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Design Document for

Telephone Operator Training for PJ Enterprise


By: Team Two

Document Description [AW]


The purpose of this design document is to map out what will be developed for the
Telephone Operator training. The document will provide PJ Enterprises with a
description and outline of the training to ensure their expectations are being met
before Team 2 moves to the development phase.

Purpose of the Course [AW]


The purpose of this course is to train telephone operators at PJ Enterprise on how
to handle phone calls and utilize the online product guide while providing
excellent customer service. The course will teach TOs how to navigate through
the new online product guide easily which in turn will help them to answer
customer questions faster leading to improved customer service. This training is
being created to help improve customer service and increase sales at PJ
Enterprise to move the company closer to achieving their annual financial goals.

Audience Description [AW]


The main audience for the course will consist of Telephone Operators. Telephone
Operator Supervisors may attend as well. Below is a description of the target
audiences:

Telephone Operators range in age between 18-60 and they are all
women. Some have had prior telephone experience but for many, this is
their first job out of school. All TOs have completed high school or a
GED. Some have attended a few college courses but none of them have a
college degree. This role is considered entry level.

Telephone Operator Supervisors have the same background as the


telephone operators. The supervisors are essentially more experienced
telephone operators who have risen through the ranks within the
company by proving themselves through good performance.

Course Description [AW]


This course incorporates all tasks that are required for telephone operators to
complete on a daily basis within their role. The course will be an instructor led
training consisting of six modules. The modules will be split between two days.
Day one will focus on the steps involved in answering phone calls and how to
provide excellent customer service. Day two will focus on the products and how
to navigate through the new online product guide. Both training days will be
highly interactive and give learners an opportunity to practice what was learned.
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Course Seat Time [AW]


The course will consist of two 4-hour training sessions spanning over 2 days. It
will require 8 hours of total course seat time.

Instructional Architecture/Strategy for Course [AW]


The instructional architecture that will be used for the course is primarily
directive with some receptive architecture as well. The receptive architecture is
seen in parts of the course that are lecture based where the instructor will provide
knowledge that the learner will listen and absorb. However, the majority of the
training will provide learners with the specific training followed by a hands-on
demonstration and practice time for the learner (directive). Examples of practice
activities include: role playing, a scavenger hunt game, and jeopardy.

Major Course Objectives [AO]


At the end of this course, the telephone operators will be able to:
1. Locate the new product guide in PJ Enterprises information online
database using any of search parameters like keyword, catalog season,
product features, product name, and product number.
2. Navigate the new product guide in the online database to identify
products based on customer's enquiries or requests within 120 seconds
error free with ease.
3. Identify and use PJ Enterprises telephone etiquette standards to provide
positive and satisfactory services to customers regarding product order
and enquiries.
4. Demonstrate through role play proper phone etiquette when dealing with
a difficult customer in different scenarios
5. Respond to customer product queries satisfactorily within 30 seconds
using the information from the product information database.
6. Identify the 10 top selling products from the string of listings in the
product catalog with no error.
7. Take customer's order and input the information in the order entry error
free in less than 10 minutes.

Learning Assessment for Course [AO]


In order to measure how much the telephone operators have learned during the
training course, Team 2 will conduct non-graded formative assessments.
Formative assessments such as a role play, scavenger hunt, and jeopardy game
will be performed across the training modules or sessions so as to ensure that the
TOs are proficient in the use of the new product guide/information database, and
provide satisfactory customer service to customers. Towards the end of each
training session or each module, we will provide feedback to the trainees through
Q & A during the review and answers sessions.
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Course Outline [CU]


This course was developed for the Telephone Operators at PJ Enterprise to cover
all of their job duties as displayed in the JTA.

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Module 1: Course Introduction
1a. Introductions
1b. PJ Enterprise overview
1c. TO job overview
Module 2: Handling Phone Calls
2a. Introduction
2b. Common Call Types
2c. Active Listening
2d. Entering Customer Information
2e. Exercise
2f. Problem Solving
2g. Review & Questions
Module 3: Providing Customer Service
3a. Introduction
3b. Phone Etiquette
3c. Handling Difficult Callers
3d. Partner Exercise
3e. Review & Questions
Module 4: Utilizing the Online Product Guide
4a. Introduction
4b. Hands on Demonstration of Product Guide
4c. Hands on Practice with the Product Guide
4d. Online Product Guide Scavenger Hunt Assessment
4e. Review & Questions
Module 5: Top 10 Products
5a. Introduction

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5b. Review Top 10 Products
5c. Cross-selling products
5d. Jeopardy Quiz Game
5e. Review & Questions
Module 6: Answering Product Questions and Taking Orders
6a. Introduction
6b. Common product questions
6c. Using the ordering system
6d. Practice
6e. Review & Questions

Media [CU]
We will use PowerPoint to train the course, and create activities such as the
Jeopardy Quiz Game. We will also have handouts for the exercises, and an online
product scavenger hunt. The PowerPoint will contain product images as well as
examples of the new Online Product Guide.

Development Tools [CU]


We will be using Microsoft products including Word and PowerPoint to develop
our training modules. In addition, we will have audio recording to show
examples of customer calls.

Development Time [CU]


Based on our project charter, our 2-day course will take 1,124 hours of
development time between our team, PJ Enterprises and our online development
subcontractor, Codebrahma.

Support requirements [CU]


PJ Enterprises will support this project by being the subject matter experts that
provide us with all the necessary information to develop the training material.
They will also provide us with the managers that will learn the material in a
"Train the Trainer" fashion, and will in turn teach future courses. PJ Enterprises
will also provide us with a training room and supplies, as well as computers for
each of the TO's taking the course.
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Ownership [CU]
PJ Enterprises will own the material after production is complete. If they require
any material changes, or modifications to the online product guide, we can
perform additional hours of work at the same rate discussed in the project charter.

Project Sign-off [CU]


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

Kristen Smith
Instructional Designer

8/7/16
Date

Alaba Agbatogun
Project Manager/Sponsor

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Appendix A: Job Task Analysis [CU]

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Appendix B: Detailed Course Outline


Module 3: Providing customer service. [KMS]
Times may vary. 75 minutes have been allotted for this module.
Mins
.
3a

Task / Topic / Key


Concept
Introduction

Objective

N/A

Instructional
Method
Presentation of
facts and overview
of objectives.

Assessment
Method
N/A

Assessment
Description
N/A

Visuals / Media
Support
Slides with
visuals, agenda
and objectives.
Chart paper
"Parking Lot" a
place to "park"
questions that
may occur
during the
module. (sticky
notes)

3b

15

Phone etiquette

Given a variety of
statements learners
will identify the
statements that
represent industry
standards.

Presentation of the
industry standards
of telephone
etiquette.

Anticipatory
survey.

Students will
determine if a
statement is a
standard for
telephone
etiquette, they
will take a pre
and a post survey.

PowerPoint
presentation.
Anticipatory
guide for each
student.

The statements
are as follows:
1.Thank you for
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your order, have a
nice day.
2.What do you
want?
3.I'm sorry can you
repeat that please?
4.Hello, this is
___, How can I
help you today?
5.Please hold while
I contact a
supervisor, thank
you.
6.Buh Bye!
The bold
statements are
incorrect.
3c

15

Handling Difficult
callers

3d

20

Partner exercise

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Given various
scenarios, learners
will apply etiquette
standards that aid in
dealing with
difficult customers.

Presentation of
various scenarios,
guidelines, and
solutions.

Demonstrate
application of
principles

Given various
scenarios, learners
will demonstrate
through role play
proper phone
etiquette when
dealing with a
difficult customer.

Demonstration of
principle-based
task. competency
in phone etiquette
while dealing with
a difficult customer
and ability to
administer a survey

Demonstration
of principles.

Assessment will
be completed
during the partner
exercise. (3e)

Demonstration of
the task through
role play with a
partner.

Slides with
scenarios and
possible
solutions to the
scenarios.
Slides, notes,
and visuals
posted around
the room from
previous
lessons.

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to a customer.
3e

10

Wrap Up
Review and questions.
The instructor will
address the questions
and observations that
were posted on the
"parking lot".

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Throughout the
module learners
have written
questions and
observations onto
sticky notes and
have parked them
in the "parking
lot", the instructor
will answer and
address the
questions and
observations.

10

N/A

N/A

Slides, notes,
and visuals
posted around
the room from
previous
lessons.

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Module 4: Utilizing the Online Product Guide [MP]
Times may vary. 60 minutes have been allotted for this module
Mins
.
4a

4b

15

Task / Topic / Key


Concept

Instructional
Method

Assessment
Method

Assessment
Description

Visuals /
Media Support

Product Guide
Orientation:

Presentation of
concepts:

N/A

N/A

A description of the
characteristics of the
new product guide and
how it differs from the
old product guide.

Define and give


characteristics

PowerPoint
slides showing
screenshots of
the new product
guide and
visually
contrasting the
new and old
guides

Hands on
Demonstration of the
Product Guide:

Objective

20

Hands on Practice
with the Product
Guide
Learners will practice

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Facilitator
workstation
with access to
the product
guide and
connected to a
project

Demonstrate tasks

The facilitator will


demonstrate how to
use the product guide
while the learners
follow along using
their individual
workstations.

4c

Apply procedures:

One
workstation per
learner with
access to the
product guide.
Given access to a
digital product guide,
learners will
complete key

Apply procedures:

Assessment Method:
Apply procedures: Practice tasks

Demonstrate tasks
11

One
workstation per
learner with
access to the
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using the product
guide by individually
work through a series
of scenarios.

procedures in
response to
scenarios.

Assessment Description:
Learners will be given a series of written
scenarios to work through at their own
pace. The facilitator will visually
monitor progress and offer corrective
feedback when necessary or when
requested.

The facilitator will


assist learners with
questions and provide
individual coaching.

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product guide.
Packet of
practice
scenarios, one
per learner.

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4d

10

Online Product Guide


Scavenger Hunt
Assessment:
Learners will complete
a scavenger hunt
where they must solve
a series of scenarios
within in a set amount
of time.

Given a list of tasks


to conduct in the
product guide, the
learner will complete
all tasks within ten
minutes.

Assessment Method:
Apply procedure: Demonstrate
proficiency
Assessment Description:
Each learner will be given a packet
laying out a series of tasks that cover all
the key procedures necessary for using
the product guide.
Each learner will work individually to
complete the packet within the allotted
time in order to demonstrate
proficiency with the product guide.

4e

10

Review and
Questions:

One
workstation per
learner with
access to the
product guide.

Repeat information

Facilitator will present


learners with a job aid
for using the new
product guide and use
the product guide to
conduct a brief review.

N/A

N/A

Packet of
scavenger-hunt
tasks, one per
learner.
PowerPoint
slide with an
embedded
count-down
timer.

Product guide
job aid, one per
learner
PowerPoint
slide of the job
aid.

Learners will ask final


clarifying questions on
how to use the product
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guide.

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Appendix C: Final Assessment [AO]


There will be no formal summative assessments for the training course. The formative assessments
designed for this course are aimed at educating the trainees and improving the performance of the TOs. The
formative assessments will be consistently implemented across the training sessions while opportunity will
be provided for immediate, but constructive feedback.

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