relations
- Anti-discrimination
 Relevant industry codes of practice
4. Discuss the rationale for operating within reporting protocols, policies, and procedures of
customer contact organizational structure
 Organisation’s goals and objectives may be stated or implied by the way the
organisation conducts its business, as well as other indicators such as the
following :
- Organisational values and behaviors

- Flexibility, responsiveness, financial performance
- Work procedures and procedural manuals
- People management, interpersonal communication
- Business planning, marketing, and customer service
5. Establish the value of projecting and maintaining a professional image in the work
environment
 Professional image may be displayed through:
- dressing appropriately
- treating others with respect
- acting in an ethical manner
- practising proper telephone etiquette
 Value of professional image:
- Maintains/contributes to image of organisation

- Attracts customers (first impressions are important)
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6. Outline considerations for assimilating individual operations into contact centre

operations and infrastructure
 Considerations for assimilation:
- Aligning individual objectives with organisational goals/objectives

- Awareness of role in the organisation
7. Discuss typical personal performance requirements and expectations in a contact centre

and strategies used to achieve them
 Performance requirements may include:
- adherence to schedule
- call rates
- conversion rates
- customer satisfaction
- data entry quality requirements
- first contact resolution
- quality targets
- sales targets
 Strategies for achieving performance:
- Performance indicators
- Feedback from superiors/colleagues
- Personal assessment
8. Explain the purpose and aims of performance management and performance

requirements/expectations
 Aims:
- Align individual objectives to organisational objectives

- Ensure compliance
- Facilitate individual/team growth/improvement
 Requirements:
- Performance indicators
- Treatment of customers
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- Knowledge of products and services

- Knowledge of policies and procedures
9. Explain how to write effective short and long-term career objectives
 Effective objectives possess the following characteristics:
- specific
- measurable
- attainable
- realistic
- timely
10. Discuss the use of effective communication and conflict resolution techniques to
facilitate teamwork
 Communication/conflict resolution techniques:
- Active listening
- Being careful about what you say and how you say it
- Being open
- Communicating in a way that facilitates a problem-solving and caring climate
- Summarise what you discuss and make plans to continue the discussion towards
resolution
11. Outline principles of ethical work practices used by an individual/organisation with the
customer engagement environment
 Ethical principles include:
- confidentiality
- social and environmentally responsible behaviour
- honesty
- commitment to diversity
- adherence to established standards
- honouring commitments to clients, colleagues and supervisors
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 Workplace ethics may include:
- integrity
- honesty
- equity
- punctuality
- confidentiality
12. List general signs and sources of stress and fatigue
 Signs of stress include:
- headaches
- muscle pain
- blurred vision
- swelling
- stiffness
- watery eyes
- dizziness
Attitudinal/Critical Employability Skills Requirement
The following represent the attitudes/behaviours that learners must employ in carrying out the
learning activities
1. Adherence to health and safety policies and procedures
2. Demonstrate logical thinking when developing strategies to achieve performance

requirements
3. Display ethical practices through honouring commitments to colleagues and customers
4. Responsive when acting on feedback given
5. Practise clarity and conciseness when communicating at all times
6. Form judgement when dealing with colleagues and customers
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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)
The following strategies, along with additional creative ones, should be employed to facilitate
effective delivery of this module. In executing these strategies, serious consideration must be
given to the infusion of critical employability skills and Science, Technology, Engineering and
Mathematics
Occupational Health Role-Play
 Ask the learners to work in pairs to role-play how they would handle and report an OHS
issue. The role-plays should include the following:
- immediate actions that should be taken

- appropriate authorities to be informed
- the crucial information that should be gathered
- relevant documents that may need to be prepared
Learners should critique each role-play. Provide feedback.
Ethical Consideration Role-play/Discussion
 Allow learners to simulate scenarios that deal with ethical issues in the workplace. Issues
may include the following situations:
- Falsifying start or end times on your timecard / clocking in a friend

- Using company equipment / resources for personal / alternate business purposes
- Having a second job / part-time job with an industry customer engagement centre
- Giving a bad reference to keep an outstanding employee (what would you do if you
were in the boss‟s position, and if you were in the employee‟s position?)
- You work in a company where you have access to personal information such as
telephone number, credit card number, Social Security or TRN number (would you
use them for personal activities?)
- A customer is verbally abusive (what would you do?)
- You are called by an unsatisfied customer, who wants to return a faulty product. It is
the company‟s policy not to accept returns without receipt. The customer does not
have one (what would you do? What should the company do?)
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SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)(Cont’d)
 Facilitate discussion on how to apply appropriate codes of acceptable and ethical

practices to each scenario. Select a scenario which is particularly controversial and
arrange teams to debate for and against the ethical resolution of the situation.
Allow for peer critique/feedback.
Preparing for Work Simulation/ Guided Practise
 Ask learners to work in pairs to conduct a mock interview, with one learner being the
interviewer and the other the interviewee. Prior to the activity, assist them in developing
a checklist for the interviewer. Include in the questionnaire, key questions that an
employer in a BPO setting would ask a prospective employee.
 Send learners to the website https://career.guru99.com/top-25-call-center-job-interview-

questions/ to select about ten (10) of the key questions that a BPO Manager would
normally ask in an interview. Ask this learner to generate a checklist with the questions
and use them to conduct the interview with the other learner/interviewee.
 Review with learners who will play the role of interviewees, tips for doing a good
interview. These should include the following
- mode of dress- modest and professional

- hygiene
- hairstyle that is suitable for work
- a positive and confident attitude
- tact and politeness in asking questions
- use of standard English
- being courteous, pleasant and have a smile
Observe learners as they conduct interviews and assess their performance. Convey
feedback to them on their strengths and weaknesses and provide further guidance where
necessary to help them to improve their performance.
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REFERENCES
The references below are not exhaustive and other reference materials need to be accessed
and used
1. Amicus. (2006). Amicus guide to health and safety in call centres. Retrieved July 20,
2017, from http://amicustheunion.org/pdf/callcentreheaalthandsafety.pdf
2. Beich, E. (2001). The Pfeiffer book of successful team building tools: Best of the annuals.
San Francisco: Pfeiffer-Jossey/Bass.
3. Blonna, R.(1996). Coping with stress in a changing world. St. Louis, MS: Mosby-Year
Book Inc.
4. Boone, L. E. & Kurtz, D. L. (n.d.). Contemporary business communication.
5. Bourne, L., & Scott, P. (1994). Administration (NVQ level 2, (2nd ed.) Pitman Publishing,
London, England.
6. Captain safety: Episode 3 avoids safety hazards [Video]. (n.d.). Retrieved July 23, 2017,
from http://www.youtube.com/watch?v=oJHy2239CcU&feature=related.
7. Learning Management Services Department. (2002). Call contact centre agent (level 1).
Kingston, Jamaica: HEART Trust/NTA
8. Learning Management Services Department. (2003). Customer service representative

(level 1). Kingston, Jamaica: HEART Trust/NTA
9. Learning Management Services Department. (2005). Communicate effectively in a

customer contact centre (LG – ITCCOR0011A). Kingston, Jamaica: HEART Trust/NTA
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MODULE 2
CUSTOMER ENGAGEMENT OPERATIONS
MODULE OVERVIEW
This module is benchmarked against the following competency standards
1. BPOCUE0012A Prepare for work in a customer engagement environment

2. BSBBAD0081C Develop keyboarding skills
3. BPOCUE0022A Conduct customer engagement (inbound and outbound)
This module involves activities for conducting customer engagement. The module highlights
activities for choosing correct computer function keys, developing keyboarding skills, preparing
for customer engagement, and providing in-bound and out-bound customer engagement.
Additionally, developing multitasking techniques such as conversing, researching, retrieving and
pasting information simultaneously are key areas included.
EXPECTED OUTCOMES
1. Choose correct computer function keys
2. Demonstrate appropriate keyboarding skills
3. Simulate steps for conducting customer engagement
4. Provide quality customer service in response to customer queries
5. Demonstrate multitasking techniques when conducting customer engagement
6. Apply alpha numeric keyboarding skills
7. Adjust workplace furniture and equipment to suit ergonomic requirements
8. Demonstrate speed and accuracy in accordance to workplace requirements
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MODULE 2 CUSTOMER ENGAGEMENT OPERATIONS
the module
1. Describe specific customer engagement operations and relate them to the customer
engagement centre
 Specific customer contact operations may include:
- technical support
- debt collection
- customer support
- data collection
- information services
- marketing
- sales
- service provision
- combination of the above
2. Outline different types of ergonomic requirements as they relate to computer operations
 Ergonomic requirements:
- Workstation height and layout

- Chair height, seat and back adjustment
- Footrest and hand rest
- Screen position
- Keyboard and mouse position
- Document holder
- Posture
- Anti-glare screen
- Lighting
- Noise minimization
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3. Identify the different keyboard functions
 Keyboard functions/features include:
- Function keys (F1 to F12)

- CTRL keys
- ALT keys
- Home key (A-S-D-F keys for the left hand, and the J-K-L-; keys for the right
hand)
- Windows key (if using a Windows PC)
- Arrow/cursor keys
- Alphanumeric keypad
- Toggle keys (Caps Lock, Num Lock and Scroll Lock)
- Keyboard Shortcuts (Ctrl+V; Ctrl+X; Ctrl+O; Ctrl+S; CTRL+ C
Ctrl+Alt+Delete; use of the Shift key etc.)
4. Examine methods for developing speed and accuracy in keyboarding
 Methods for developing speed and accuracy:
- Select a suitable keyboard

- Familiarize self with keyboard
- Position fingers properly
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5. Explain the importance of having good product knowledge
 Importance of product knowledge is evident in the factors below
- ability to analyse customers‟ needs or problems

- pride and confidence in product or service
- self-assurance
- ability to offer better customer service
- competence
- ability to communicate equally well with those who are familiar with
products/services and those who are not
6. Outline a variety of enterprise protocols for greeting customers
 Protocol may involve:
- speaking in a bright friendly and professional manner

- answering customers using enterprise script
- not using negative or emotive language
7. Outline techniques for establishing and clarifying customer needs
 Establishing customer needs:
- Listen keenly
- Build rapport
- Use appropriate questioning techniques
- Confirm understanding of customers‟ needs with customers
 Client’s specific needs and preferences relate to:
- preferences of different cultures/nationalities

- family status
- age
- gender
- available budget
- time availability
- specific interests, for example, religion, sport events
- special needs, for example, wheelchair access, language interpreters
disabilities
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8. Describe effective listening techniques
 Listening techniques:
- Give full attention to the client

- Keep mind focused on what the customer is saying
- Let the customer finish before responding
- Listen for the main ideas
- Ask questions to clarify
- Rephrase to show understanding of question
9. Outline techniques for arriving at an agreement with customers
 Getting to agreement with customer:
- Explain each alternative clearly

- Describe the advantages and disadvantages of each option
- Answer any questions customer may have about each option
- Explain why selection is the best option
- Give the customer time to think about proposal
10. Explain customer retention options that can be applied to engagement
 Customer retention options may include:
- loyalty programs or incentives

- offering value-added services or products
- re-contracting
- special offers as determined by the enterprise from time to time
11. Explain the importance of using standard English in the workplace
 Importance of standard English:
- facilitates communication process (clients and co-workers)

- eliminates potential language barriers (clients and co-workers)
- helps maintain professionalism
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The following are critical attitudes/behaviours that learners must employ in carrying out the
learning activities
1. Adherence to legislations, codes, and national standards
2. Consciousness of health and safety issues
3. Justify the importance of using technology correctly
4. Appreciate the importance of clarity and conciseness when communicating with

customers
5. Effectiveness in managing time
6. Display professionalism in work and related activities
7. Value the importance of communicating effectively with internal and external customers
8. Demonstrate an appreciation for using effective multitasking skills when engaging

customers
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Mathematics
Developing Keyboarding Skills Drill and Practice
Have learners demonstrate competency in identifying computer equipment and starting and
closing a computer session. Assign them tasks to demonstrate their ability to access help
information, skills in operating a mouse and keyboard and knowledge of file management
system.
Developing Multitasking Skills Demonstration and Guided Practice
Show the learners how to perform actions which involve multitasking, such as communicating
on the telephone effectively while researching, retrieving and pasting information
simultaneously. After each demonstration, provide volunteers with scenarios and ask them to
show the class how to perform required tasks. Facilitate peer critique. Guide the learners as
necessary. If possible, allow each learner to practise task.
Have learners demonstrate competency in practising keyboarding skills while using the
telephone and also the ability to assist a customer while using a mouse.
Developing skills for dealing with in-bound/out-bound customer engagement Guided-

Practice
Given the relevant work environment/equipment, demonstrate the following techniques/

procedures to the learners and then ask them to do same:
- Respond to customer inquiry
- Escalate difficult inquiries to designated person
- Process customer sales and orders
- Market and promote
Facilitate discussion with learners
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REFERENCES
and used
1. Bourne, L., & Scott, P. (1994). Administration NVQ Level 2 (2nd Ed.). London, England:
Pitman Publishing.
2. Glencoe Professional Series. (2003). Managing information in the workplace. USA:

Glencoe-McGraw Hill.
3. Hanks, F. (1996). Procedures for the office professional (3rd ed.). OH: South-Western
Educational Publishing.
4. Jaderstorm, S., & Miller, J. (2003). Business English at work (2nd ed.). USA:
Glencoe/McGraw-Hill.
5. Learning Management Services Department. (2005). Learner guide: Communicate in the

workplace. (LG-AGGCOR0032A). Kingston, Jamaica: HEART Trust/NTA.
6. Milner, J., & Morcock Milner, L. (2003). Bridging English (3rd ed.). New Jersey, USA:
Pearson Education Inc.
7. Murphy, R., & Gentleman, C. (1999). Business administration for NVQ 1 & 2. Stanley
Thomas (Publishers) Ltd.
8. Schmidt, W. V., & Gardner, G. H. (1995). Business and professional communication:

Managing information in an information age. Cincinnati, OH: South-Western College.
9. Skills for effective communication. Retrieved July 25, 2017, from

http://www.csufresno.edu/mediatormentors/training/materials/listening-tech.pdf
10. Teamwork and working in teams. Retrieved July 25, 2017, from:
http://itll.colorado.edu/GEEN1400/Templates/Textbook/Chapters/Ch06Teamwork%20an
d%20Working%20in%20Teams.pdf
11. The importance of effective communication. Retrieved July 25, 2017, from:
http://web.cba.neu.edu/~ewertheim/interper/commun.htm
12. Walton, S. J. (1995). Cultural diversity in the workplace. IL: Irwin.
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MODULE 3
COMMUNICATING WITH CUSTOMERS
MODULE OVERVIEW
1. ITCCOR0011D Communicate effectively in a customer engagement centre

2. BPOCUS0012A Deliver a service to customers
3. BSBCOR0161C Handle telephone calls
4. BSBBAD1283D Develop and use emotional intelligence
This module involves communicating with customers. The module focuses on communicating
with colleagues and customers using effective communication skills and emotional intelligence,
handling telephone calls, speaking to customers with fluency and providing quality customer
service.
EXPECTED OUTCOMES
1. Analyse communication channels to identify barriers
2. Communicate orally with customers and colleagues using Standard English
3. Modify accent to communicate with customers
4. Make telephone calls following workplace protocols
5. Answer telephone calls following workplace protocols
6. Transfer calls following workplace protocols
7. Provide quality customer service
8. Demonstrate techniques used to maintain customer privacy and confidentiality
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MODULE 3 COMMUNICATING WITH CUSTOMERS
Performance Requirements (Cont’d)
9. Assess the emotional state of customers and change approach in order to meet the
customers‟ needs
10. Demonstrate appropriate techniques for dealing with customers based on their emotional
state
the module
1. Summarise the communication process
 Communication process:
- sender (encoder)
- message (medium)
- receiver (decoder)
- feedback
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2. Discuss communication pathways available in customer contact centre and factors to

consider when selecting them
 Communication pathways:
- emails
- memorandum
- internal chats
- reports
- letters
- voice calls
- video calls
 Factors to consider when using communication pathways:
- Cost of using pathway

- Confidentiality, safety and security
- Speed
- Importance of urgency of message
- Appropriateness for type of message
- Relationship with receiver of message
3. Explain strategies for effective oral communication and active listening
 Strategies:
- Accurate note taking

- Focus on the speaker
- Attention to non-verbal cues
- Listening for the essence of the speaker‟s thoughts and major ideas
- Asking probing questions
- Being empathetic
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4. Explain how to use and recognise non-verbal cues
 Non-verbal cues:
- Body language
- Voice
- Speech
- Posture
- Symbols, including sign language
5. Outline protocols and etiquette for communicating with colleagues and customers via e-
mail
 Communicating via email:
- Use email as a tool to build and maintain relationships with customers (internal
and external)
- Respond to business emails in a timely manner
- Set email to auto-reply if you cannot respond in 24 hours
- Use a brief, descriptive subject title
- Be clear in your writing – use proper spelling, grammar and punctuation
- Do not write in capital letters
- Do not email or respond when angry or upset
- Copy (Cc) only when you wish to inform others but do not expect them to
respond
- Do not forward emails without the permission of the author
- Organise emails into folders
- Delete and purge emails and folders once per week
- Do not forward chain letters or libellous, offensive, racist or obscene remarks
- Add disclaimers to your emails
6. Explain the importance of using Standard English in the workplace while handling in-
bound and out-bound calls
 Importance of Standard English:
- facilitates communication process (clients and co-workers)

- eliminates potential language barriers (clients and co-workers)
- eliminates ambiguity
- maintains positive professional image
- enhances telephone etiquette
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7. Distinguish between professional and unprofessional customer service in a customer

engagement environment
 Professional customer service is characterized by the following
- providing the best experience possible

- showing respect to the customer
- solving problems quickly – turn complainers into advocates
- understanding that customer satisfaction is based on loyalty, identity, values and
relationships
- listening
- responding as soon as possible
- keeping clients updated
- going the extra mile
- fixing your mistakes
- keeping your promises
- being patient
- knowing everything you need to know
- being empathetic
 Unprofessional customer service is characterized by the following:
- being discourteous
- displaying inadequate knowledge of organisation
- transferring blame to colleagues/customers
- speaking negatively about organisation and others
- being unprepared for customer
- forcing personal beliefs and opinions on others
- projecting negative attitude
- using offensive language
8. Describe how to project a positive, professional image in the workplace
 Positive images include:
- knowing products and services

- treating customers with respect and courtesy
- being helpful and enthusiastic
- remaining calm in stressful situations
- being open to criticism
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- appropriate grooming (attire and hairstyle)

- showing maturity
9. State benefits of clarifying customers‟ needs and expectations
 Benefits:
- identifies each customer as an individual

- helps avoid stereotypes and generalisations
- helps avoid miscommunication/misunderstanding
- helps determine how best to help each customer
- demonstrates interest in customers
- gives company a positive image
11. Distinguish between confidential and non- confidential information
 Types of confidential information may be:
- name, date of birth, age, sex and address, etc.

- current contact details of family, guardian, etc.
- bank details
- service account numbers/information
- passwords
- credit card information
12. Explain techniques used to maintain privacy and confidentiality
 Techniques:
- Politely explain why you are unable to carry out their request citing privacy
policies/guidelines
- Do not provide customers‟ details to unauthorized persons
- Be alert – maintain your guard against savvy individuals seeking information
- Report identified breaches immediately
- Do not give out password
- Avoid leaving confidential information visible to others
- Never discuss confidential information with colleagues
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August 2017
13. Discuss how personal emotional strengths and weaknesses affect others in the workplace
 Emotional intelligence (EI) is the ability to recognize and control your own
emotions, and understand what those emotions are telling you. EI also means that you
can recognize the emotional wants and needs of others and respond appropriately.
 Four attributes of Emotional Intelligence:
- Self-awareness – you recognize your own emotions and how they affect your
thoughts and behavior, know your strengths and weaknesses
- Self-management – you are able to control impulsive feelings and behaviours and
manage your emotions in healthy ways
- Social awareness – you understand the emotions, needs and concerns of other
people, pick up on emotional cues and recognize the power dynamics in a group
or organisation
- Relationship management – you know how to develop and maintain good
relationships, communicate clearly, inspire and influence others, work well in a
team and manage conflict
 Typical emotional strengths include:
- social intelligence
- perseverance
- generosity
- self-control
- gratitude
- creativity
- forgiveness
- empathy
- open-minded
- communicative
- strategic thinking
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August 2017
 Typical emotional weaknesses include:
- anti-social tendencies
- aggression
- cynicism
- impatience
- moodiness
- prejudice
- complaining
- arrogance
- laziness
 Strengths will yield the following results:
- lead to increased productivity among team

- contribute to positive/harmonious work environment
- lift mood of others in the workplace
- motivate colleagues
 Weaknesses will yield the following results:
- lead to decreased productivity among team

- create tension and conflict
- demotivate colleagues
14. Discuss how to identify emotional triggers and strategies for controlling them
 Emotional triggers are events or people that consistently set off intense
emotional reactions within us. Triggers reflect a threat to our identity
 Typical triggers include:
- arrogant behavior
- aggressiveness
- condescension
- unashamed incompetence
- victim-syndrome or deliberate weakness
- lack of communication and follow-through
- avoidant or inconsistent behaviour
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August 2017
 Impact of emotional triggers:
- acute stress
- discontent
- interpersonal conflict
- negatively impacts relationships and career
- passive-aggressive behaviour
 To identifying triggers, one may:
- engage in self-reflection and examination

- or become aware of behaviours that cause mood to change
 Controlling triggers involves:
- thinking positively
- understanding your triggers
- being mindful of your responses
- learning to anticipate them
- thinking of triggers as intuitive messages alerting you to certain aspects of
yourself that need to be explored
- seeking professional help
15. Discuss relevant legislation, codes and national standards for handling telephone calls
 Organisation’s policy for handling telephone calls refer to the following:
- telephone etiquette (courtesy, politeness, clear articulation)

- greeting/style used
- responsiveness/timeliness
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August 2017
16. Discuss call principles for receiving telephone calls
 Call principles include:
- answering the phone promptly

- being warm and welcoming
- introducing yourself and your business
- speaking clearly
- not using slang
- asking before putting callers on hold
- telling callers when they are being transferred and to whom
- taking messages properly
17. Describe strategies for handling difficult and irate callers
 Strategies for handling irate callers:
- Listen
- Empathise
- Apologise
- Offer a solution
- Act on problem
- Follow through
18. Explain how to handle threatening or suspicious calls
 Handle threatening calls by reporting to:
- superiors
- or recording, if possible
19. Explain the importance of treating telephone calls as business opportunities
 Importance of treating each call as a business opportunity
- The manner in which a call is answered impacts the image of your business
- Each caller is a potential client or repeat client
- Telephone is one of the primary points of contact between customers and business
- Each call (in-bound or out-bound) is an opportunity to increase sales
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August 2017
20. Discuss procedures for escalating a call
 Guidelines for escalating calls
- Never offer customer to speak with your supervisor- allow them to ask.
- If customer asks for supervisor, try to handle situation as best as possible before
yielding to request.
- Before escalating call, notify supervisor.
learning activities
1. Accuracy when interpreting messages
2. Attention to details when listening
3. Clarity and conciseness when communicating
4. Openness to people from different cultures
5. Thoroughness when reading documents/scripts
6. Politeness and pleasantness when communicating with clients
7. Attention to details when listening to clients
8. Patience and composure when handling difficult and irate callers
9. Appropriateness when responding to threatening/suspicious calls
10. Promptness and responsiveness to clients‟ queries/requests
11. Confidentiality in handling calls
12. Sensitivity to the emotional state of colleagues
13. Thoughtfulness in providing opportunities for others to express emotions
LRDU – CCE – 1.0 28

August 2017
Mathematics
Vocal Technique Demonstration and Guided Practice
Demonstrate to learners, how to use vocal techniques to effectively communicate with clients.
Guide learners as they practise using each technique. Once learners have had some time to
become more comfortably with using the techniques, have them listen to a recording of a
customer engagement representative utilising the techniques and ask them to pay attention to
how the techniques are combined. Provide learners with a short script and ask them to record
themselves reading the script using the techniques. Allow them to listen to their recordings and
re-record as necessary. Monitor learners and provide feedback and support as needed. Allow
volunteers to play their recordings to the class. Facilitate peer critique and discussion.
Listening Exercise
Ask learners to work in pairs to complete this listening exercise. Learners should take turns with
one learner reading a list of questions provided to them and the other listening to the questions
and providing the answer. The following are some examples of questions that may be used:
In the series of numbers, “3-9-14-11-16”, what is the second number ?
In the list of words, “be-at-of-for-in, what is the word beginning with “a” ?
In the list of names, “Anthony, Richard, Jill, George, Amanda”, which begins with a “J”?
Answer true or false to the following: In the list of words “run-sun-snow-laugh-call”, the third
word mentioned is “laugh”
Have learners discuss their results. Provide feedback,
LRDU – CCE – 1.0 29

August 2017
SUGGESTED INSTRUCTIONAL STRATEGIES (Methods and Media)(Cont’d)
Emotional Triggers Simulation
Create a simulated call where learners are required to respond to an irate caller. Ask learners to
work in pairs to complete this activity. They should take turns as caller and agent. Have one
learner from each pair to act as the irate caller, guided by a script provided to him or her.
Encourage the caller to act naturally. The partner should act as the agent. The learners acting as
agents should utilise effective communication skills and demonstrate emotional intelligence in
responding to the irate caller and managing the situation. Facilitate peer critique and discussion.
Discuss learners‟ emotional responses as callers and agents and provide feedback.
Multitasking (Telephone and Keyboarding) Drill and Practice
Have learners demonstrate competency in practising keyboarding while using the telephone.
Challenge them to demonstrate the ability to speak with and assist a customer while operating a
mouse.
LRDU – CCE – 1.0 30

August 2017
REFERENCES
and used
1. Alexander, L.G. (1992). Longman English Grammar Practice for Intermediate Students.
United Kingdom: Longman Group.
2. Broukal, M. (2005). Grammar Form and Function Workbooks 3A & 3B. New York:
McGraw Hill.
3. Choy, T.W., & Chew, P. (1995). English in Basics – A Practical Handbook. Singapore:
Pan Pacific Publications.
4. Clark, L.R, et al. (1997). Business English and Communication (8th ed.). Ohio: McGraw
Hill.
5. HISEP. (2006). Language and Communication Part 1 (Stages 1, 2, and 3). Jamaica:
National Council on Technical and Vocational Training.
6. Jaderstorm, S., & Miller, J. (2003). Business English at Work (2nd ed.). USA:
Glencoe/McGraw-Hill.
7. Learning Management Services Department. (2005). Learner Guide: Communicate in the

Workplace (LG-AGGCOR0032A). Kingston, Jamaica: HEART Trust/NTA.
8. Milner, J. & Morcock-Milner, L. (2003). Bridging English (3rd ed.). New Jersey: Pearson
Education Inc.
9. Odell, L., et al. (2005). Elements of Language – Third Course. Harcourt Education
Company.
10. Peel, M. (1990). Improving your Communication Skills. United Kingdom: Kogan Page
Ltd.
11. Positive Form and Comparison of Adjectives. (n.d.). Retrieved August, 2008, from
http://www.ego4u.com/en/cram-up/grammar/adjectives-adverbs/adjectives
12. Robbins, L.M. (1996). The Business of Writing and Speaking. New York: The McGraw-
Hill Companies.
LRDU – CCE – 1.0 31

August 2017
MODULE 4
CONNECTING WITH LOCAL AND FOREIGN CALLERS
MODULE OVERVIEW
1. BSBDIV0011A Observe cultural differences of customers
The module examines principles and practices of cultural diversity in own country/region, its
impact on workplace communication and relationships and industry best practices for dealing
with persons from diverse backgrounds and cultures. It also introduces learners to North
American geography and culture such as identification of states and regions in the USA as well as
major time zones, American holidays, currency and consumer attitudes.
EXPECTED OUTCOMES:
1. Engage with local and international clientele
2. Overcome cultural barriers
3. Handle cross-cultural misunderstandings
the module
1. Define relevant terminologies/concepts
 Culture:
A set of accepted behaviour patterns, values, assumptions and shared experiences. It

is the way people process and interpret information
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August 2017
MODULE 4 CONNECTING WITH LOCAL AND FOREIGN CALLERS
 Cultural diversity:
- Acknowledging, understanding, accepting, valuing and celebrating differences

among people
 Cultural awareness:
- Developing sensitivity and understanding of another ethnic group. This usually

involves internal changes in terms of attitudes and values
2. Examine features of cultural diversity
 Features include:
- race
- language
- special needs
- disabilities
- family structure
- gender
- age
- religious practices
- sexual orientation
3. Outline the principles that underpin cultural awareness
 Principles include:
- practising respect - asking questions about personal preferences of others

- learning continuously about others in relation to self
- incorporating other people‟s cultural backgrounds, beliefs and values into the
service that is provided to them
- adjusting personal style to accommodate other beliefs and values
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August 2017
4. Discuss the various cultures of international groups
 International Groups:
- North American
- European
- Asian
- Middle Eastern
- Islamic
- Hinduism
- Judaism
 Understanding international groups includes awareness of the following:
- languages spoken
- forms of address
- levels of formality/informality
- non-verbal behaviour
- work ethics
- personal grooming
- family obligations
- recognized holidays
- customs
- product preferences
5. Examine industry best practices for dealing with cultural diversity at the workplace
 Best practices for responding to diversity:
- acknowledging cultural differences

- encouraging respect for different personal beliefs
- building an inclusive work environment
- facilitating team-building activities
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August 2017
6. Explain the value of human relations skills in dealing with customers from diverse
cultural and ethnic backgrounds
 Value of interpersonal skills in dealing with diversity:
- puts individuals at ease

- creates a welcoming environment
- fosters positive interactions and relationships
- makes individuals feel accepted
7. Identify the 5 regions and 50 states of which the United States of America (USA) is
comprised.
Regions West Southwest Midwest Southeast Northeast

States Washington Oklahoma North Dakota Arkansas (AR) Maine (ME)
(WA) (OK) (ND)
Oregon Texas (TX) South Dakota Mississippi New
(OR) (SD) (MS) Hampshire
(NH)
Idaho (ID) New Nebraska Louisiana (LA) New York
Mexico (NE) (NY)
(NM)
Montana Arizona Kansas (KS) Tennessee (TN) Vermont
(MT) (AZ)
Wyoming Minnesota Georgia (GA) Massachusetts
(WY) (MN) (MA)
Colorado Wisconsin Alabama (AL) Rhode Island
(CO) (WI) (RI)
California Iowa (IA) Florida (FL) Connecticut
(CA) (CT)
Nevada Illinois (IL) South Carolina New Jersey
(NV) (SC) (NJ)
Utah (UT) Missouri North Carolina Delaware
(MO) (NC) (DE)
Michigan Maryland
(MI) (MD)
LRDU – CCE – 1.0 35

August 2017
Regions West Southwest Midwest Southeast Northeast
Pennsylvania
(PA)
Ohio (OH)
Indiana (IN)
West Virginia
(WV)
8. List the six major time zones followed in the USA and the states which follow each.
 Major Time Zones in USA:
- Hawaii-Aleutian Time (Hawaii Standard Time)

- Alaska Time (Alaska Standard Time)
- Pacific Time (Pacific Standard Time)
- Mountain Time (Mountain Standard Time)
- Central Time (Central Standard Time)
- Eastern Time (Eastern Standards Time)
9. Discuss the features of Daylight Saving Time Policy.
 Features
- Daylight saving time begins 2 a.m. on the second Sunday in March

- Daylight saving time ends 2 a.m. on the first Sunday of November
- Daylight saving time is not observed in:
o Hawaii
o American Samoa
o Guam
o Puerto Rico
o The Virgin Islands
o Most of the Eastern Time Zone portion of Indiana
LRDU – CCE – 1.0 36

August 2017
10. Outline the range of American holidays
 American holidays include:
- Federal holidays –legal public holidays recognized by the United States

Government -Labor Day (first Monday of September)
 Memorial Day (last Monday of May)
 Independence (July 4)
 Columbus Day (second Monday of October)
 Thanksgiving (fourth Thursday of November)
 Veterans Day (November 11)
 Other holidays include:
- Martin Luther King Day (third Monday of January)

- Halloween Day (October 31)
- St. Patrick‟s Day (March 17)
10. Describe the denominations of the US currency.
 Denominations include:
one dollar note

(George Washington)
five dollar note

(Abraham Lincoln)
ten dollar note

(Alexander Hamilton)
twenty dollar note

(Andrew Jackson)
LRDU – CCE – 1.0 37

August 2017
fifty dollar note

(Ulysses S. Grant)
one hundred dollar note

(Benjamin Franklin)
five hundred dollar note

(William McKinley
11. Describe the typical American customer/consumer and factors that keeps him or her
satisfied.
 Typical American consumer/customer:
- places high value on good customer service

- knows their rights
- expects to get value for money
- very busy/hard working
- insists on choice
- has a „can do‟ attitude
- thinks bigger is better
- wants things done quickly and „on time‟
- engages in a lot of small talk
- expects quick thinking and use of initiative
- wants the latest technology
 Satisfying American consumer/customer involves:
- being friendly/polite
- being knowledgeable about product/service
- offering good value
- attending to their requests quickly
- ease of doing business/convenience
LRDU – CCE – 1.0 38

August 2017
learning activities
1. Respect for all cultures
2. Sensitivity to cultural differences
3. Broad awareness of local and international cultures
4. Tolerance when attending to customers
5. Helpfulness and politeness when dealing with customers
6. Empathy when addressing the cultural peculiarities of guests
7. Clarity and effectiveness when communicating with others
8. Awareness of US geography and time zones
9. Politeness when interacting with American consumers
LRDU – CCE – 1.0 39

August 2017
Mathematics
Cultural Sensitivity Case Study and Discussion
Provide learners with case studies or scenarios involving foreign nationals who call various
organisations to conduct business and are treated poorly. For example, an American contacts a
call centre and is called a name that is used as a term of endearment locally. The caller finds this
insulting and calls back to complain. Allow learners to discuss different scenarios in groups. Let
each group share a summary of the discussion. Facilitate discussion of the ignorance/cultural
insensitivity toward foreign clients, the negative impact of such behaviours on the company and
the industry and the need for education in the area of cultural diversity.
American States Cooperative Learning
Divide learners into small groups. Have learners view map of the United States which highlights
the 5 regions (do not include the states). After viewing, ask them to examine another map
showing the 50 states. Be sure to discuss the location of Hawaii and emphasize it as one of the
50 states. Allow them to compare both maps. Provide learners with a blank map. Ask them to
complete the map to include the 50 states and the regions in which they fall. Encourage them to
make the maps as attractive as possible. Let them also use the Internet to identify the standard
abbreviations used for each state and include them on the map.
Consumer Behaviour Role-Play/Discussion
Have learners volunteer to role-play how they imagine the typical American consumer behaves
when making a purchase. After role-playing activity, highlight the accuracies/inaccuracies in
their depictions and then guide them into a discussion of the features of the typical American
consumer. Show learners video(s) on consumer behavior such as the one located at
https://www.youtube.com/watch?v=65Vt9nmVYDM. After viewing, lead learners in discussion
about the importance of knowing/understanding your customers and satisfying their needs.
LRDU – CCE – 1.0 40

August 2017
REFERENCES
and used
1. Auerbach, S., & Gramling, S. (1998). Stress management. Upper Saddle River, NJ:
Prentice-Hall Inc.
2. Barrett, C., Kimbrell G., & Odgers, P. (2003). Office skills (3rd ed.). USA: Thomson-
South Western.
3. Beich, E. (2001). The Pfeiffer book of successful team building tools: Best of the annuals.
San Francisco: Pfeiffer-Jossey/Bass.
4. Blonna, R.(1996). Coping with stress in a changing world. St. Louis, MS: Mosby-Year
Book Inc.
5. Boone, L. E. & Kurtz, D. L. (n.d.). Contemporary business communication.
6. Bourne, L., & Scott, P. (1994). Administration (NVQ level 2, (2nd ed.) Pitman Publishing,
London, England.
7. Bradley, S. (2003). Customer service – Candidate handbook S/NVQ (level 2, unit 1).
United Kingdom: Heinemann Education Publishers.
8. Bradley, S. (2003). Customer service (level 2). Heinemann Educational Publishers.
9. Bulleid, A., Ritchie, C., & Whibberly, J. (1993). Reception – Student guide (NVQ/SVQ
2). United. Kingdom: Stanley Thornes Publishers
10. Captain safety: Episode 3 avoid safety hazards [Video]. (n.d.). Retrieved January 4,
2013,from http://www.youtube.com/watch?v=oJHy2239CcU&feature=related. Retrieved
8/4/2010
11. Cherry, K. (n.d.). What is emotional intelligence? Definitions, history and measures of
emotional intelligence. Retrieved August 29, 2013, from
http://psychology.about.com/od/personalitydevelopment/a/emotionalintell.htm
LRDU – CCE – 1.0 41

August 2017
REFERENCES (Cont’d)
12. Coleman, D. (1995). Emotional intelligence. New York: Bantam Books

http://www.ucdmc.ucdavis.edu/hr/hrdepts/work_comp/Computer_Workstation_Manual.p
df
13. Computer workstation ergonomics: Keeping the workplace safe: UCDavis Health System
http://www.ucdmc.ucdavis.edu/hr/hrdepts/work_comp/Computer_Workstation_Manual.p
df
14. Davidoff, D.M. (1994). Contact – Customer service in the hospitality and tourism
industry, Prentice Hall Inc.
15. Emotional intelligence and return on investment-Business case studies. Retrieved

August 30, 2013, from http://eqforsuccess.com/what-is-emotional-intelligence/
16. Gamvros, T. (2006). Team building: How to create a dynamic and successful work
environment. Retrieved January 29, 2013, from http://ezinearticles.com/?Team-Building:-
How-to-Create-a-Dynamic-and-Successful-Work-Environment&id=165362
17. Girdano, D. A. et al. (1997). Controlling stress and tension (5th ed.). Needhamm Heights,
Massachusetts: Allyn & Bacon.
18. Hanks, F. (1996). Procedures for the office professional (3rd ed.). Ohio: South-Western
Educational Publishing.
19. Hardwick, R. (1995). Responsive customer service (workbook 3). Pergamon Open
Learning.
20. Harrington-MacKin, D. (1993). The team building tool kit: Tips, tactics and rules for
effective workplace teams. AMACOM.
21. Learning Management Services Department. (2003). Operate in a culturally diverse work
environment. (LG - THHCOR0061A). Kingston, Jamaica: HEART Trust/NTA
22. Learning Management Services Department. (2002). Call contact centre agent (level 1).
Kingston, Jamaica: HEART Trust/NTA
23. Learning Management Services Department. (2003). Customer service representative

(level 1). Kingston, Jamaica: HEART Trust/NTA
24. Learning Management Services Department. (2005). Communicate effectively in a

customer contact centre (LG – ITCCOR0011A). Kingston, Jamaica: HEART Trust/NTA
LRDU – CCE – 1.0 42

August 2017
LRDU – CCE – 1.0 1
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CUSTOMIZED CUSTOMER

HEART TRUST/NATIONAL TRAINING AGENCY

Learning Resources Development Unit

LRDU – CCE – 1.0

MODULE 1 ORIENTATION TO THE OCCUPATION……………………. 1

MODULE 2 CUSTOMER ENGAGEMENT OPERATIONS………………... 10

MODULE 3 COMMUNICATING WITH CUSTOMERS……………………. 18

MODULE 4 CONNECTING WITH LOCAL AND FOREIGN CALLERS….. 32

LRDU – CCE – 1.0

Each module embodies the following components:

Suggested Theory and Practical/Lab Time

Attitudinal/ Critical Employability Skills Requirement

This aspect highlights specific information/content pertinent to the knowledge requirement.

Instructional Strategies (Methods and Media)

Demonstrations On-the-job training DVD

NOTE TO THE FACILITATOR

LRDU – CS – 1.0 iii

TOTAL MODULE HOURS………………………………………………………110 HRS

This module is benchmarked against the following competency standards:

1. BSBWOR0012A Work effectively with others

Suggested Module Time: 20 Hours

1. Maintain a professional approach to employment

2. Participate in workplace team activities at all times

3. Report workplace hazards when identified

4. Follow steps in maintaining confidentiality

5. Follow steps for maintaining security procedures

6. Demonstrate appropriate conflict resolution techniques

LRDU – CCE – 1.0 1

- Workplace environment and safety

 Legislation and procedures:

- Occupational Health and Safety legislation

2. Distinguish between the roles/responsibilities of the organization and the employees as it

 Responsibilities of employer (duty of care):

- Take precautions to prevent harm to themselves or others

LRDU – CCE – 1.0 2

Knowledge Requirement (Cont’d)

 Government Legislations which affect business operation, especially in regard to

 Relevant industry codes of practice

- Organisational values and behaviors

 Professional image may be displayed through:

 Value of professional image:

- Maintains/contributes to image of organisation

LRDU – CCE – 1.0 3

Knowledge Requirement (Cont’d)

6. Outline considerations for assimilating individual operations into contact centre

 Considerations for assimilation:

- Aligning individual objectives with organisational goals/objectives

7. Discuss typical personal performance requirements and expectations in a contact centre

 Performance requirements may include:

 Strategies for achieving performance:

8. Explain the purpose and aims of performance management and performance

- Align individual objectives to organisational objectives

LRDU – CCE – 1.0 4

Knowledge Requirement (Cont’d)

- Knowledge of products and services

9. Explain how to write effective short and long-term career objectives

 Effective objectives possess the following characteristics:

 Communication/conflict resolution techniques:

 Ethical principles include:

LRDU – CCE – 1.0 5

Knowledge Requirement (Cont’d)

 Workplace ethics may include:

12. List general signs and sources of stress and fatigue