TLE ICT Contact Center Services Grade 10 TG PDF

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Information and
Communications
Technology
Teacher’s Guide
Contact Center Services
GOVERNMENT PROPERTY
NOT FOR SALE
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Department of Education
Republic of the Philippines
Technology and Livelihood Education – Grade 10

Learner’s Material
First Edition, 2014
ISBN: ___________
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effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, Ph.D.
Assistant Secretary: Lorna Dig Dino, Ph.D.
Development Team of the Learner’s Material
Authors:
Dr. Virgilio O. Guevarra, Jr., Rose Ann M. Sulla, Diana Marie B. Dagli, and
Maria Angelica G. Mates
Editors: Dr. Paraluman R. Giron, Ofelia C. Flojo, and Perla H. Cuanzon
Reviewers: Romeo B. Gacutan, Simfroso C. Robles II, Marion I. Alinas, Bobby
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K to12 BASIC EDUCATION CURRICULUM
Information and Communications Technology
CONTACT CENTER SERVICES (CCS)
(SPECIALIZATION)
GRADE 10 – MODULE 1
Personal Entrepreneurial Competencies (PECs)
Teacher’s Guide
Quarter I 4 hrs.
Grade Level Standard
This is a specialization course which leads to Contact Center

Services National Certificate Level II (NC II). It covers two (2) core
competencies that a Grade 10 Technology and Livelihood Education (TLE)
student ought to possess, namely: 1) communicate effectively using the
English language and 2) deliver quality customer service.
The preliminaries of this specialization course include the following:

1) discussion on the relevance of the course, 2) explanation of key
concepts relative to the course, and 3) exploration of career opportunities.
Content Standard
The learner demonstrates understanding of one’s Personal

Entrepreneurial Competencies in Contact Center Services.
Performance Standard
The learner independently creates a plan of action that strengthens

and or further develops his/her PECs in Contact Center Services.
Learning Competencies
Develop and strengthen PECs needed in Contact Center Services.
I. Introduction
This teacher’s guide will lead you to effectively and efficiently teach
Module 1. Moreover, this will guide you in determining relevant and
appropriate teaching techniques and strategies that will fit the learning
needs and demands of the learners to make them best understand and
appreciate the importance of entrepreneurship and the entrepreneurial
ICT- CONTACT CENTER SERVICES- Grade 10
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competencies related to Contact Center Services.
This module will also provide learners an opportunity to know that

individuals possess different PECs. These PECs include characteristics,
attributes, lifestyles, skills, or traits. Likewise, when one aligns these
competencies with the competencies of successful practitioners or
entrepreneurs, he or she will be ready to face the experiences of starting a
business or being employed.
Moreover, the module is designed to stimulate the learners to think

about entrepreneurship and its role in the business community and in
economic and social development.
II. Objectives
With your assistance and the guidance of this module, learners

are expected to understand the underlying principles and concepts of
PECs, particularly in:
- identifying areas for improvement, development, and growth,
- aligning learners’ PECs according to their business or career choice,
and
- creating a plan of action that ensures success in their business or
career choice.
III. Presentation of Content
Introduction
 Guide learners in appreciating and understanding PECs for them to
be successful in business or in the workforce by sharing inspiring
real-life stories of successful businessman and or well-known
employees in the field of Contact Center Services in the province.
 Explain to learners the importance of assessing their PECs.
 Guide learners in understanding the importance of entrepreneurs
and entrepreneurship.
Objectives
 Guide learners in identifying and understanding the objectives of
Module 1.

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Pre-Assessment
 Use the sample pre-assessment test available in the learners’
materials or craft a comprehensive teacher-made test to assess
learner’s prior knowledge and skills in PECs.
 Evaluate the result of the pre-assessment and prepare a plan of
action to strategically address the learning needs and requirements
of the learners.
Guide Questions
 Have learners actively perform task 2, and let them share their
answers and relevant experiences with the class.
 Process learners’ understanding of the guide questions presented
on task 2.
Learning Goals and Target

 Help learners utilize available technologies / resources in planning
their own learning goals and targets as reflected on page 4.
Group Activity
 Group the learners, then ask them perform task 3. Let them share
their thoughts with the class.
 Process learners’ understanding and guide them in arriving at a
relevant and acceptable generalization.
IV. Know, Process, Reflect and Understand, and Transfer

Know
 Discuss / present the importance of assessing personal
entrepreneurial competencies (PECs) and skills vis-à-vis a
practicing entrepreneur or employee; provide an actual example of
an entrepreneur or employee existing in your province.
 Expand learner’s curiosity by asking essential questions on the
important characteristics / traits / attributes, and skills of a good
entrepreneur.
 Assist / Guide learners in understanding the entrepreneurial
competencies (characteristics, traits, attributes) and skills of a good
entrepreneur.
 Have an appropriate, relevant, and timely learning activity for the
learners to appreciate the best entrepreneurial competencies.

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 Assess learner’s knowledge and skills on understanding of topic.
Use the result of the pre-assessment to improve their learning.
Process
 Ask the learners accomplish task 4 (PECs Checklist) on page 8-9.
Let them make their interpretation or personal insights based on the
accomplished task.
 Facilitate student-to-student interactions and process learners
understanding.
Reflect and Understand
 Deepen learners’ understanding of PECs by guiding them in
accomplishing task 5 (Interview) on page 9-12.
 Facilitate appropriate learning activities to finish the task.
 Encourage learners to report their accomplishments to the class.
 Process learners’ understanding.
Transfer
 Assist learners in individually accomplishing task 6 (Preparation of a
Plan of Action) on page 12. Let them craft their own plan of action
intelligently. Have learners present this in class.
 Process their understanding.
 Guide learners in answering the essential questions presented in
task 7 on page 13.
 Have learners share their answers with the class, and then process
their understanding.
 Provide learners more concrete example and enrichment activities
to further deepen their understanding about PECs and its
importance in day-to-day living as future entrepreneurs or
employees.
 Provide learners applicable activities whereby they can transfer to
the community what they have learned.
 Let learners use available resources in the community to accomplish
the task.

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K to12 BASIC EDUCATION CURRICULUM
CONTACT CENTER SERVICES (CCS)
(SPECIALIZATION)
GRADE 10 – MODULE 2
Environment and Market (EM)
Teacher’s Guide
Quarter I 4 hrs.
This is a specialization course which leads to Contact Center

Services National Certificate Level II (NC II). It covers two (2) core
competencies that a Grade 10 Technology and Livelihood Education (TLE)
student ought to possess, namely: 1) communicate effectively using the
English language and 2) deliver quality customer service.
The preliminaries of this specialization course include the following:

1) discussion on the relevance of the course, 2) explanation of key concepts
relative to the course, and 3) exploration on career opportunities.
Content Standard
The learner demonstrates understanding of environment and market

in Contact Center Services in one’s province.
Performance Standard
The learner independently creates a business vicinity map reflective
of potential market in Contact Center Services in a province.
Learning Competencies
 Develop a quality and marketable product or service in Contact Center

Services
 Select a business idea based on the criteria and techniques set
 Develop a brand for the product
I. Introduction
People who aspire to start a business need to explore the economic,

cultural, and social conditions prevailing in an area. Needs and wants of the
people in a certain area that are not met may be considered as business
ICT-CONTACT CENTER SERVICES- Grade 10

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opportunities. Identifying the needs of the community, its resources,
available raw materials, skills, and appropriate technology can help a new
entrepreneur in seizing a business opportunity.
To be successful in any kind of business venture, potential

entrepreneurs should always look closely at the environment and market.
They should always be watchful on the existing opportunities and
constraints. The opportunities in the business environment are those factors
that provide possibilities for a business to expand and make more profits.
Constraints, on the other hand, are those factors that limit the business to
grow, hence reduce the chance of generating profit. One of the best ways to
evaluate the opportunities and constraints is to conduct Strengths,
Weakness, Opportunities and Threats (SWOT) Analysis.
II. Objectives
With your assistance and guidance in facilitating this module,

learners are expected to understand the underlying principles and
concepts of environment and market more particularly in:
- identifying what is of “value” to the customer,
- identifying the customer to sell to,
- explaining what makes a product unique and competitive,
- applying creativity and innovative techniques to develop marketable
product, and
- employing a unique selling proposition (USP) to the product and or
service.
III. Presentation of Content

Introduction
 Using appropriate activities, lead learners in giving value to
environment and market and its implication to be successful in a
business related to Contact Center Services.
 Guide learners in understanding the importance of environment and
market; likewise, lead them in appreciating the value of SWOT
Analysis.
 Provide relevant, appropriate, and meaningful examples of SWOT
Analysis pertaining to Contact Center Services.
 Help learners in presenting the importance of assessing their
immediate environment and market pertaining to Contact Center
Services.
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 Using your processing and questioning skills, guide learners in
coming up with a generalization about the environment and market
and its relationship to a successful field of Contact Center Services.
Objectives
 Guide learners in identifying and understanding the objectives of this
module.
Pre-assessment
 Use the sample pre-assessment test available in the learner’s
materials or craft a comprehensive teacher-made test to assess
learner’s prior knowledge and skills in environment and market.
 Evaluate the result of the pre-assessment and prepare a plan of
action to strategically address the learning needs and requirements
of the learners.
Guide Questions
 Ask learners to perform task 2 and guide them in presenting their
answers to the class.
 Process learners’ responses and guide them in making appropriate
generalizations.
Learning Goals and Target
 Help learners in planning their own learning goals and target as
reflected on page 18.
 Provide enrichment activities and guide them in analyzing available
resources and technology in the community to be used in
accomplishing their learning goals and targets.
IV. Know, Process, Reflect and Understand, and Transfer

Product development
Know
 Discuss product development, concept of developing a product,
finding value, innovation, unique selling proposition, and its
relationship to environment and market and business at large.
 Let learners participate in the discussion on the aforementioned
topics. Assist and/or guide learners in presenting their ideas and
relevant experiences.
 Design varied levels of learning activities for the learners to better
understand the topics related above.

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 Guide learners in reflecting on the importance of product
development, concept of developing a product, finding value,
innovation, and unique selling proposition.
 Design an assessment to evaluate learners’ knowledge, skills,
and understanding of the previous topics.
 Use the result of the assessment in designing / developing
learning activities that will enrich learners’ understanding.
Process
 Guide learners in accomplishing task 3 on pages 24 to 25. Let
them conduct a research by interviewing a successful
entrepreneur or practitioner within the province.
 Have learners present their research to the class. Process their
understanding in relation to the objectives of this module.
 Inspire learners to deepen their understanding about the
environment and market by carefully watching the videos related
to the prescribed topics on task 4 on page 25.
 After watching the videos, let them prepare a comprehensive
narrative report on the topics they watched.
 Encourage learners to present their accomplishments to the
class.
 Process learners’ understanding in relation to the objectives of
this module.
Transfer
 Guide learners in developing concepts for their own product or
service as reflected on task 5 on page 26.
 Assist learners in analyzing and utilizing available resources in
developing their concept of their own product or service.
 Evaluate learners’ output by referring to teacher-made rubrics
which is aligned to the performance standards.
 Let learners eloquently share and present their output with the
class.
 Lead learners in reflecting on the importance of product
conceptualization.
Generating Ideas for Business
Know

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 Let learners read and understand topics related to generating
ideas for business, selecting a business idea, and branding.
 Let learners undergo varied levels of learning activities to better
appreciate the importance of generating ideas for business,
selecting a business idea, and branding.
 Process learners’ understanding relative to the objectives of this
module.
Process
 Lead learners in reflecting on their SWOT Analysis and its
importance in generating business ideas by engaging them in
learning opportunities for interaction with others outside the
classroom and with the use of technology.
 Instruct learners to enrich their knowledge on SWOT Analysis by
conducting researches.
 Provide an appropriate type of assessment to evaluate learners’
understanding of the SWOT Analysis. Use the result of the
assessment to craft more appropriate and productive learning
activities.
 Assist learners in performing task 6 (SWOT Analysis).
 Evaluate / Assess learners’ output and check it against the
objectives of this module.
 Let learners work on an independent learning activity or
cooperative learning (ICL) in accomplishing task 7 (Extra
Readings and Video Viewing) on page 33.
 Assist learners in presenting their output. Assess the evidence of
learning and provide useful input to improve their output.
Transfer
 Have learners prepare task 8 (Designing a Logo). Assist learners
in accomplishing this task by letting them adhere to their real life
experience.
 Assess learners’ output using teacher-made rubrics following the
standards and objectives of this module.
 Have learners prepare task 9 (Making My Own Vicinity Map).
Guide learners in creating their own vicinity map reflective of
potential market in contact center services in your province. Ask
them to present their output and process their understanding by

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asking relevant and essential questions.
 Assess learners’ output using teacher-made rubrics following the
standards and objectives of this module.

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K to 12 BASIC EDUCATION CURRICULUM
CONTACT CENTER SERVICES
(SPECIALIZATION)
GRADE 10- MODULE 3
TEACHER’S GUIDE
Information and Communication Technology (ICT) is one of the four components of

Technology and Livelihood Education (TLE). This module focuses on the ICT
specialization Contact Center Services. It covers the following:
1. Personal Entrepreneurial Competencies;
2. Environment and Market;
3. Communicate Effectively in English; and
4. Deliver Quality Customer Service
CONTENT STANDARD
The learner demonstrates understanding of the concepts and underlying

principles in communicating effectively in English.
PERFORMANCE STANDARD
The learner independently demonstrates the proper skills of communicating

effectively in English in accordance with company policies.
LEARNING COMPETENCIES
The competencies expressed as learning outcomes in this teaching guide are
the exact competencies that will be used to assess the learners / trainees for them to
secure COC or NC in Contact Center Service.
This teaching guide would allow teachers / instructors to strategically teach the
competencies spread out in the module; guide the learners in performing the
activities; process learners’ understanding; and assist the learners in applying what
they have learned to an entirely new context.
Utilizing effective teaching methodology and strategies suitable to the learning

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needs and requirements of the learners, the following are the competencies that
should be mastered by learners after finishing this module.
1. Communicate effectively in English

 Analyze communication process
 Communicate and listen effectively
 Use paralanguage communication cues
I. INTRODUCTION
The primary purpose of this course is to provide the learners with the
knowledge and skills that will help them become Contact Center Service providers.
Upon completion of this module, learners are expected to: 1. analyze

communication process; 2. communicate and listen effectively; and 3. use
paralanguage communication cues.
Orient learners on the following:
 Entrepreneurship-based Technology and Livelihood Education
curriculum
 Parts of the module
 How to use the module
II. Learning Competencies/ Objectives
The competencies expressed as learning outcomes in this teacher’s guide are

the exact competencies that will be used to assess the learners for them to secure a
Certificate of Competency or a National Certificate in Contact Center Service.
This teacher’s guide allows teachers to strategically teach the competencies

spread out in the module; guide the learners in performing the activities; process
learners’ understanding; and assist the learners in applying what they have learned
to an entirely new context.
Utilizing effective teaching methodology and strategies suitable to the learning

needs and requirements of the learners, the following are the competencies that
should be mastered by learners after finishing this module.

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LESSON 1: COMMUNICATE EFFECTIVELY IN ENGLISH (CE)
 Analyzing communication process;

 Communicating and listening effectively; and
 Using paralanguage communication cues.

III. Pre- Assessment
 Guide learners in assessing their actual communication skills by

answering Survey 1 for oral communication and Survey 2 for written
communication.
 Assess learners’ prior knowledge and skills in Contact Center Services

using:
 paper and pencil test
 performance test
 other appropriate tools
 Check their answers using the answer key on this Teachers Guide.
IV. Reading Resources and Instructional Activities
 Guide learners in answering the guide questions and in performing the

activities that will measure how much they know about the topic.
 Let learners share their experiences to the class.
 Process learners’ responses, let them reflect, revise or rethink their
understanding.

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Lesson 1.1- Communication Pathways
A. What to KNOW
 Guide learners in answering the Preliminary Activities.

 Ask learners what they think are the different ways to communicate in the
workplace and the different people they might communicate with.
 Discuss the meaning of communication pathway.
 Use creative and innovative strategies on educating the learners about the
different communication pathway.
 Have a brainstorming on the best time to use a particular communication
pathway.
 Utilize creative and innovative strategies on the discussion of the different
characteristics needed in establishing good communication among their
customers and other people in the workplace.
B. What to PROCESS
Task 1: Modified True or False

 Have the learners determine whether the given statements are true or false
 Ask the learners to rewrite the incorrect statements to correct them.
 Process the learner’s responses.
C. What to REFLECT and UNDERSTAND
Task 2: Choose the Best!

 Guide learners in deepening their understanding by Identifying the best type
or pathway of communication to use in each of the given situation.
 Ask them to provide reasons for choosing the specific communication
pathway.
 Process the students’ answers.
Lesson 1.2. Elements of Communication

A. What to KNOW
 Guide learners in answering the Preliminary Activity.
 Utilize creative and innovative strategies on discussing the different elements
of communication.
 Guide the learners in understanding the communication process.

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 Have a brainstorming of how each elements contribute to the success or
failure of the communication process.
B. What to PROCESS
Task 1: Pool Up!
 Ask the learners to complete the crossword puzzle by identifying the
element of communication described in each number.
 Check their answers based on the Answer Key included in this
teaching guide.
C. What to Reflect and Understand

 Enhance their learning further by having them do the following activities:
Task 2: Elements of Communication

 Guide the learners in analyzing the given example of piece of communication.
 Have the learners identify elements of communication.
Lesson 1.3: Barriers to Communication
What to Know
 Assist the learners in accomplishing the Preliminary Activity.

 Utilize creative and innovative ways in teaching barriers to communication.
 Ask the learners to cite examples for each type of barrier to communication.
 Guide the students in understanding how these barriers affect the
communication process.
What to Process
Task 1: Matching Type
 Guide the learners to identify the different barriers in communication through
the given matching type test.

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What to Reflect and Understand
Task 2: Let’s Get Updated!
 Assist the students in sourcing for a copy of the article.
 You may also provide the students with a copy of the article.
 Guide them in answering the questions provided.
 Process the students answer.
What to Transfer
Task 3: In the Real World

 Group the students into five.
 Guide the students in choosing whom to interview.
 Assist them in creating questions for their impromptu interview.
 Remind the students to be courteous and polite while talking with their
interviewee.
 Guide the students in sharing their findings and insights in front of the class.
Lesson 2: Communicate and listen effectively
Lesson 2.1: Oral Skills
What to Know
 Assist the learners in accomplishing the Preliminary Activity.
 Provide the students with an option to record themselves as they read the
excerpt in the Preliminary Activity.
 Encourage the students to be ready with any device that can be used to
record their voice (voice recorder or their cellphones).
A. Phonemes
 Utilize creative and innovative ways in teaching phonemes.

 Ensure understanding of what phonemes are.
 Apply the proper pronunciation of vowel and consonant sounds in front of the
class.
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 Demonstrate or illustrate the proper positioning of the vocal apparatus to
ensure correct production of phonemes.
 Guide the learners in proper articulation of each phonemes.
B. Sentence Construction
 Use creative and innovative ways in teaching the principles in sentence
construction.
 Establish clear understanding on how to construct grammatically correct
sentences.
 Differentiate the group of learners who still need more enhancements on the
previous performance among those who are ready to move forward.
What to Process
Task 1: Vowel Phonemes
 Assist the students in pronouncing the given words correctly.
 Guide the students in identifying the vowel phoneme used in each of the given
words.
 Check the students’ answers based on the Answer key provided at the end of
the Teacher’s Guide.
Task 2: Critical Vowel Sounds

 Assist the students in the articulation of the critical vowel sounds used in the
given sets.
 Use the scoring guide in evaluating the students.
Task 3: Critical Consonant Sounds

 Guide the students in their production of the critical consonant sounds used in
the given sets.
 Use the scoring guide in evaluating the students.
Task 4: Read. Pair. Critique.

 Guide the students as they look for a partner.
 Assist the students in performing the steps in the task.
 Guide the students in sharing their comments.
 Process the students comments.

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 Assist the students in sourcing for a copy of the article.
 You may also provide the students with a copy.
 Guide them in answering the questions.
Lesson 2.2: Listening Skills


What to Know
 Establish clear understanding of the difference between hearing and listening.
 Utilize creative and innovative way in teaching the listening skills.
 Guide the students in understanding the different ways to improve their
listening skills.
What to Process
Task 1: Acrostics
 Discuss with the students what an acrostic is.
 Guide them in making and acrostic of the word LISTEN.
 You may provide examples to enlighten the students.
 Ask volunteers to present their work in front of the class.
 Process the students’ answers.
What to Transfer
Task 1: This is Their Story
Part 1: The Interview

 Assist the learner in identifying their interviewee.
 Help the learners understand the interview questions.
 Clarify with the students that they cannot remove questions from the list.
 Remind the students to be polite and courteous while conducting the
interview.
Part 2: The Transcription

 Ask the students to transcribe their interview from beginning to end.

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Part 3: The Reflection
 Ask the students to identify parts of the interview where they did not fully
understand each other.
 Ask them to identify the cause.
 Ask them to suggest ways to resolve it.
 Be guided by the rubric in grading the students.
Lesson 2.3: Grammar
What to Know
 Utilize creative and innovative ways in teaching grammar topics such as
subject-verb agreement, tense and aspect of verbs, preposition, modifiers,
and conditionals.
 Cite additional examples to reinforce students understanding of the topics.
What to Process
Task 1: Subject-Verb Agreement
 Provide a short review about the rules on subject-verb agreement.
 Ask the learners to underline the verb that will agree with the subject of the
sentence.
Task 2: Preposition
 Provide a short review about pronouns.
 Ask the learners to choose the pronoun that will best complete the
sentence.
Task 3: Modifiers
 Review the students on modifiers.
 Ask them identify the word that modifies or describes the underlined word.
Task 4: Conditionals
 Provide a review about conditionals.
 Ask the students to complete the given conditional sentences by supplying
the correct phrase.

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Lesson 2.4: Writing Skills
What to Know
 Establish a connection of this lesson with the past lesson.
 Use creative and innovative ways in teaching topics in writing skills.
 Guide them in understanding the rules in spelling, paragraphing, punctuation
and transition markers.
 Provide a review of the lessons in sentence construction and jargons.
 Provide an opportunity for students to apply what they learned in short self-
check exercises.

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What to Process
Task 1: Spell me
 Carefully read the following words in front of the class.
 Read the words one at a time.
 Ask the students to spell the words and write them down on a ¼ sheet of
paper.
 Below is the spelling list:
1. receipt
2. fiery
3. dumbbell
4. immediate
5. judgment
6. occurrence
7. questionnaire
8. rhythm
9. repetition
10. Interrupt
Task 2: Correct Me
 Provide a short review of the topics included in writing skills.
 Ask the students to correct the paragraphs by rewriting them on a one whole
sheet of paper.
What to Transfer
Task 1: Can You Please Share With Us?
A. The Invitation
 Guide the students in selecting a date for the open sharing discussion with
their invited guest.
 Inform the students about the proper format of writing a letter.
 Guide the students in writing their letter.
 Grade the students’ letters based on the given rubric.
B. My Insights
 Assist the students as they entertain their guest speaker.
 Thank and welcome the guest speaker for spending time with your class.
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 Guide the students as they listen to stories shared by the speakers.
 Encourage the students to ask questions related to the topic.
 Provide ample time for the students to write their essay that includes their
insights and realizations.
 Be guided by the rubric in grading the students’ output.
Lesson 3. Use paralanguage cues

This lesson marks the beginning of Quarter 3. It focuses on the use of
paralanguage cues that will help Contact Center Services provider
become more efficient in carrying out their tasks.
Lesson 3.1: Voice
What to Know
 This lesson marks the start of the Third quarter.
 Use creative and innovative ways in teaching topics in writing skills.
 Guide them in understanding the different paralanguage cues in the speaking
voice such as rate, volume, pitch, and tone.
 Expound the lesson by citing additional examples especially those in the real
life scenario.
What to Process
Task 1. Matching Type
 Ask the students to in answering the task.

Task 2. Modified True or False

 Guide the students in answering the task.
 Process the students answers.
Task 3. Spot the Difference
 Assist the students in accessing the URL.

 Guide them in navigating through the website.
 Provide ample time for them to listen and study the content of the audio
recording.
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 Process the students answer to the guide questions.
Lesson 3.2: Accent
What to Know
 Use creative and innovative ways in teaching the topics included in the
lesson.
 Provide plenty of examples that the students can imitate for practice.
What to Process
Task 1: Pool up!
 Guide the students in answering the task.
 Process the students answers.
Task 2: The Last Man Standing

 Explain the mechanics of the game.
 Choose a phrase or statement to use.
 Assist them in practicing the pronunciation of the statement.
 Implement the rules of the game.
Task 3: Read! Speak up!

 Guide the students in choosing a partner.
 Ask the students to take turns in reading the given sentences and in giving
comments on their classmate.
 Remind the students that comments should be based on the principles of
accent discussed in the previous lesson.
 Remind the students to be constructive in giving their comments.

Task 4: Getting Updated!
 Assist the students in using a functional computer with internet service.
 Otherwise, provide a copy of the article.
 Ask the students to read the feature article from philstar.com.
 Ask them to gather data based on the guide questions.
 Be ready to process the students’ responses.

23
Task 5: 1,2,3
 Ask the students to listen to the voice recording.
 Ask them to gather data based on the guide questions.
Task 6: SIXportant
 Guide them in reading the article.
 Ask them to read the article.
 Ask them to answer the guide questions.
Task 7: Read. Speak. Check.

 Assist the students in using the computer.
 Guide them in recording their voices.
 Remind them to apply the lesson that they have learned about voice and
accent.
 Allow them to pratice and re-record their voices if necessary.
Lesson 3.3 : Conversational Cues

What to Know
 Guide the students in understanding the lesson.
 Ask them to cite situations wherein they were able to decode conversational
cues.
What to Process
Task 1: Complete the table
 Guide the students in accomplishing the task.
 Be ready to process the students’ answers.
 Provide additional examples of conversational cues and ask the
students to decode it.
What to Transfer
Task 2: Mock Call
 Guide the students in choosing a partner.
 Encourage the students to be relaxed and calm while presenting in front of the
24
class.
 Apply the scoring rubrics to assess the learners’ ability.
VI – Summary / Synthesis / Feedback
Plenty of companies, not only local ones but international ones as well, have
chosen to outsource their call centers in our country primarily because Filipinos are
highly trainable in terms of speaking and communication skills. The contact center
service industry, as of today, is still one of the major job provider in the country.
Hence, it is upright to train learners as early as now to become possible members of
this industry.
A good communication skill is the primary requirement to become a contact
center service provider. This module gave the students a boost on their oral and
wriiten communication skills.
Lessons 1, 2 and 3 provided the students with an overview of the process of
communication and the different things that may directly affect the quality of
communication. If students are able to identify barriers in communication, there will
be a greater possibility for a successful communication.
Lesson 4 ensured the enhancement of the learners’ production of phonemes.

This will help them pronounce English words more clearly and in a way that will be
more understandable to clients from other countries.
Lesson 5 provided the students tips on how to become active listeners - a skill
that will help them survive in the production floor of the contact centers.
Lesson 6 offered learners a comprehensive review of grammar rules which

includes subject-verb agreement, tense and aspect of verbs, preposition, modifiers,
and conditionals.
Lesson 7 helped improve the learners’ ability to communicate in written forms.

It focused on improving their spelling, paragraphing, use of punctuations and
transition markers, construction of sentences, and use of jargons.
Lesson 8 allowed the students to explore the flexibility of the speaking voice.
It provided them with insights on how voice constitutes to the message conveyed by
a speaker.
Lesson 9 assisted the learners in neutralizing their accent to make them more
25
marketable in the field of contact center.
Lastly, Lesson 10 gave them a clear understanding of conversational cues. It

helped them learn how to interpret certain cues that may be used by customers. It
also developed their sensitivity to their use of conversational cues.
After finishing Module 3, learners are expected to be more confident in
communicating either orally or written.

26
K to 12 BASIC EDUCATION CURRICULUM
CONTACT CENTER SERVICES
(SPECIALIZATION)
GRADE 10- MODULE 4
TEACHER’S GUIDE

Information and Communication Technology (ICT) is one of the four components of
Technology and Livelihood Education (TLE). This module focuses on the ICT
specialization Contact Center Services. It covers the following:
1. Personal Entrepreneurial Competencies;

2. Environment and Market;
3. Communicating Effectively in English; and
4. Delivering Quality Customer Services.
CONTENT STANDARD
The learner demonstrates understanding of concepts and underlying

principles in delivering quality customer services.
PERFORMANCE STANDARD
The learner independently demonstrates appropriate approaches in delivering

quality customer services in accordance with call center industry policies.
I. INTRODUCTION
The primary purpose of this course is to provide the learners with the
knowledge and skills that will help them become Contact Center Service providers.
Upon completion of this module, learners are expected to: 1. demonstrate

understanding of the BPO/Call Center industry; 2. transmit/receive calls to or from
customers; 3. handle customers’ complaints; and 4. apply knowledge of common
cultural variables as well as local and international geography.
Orient learners on the following:

 Entrepreneurship-based Technology and Livelihood Education
curriculum
27
 Parts of the module
 How to use the module
II. Learning Competencies/ Objectives
The competencies expressed as learning outcomes in this teaching guide are

the exact competencies that will be used to assess the learners for them to secure a
Certificate of Competency or a National Certificate in Contact Center Service.
This teaching guide allows teachers to strategically teach the competencies

spread out in the module; guide the learners in performing the activities; process
learners’ understanding; and assist the learners in applying what they have learned
to an entirely new context.
Utilizing effective teaching methodology and strategies suitable to the

learning needs and requirements of the learners, the following are the
competencies that should be mastered by learners after finishing this module.
Lesson 1: The BPO/Call Center Industry

 Describing the BPO/ Call Center Industry
 Describing the basic services related to customer service, sales and
technical support within the BPO/ Call Center Industry
 Explaining the basic performance metrics of a call center agent
Lesson 2: Transmitting / Receiving Calls To or From Customers

 Identifying types of calls in accordance with the client or customer’s needs
 Using interactive communication in accordance with customer –
management relationship standards
 Addressing customers’ inquiries and concerns
 Providing courteous service to the customer in accordance with customer
relationship management
 Establishing rapport in accordance with customer or client relationship
 Identifying inquiries and concerns required for transfer and or hold in
accordance with the enterprise policy
 Summarizing the information and confirming that the objectives are met when
ending calls
 Observing proper telephone etiquette in closing the conversation
 Protecting customer information

28
Lesson 3: Handling Customers’ Complaints
 Responding to complaints promptly and empathetically.
 Addressing customers’ complaints with clear, direct, accurate and timely
response
 Establishing details of complaints and using basic remedies in accordance
with enterprise policy
 Implementing appropriate referral or hands-off procedures as required
 Referring complicated concerns to higher authority
Lesson 4: Providing After-Sales Support and Documenting Events

 Ensuring customer satisfaction by making a return call
 Discussing action/s necessary to resolve complaint/s and confirming with the
customer
 Recording agreements reached with the customer and implementing within
agreed timeframe
 Initiating follow-up action/s to ensure that agreements with customers are
implemented
 Documenting actions and resolutions agreed-upon with the customer in
accordance with company procedures
Pre-Assessment
 Assess learners’ prior knowledge and skills in Contact Center Services
using:
 paper and pencil test
 performance test
 other appropriate tools
 Guide learners in assessing their prior knowledge by answering the pretest.
 Check their answers using the answer key in this Teacher’s Guide.
 Ask your students to read and reflect on the introduction and objectives of
the module. Conduct an active discussion about the module. Have the
students accomplish the Goals and Targets using the provided graphic
organizer on the page.
Reading Resources and Instructional Activities

 Guide learners in answering the guide questions and performing the activities
to measure how much they know about the topic.
 Let learners share their experiences to the class.
29
 Process learners’ responses, let them reflect, revise, or rethink their
understanding.
What to KNOW
 Guide learners in answering the preliminary activity.
 Ask learners to define terms related to BPO such as customers, clients,
agents, outsourcing, telemarketing and the likes.
 Use creative and innovative strategies in discussing the benefits of
outsourcing.
 Have learners reflect on the perceived benefits of outsourcing. Let them
discuss each benefit as seen in the module.
 Discuss the implications of BPOs in the local and global economy.
What to PROCESS
TASK 1: Business Process Outsourcing
 Guide students in accomplishing the graphic organizer.
TASK 2: BPO Industry in the Philippines

 Let them write a short composition on why the Philippines is a better BPO
market compared to other nations. Process their answers by asking students
to present their reasons to the class.
What to REFLECT AND UNDERSTAND

TASK 3: Video Presentation
 Download the video presentation on Youtube
URL: http://www.youtube.com/watch?v=9w1MJnz-vbg
Video title: Phoning from the Philippines
 Remind the students to take down notes as they watch the video.
 Encourage learners to create a functional and creative graphic organizer in
presenting the data they have gathered.
TASK 4: Cooperative Learning – Reflection on the Video Presentation

 Conduct a group activity for the class. Follow the guidelines presented in the
task. Construct your own rubrics based on the type of activity of the learners.
TASK 5: Oral Presentation- Economic Implications of the BPO Industry

 Conduct an oral activity in the form of extemporaneous speech, or prepared
30
speech as the case may be. The type of activity you will ask your students to
do will depend on their capabilities. Prior to the speech delivery, have them
read the document entitled “Philippine IT BPO Roadmap 2016: Driving to
Global Leadership” as a reference for the content.
What to TRANSFER
TASK 6: Research Activity
 Instruct the students to conduct the research activity presented in the
learner’s module.
 Have the students present the activity.
 Prepare questions relevant to the student’s ability to process the presented
information.
 Ask them for implications of the report they accomplished to their lives as
students of contact center services .
What to KNOW
Lesson 2: Types of Industry
 Have students accomplish the Preliminary Activity. Let them write down as
many examples as they can. After finishing the task, have them present their
output to the class. Encourage interaction between the students so that they
will learn from one another.
 Let the students define and give examples of ITES, IT outsourcing, and KPO.
2.1 Types of BPO Industries

 Discuss the types and categories of BPO industries.
 Search for specific examples of BPO industries.
What to PROCESS
TASK 1: Identifying BPO Industries
 Evaluate students’ learning using appropriate evaluation tool.
 Process students’ learning and let them reflect on their understanding of the
topic.
TASK 2: BPO Terminologies

 Familiarize students with the BPO terminologies. Evaluate learner’s learning
by having them answer Task 2.
What to KNOW
31
Lesson 3: Basic Services within BPO Industry
 Discuss the categories under the Business Process Outsourcing industry.
 Enumerate the call center services and give specific examples of available
call center firms here in the country.
 Explore more on the different BPO firms in the country through online
research and call center agent interviews.
What to PROCESS
TASK 1: Identification of BPO Services
 Familiarize students with the BPO services by having them identify the
services described in Task 1.
TASK 2: Basic Services within the BPO Industry

 Elicit students’ understanding of the lesson by having them answer the essay
type questions in Task 2.

TASK 3: BPO Services: Explored
 Have learners identify a call center agent whom they can interview about the
different job descriptions in their work place. Encourage them to generate
good outputs by focusing on questions that describe the services the
interviewee render in the call center firm.
 Explore more on the services by letting them conduct an online research.
TASK 4: BPO Services: Career Graph of an Agent

 Familiarize students with the career track of a call center/ customer service
representative.
 Explore on the said job roles by researching about the duties and
responsibilities of each.
What to KNOW
Lesson 4: Call Center Agents’ Performance Metrics
 Have the students answer the preliminary activity. Discuss the concept of
Venn diagram. Have them predict the different means of maintaining quality
service by listing the down then plotting them in the Venn diagram.
 Define the word “competencies.” Ask the learners for their ideas of the
qualifications of a competent call center representative.
 Stress that there are two different qualities that the employer look for in
prospective employee:
32
a. Personal qualities-the personality, attitude and behaviour of the person
that affects his/ her performance at work
b. Professional qualities-work related qualities which directly affect the
performance at work
Discuss that both of these are important. One would not work without the
other.
Typical Customer Service Representatives’ Competencies
 Discuss the competencies that would most likely fit in the BPO industry.
 Have a brainstorming on how students see these competencies from their
perspective. Correct and align their understanding to the correct description
afterwards.
 Give specific examples on how each competency could be observed in a
call center workplace.
What to PROCESS
TASK 1: Customer Service Representatives’ Competencies
 Identify the customer contact representatives’ competencies being referred

to by the items given.
TASK 2: Recognizing the CSR Competencies

 Have the students act out short skits on how these competencies may be
demonstrated in the conduct of one’s responsibilities as a contact center
service representative.
 Hone their assessment skills by criticizing critically the competencies shown

during the presentation.

TASK 3: Rating CSR Competencies Based on their Importance
 Let the students appraise the competencies and guide them in weighing their
importance.
 Supervise the cooperative learning activity and give assistance to those who
need it.
 Guide them in realizing that each of the competencies have their own value
and they go hand in hand. They need to develop them all to become the best

33
in the field.
What to TRANSFER
TASK 4: Observing The CSR Competencies in the Workplace
 Simulate a call center scenario where in your student would assume the role
of a customer service representative and you as the caller.
 Present the sample assessment sheet to class and discuss how it will be
filled in.
 Remind them to be observant and to take down notes if needed so that all
observations will be based on what was shown.
4.2 Performance Metrics

 Define terminologies related to call center metrics. Discuss each term
thoroughly to facilitate understanding of the concept.
 Guide students in discussing the different call center metric tracks.
 Provide the students specific examples on how these metrics are observed.
What to PROCESS
TASK 1: Call Center Metrics Acronyms
 Familiarize students with the acronyms used in call center metrics by letting
them answer Task 1.
TASK 2: Identifying Call Center Metrics
 Strengthen learners’ perspective on call center metrics by having them
answer Task 2.

TASK 3 : Video Presentation
 Download the video clip in this URL: :
http://www.youtube.com/watch?v=kudxLVJRmM0
“A Day in the Life: Call Center Agent”
http://www.youtube.com/watch?v=-Xhy9V7V-90
“A Day in the Life of a Modern Philippines Contact Center BPO”
 Let your students process their understanding of the video clip by having
them answer the guide questions following the activity.
What to TRANSFER
TASK 4: Call Center Simulation
 Guide the students in accomplishing Task 1. Explain the instructions clearly.
34
Give examples if necessary.
 Assess learners’ understanding by thoroughly discussing all possible
answers.
What to KNOW
Lesson 5: Transmit and Receive Calls to or from Customers
 Activate prior schema by letting the students answer the preliminary activity.
 Enumerate the different tasks that a call center agent performs.
5.1 Client’s / Customer’s Needs

 Establish clear understanding of the most common customer service and
related functions provided by call or customer contact center employees by
discussing the types of calls in accordance to the customer’s needs.
 Widen student’s perspective on the different call center services by
discussing:
5.1.1 Counseling;
5.1.2 Directory;
5.1.3 Booking;
5.1.4 Technical Support;
5.1.5 Academic Instruction;
5.1.6 Travel Advisories;
5.1.7 Sales; and
5.1.8 Data gathering.
What to PROCESS
TASK 1: Types of Call in Accordance with the Customer’s Needs
 Have the students enumerate the type of calls in a typical call center.
TASK 2: Identifying Client’s / Customer’s Needs
 Familiarize students with the client’s / customer’s needs in the BPO industry.
What to KNOW
Lesson 6: Products and Services
 Facilitate proper mind set by letting the students do the preliminary activity.

35
 Discuss the different products and services offered by call centers like:
6.1 Financial Services
6.2 Technical Support/ Help Desk;
6.3 Sales Support; and
6.4 Client-Specific Products.
 Widen learners’ knowledge by researching and giving examples of the said
services.
What to PROCESS
TASK 1: Products and Services
 Draw out learners’ analysis skills by letting them accomplish Task 1.
What to KNOW
Lesson 7: Interactive Communication
 Orient learners on the purpose of interactive communication. Let them
realize that the ultimate goal of interactive communication is to satisfy the
customers.
 Use creative and innovative strategies in the discussion of inbound call
centers.
 Discuss the two types of inbound call centers. Give examples of
conversations being entertained in each type.
7.1 Gathering Information in a Courteous, Professional Manner
Best Practices
 Guide the students in learning about the best practices in gathering
information.
 Conduct oral activities which will demonstrate how these guidelines will be
put into practice.
7.1.1 Call Structure

 Introduce the parts of a call. Stress the importance of completing the
necessary information in each part. Note that companies have their unique
protocols in receiving or sending out a call. Remind them that these are
general guidelines which they may use to develop their communication skills.
 Provide generous amount of examples in taking and receiving calls.
 Provide opportunities for students to practice and master this communication
36
skill.
What to Process
TASK 1: Enumerate the Best Practices in Interactive Communication
 Let the students put into their own words the best practices they have
learned in this lesson.
 Process students’ responses to retain n their memory the best way of taking
and making calls.
TASK 2: Enumerating the Call Structure

 Identify the correct parts of a call. Have them describe each part.
 Ask the students to give examples orally. Encourage everyone to
participate.

TASK 3: Role playing: Best Practices in Making/Taking Calls
 Supervise an actual outbound or inbound call that displays the best
practices in the conduct of the said activity.
 Guide the processing of the activity. Identify the best practices shown in the
presentation and pinpoint where it was shown in the conversation.
TASK 4: Interactive Communication
 Download this video clip on Youtube. Use the URL below:
http://www.youtube.com/watch?v=EaPn_FcKSW0
“Customer Support Philippines , Sample Order Taking”
 Have them watch the video twice. Let them observe the first time they watch
it. Encourage them to take down notes to answer the guide questions in the
module.
7.2 Active Listening

 Discuss active listening.
 Assist learners in becoming active listeners by practicing the tips in the
module.
 Role play situations that best describe how active listening is carried out.
 Create situations that would require application of students’ active listening
skills.
What to Process
TASK 1: Benefits of Active Listening
37
 Have the students enumerate the beneficial factors of active listening.
 Discuss the relevance of these benefits to their tasks as future contact center
representatives.
TASK 2: Internal and External Barriers

 This is a self-assessment test. Guide the students in writing their internal and
external barriers that interfere with effective listening skills.
 Have the learners identify their personal barriers to listening.
 Stress that knowing these barriers will help them improve their listening skills.
 Have them prepare a checklist which they will visit once in a while to check
their improvement regarding these barriers.
 Assess the students’ work by critiquing and suggest ways on how to improve
their listening skills.

TASK 3: Listening Exercise
 The following is a sample message for the message relay activity:
(Ms. Marilyn Monroe, 45, of 65 Crestwood St. SunnyVille Los Angeles

California, will be ordering 8 sets of chestnut brown filing cabinets and 10
Model 345 safety boxes to be delivered in her place of residence a week
from now. )
Create your own messages. Just make sure that it is appropriate for a call
center setting.
 Supervise the students in seeing and comparing the subtle changes in word
use, and slight additions or eliminations, that significantly alter the meaning
of any message.
 Stress the importance of active listening as an integral part of good

communication. Let them create their conclusion based on the outcome of
the activity.
TASK 4: Selective Listening Exercises
 Prepare the themed set of words ahead of time. Using terms that are related

38
to contact center services would greatly help in familiarization with the career.
Sample: Alaska, New Jersey, Alaska, New Jersey, New York, Colorado,
Illinois, Minnesota, Mississippi, Wyoming, Kansas, Pennsylvania, Nevada,
California, Minnesota (Note that you may repeat the words. This will serve as
distractors.)
 Let the students read carefully the words they have listed on their notebook.
Check how many words match with that of the list given. Notice how many
have been added which are not part of the original set of words.
 Let them create their conclusion based on the outcome of the activity. Guide
them into a realization that selective listening causes minor and sometimes,
major complications in communication.
TASK 5: Online Listening Exercises

 Conduct an online listening activity by following this link:
http://www.esl-lab.com/market/marketrd1.htm
What to TRANSFER
Task 3: Role Playing Assessment
 Assess students’ listening skill through moderating this activity. Observe how
the student does it and process the activity by providing feedback.
 Let the learners play the following role: 1. speaker, 2. listener, and 3.
observer.
 Have them follow the instructions.
 Guide the flow of discussion. Observe how each learner carries out his/ her
task.
 Supervise the critiquing stage. This area is one of the most essential since
this will process the learners’ ability to listen and respond to create a
meaningful conversation.
 Point out the positive points to emulate from this activity. Inform students on
the do’s and dont’s.
7.3.0 Probing skills
 Have students define the term “probing.” Role play situations that clearly
depict the suggestions given in the module in formulating probing questions.
 Differentiate probing from quotes.
7.3.1 Paraphrasing
39
 Discuss what paraphrasing is. Discuss the effective paraphrasing steps in the
module.
 Call on students who will re-enact the examples given in Table 16.
 Have the rest of the class reflect on the intonation and delivery of the
sentences. Point out the difference between correct and incorrect
paraphrasing.
7.3.2 Summarizing
 Discuss what summarizing is. Give specific examples. You may have your
students watch an interesting video clip, then ask them to say or retell what
had transpired in the video.
 Have them differentiate summarizing and paraphrasing. Let them identify
their similarities.
7.3.3 Clarifying
 Stress the importance of clarifying as one of the most important skills of a call
center agent.
 Provide guided instructions and supervision on the proper clarification
procedures as shown in Table 17.
What to PROCESS
TASK 1: Paraphrasing Exercise
 Practice the learner’s paraphrasing skills by letting them do Task 1.

Task 2: Tips on Effective Paraphrasing
 Provide a guided instruction on how these websites can be used inside the
classroom.
 If these activities would take much of the teaching learning time in the
classroom, assign specific activities which they will accomplish at home. Give
them a definite timeframe on when to accomplish the said activity.
Task 3 : Online Paraphrasing Exercise

 Let them do the activity presented on the website.
 Check the learner’s work instantaneously to correct misconceptions.
What to TRANSFER

40
TASK 4: Actual Paraphrasing Exercises
 Act as a moderator of a call center simulation. Instructions are already written
in the Learners’ Module. You may adapt the criteria provided or you may opt
to create your own rubrics.
7.4 Ensuring consistent quality service for all types of customers

 Conduct an interactive discussion about the following means of ensuring
consistent quality service:
Reporting Packages
ACD Integration Trends
Quality Monitoring and Recording
Contact Management Systems
7.5 Avoiding Sensitive Topics

 Have a brainstorming activity on how call center agents come across
sensitive topics as they converse with customers.
 Discuss the importance of distinguishing topics that are related to one’s work
and those that they should not dwell so much on, such as sensitive topics
that might cause discomfort and are offensive.
 Go about the specific sensitive topics enumerated in the module. Discuss
them and try to give examples through recorded voice clips or video clips.
 Make students realize that people are unique in their own way. How they
perceive a conversation depends on a lot of factors. Therefore, we will never
know who can tolerate such sensitive topics and those who can’t. Avoiding
them is the best way to go on with the business transaction.
 Discuss the instances where these may pose sensitivity:
7.5.1. Racial and Ethnic groups
7.5.2. Gender
7.5.3. Age
7.5.4. Illness and Disability
7.5.5. Sexual Preference
7.5.6. Titles
7.5.7. Politics
7.5.8. Religion
What to PROCESS
TASK 1: Identifying Sensitive Issues
 Elicit from the learners the sensitive issues presented. Have them give
41
relevant examples.

TASK 2: Addressing Sensitive Issues
 Ask how each situation may be addressed. The more responses you get
from your students, the better. Make sure to discuss the validity of each
response. Explain why some are acceptable answers, while some are not.
What to TRANSFER
TASK 3: CSR / Agent Interview
 Evaluate students’ output based on the given criteria.
 Select the best output and ask these students to present their work to the
class.
 Process student’s output so that they will get an idea of what is really going
on in the actual field.
What to KNOW
LESSON 8: Phone Etiquette
 Orient learners on the proper use of telephones.
 Elicit from students the importance of phone etiquette.
 Draw out suggestions from students on what they think a good phone
conversation is.
 Provide guided instructions and supervision on the proper phone etiquette.
8.1 Creating a Good First Impression

 Discuss the procedures in handling a telephone conversation.
 Demonstrate correct procedures as discussed in Table 18.
 Have the learners practice the correct procedures in receiving a phone call.
 Have them identify the reason of the call. Demonstrate how the contents of
Table 19 will be delivered efficiently.
What to Process
TASK 1: Create an Appropriate Opening Spiel
 Let learners process their understanding by letting them do Task 1.
 Have them react on the work of their classmates. Assess which answers are
42
acceptable and which should be improved. Stress the importance of
reviewing and correcting their responses. Remember that in a call center
setting, everything is done orally.
TASK 2: Role Playing Activity

 Reinforce learners’ understanding by accomplishing Task 2. Make sure that
everyone has a partner. Ask commendable students to demonstrate their
performance in front of their classmates.
What to KNOW
8. 2 Following the Standard Hold Procedure
 Orient learners on the standard hold procedure one must follow in carrying
out tasks as an agent.
 Demonstrate how this will be done through a role playing activity.
 Create different situations that would require the learners to use the standard
hold procedure.
8.3 Transferring a call

 Discuss the different conditions that require a call transfer.
 Discuss the different types of call transfer.
 Give appropriate examples for each type.
8.4 Taking Notes During a Call

 Elicit from learners the importance of documenting a call.
 Instruct students on how to take notes during a call.
8.5 Making a Last Impression

 Have a brainstorming on how a regular call should be ended. Discuss the
difference between ending a regular call and ending a business call, like in
the case of call centers.
 Discuss the step-by-step procedure in closing a call, as stated in Table 20.
Discuss the closing call structure and the examples given. Make sure you
highlight the appropriate tone, volume, voice projection, and enunciation of
the words.

43
What to PROCESS
TASK 1: Standard Hold Procedures
 Have the students enumerate the standard hold procedures.
 Ask them to give examples of calls using the procedures enumerated.
TASK 2: Reasons for Transferring a Call

 Let the students read the transcript loudly. Encourage them to practice good
pronunciation and enunciation. Let them identify the reasons afterwards.
What to KNOW
LESSON 9: HOLD PROCESS
Answering the Telephone
 Create appropriate activities to suit the learning needs and requirements of
the learners.
 Discuss the different situations that require call holding.
9.1 Why Call Hold is Necessary

 Guide learners in understanding the necessity of call holding.
9.2 Permission Before Placing Customers on Hold

 Provide guided instructions and supervision on how to place customers on
hold.
Proper Closing
 Widen learners’ perspective on proper closing of calls.
9.3 Hold Estimates

 Let the students explore the guidelines in predicting call estimates.
 Explore the different techniques in handling hold estimates by asking industry
employees.
9.4 Returning the call

 Stress the importance of honest service in the field of BPO. This will help
attain customer satisfaction which in turn will prompt them to repeat the
transaction with your company.

44
9.5 Acknowledge the customer
 Stress the importance of acknowledging the customer as an important part of
the business.

 Download the video on Youtube: Customer Support Philippines
use this URL: www. youtube.com/watch?v=hpZFJctBUHQ
 Have them summarize the interactive communication skills and telephone
etiquette as seen in the video.
 Conduct an interactive reporting to class on their observations. Distinguish
which among the skills should be emulated and which need to be improved.
What to TRANSFER
TASK 2: Call Simulation
 Reinforce learners’ understanding by conducting a call simulation as written
in Task 2.
 Use the sample coaching form to assess students’ performance.

45
Lesson 10: Handling Customers’ Complaints
What to KNOW
10.1 Protocols for Handling Difficult or Irate Customers

10.2 Process of Handling Customer Inquiries
10.3 Acknowledging the Situation and Providing Appropriate Response
 This lesson marks the beginning of the fourth (4th) quarter of the
school year.
 Guide learners to prevent customer complaints by emphasizing the
three top most issues or concerns of customers to be satisfied in
enterprise services.
 On the other hand, guide learners so that they may be able to realize
the significance of customer complaints to company’s success.
 Facilitate classroom discussion to understand the process of
handling customer complaints.
 Learners should be able to grasp the idea that preserving the
relationship is always the main concern in handling complaints.
Thus, assist learners on how to respond to customer complaints with
empathy.
 Let the students practise the delivery of the magic question found in
lesson 10.2, if solution is becoming difficult.
 Discuss with the learners that once they have all the list of the
complaints, act immediately in accordance with the procedures of
customer service policy of a BPO.
What to PROCESS
Task 1: Review Handling Customer Complaints

 The activity will measure learners’ knowledge on empathizing with
and remedying customer complaints.
 Direct the learners to match the ideas in both columns.
Task 2: Research Work
 In the second task, learners are given an opportunity to be familiar

with BPO policies on responding to customer complaints.
 Assist the learners to form a group and task them to do an online

46
research of policies of a well-known BPO company in their
community.
 Guide the learners to finish the checklist.
What to REFLECT and UNDERSTAND
Task 3: Film Viewing

 In the internet, there are numerous short films or videos that learners
may download to further improve their skills in handling customer
complaints.
 Ask the learners to do the downloading individually or by group.
 Assist the learners on how to respond in complaints using the guide
found in Task 3.
 Facilitate the exchange of notes through a socialized discussion to
assess learners’ reflection and understanding of the lesson.
What to TRANSFER
Task 4: Simulation
 The next activity is an actual practice of responding to customers
using the available props or materials for a contact center office.
Thus, you are tasked to facilitate the cooperative learning process.
 Learners will experience the real scenario of acknowledging the
situation and providing appropriate response by preparing the
following:
1. script of the simulation,
2. materials to complete a contact center office, and
3. recording device such as video camera or cell phone for
documentation and assessment.
 Use the scoring rubrics found after the directions of the activity to
assess the transfer of learning.
 Suggestions for differentiating instruction is shown in the following
table.
Differentiating Instruction: Meeting Students Where They Are

 Differentiate instruction according to multiple intelligences by profiling
how students learn best.
 Facilitate for the learners the division of the simulation task into
smaller assignments such as the sample table below.

47
Logic Smart Learners Plan the sequence of the simulation.
Word Smart Learners Prepare the script.
Picture Smart Plan the setting of a contact center office
Learners Record / video the simulation.
Self Smart Learners Narrator of the role-play simulation.
People Smart Role-play and dramatize how to respond to
Body Smart customer complaint.
Music Smart Enhance the simulation output with sound
effects.
What to KNOW
10.4 Process of Referral or Handing Off Customers to Supervisors
 During the learning process, let the CCS students practise how to
find someone else who may help if they are not able to answer the
customer’s complaint.
 Moreover, emphasize during the discussion the best person to help
in handling complicated concerns.
 Train the learners with the simple procedure of referring a concern to
a supervisor or higher authority.
What to PROCESS
Task 1: Review Handing Off Customers

 Measure the knowledge of learners through the assessment tool in
Task 1.
 Listed in the activity are the statements and dialogue that may help
or not in handing off customer concerns. Hence, guide the CCS
learners to accomplish the True or False task.
Task 2: Interview of a Contact Center Representative
 The group activity will help the learners how to implement

48
appropriate referral or handoff procedure.
 Assist the learners to conduct an interview with a contact center
representative.
 Discuss the instruction with the learners, and let them use the guide
questions found in task 2, before conducting an interview.
 Facilitate learning during the sharing of gathered information.
What to TRANSFER
Task 3: Proposed Action Plan of Handling Customer Complaints

 A sample proposed action plan will help learners develop customer
service skills, particularly in handling complaints. Thus, guide the
students in accomplishing the table shown in Task 3.
 Furthermore, discuss the scoring rubrics to assess the preparation of
the action plan.
 Plan a schedule of presentation and facilitate the learning process.
 Suggestion for differentiating instruction is written below.

 Create activities that vary in level of complexity and degree of
thinking required.
 Assess learners’ readiness to learn how to prepare an action plan of
developing skills in handling customer complaints.
 Assign learners according to tiered assignments indicated below.
Approaching
Beginning Advanced
Proficiency
Present an action Present an action Present an action
plan that will inform plan that will inform plan according to
your classmates on your classmates on different point of
how to handle views and determine
how to handle
customer complaints your position among
customer complaints. according to different the suggestions and
point of views of the present convincing
following: argument of the plan.
1. Contact center
representative
2. Manager
3. Customer
49
4. Contact center
student
Lesson 11: Provide After-Sales Support and Document Events

What to KNOW
11.1 Ensure customer satisfaction by making a return call

11.2 Discuss actions necessary to resolve complaints and confirm with
the customer
 In this lesson, ensure that learners understand that doing customer

support service is simply a continuous work at every level of the
business.
 Create an opportunity of learning where learners develop the skills
required of a customer support position.
 Schedule another interview with a contact center representative so
that the learners may accomplish the preliminary activity.
 Require learners to practice return calls and exceed customer
expectations to minimize complaints.
What to PROCESS
Task 1: Frequently Asked Questions (FAQs) Webpage

 Assist learners to search for FAQs site of two well-known
enterprises.
 Require learners to compare FAQs of well-known enterprises, and
find out how they educate customers on their products and services.
 Let the learners list down the differences and similarities of FAQs
sites using the graphic organizer found after the instruction.
 Discuss the findings and analyze its advantages to both the
customer and the enterprise.
Task 2: Reaction from an Underground Customer Revolution

 Ask the learners to read the story of Paul Cooper entitled
Underground Customer Revolution.
 Learners will answer the question that follow.

50
 Facilitate the exchange of ideas among students and ensure that
learners gain an understanding of how to respond to a customer
concern immediately.

 Differentiate instruction according to multiple intelligences by profiling
how students learn best.
 Facilitate each group of learners to process their reactions according
to interest.
 The table below indicates the suggestions for using the eight multiple
intelligences.
Musical/Rhythmic Create a jingle, cheer, or rap it

Verbal/Linguistic Use words, write, or tell them
Logical/Mathematical Make a pattern of ideas, chart, or use
statistics
Visual/Spatial Visualize or create a poster graphic
organizer
Body/Kinesthetic Role-play or perform a skit, use body
language or perform a dance
Intrapersonal Journalize, connect to real experience
Interpersonal Dramatize, debate, demonstrate cooperative
learning, give feedback
Naturalist Investigate other related issue, form
hypothesis, or categorize
What to TRANSFER
Task 3: Short Skit of Customer Service Satisfaction

 Learners as a call center practitioner will show how to do the extra
mile just to be able to show their sincere concern to customer.
 In the learners’ short skit, they will demonstrate at least three of the
given ideas of customer satisfaction listed found in Task 3.
 Discuss the scoring rubrics to access the group task.

51
What to KNOW
11.3 Documentation procedures

11.4 Initiate follow-up action to ensure that agreements with customers
are Implemented
11.5 Document actions and resolutions agreed-upon with the customer in
accordance with company procedures
 Use the sample log of incident in Figure 17 to guide the learners on

how to write a clear and concise record of agreement with customer.
 Plan a learning process where learners may practise follow-up action
to see if the arrangements made have been carried out as promised.
 Make sure that learners appreciate the benefits of feedback across
the business.
 Facilitate a brainstorming of the benefits of documentation of actions
and resolutions for customer concerns.
What to PROCESS
Task 1: Log of Incident

 Prepare a customer complaint situation to use in the accomplishment
of the task.
 Complaint situations maybe adopted from a call center conversation
scripts found on the Internet.
 An outline after the direction is provided. Thus, assist the learners
record the agreement reached with the customer.
 Present the output before the class and improve the skills in
recording agreements made with customer.
Task 2: Document an Agreement

 You or the learners may download a customer complaint video to
view and complete Task 2.
 Guide the learners to prepare a log of incident after viewing the
video.
 Present the log using a PowerPoint presentation to be discussed by
each group.

52
Task 3: Interview of a Contact Center Representative

 Guide learners in preparing an interview schedule with a contact
center representative to gain further understanding on how a contact
center agency initiate follow-up action and document agreement.
 Instruct learners to use the guide questions during the interview
session.
 Encourage each group to secure a video record of the interview to
show before the class and for future reference.
 Facilitate the exchange of ideas gathered and compare how contact
center agency performs the required competencies of documenting
agreements.

 Differentiate instruction according to learners’ readiness to foster
student responsibility in a group task.
 Differentiating will help students become more independent hence
reflect what the learner knows, understands, and is able to do.
 Ensure in each group that interview task is divided into smaller
assignments as indicated in the table below.
Logic Smart Learners Plan the sequence of the interview.

Word Smart Learners Write a letter of request for an interview.
Prepare the script.
Picture Smart Plan the setting of interview session.
Learners Record / video the simulation.
Self Smart Learners Document the activity and organize a
portfolio or newsletter.
People Smart Communicate with the contact center
Body Smart agency or representative.
Music Smart Enhance the interview video with sound
effects.
What to TRANSFER
Task 4: Simulation
 Provide learners an opportunity of imitating after-sales support and

53
documentation events.
 Divide the topics listed in the table among groups.
 Discuss the scoring rubrics to assess learners presentation.
Summative Test
 Prepare a comprehensive fourth quarter summative assessment that

covers all the important topics in the quarter.
 Guide learners in assessing their knowledge and skill using:
 paper and pencil test,
 performance test, and
 other appropriate tools.
 Check their answers using the answer key.
V. Summary/ Synthesis/ Feedback
Training learners to deliver quality customer services is very

significant in the success of attaining the competencies of the module.
Since the demands for a contact center representative are very relevant in
the modern world, this Teacher’s Guide will assist you to facilitate the
comprehensive tasks in the module.
For this reason, additional methods of differentiating instruction for

learners are provided to meet the learners where they are. The suggested
instruction is a collection of approaches that respond to the diverse learning
needs in the classroom to increase the probability of student success.

54

Contact Center Services – ICT Grade 10

Modules 1 and 2 Answer Key
MODULE 1: PERSONAL ENTREPRENEURIAL COMPETENCIES – PECS
Feedback
Pre / Post Assessment

1. E 6. B
2. K 7. C
3. H 8. I
4. A 9. D
5. J 10. F
-END of MODULE 1-
MODULE 2: ENVIRONMENT AND MARKET (EM)
Feedback
Pre / Post Assessment
1. D 6. D
2. C 7. B
3. A 8. C
4. B 9. D
5. A 10. D
-END of MODULE 2-

55
Contact Center Services- ICT Grade 10
Module 3 Answer Key
Lesson 1 Analyze Communication Process

Lesson 1.1 Communication Pathways
Process- Task 1: Modified True or False (p. 41)
1. The fastest way to get a response is through oral communication.

2. Written communication is asynchronous.
3. True
4. The primary communication pathway used in the contact center
service industry is from agent to customer.
5. True
6. True
7. E-mail and other electronic forms of messages can be classified as
written communication.
8. Examples of written communication are as memos, proposals, training
manuals, and company policies.
9. True
10. One disadvantage of oral communication is the lack of time for the
speaker to process the message before delivery.
Reflect and Understand- Task 2: Choose the Best! (pp. 42)
SITUATION TYPE OF REASON FOR

COMMUNICATION CHOOSING
1. You exceeded Wriiten communication It is best to send a letter

the allowed (letter) of explanation because
number of the notice was received
minutes for late through a letter too.
in a month. You
received a
written warning

56
asking you to
provide an
explanation.
2. Mrs. Smith Electronic It is easier to place Mrs.

requested to be communication (email Smith on the list of
regularly or text/sms) customers who
updated with receives regular email
the sale events about the promotions of
and promotions the store.
of the Yellow
Star, which is
an online store.
1. You were in Oral communication It is best to call the

the middle of a (telephone call) customer back and
call when all of apologize for losing her
a sudden the on the line.
line got
disconnected.
Lesson 1.2 Elements of Communication
Process- Task 1: POOL UP (p. 46)
1. CONTEXT
2. RECIPIENT
3. MEDIUM
4. MESSAGE
5. SENDER
6. NOISE

57
Task 2: Elements of Communication (pp 45-47)
Elements of Communication
Sender Liza Mcneil
Recipient Mr. Jack Hunt
Message Request for refund
Transmission Wriiten letter

medium
Lesson 1.3 Barriers to Communication
Process- Task 1: MATCHING TYPE (p. 51)

1. B
2. C
3. A
4. D
5. F
6. E
Lesson 2: Communicate and Listen Effectively
Lesson 2.1 Oral Skills

Process- Task 1: Vowel Phonemes (p. 62-63)
Word Vowel Phoneme Used
Stand a

58
Roof u
Relate E and ei
Concentrate O, e, ei
Name ei
Skip Short i
Internet Shoprt i, and e
Process- TASK 2: Critical vowel sounds (pp.63)
Scoring Guide:
10 pts. – no mistake in articulation of critical consonant sounds
6 pts. - 1-2 mistakes in articulation of critical consonant sounds
3 pts. – 3-4 mistakes in articulation of critical consonant sounds
0 pts. – more than 4 mistakes in articulation of critical consonant
Be guided by the scoring guide in grading the learners.
Process - TASK 3: Critical consonant sounds (p 63-64)

Be guided by the scoring guide in grading the learners.
Scoring Guide:
10 pts. – no mistake in articulation of critical consonant sounds
6 pts. - 1-2 mistakes in articulation of critical consonant sounds
3 pts. – 3-4 mistakes in articulation of critical consonant sounds
0 pts. – more than 4 mistakes in articulation of critical consonant

59
Process-Task 4: Read. Pair. Critique (p. 64)
Allow the students to provide comments on each other. This will serve as their
evaluation.
Process- Task 5: Grammatical or Ungrammatical? (p. 64-65)
1. Ungrammatical – word order
2. Ungrammatical – completeness
3. Grammatical
4. Ungrammatical – word combination
5. Ungrammatical – completeness
Lesson 2.3 Grammar
Process- Task 1: Subject-Verb Agreement (p. 81-82)
A.
Call centers within the pharmaceutical industry (is, are)
increasingly being challenged to satisfy customer inquiries while
simultaneously cutting costs. In today's ever-changing marketplace,
call centers (modernizes, modernize) their technology and (expands,
expand) connectivity options in order to support a growing variety of
customer interaction channels and tools.
According to recent research by benchmarking firm, there (is,

are) many gaps in adoption of social media platforms within consumer
health call centers. Sixty-three percent of respondents (identifies,
identify) issues such as regulations, privacy and lack of knowledge on
usability as key challenges to social media adoption. Despite this,
forty-three percent of the OTC segment (reports, report) using
Facebook as a customer interaction channel.
(Adapted from “Consumer Health Call Centers Exploring New Social Media Channels”
http://www.marketwatch.com/story/consumer-health-call-centers-exploring-new-social-media-
channels-2014-07-03)

60
B.
A call center agent (talks, talk) to a client in the U.S. as she
(works, work) the overnight shift in Manila's Makati financial district
February 6, 2012. The number of Filipinos who work on graveyard
shifts to answer calls on behalf of big multinational companies like
Citigroup and JPMorgan Chase (is, are) now greater than India's
350,000, earning the Philippines the title - Call Center Capital of the
World. By 2016, the Philippines (wants, want) to double the size of the
local BPO market to $25 billion, employing 1.3 million workers from
640,000 at the end of 2011. But to be able to do that the Southeast
Asian nation must convince investors that it (has, have) more to offer
than a huge pool of English-speaking talent.
(Adapted from “Philippines, call center capital of the world” by Erik de Castro
http://www.gmanetwork.com/news/photo/16747/philippines-call-center-capital-of-the-
world)
Process - Task 2: Preposition (p. 82)

1. Of - in
2. From – to
3. At – with
4. For – from
5. Of – to
Process - Task 3: Modifier (p. 82)

1. Easy
2. Many
3. Quickly and correctly
4. Who can learn and retain information
5. To speak a second language
Process - Task 4: Conditionals (p. 83)

1. Will have
2. Looked
3. Had called
4. Would understand
5. Would arrive
6. Would have had
7. Order
61
8. Ask
9. Asked
10. Will call
Lesson 2.4 Writing Skills

Process – Task 1: Spell Me (p. 97)
1. Receipt
2. Fiery
3. Dumbbell
4. Immediate
5. Judgment
6. Occurrence
7. Questionnaire
8. Rhythm
9. Occurrence
10. Interrupt
Process – Task 2: Correct Me (p. 97)
Outsourced call centers or contact centers is a group of

individuals handling a large volume of calls to the company. Call
center employees or contact center staff is usually known as call
center agents, telemarketers, customer service representatives
(CSR), customer support, customer service and the like.
They could either take in inbound calls to customer

queries or call customers and prospective clients as outbound
telemarketers on a telemarketing company. In addition, call
center and contact center agents may also be tasked for
directory assistance to generating leads for finance and
mortgaging companies and these calls come from foreign based
mother companies.
Call centers are the most common form of a Business

Process Outsourcing or BPO companies from the Philippines.
Of course, there are pros and cons and yet outsourcing call
center agents have numerous benefits for small and medium

62
scale businesses that would help the growth of their business by
achieving short and long term goals.
Many developing countries such as Philippines, India,

and places in South America are most common destinations for
low-cost outsourcing: from these outsource locations,
companies top choice would be the Philippines.
Lesson 3 : Use Paralanguage Communication Cues
Lesson 3.1 Voice
Process – Task 1: Matching Type

1. B
2. C
3. E
4. D
5. A
Process – Task 2: Modified True or False

1. Communication is not all about words.
2. A monotonous tone is a sign of boredom.
3. T
4. If you smile while you speak, the tone of your voice will
encourage interaction.
5. Slow and deep breathing will help you when confronted with a
difficult call.
Lesson 3.2 Accent

Process – Task 1: Pool Up!
1. Stress
2. Syllable
3. 5
4. Intonation
5. Rising intonation
6. Falling intonation
7. Blending
8. Phrasing

63
9. Thought groups
10. Catching breath
Task 2: Read! Speak up!

The students’ comments towards each other will serve as their evaluation.
-END of MODULE 3-

64
Contact Center Services- ICT Grade 10
Module 4 Answer Key
PRE-TEST / POST TEST
1. A 11. B 21. A
2. C 12. B 22. B
3. B 13. C 23. C
4. A 14. D 24. A
5. D 15. B 25. B
6. C 16. B 26. D
7. B 17. C 27. C
8. C 18. B 28. D
9. B 19. D 29. C
10.B 20. A 30. A

1.1 What is BPO?
1.2 Why Outsource?
1.3 Profile of the BPO Industry (Global and Local)
Process
TASK 1: Business Process Outsourcing
BPO Defined:
refers to the
management of
one or more
specific business
processes or
functions by a third
party.
Perceived benefits of the BPO Industry
Reduce or Provide Focus on Gain access Enhanced

control higher level of your core to world-class efficiency and
operating service for the business expertise and productivity
costs same or even those not while reducing
lower cost available labor cost
service internally

65
Additional Answers:
 Predictability of costs
 Utilization of common applications; freeing up of some financial
and human capital
TASK 2: BPO Industry in the Philippines
What makes the Philippines a better BPO market compared to
other nations?
Learners’ answers may differ. Their answers may include the

following key points:
 the strength of industry effort
 increasing government support on IT investment
 large pool of graduates with English communication skills
and knowledge in ICT far superior to India which has led
many companies to close down Indian operations and move
them to the Philippines
 reliable and reasonably priced telecommunication
infrastructure
 low cost high quality locations, growing buyer trends on
outsourcing.

TASK 3: Video Presentation
Refer to the video for the answers.
(URL: http://www.youtube.com/watch?v=9w1MJnz-vbg )
TASK 4: Cooperative Learning – Reflection on the Video Presentation

Let the students decide for the format of their presentation. Create a
rubrics/criteria for evaluation based on type of presentation.
TASK 5: Oral Presentation- Economic Implications of the BPO Industry

Assess students’ performance based on his rubrics:
Criteria Very Good Good Fair

Voice: clarity, Presenter spoke Presenter usually Presenter

66
pace, fluency clearly and at a spoke clearly to occasionally
(20%) good pace to ensure audience spoke clearly and
ensure audience comprehension. at a good pace.
comprehension. Delivery was
Delivery was usually fluent.
fluent and
expressive
The vocabulary of The vocabulary of The vocabulary
the presentation the presentation was appropriate
was appropriate was appropriate for the topic. The
for the topic. for the topic. presentation
Vocabulary, Variety of Sentence content was
sentence phrases and structures were occasionally
structure, sentence usually correct. grammatically
grammar (15%) structures were The presentation correct.
used. The content was
presentation usually
content was grammatically
grammatically correct.
correct.
Pronunciation Pronunciation Pronunciation Pronunciation
(15%) and intonation is and intonation is occasionally
correct. Has usually correct. correct, but often
confidence in the hesitant and
delivery. inaccurate.
Development of A very good Good Understanding of
the topic (50%) understanding of understanding of topic shown.
the topic was topic was Some links and
evidently shown. evidently shown. connections were
Links and Links and made between
connections connections ideas. Points
between ideas between ideas were usually
were clear. were made clear. developed with
Information was Information was minimum detail.
relevant and well relevant and Information was
expressed in own expressed in own usually relevant.
words. Points words. Points
were well- were developed
organized and with sufficient and
67
developed with appropriate
sufficient and details.
appropriate
details.
TOTAL: 100%
TASK 6: Research Activity

You may use the rubrics below in assessing student’s output.
Written Report:
Criteria 5 4 3 2 1
Outstanding Very Satisfactory Fair Needs

Satisfactory improvement
Content of the
research work:
Validity
Reliability
Coherence
Relevance to the
topic
Computer-
Generated
Presentation:
Visual appeal
Completeness of
Information
Over-all Impact

68
Lesson 2: Types of Industry
2.1 Types of BPO Industries
Process
TASK 1: BPO Industries
1. FOO
2. BOO
3. FOO
4. FOO
5. BOO
6. BOO
7. BOO
8. FOO
9. BOO
10. FOO
TASK 2: BPO Terminologies
1. G 6. D
2. E 7. F
3. B 8. C
4. E 9. B
5. A 10. A

69
Lesson 3: Basic Services within BPO Industry
TASK 1: Identification of BPO Services

1. Telemarketing and telesales (out-bound calls)
2. Procurement
3. Legal Services
4. Customer Services (in-bound calls)
5. Data cleansing
TASK 2: Basic Services within BPO Industry

1. The basic services within the BPO industry are:
 Finance and accounting- services that are related to managing the
finances of a company/ business entity such as payroll, purchase
orders and bank reconciliation
 Document Management- deals with recording and storing data
 Procurement- This involves looking for appropriate suppliers,
monitoring supplier performance, implementing appropriate
processes and procedures, managing requests for information or
proposals and recommending the best potential suppliers, selecting
suppliers and issuing or managing legal contracts.
 Software development- is hiring a team of people to do create client
specified programs.
 Call Centers- is a centralized office that facilitates large amounts of
inbound and outbound telephone calls
a. Customer Services (in-bound calls)
b. Telemarketing and telesales (out-bound calls)- Selling some
products and services are much easier to sell via the phone
and do not require ‘face to face’ meeting. As a result, the
costs for marketing and selling such a product will be
drastically reduced.
c. Data cleansing- a system where an individual or individuals
phone the contacts within a database in order to ensure that
all the details such as contacts, phone numbers and the like
are correct
 Legal Services- Legal offshoring is also gaining popularity
nowadays. This is a good example of KPO. Lawyers commonly
70
handle this type of a job. This may involve monitoring old
contracts and licensing agreements to managing documentary
evidence for product-liability cases.
 Other BPO industries include:
 Customer Service
 Technical Support
 Administrative Support
 Accounting
 Bookkeeping
 Virtual Assistant
 Telemarketing
 Programming
 Call Center Agents
 Sales
 Data Entry
 Internet Research
 Web Development
 Content Management
 Graphics Design
 Direct Mail
 Email Marketing

2. Business Process Outsourcing or BPO is a general term that refers to
the management of one or more specific business processes or
functions by a third party.
A call center is a centralized office that facilitates large amounts
of inbound and outbound telephone calls. It is just one of the many
services being offered by BPOs.
Alike in such a way that call center is a subset of BPO.
3. Answer depends on the student’s choice.
4. Advantages may include:

 wide variety of job opportunities to choose from
 good compensation/ salary
 flexible time schedule which may be good for some people who
have time preferences.

71
 Opportunity for job promotion
 Bonuses and other perks such as being assigned to work abroad,
travelling incentives etc.
 Endless learning opportunities
Disadvantages may include:
 Changes in work shift, where in one may be assigned to work on a
graveyard shift
 Monotonous work conditions, such as staying on the same sitting
position for hours and doing the same thing over and over again
 High stress factor which may lead to emotional breakdown due to
difficult or irate customers.
5. Answer varies.

TASK 3: BPO Services: Explored!
Results of the learners’ interview may vary. Assess learners’ work based on
the provided rubrics.
Rubric Scoring 5 3 1
Content (50%) Full of relevant, Has considerable Has limited
useful and up-to- amount of amount of
date information relevant, useful relevant, useful
and up-to-date and up-to-date
information information
Written Report Written report has Written report has Written report has
(25%) insightful content good content and limited content
and was was presented and was
presented in a comprehensively, presented in a
comprehensive, with a few errors. brief manner.
and error- proof Report has a lot
manner. of errors.
Presentation style Creative and Creative and Appropriate

72
(25%) appropriate appropriate presentation
presentation presentation technique was
technique was technique was used but
used. Information used. However, information was
was clearly information was not clearly
relayed to the not clearly imparted through
audience. relayed to the it.
audience
Lesson 4: Call Center Agents’ Performance Metrics

4.1 Typical Customer Contact Representatives’ Competencies
Process
TASK 1: Customer Service Representatives’ Competencies
1. Technical literacy
2. Stress Management
3. Decision making
4. Peer coaching
5. Multitasking
6. Interpersonal communication
7. Teaming with others
8. Change management
9. Cross selling
10. Time management
TASK 2: Recognizing the CSR Competencies

Assess the group’s work by using this rubrics:

73
5 4 3 2
Presentation (70%)
clarity of the message
appropriate portrayal of roles
clarity in speech and action
availability of props and sound
effects
Cooperation and teamwork (30%)

TOTAL (100%)
5- Outstanding 3- Satisfactory
4- Very Satisfactory 2- Fair
TASK 3: Rating CSR Competencies Based on their Importance

Process students’ understanding by examining the group’s consolidated CSR
competencies ranking. Have them justify how they come up with their final
decision. Rate the group by using a scoring sheet integrated to the sample
rubric given below
Fair Good Very Good

Criteria
Provided a simple Provided a clear Provided a clear

introduction introduction, introduction in an
Introduction of engaging and
topic interesting way.
Outline of points was
given.

74
Some links and Links and connections A very good
connections made between ideas made understanding of the
between ideas. Points clear. Information was topic shown. Links and
are usually developed relevant and connections between
with minimum detail. expressed in own ideas made clear.
Information is usually words. Points were Information was
Development of relevant. developed with relevant and well
topic sufficient and expressed in own
appropriate details. words. Points were
well-organized and
developed with
sufficient and
appropriate details.
Eye contact was An interesting Speaker monitored

made. approach taken to audience and adapts
topic. Speaker used presentation
Techniques used to
techniques such as accordingly. An
engage audience
visual aids and props, interesting or original
Ability to engage were minimal, or
anecdote, surprising approach taken to the
and involve mainly ineffective.
facts, direct audience topic. Speaker used
audience
participation. techniques such as
visual aids and props,
anecdote, humour,
surprising facts, direct
audience participation.
Attempts were made The presentation The presentation

to tailor the content and structure content, structure and
Suitability of presentation content was tailored to the delivery were closely
presentation for to the intended audience and to the tailored to the
purpose and purpose of informing, intended purpose of audience and to the
audience interesting or informing, interesting intended purpose of
persuading. or persuading. informing, interesting
or persuading.
Presenter Presenter usually Presenter spoke

occasionally spoke spoke clearly to ensure clearly and at a good
clearly and at a good audience pace to ensure
Voice: clarity,
pace. comprehension. audience
pace, fluency
Delivery was usually comprehension.
fluent. Delivery was fluent and
expressive.

75
The vocabulary of the The vocabulary of the The vocabulary of the
presentation was presentation was presentation was
mainly appropriate for appropriate for the appropriate for the
Vocabulary,
the topic. The topic. Sentence topic. A variety of
sentence
presentation content structures were usually phrases and sentence
structure,
was occasionally correct. The structures were used.
grammar
grammatically correct. presentation content The presentation
was usually content was
grammatically correct. grammatically correct.
Pronunciation Pronunciation and Pronunciation and

occasionally correct, intonation is usually intonation is correct
Pronunciation
but often hesitant and correct. and confident.
inaccurate.
No visual aids were Visual aids supported Visual aids were

used; OR the presentation carefully prepared and
effectively. They supported the
Visual aids were
clarified and reinforced presentation
occasionally
Use of visual the spoken message. effectively. They
appropriate and
aids clarified and reinforced
related to the spoken
the spoken message.
message.
The aids added impact
and interest to the
presentation.
An attempt was made The presentation was The presentation was

Conclusion of to conclude the summed up clearly. summed up clearly and
topic presentation. effectively, with key
points emphasized.
Not all questions Most questions Questions answered

could be answered. answered. with little difficulty. Very
Answering Questions answered good knowledge of the
Answers showed good
questions from with difficulty, and topic was
knowledge and
audience little knowledge of the demonstrated.
understanding of the
topic was Language was correct
topic. Language was
demonstrated. and fluent.
mainly correct.

76
TASK 4: Observing The CSR Competencies in the workplace
Engage the students in an oral critiquing of the performance shown. Give

positive feedbacks first before giving points for improvement.
TASK 1: Call Center Metrics Acronyms

1. ACD- Average call duration / Automatic Call Distributor
2. CSAT- Customer Service Satisfaction Score
3. TTR- Time – to – Resolution
4. QA- Quality Assurance
5. FCR- First Call/ Contact Resolution
TASK 2: Identifying Call Center Metrics

1. J 6. A
2. I 7. F
3. H 8. D
4. C 9. G
5. B 10. E

TASK 3 : Video Presentation
“A Day in the Life: Call Center Agent”: 3 mins 7 sec
URL: http://www.youtube.com/watch?v=kudxLVJRmM0
1. Reasons why they took the call center job
2. Advantages of being in the job
77
3. Economic implications of the BPO industry
4. Ways and means of maintaining quality call center service
TASK 4: Call Center Simulation

Let the students create their own their own Internet related scenario. Have
them enumerate the qualities of a good internet service and from there, let
them think of possible problems they may encounter.
Consider the following guidelines as you check your student’s output:

 characteristics of a good internet service were well defined
 Possible problems encountered with the service were relevant, valid
and appropriate
 Satisfied and dissatisfied customers were well-described
Lesson 5: Transmit and Receive Calls to or from Customers

5.1 Client’s’ / Customer’s Needs
5.1.1 Counseling;
5.1.2 Directory;
5.1.3 Booking;
5.1.4 Technical Support;
5.1.5 Academic Instruction;
5.1.6 Travel Advisories;
5.1.7 Sales; and
5.1.8 Data gathering.
Process
TASK 1: Type of calls are in Accordance with the Customer’s Needs
1. Complaint resolution
2. Document / order processing

78
3. Inquiry services
4. Telemarketing or teleservice
TASK 2: Identifying Client/ Customer’s Needs
1. Directory
2. Technical
3. Data gathering
4. Sales
5. Booking
6. Academic Instruction
7. Counselling
8. Sales
9. Technical
10. Inquiry services
Lesson 6.0 Products and Services

6.1 Financial Services
6. 2 Technical Support/ Help Desk
6.3 Sales Support
6. 4 Client-Specific Products

79
Process
TASK 1: Products and Services
DIRECTIONS: Complete the diagram to summarize the knowledge learned.
Products and Services
1. Financial 2. Technical 3. Sales Support 4. Client-

Services Support/ Help Specific
Desk Products

A. Billing B.
support Collections
Providing data and reports to help

between the sales team and their
Managing the correspondence
Monitoring customer accounts
Keeping track of sales targets

Processing new sales leads
the sales team

clients


80
Lesson 7: Interactive Communication
A. Handling Queries
B. Handling Transactions
C. Both types of Calls
7.1 Gathering Information in a Courteous, Professional Manner
TASK 1: Enumerate the Best Practices in Interactive Communication

Best Practices include:
1. Clear and polite prompts and greetings
2. Being nice, courteous, appreciative and thankful.
3. Confirming critical entries with ease and efficiency.
4. Having redundant solutions for unexpected solutions such as having an
IVR channels that are available for serving customers.
5. Having a secure solution that helps safe guard customer data
6. Number Clarification for improved customer experience
7. Limit the menu items to five or less options.
8. The use of temporary messages is only effective when the information is
presented in an urgent and timely manner.
9. Have accurate and up-to-date information available to your callers at all
times.
10. Be objective and business like at all times. Deal with matters in a
professional manner
TASK 2: Enumerating the Call Structure

Please refer to Table 13: Call Structure on pp. 199-200.

81
TASK 3: Role playing: Best Practices in Making/Taking Calls

Assess student’s performance based on the following criteria:
Role Playing Presentation:

Voice Quality of the agent and the customer 20%
(Tone, speed, clarity)
Correct use of the English language 30
Consistency in handling the matters of the call 30
Application of the best practices in making and taking calls 20
Total: 100%
Processing what has transpired in the activity:

Number of best practices observed 50%
Citing when exactly they were shown 50
Total: 100%
“Customer Support Philippines , Sample Order Taking “
2 mins 56 sec
URL: http://www.youtube.com/watch?v=EaPn_FcKSW0
1. How did she greet the customer?
2. How did she get the customer’s details?
3. In what manner did she handle the call?
4. How did she confirm the veracity of the details?
5. How did she end the conversation?
6. What other observations can you add?
7. On a scale of 1 to 10, how would you rate the call
center agent in the video?
7.2 Active Listening
TASK 1: Benefits of Active Listening

1. By becoming a better listener, you will improve your productivity, as well
as your ability to influence, persuade and negotiate.
82
2. You will avoid conflict and misunderstandings.
3. You will be able to gain information and perspective which will enable you
to respond appropriately.
4. You will be able to process the complete thought of the message being
relayed be the speaker.
5. You will gain confidence.
TASK 2: Internal and External Barriers

Answers of students may include but not limited to the following:
Internal Barriers External Barriers
(These are hindrances that occur (These are hindrances that occur
within yourself.) around you or in your surroundings.)
1. Physiological state such as 1. extrinsic factors such as
problems related to the nervous environmental noise like weather
system disturbances, turned on television
or radio, etc.
2. psychological state 2. manner of speaking
3. stress 3. volume of speaking
4. current mental state 4. technical glitches such as when
using dysfunctional telephone
units or headphones, intermittent
signals, etc.
5. distractions, sense of focus 5. language being used by the
speaker
6. hearing conditions (e.g., deafness, 6. side conversations
weak sense of hearing)
7. current emotional state 7. eavesdropping
8. physical and mental exhaustion 8. pace of speaking
TASK 3: Listening Exercise
Processing:
The teacher will ask the students to post the cards sequentially by
group so everyone could see the slight changes in the message. The team
will then have the opportunity to study how subtle changes in word use, slight
additions or eliminations, can significantly alter the meaning of any message.

83
TASK 4: Selective Listening Exercises
Processing:
Read carefully the words you have listed down on your notebook.
Check how many words match with that of the list given by the teacher.
Notice how many have been added which are not part of the original set of
words.
TASK 5: Online Listening Exercises
Please refer to the link provided.
Task 6: Role Playing Assessment

This activity will be done simultaneously. Position your students in a
small circle, all three of them, and assign them roles as stated in the
directions. Facilitate active participation in the conduct of this activity.
Observe how the students are doing the activity by roaming around and
listening attentively to them. After a few minutes( depending on how fast they
can carry it out), stop the activity to give way to the processing stage.
Processing stage will give the observers the time give feedback to the
listener about his or her attentive posture and paraphrasing.
Hearing the observations, guide students in identifying similarities and

differences on how they handled the listening activity.
Afterwards, ask the class to share their noteworthy observations. Have

them formulate a conclusion and let them create appropriate
recommendations and suggestions to improve their listening skills.

84
7.3 Probing skills
7.3.1 Paraphrasing
7.3.2 Summarizing
7.3.3 Clarifying
Process
TASK 1: Paraphrasing Exercise
Customer says: Sample Answers

1. “I want to cancel my “As I understand it, you are cancelling your
flight booking because a flight due to the passing away of your relative, is
close relative of mine has that right Mrs. Goodman? ”
just passed away “
2. “I’d like to have my ATM “I am sorry to hear that Sir. So you want to
account blocked. My wallet block all ATM transactions because your card
had been stolen with my was stolen, am I correct?”
ATM cards in it.”
3. “I would like to make a “So you are expecting a delivery yesterday that
follow- up on my orders. I has not yet come? I am sorry for the
was expecting it yesterday inconvenience this incident has caused you. I’ll
be glad to take care of this for you.””
but until now It hasn’t
arrived yet!”
4. “I‘d like to know if my “ What you want to confirm is the termination of
Internet Service your Internet Service subscription, is that
subscription has been correct? I’d be glad to assist you.”
terminated? I called up last
week for stoppage since I
lost my job.”
5. “May I ask if your “If I understood you correctly Ms. Conner, you
products are suitable for would like to know if our product suits your skin
sensitive skin? My skin type, is that right? I’d be happy to assist you.”
easily gets irritated by
cosmetic products.”

85
TASK 2: Tips on Effective Paraphrasing
TASK 3: Online Paraphrasing Exercise
Please follow the websites indicated in the module.
TASK 4: Actual Paraphrasing Exercises
Please refer to the given criteria on page 216
7.4 Ensuring consistent quality service for all types of customers

Reporting Packages
7.5 Avoiding Sensitive Topics
Process
TASK 1: Identifying Sensitive Issues
1. Religion
2. Racial and Ethnic groups
3. Politics
4. Illness and Disability
5. Age
TASK 2: Addressing Sensitive Issues

Supervise the student’s activity carefully. It is expected that the
responses will vary. Encourage praises and positive criticisms so that the
students would know the observations of their classmate. Make the
necessary corrections should you feel the need to do so. Make sure that all

86
corrections and suggestions have been applied so that the students would be
aware of it next time.
TASK 3: CSR / Agent Interview

Refer to the following criteria for evaluation:
Validity and Reliability of the gathered information: 60%
Implication and Conclusion: 40%
100%
You may create your own rubric if you wish.
LESSON 8: PHONE ETIQUETTE

8.1 Creating a Good First Impression
TASK 1: Create an Appropriate Opening Spiel
• Opening call spiel sample: Good morning, this is Diane from RRD
Software Company. How may I help you? (Inbound)
• Thank you for calling RRD Software company, this is Diane Logan,
may I help you? (Inbound)
• Good day. Hi. This is Diane calling on behalf of RRD Software

Company May I speak to Brad Cooper? (Outbound)
Situation Your response

a. “I ordered 50 boxes of floor tiles (Kindly assess the student’s
last week. Upon opening the responses based on the guidelines
delivered boxes, I found out that 30 presented. You may or may not
boxes have broken tiles, 2 have consider their answer/s. Do not
mixed designs and 5 boxes have declare a response as “wrong”,
incomplete quantity.” rather, let the students improve their
own answer. )
b. “This is Madeline. I need 20 sets of
screwdrivers and wrenches to be
delivered as soon as possible.”

87
c. “I just would like to make a follow
up on the status of my order last
week. When will it be delivered? I’ve
been waiting for it since last Monday.
You said it will arrive in 5 working
days! ”
d. “Mr. Williams here. I would like to

know what colors of paint would
match a 9-year old girl’s bedroom?”
TASK 2: Role Playing Activity
5 4 3 2 1
Tone
Energy
Pronunciation
Inflection
8. 2 Following the Standard Hold Procedure

8.3 Transferring a call
8.4 Taking Notes During a Call
8.5 Making a Last Impression
Process
TASK 1: Standard Hold Procedures
1. Explain why the customer will be put on hold.

2. Thank the customer for agreeing.
3. Thank the customer for holding.

88
TASK 2: Reasons for Transferring a Call
1. the concern is outside your support service

2. you have explained to the customer that you will be transferring them
due to specific reasons
3. you have already exhausted all possible means for helping the
customer
4. the concern is outside your support service
LESSON 9: HOLD PROCESS
9.1 Why Call Hold is Necessary

9.2 Permission before Placing Customers on Hold

1. Have the students enumerate the interactive communication skills
shown by call center agent.
2. Have them identify the telephone etiquette shown in the video.
TASK 2: Call Simulation

Assess student’s Performance using the coaching session form on page 236.
Lesson 10: Handle Customers’ Complaints
10.1 Respond to Complaints Promptly with Empathy

10.2 Address Customers’ Complaints with Clear, Direct, Accurate and Timely
Response
10.3 Establish Details of Complaints and Use Basic Remedies in

Accordance with Enterprise Policy

89
Process
Task 3: Review Handling Customer Complaints
1. E 6. B
2. C 7. A
3. D 8. I
4. F 9. J
5. G 10.H
10.4 Implement Appropriate Referral or Handoff Procedures as Required

10.5 Refer Complicated Concerns to Higher Authority
Process
Task 1: Review Handing Off Customers
1. True 6. True
2. True 7. True
3. False 8. True
4. False 9. False
5. True 10.True
Summative Test Lesson 10 -11
1. A 6. A 11. B 16. B
2. B 7. B 12. A 17. D
3. A 8. D 13. D 18. A
4. D 9. C 14. C 19. C
5. C 10. A 15. A 20. B
-END of MODULE 4-

90
REFERENCES:
1. Module 5, Project EASE, Effective and Affordable Secondary

Education
2. http://www.entrepreneur.com/article/77408#ixzz2twpYG49A
3. http://www.thetimes100.co.uk/theory/theory--opportunities-constraints-
business-environment--165.php#ixzz1PVjUuaWu
4. http://www.thetimes100.co.uk/theory/theory--constraints--
421.php#ixzz1PVki8a36
5. http://www.thetimes100.co.uk/theory/theory--constraints-on-production-
-303.php#ixzz1PVkyDy8k
6. http://www.thetimes100.co.uk/theory/theory--production-and-resource-
requirements--354.php#ixzz1PVlGG7zv
7. http://www.thetimes100.co.uk/theory/theory--nature-and-role-of-
marketing--245.php#ixzz1PVlc88gR
8. http://www.education.vic.gov.au/languagesonline

91
Acknowledgement
This Teacher’s Guide on Contact Center Services was developed for the
Information and Communication Technology Course in Technology and Livelihood
Education, Grade 10 of the K to 12 Curriculum with the assistance of the following
persons:
MODULE WRITERS
Dr. VIRGILIO O. GUEVARRA, Jr. DIANA MARIE B. DAGLI

Division Coordinator Head Teacher III
Dasmariñas, Cavite Nagpayong High School
Region IV – A CALABARZON Division of Pasig City
NCR
MARIA ANGELICA G. MATES ROSE ANN M. SULLA

Teacher II Teacher I
Jose Abad Santos High School Parang High School
Division of Manila Division of Marikina City
NCR NCR
REVIEWERS
DOCUMENTORS / SECRETARIAT

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Technology and Livelihood Education – Grade 10

Published by the Department of Education

Development Team of the Learner’s Material

Management Team: Dr. Lolita M. Andrada, Jocelyn DR Andaya, Bella O. Mariñas,

Printed in the Philippines by ____________

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

This is a specialization course which leads to Contact Center

The preliminaries of this specialization course include the following:

The learner demonstrates understanding of one’s Personal

The learner independently creates a plan of action that strengthens

Develop and strengthen PECs needed in Contact Center Services.

This module will also provide learners an opportunity to know that

Moreover, the module is designed to stimulate the learners to think

With your assistance and the guidance of this module, learners

ICT- CONTACT CENTER SERVICES- Grade 10

Learning Goals and Target

IV. Know, Process, Reflect and Understand, and Transfer

ICT- CONTACT CENTER SERVICES- Grade 10

ICT- CONTACT CENTER SERVICES- Grade 10

This is a specialization course which leads to Contact Center

The preliminaries of this specialization course include the following:

The learner demonstrates understanding of environment and market

 Develop a quality and marketable product or service in Contact Center

People who aspire to start a business need to explore the economic,

ICT-CONTACT CENTER SERVICES- Grade 10

To be successful in any kind of business venture, potential

With your assistance and guidance in facilitating this module,

III. Presentation of Content

IV. Know, Process, Reflect and Understand, and Transfer

ICT-CONTACT CENTER SERVICES- Grade 10

ICT-CONTACT CENTER SERVICES- Grade 10

ICT-CONTACT CENTER SERVICES- Grade 10

ICT-CONTACT CENTER SERVICES- Grade 10

Grade Level Standard

Information and Communication Technology (ICT) is one of the four components of

1. Personal Entrepreneurial Competencies;

2. Environment and Market;

3. Communicate Effectively in English; and

4. Deliver Quality Customer Service

The learner demonstrates understanding of the concepts and underlying

The learner independently demonstrates the proper skills of communicating

Utilizing effective teaching methodology and strategies suitable to the learning

ICT- CONTACT CENTER SERVICES- Grade 9

1. Communicate effectively in English

Upon completion of this module, learners are expected to: 1. analyze

II. Learning Competencies/ Objectives

The competencies expressed as learning outcomes in this teacher’s guide are

This teacher’s guide allows teachers to strategically teach the competencies

Utilizing effective teaching methodology and strategies suitable to the learning

ICT- CONTACT CENTER SERVICES- Grade 9

 Analyzing communication process;

III. Pre- Assessment

 Guide learners in assessing their actual communication skills by

 Assess learners’ prior knowledge and skills in Contact Center Services

IV. Reading Resources and Instructional Activities

 Guide learners in answering the guide questions and in performing the

ICT- CONTACT CENTER SERVICES- Grade 9

 Guide learners in answering the Preliminary Activities.

Task 1: Modified True or False

C. What to REFLECT and UNDERSTAND

Task 2: Choose the Best!

Lesson 1.2. Elements of Communication

ICT- CONTACT CENTER SERVICES- Grade 9