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Docshare - Tips - Tle Ict Contact Center Services Grade 10 TG PDF
Docshare - Tips - Tle Ict Contact Center Services Grade 10 TG PDF
10
Information and
Communications
Technology
Teacher’s Guide
Contact Center Services
GOVERNMENT PROPERTY
NOT FOR SALE
ALLOTTED TO
District/ School: _________________________________________
Division _________________________________________________
First Year of Use: _________________________________________
Source of Fund (Year included):__________________________
Department of Education
Republic of the Philippines
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders. Every
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.
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
Caoagdan
Illustrator and Layout Artists: Marc Anthony M. Pagoyo
Subject Specialist: Owen M. Milambiling
ii
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
Content Standard
Performance Standard
Learning Competencies
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
1
competencies related to Contact Center Services.
II. Objectives
Content Standard
Performance Standard
The learner independently creates a business vicinity map reflective
of potential market in Contact Center Services in a province.
Learning Competencies
I. Introduction
II. Objectives
CONTENT STANDARD
PERFORMANCE STANDARD
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.
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.
Check their answers using the answer key on this Teachers Guide.
B. What to 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.
What to Know
What to Process
Task 1: Matching Type
Guide the learners to identify the different barriers in communication through
the given matching type test.
What to Transfer
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
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.
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
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.
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.
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.
ICT- CONTACT CENTER SERVICES- Grade 9
21
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.
What to Process
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 6: SIXportant
Assist the students in using a functional computer with internet service.
Guide them in reading the article.
Ask them to read the article.
Ask them to answer the guide questions.
Be ready to process the students’ responses.
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
ICT- CONTACT CENTER SERVICES- Grade 9
24
class.
Apply the scoring rubrics to assess the learners’ ability.
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 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 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
ICT- CONTACT CENTER SERVICES- Grade 9
25
marketable in the field of contact center.
CONTENT STANDARD
PERFORMANCE STANDARD
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.
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.
What to KNOW
Lesson 1: The BPO/Call Center Industry
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.
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.
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.
What to KNOW
ICT-CONTACT CENTER SERVICES- Grade 10
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.
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:
ICT-CONTACT CENTER SERVICES- Grade 10
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
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.
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.
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.
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.
What to Process
TASK 1: Benefits of Active Listening
ICT-CONTACT CENTER SERVICES- Grade 10
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.
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.
Prepare the themed set of words ahead of time. Using terms that are related
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.
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
ICT-CONTACT CENTER SERVICES- Grade 10
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.
What to TRANSFER
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
ICT-CONTACT CENTER SERVICES- Grade 10
41
relevant examples.
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.
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
ICT-CONTACT CENTER SERVICES- Grade 10
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.
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.
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.
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.
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 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.
What to KNOW
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
What to TRANSFER
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
ICT- CONTACT CENTER SERVICES- Grade 10
49
4. Contact center
student
What to TRANSFER
What to TRANSFER
Task 4: Simulation
Provide learners an opportunity of imitating after-sales support and
Feedback
1. E 6. B
2. K 7. C
3. H 8. I
4. A 9. D
5. J 10. F
-END of MODULE 1-
Feedback
1. D 6. D
2. C 7. B
3. A 8. C
4. B 9. D
5. A 10. D
-END of MODULE 2-
1. CONTEXT
2. RECIPIENT
3. MEDIUM
4. MESSAGE
5. SENDER
6. NOISE
Elements of Communication
Stand a
Relate E and ei
Concentrate O, e, ei
Name ei
Skip Short i
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
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
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.
(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)
(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)
-END of MODULE 3-
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
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.
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?
Reliability
Coherence
Relevance to the
topic
Computer-
Generated
Presentation:
Visual appeal
Completeness of
Information
Over-all Impact
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
1. G 6. D
2. E 7. F
3. B 8. C
4. E 9. B
5. A 10. A
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
5- Outstanding 3- Satisfactory
4- Very Satisfactory 2- Fair
2. I 7. F
3. H 8. D
4. C 9. G
5. B 10. E
Process
TASK 1: Type of calls are in Accordance with the Customer’s Needs
1. Complaint resolution
2. Document / order processing
1. Directory
2. Technical
3. Data gathering
4. Sales
5. Booking
6. Academic Instruction
7. Counselling
8. Sales
9. Technical
10. Inquiry services
A. Billing B.
support Collections
Total: 100%
Total: 100%
TASK 1: Interactive Communication
“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?
(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
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.
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.
Processing stage will give the observers the time give feedback to the
listener about his or her attentive posture and paraphrasing.
Process
Process
TASK 1: Identifying Sensitive Issues
1. Religion
2. Racial and Ethnic groups
3. Politics
4. Illness and Disability
5. Age
• 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)
5 4 3 2 1
Tone
Energy
Pronunciation
Inflection
Process
2. C 7. A
3. D 8. I
4. F 9. J
5. G 10.H
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
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
-END of MODULE 4-
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
MODULE WRITERS
REVIEWERS
DOCUMENTORS / SECRETARIAT