Perform Customer Service Delivery Processes

Competency Based
Learning Material
PERFORMING CUSTOMER SERVICE DELIVERY

PROCESSES
Unit of Competency:
PERFORM CUSTOMER SERVICE DELIVERY
PROCESSES
Qualification
CONTACT CENTER SERVICES NC II
Amazing GTechnical
Training Institute, Inc
(AGTTI)
#74 Cambridge St. Cor. New York St.,
Brgy. E. Rodriguez, Cubao, Quezon City
ACKNOWLEDGEMENT
Copyright Amazing Grace Technical Training Institute, Inc.

First Published December 2016
This module was based on the Training Regulation and Competency-

Based Curriculum of Contact Center Services NC II.
This learning instrument was developed by:
Trainers
Amazing Grace Technical Training Institute, Inc.
#74 Cambridge St. Cor. New York St.,
Brgy. E. Rodriguez, Cubao, Quezon City
TABLE OF CONTENTS
Page
How to Use this Module..............................................................................i

................................................................................... 1
Course Introduction..................................................................................ii
Technical Terms....................................................................................iii-v
Learning Outcome 1: Demonstrate an ability to empathize with a

Customer …………………………………………………………………….…… 1
References.................................................................................................2
Information Sheet 1.1.1.............................................................................7
Self Check 1.1.1 .....................................................................................10
Answer Key 1.1.1.......................................................................................11
Audio Visual Presentation 1.1.2…………………………………..……………….12
Task Sheet 1.1.2........................................................................................13
Performance Criteria Checklist 1.1.2............................................................14
Learning Outcome 2: Demonstrate an ability to manage difficult

conversations…………………………………………………………………………..15
Information Sheet 2.1.1..............................................................................16
Self Check 2.1.1........................................................................................18
Answer Key 2.1.1.......................................................................................19
Audio Visual Presentation 2.1.2...................................................................20
Job Sheet 2.1.2.........................................................................................21
Performance Criteria Checklist 2.1.2............................................................23

HOW TO USE THIS MODULE
Welcome to the Module “PERFORMING CUSTOMER SERVICE

DELIVERY PROCESSES”. This module contains training materials and activities
for you to complete.
The unit of competency “PERFORM CUSTOMER SERVICE DELIVERY

PROCESSES” contains knowledge, skills and attitudes required for a Contact
Center Services NC II course.
You are required to go through a series of learning activities in order to

complete each of the learning outcomes of the module. In each learning outcome
there are Information Sheets, Task Sheets, Operations Sheets and Job Sheets.
Follow these activities on your own and answer the Self-Check at the end of each
learning activity.
If you have questions, don’t hesitate to ask your trainer for assistance.
Recognition of Prior Learning (RPL)
You may already have some of the knowledge and skills covered in this
module because you have:
o Been working for some time
o Already have completed training in this area.
If you can demonstrate to your trainer that you are competent in a particular
skill or skills, talk to him/her about having them formally recognized so you don’t
have to do the same training again. If you have a qualification or Certificate of
Competency from previous trainings show it to your teacher. If the skills you
acquired are still current and relevant to this module, they may become part of the
evidence you can present for RPL. If you are not sure about the currency of your
skills, discuss it with your teacher.
After completing this module ask your trainer to assess your competency.
Result of your assessment will be recorded in your competency profile. All the
learning activities are designed for you to complete at your own pace.
Inside this module you will find the activities for you to complete followed by
relevant information sheets for each learning outcome. Each learning outcome may
have more than one learning activity.
Competency Base Date Developed: Document No. 001-2016

Learning Material December of 2016 Issued by:
Demonstrate an Developed by: AGTTI, Inc.

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customer Institute, Inc.
Program/Course : Contact Center Service NC II
Unit of Competency : PERFORM CUSTOMER SERVICE DELIVERY
PROCESSES
Module : PERFORMING CUSTOMER SERVICE DELIVERY
PROCESSES
INTRODUCTION:
This module contains information and suggested learning activities on

Contact Center Services NC II. It includes activities and materials on PERFORM
CUSTOMER SERVICE DELIVERY PROCESSES
Completion of this module will lessen your modules to accomplished more to

achieve the Contact Center Service National Certification Level II.
This module consists of one (3) learning outcomes. This learning outcome
contains learning activities supported by each information sheets. Before you
perform the instructions, read the information sheets and answer the self-check
and activities provided to ascertain to yourself and your trainer that you have
acquired the knowledge necessary to perform the skill portion of the particular
learning outcome.
Upon completion of this module, report to your trainer for assessment to

check your achievement of knowledge and skills requirement of this module. If you
pass the assessment, you will be given a certificate of completion.
SUMMARY OF LEARNING OUTCOMES:
Upon completion of the module you should be able to:
LO1 Demonstrate an ability to answer or make a call

LO2 Demonstrate an ability to identify a customer need
LO3 Demonstrate an ability to capture and provide information and/or
directions
PRE-REQUISITES:
 NONE


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TECHNICAL TERMS
GENERAL
1. Certification - is the process of verifying and validating the competencies of a

person through assessment
2. Certificate of Competency(COC) – is a certification issued to individuals who pass
the assessment for a single unit or cluster of units of competency
3. Common Competencies - are the skills and knowledge needed by all people working
in a particular industry
4. Competency - is the possession and application of knowledge, skills and attitudes to
perform work activities to the standard expected in the workplace
5. Competency Assessment - is the process of collecting evidence and making
judgments on whether competency has been achieved
6. Competency Standard (CS) - is the industry-determined specification of
competencies required for effective work performance
7. Context of Assessment - refers to the place where assessment is to be conducted or
carried out
8. Core Competencies - are the specific skills and knowledge needed in a particular
area of work - industry sector/occupation/job role
9. Critical aspects of competency - refers to the evidence that is essential for successful
performance of the unit of competency
10. Elective Competencies - are the additional skills and knowledge required by the
individual or enterprise for work
11. Elements - are the building blocks of a unit of competency. They describe in
outcome terms the functions that a person perform in the workplace
12. Evidence Guide - is a component of the unit of competency that defines or identifies
the evidences required to determine the competence of the individual. It provides
information on critical aspects of competency, underpinning knowledge, underpinning
skills, resource implications, assessment method and context of assessment
13. Level - refers to the category of skills and knowledge required to do a job
14. Method of Assessment - refers to the ways of collecting evidence and when evidence
should be collected


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15. National Certificate(NC) – is a certification issued to individuals who achieve all the
required units of competency for a national qualification defined under the Training
Regulations. NCs are aligned to specific levels within the PTQF
16. Performance Criteria - are evaluative statements that specify what is to be
assessed and the required level of performance
17. Qualification - is a cluster of units of competencies that meets job roles and is
significant in the workplace. It is also a certification awarded to a person on
successful completion of a course in recognition of having demonstrated
competencies in an industry sector
18. Range of Variables - describes the circumstances or context in which the work is to
be performed
19. Recognition of Prior Learning (RPL) – is the acknowledgement of an individual’s
skills, knowledge and attitudes gained from life and work experiences outside
registered training programs
20. Resource Implications - refers to the resources needed for the successful
performance of the work activity described in the unit of competency. It includes
work environment and conditions, materials, tools and equipment
21. Basic Competencies - are the skills and knowledge that everyone needs for work
22. Training Regulations (TR) – refers to the document promulgated and issued by
TESDA consisting of competency standards, national qualifications and training
guidelines for specific sectors/occupations. The TR serves as basis for establishment
of qualification and certification under the PTQF. It also serves as guide for
development of competency-based curricula and instructional materials including
registration of TVET programs offered by TVET providers
23. Underpinning Knowledge - refers to the competency that involves in applying
knowledge to perform work activities. It includes specific knowledge that is essential
to the performance of the competency
24. Underpinning Skills - refers to the list of the skills needed to achieve the elements
and performance criteria in the unit of competency. It includes generic and industry
specific skills
25. Unit of Competency – is a component of the competency standards stating a specific
key function or role in a particular job or occupation; it is the smallest component of
achievement that can be assessed and certified under the PTQF
SECTOR-SPECIFIC


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1. Browser – a software package that provides the user interface for accessing Internet,
Intranet and Extranet Web sites.
2. Computer – a device that has the ability to accept data; internally store and execute a
program of instructions; perform mathematical, logical, and manipulative operations
on data; and report the results.
3. Contact Center – an organization that provides customer interaction services such as
customer care, technical support and advisory services to other companies for a fee.
The center also extends outbound customer campaigns such as telemarketing and
sales.
4. Data - objective measurements of the attributes (characteristics) of entities such as
people, places, things, and events.
5. Documentation – a collection of documents or information.
6. Ergonomics - the science and technology emphasizing the safety, comfort, and ease
of use of human-operated machines. The goal of ergonomics is to produce systems
that are user-friendly: safe, comfortable and easy to use.
7. Information – data placed in a meaningful and useful context for an end user.
8. Information and Communication Technology (ICT) - refers to technologies
associated with the transmission and exchange of data in the form of sound, text,
visual images, signals or any combination of those forms through the use of digital
technology. It encompasses such services as telecommunications, posts, multimedia,
electronic commerce, broadcasting, and information technology.
9. Knowledge workers – people whose primary work activities include creating, using,
and distributing information.
10. Protocol – a set of rules and procedures for the control of communication in a
communications network.
11. Software – computer programs and procedures concerned with the operation of an
information system.
12. Standards – measures of performance developed to evaluate the progress of a system
toward its objectives
13. System – an assembly of methods, procedures, or techniques unified by regulated
interaction to form an organized whole
14. Telecommunications – pertaining to the transmission of signals over long distances,
including not only data communications but also the transmission of images and
voices using communication technologies.


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PROCESSES
PROCESSES
Learning Outcome 01: Demonstrate an ability to answer or make a call
Assessment Criteria:
1. Demonstrated knowledge of the call flow process

2. Answered calls in accordance with enterprise inbound procedures
3. Answered calls in accordance with enterprise outbound procedures
4. Identified customer needs appropriately to avoid irritation
5. Clarified or confirms customer concern by paraphrasing
6. Accurately captured and recorded information from a call in
accordance with prescribed process guidelines
7. Demonstrated an ability to accurately carry out written and verbal
instructions in accordance with prescribed process guidelines
8. Demonstrated ability to find and use information relevant to the task
from a variety of information sources
9. Demonstrated an ability to accurately direct the customer concerns
to the correct department or support group in accordance with
prescribed process guidelines
Resources:
Materials
White Board
Marker
Eraser
Tools
Computer
Projector
Telephone
Headset


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References:
linguapress.com www.wikihow.com
www.englishlanguageterminology owl.english.purdue.edu
www.usca.edu voicefoundation.org
www.ereadingworksheets.com en.wikipedia.org/wiki/Debate
INFORMATION SHEET 1.1.1
INBOUND CALLS
An inbound call is one that a customer initiates to a call center orcontact

center. A help desk handles inbound calls as well, although calls may be
made from employees rather than customers. A call center may handle
either inbound or outbound calls exclusively or might deal with a
combination of the two.
Inbound call center agent performance is measured according to several

metrics, including first call resolution (FCR), average handle time (AHT) and
time in queue. Inbound call centers sometimes stipulate service goals the
center will work toward in a service-level agreement (SLA).
Today's inbound call center agents often communicate with customers

through email and chat as well as telephone calls.
OUTBOUND CALLS
An outbound call is one initiated from a call center agent to a customer on

behalf of the call center or a client.
An outbound call is one initiated from a call center agent to a customer on

behalf of the call center or a client. Typical outbound calls include include
telemarketing, sales or fund-raising calls, as well as calls for contact list
updating, surveys or verification services.


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CALL FLOW
 Opening Spiel
Open the call properly/greet the caller politely (Greetings and Branding)
Ex. “Thank you for calling AT&T about your wireless service! My name is
3G. How may I help you today?”
“Thank you for choosing Dish, my name is Soi, to whom do I have the
pleasure of speaking with?|
 Gathering Info
- Gather vital/important information (details of customer’s or client’s

concern/issue.
- If the client is irate, devastated, disgusted, or frustrated, we really

need to apologize for their inconvenience.
“ I’m so sorry to hear that you had to go through this bad experience. If I
was on the same boat as you are, I will feel the same way too.”
 Assurance Statement
Give an assurance statement for them to feel that you will resolve their
issue/concern. If you are not sure that you will be able to resolve the issue,
at least assure them that you will try your best to resolve it.
 Verification Process
You need to verify the caller’s identity if they are the actual account holder
or, at least, an authorized user on the account. You can verify the
customer’s identity by asking for the following:
- Mobile Number (For Telco)
- Credit Card Number (For Credit Card)
- Account Number
- Last 4 of the customer SSN
- Customer’s First and Last Name
- Email Address
- Probe/Provide Probing Questions


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Probing Questions are intended to help the presenter think more deeply
about the issue at hand. If a probing question doesn't have that effect, it is
either a clarifying question or a recommendation with an upward inflection
at the end.
 Resolve Customer’s Concern
If you need more time to check your resources, ask permission from the
customer to place the call on hold and provide rationale as to why you need
to place the call on hold.
 Recap
We need to do a recap on what we have done for the client’s concern, for the
resolution we have made, for the changes we have made in the client’s
account.
 Push A Sale
In some cases, selling a certain feature could be a resolution for the client’s
concern. Sometimes it could even cure an upcoming issue (prevention is
better than cure). Moreover, It really is a rule that it’s not proper to push a
sale without resolving client’s concern. Do something great prior on asking a
favor from the customer.
 Recap No. 2
Inform the client of the effectivity of your sale, the advantages , and the
price. Always tell the truth. Don’t ever give any false information just to
close a sale. Always set proper expectations.
 Offer Additional Service (Go the Extra Mile)
Don’t forget to offer additional services. Sometimes, clients tend to forget

other concerns. But if you do, you will meet the customer satisfaction
beyond the level of it. Likewise, you will prevent the client from calling back
again which could affect your FCR (First Call Resolution)
 Value the customer for doing business with us then do the branding.
 Close the Call Properly.
 Wait for the client to drop the call. DO NOT DROP THE CALL. If the
customer forgot to hang up, provide a ghost spiel.


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Task Sheet 2.1.1
Title :Inbound Call
Performance Objectives: This activity will demonstrate the trainee’s
confidence level and how he deliver his answers
with conviction to the customers in performing
Inbound Call.
Supplies/Materials : Pen/Paper
Equipment : None
Steps/Procedures:
1. Trainee must demonstrate the call flow.
2. Trainee must open the call properly/greet the customer politely.
3. Trainee must gather all the information needed. If applicable,

trainee must provide empathizing and assurance statements to
the customers.
4. Trainee must provide probing question, for them to narrow down the
concern of the customers.
5. Trainee must be able to come up with the appropriate resolution, in

accordance to a certain Account’s product-specific.
6. Trainee must be able to Push-A-Sale to the customer or selling

additional products of the company.
7. Trainee must provide a recap to the customer with regards to the

changes and its effectivity.
8. Trainee must go beyond the extra mile or ask for the additional
concern of the customers.


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9. Trainee must value the customer’s tenure, brand the call, and close
the call properly.
Assessment Method: Performance Criteria Checklist
PERFORMANCE CRITERIA CHECKLIST 2.1.1
Trainee’s Name: _______________________________ Date: __________________
Criteria Yes No
1. The CSR must fulfils its purpose by presenting a
Clear and complete picture.
2. The CSR must present the details in recognizable and
appropriate order.
3. The CSR must write the piece from the first-person point of
view.
4. The CSR must use a consistent, logical organizational
strategy.
5. The CSR must choose a consistent details and maintain
particular mood.
PERFORMANCE SCORE CARD
Scoring
Performance Criteria
1 2 3 4 5
The writing is free of misspellings, and words are capitalized
correctly.
Sentences are punctuated correctly, and the piece is free of
fragments and run-ons.
Standard English usage is employed.
The paper is neat, legible, and presented in an appropriate

format.


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The writing is organized in a way appropriate to the purpose
and audience.
5 - Excellently Performed
4 - Very Satisfactorily Performed
3 - Satisfactorily Performed
2 - Fairly Performed
1 - Poorly Performed

PROCESSES
PROCESSES
Learning Outcome 02: Demonstrate an ability to identify a customer

need

Resources:
Materials
White Board

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Marker
Eraser
Tools
Computer
Projector
Telephone
Headset
References:
Information Sheet 2.1.1
USING PERSONAL COMPUTER
The word computer refers to an object that can accept some input and

produce some output. In fact, the human brain itself is a sophisticated
computer, and scientists are learning more about how it works with each
passing year. Our most common use of the word computer, though, is to
describe an electronic device containing a microprocessor.
A microprocessor is a small electronic device that can carry out complex

calculations in the blink of an eye. You can find microprocessors in many
devices you use each day, such as cars, refrigerators and televisions. The
most recognized device with a microprocessor is the personal computer, or
PC. In fact, the concept of a computer has become nearly synonymous with
the term PC.
When you hear PC, you probably envision an enclosed device with an
attached video screen, keyboard and some type of a pointing device, like a
mouse or touchpad. You might also envision different forms of PCs, such as
desktop computers, towers and laptops. The term PC has been associated
with certain brands, such as Intel processors or Microsoft operating
systems. In this article, though, we define a PC as a more general computing
device with these characteristics:
 designed for use by one person at a time
 runs an operating system to interface between the user and the
microprocessor
 has certain common internal components described in this article, like
a CPU and RAM

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 runs software applications designed for specific work or play activities
 allows for adding and removing hardware or software as needed
PCs trace their history back to the 1970s when a man named Ed Roberts
began to sell computer kits based on a microprocessor chip designed by
Intel. Roberts called his computer the Altair 8800 and sold the unassembled
kits for $395. Popular Electronics ran a story about the kit in its January
1975 issue, and to the surprise of just about everyone, the kits became an
instant hit. Thus, the era of the personal computer began
[sources: Cerruzi, Lasar].
While the Altair 8800 was the first real personal computer, it was the release
of the Apple II a couple of years later that signaled the start of the PC as a
sought-after home appliance. The Apple II, from inventors Steve Jobs and
Steve Wozniak, proved that there was a demand for computers in homes
and schools. Soon after, long-established computer companies like IBM and
Texas Instruments jumped into the PC market, and new brands like
Commodore and Atari jumped into the game.
In this article, we'll look inside the PC to find out about its parts and what
they do. We'll also check out the basic software used to boot and run a PC.
Then, we'll cover mobile PCs and examine the future for PC technology.
To see how a PC works, let's start with the pieces that come together to
make up the machine. The following are the components common to PCs in
the order they're typically assembled:
Case -- If you're using a laptop, the computer case includes keyboard and
screen. For desktop PCs, the case is typically some type of box with lights,
vents, and places for attaching cables. The size of the case can vary from
small tabletop units to tall towers. A larger case doesn't always imply a more
powerful computer; it's what's inside that counts. PC builders design or
select a case based on the type of motherboard that should fit inside.


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Motherboard -- The primary circuit board inside your PC is itsmotherboard.
All components, inside and out, connect through the motherboard in some
way. The other components listed on this page are removable and, thus,
replaceable without replacing the motherboard. Several important
components, though, are attached directly to the motherboard. These
include the complementary metal-oxide semiconductor (CMOS), which
stores some information, such as the system clock, when the computer is
powered down. Motherboards come in different sizes and standards, the
most common as of this writing being ATX and MicroATX. From there,
motherboards vary by the type of removable components they're designed to
handle internally and what ports are available for attaching external devices.
Power supply -- Other than its CMOS, which is powered by a replaceable

CMOS battery on the motherboard, every component in your PC relies on its
power supply. The power supply connects to some type of power source,
whether that's a battery in the case of mobile computers, or a power outlet
in the case of desktop PCs. In a desktop PC, you can see the power supply

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mounted inside the case with a power cable connection on the outside and a
handful of attached cables inside. Some of these cables connect directly to
the motherboard while others connect to other components like drives and
fans.
Central processing unit (CPU) -- The CPU, often just called the processor,
is the component that contains the microprocessor. That microprocessor is
the heart of all the PC's operations, and the performance of both hardware
and software rely on the processor's performance. Intel and AMD are the
largest CPU manufacturers for PCs, though you'll find others on the market,
too. The two common CPU architectures are 32-bit and 64-bit, and you'll
find that certain software relies on this architecture distinction.
Random-access memory (RAM) -- Even the fastest processor needs a

buffer to store information while it's being processed. The RAM is to the CPU
as a countertop is to a cook: It serves as the place where the ingredients and
tools you're working with wait until you need to pick up and use them. Both


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a fast CPU and an ample amount of RAM are necessary for a speedy PC.
Each PC has a maximum amount of RAM it can handle, and slots on the
motherboard indicate the type of RAM the PC requires.
Drives -- A drive is a device intended to store data when it's not in use. A
hard drive or solid state drive stores a PC's operating system and software,
which we'll look at more closely later. This category also includes optical
drives such as those used for reading and writing CD, DVD and Blu-ray
media. A drive connects to the motherboard based on the type of drive
controller technology it uses, including the older IDE standard and the
newer SATA standard.
Cooling devices -- The more your computer processes, the more heat it
generates. The CPU and other components can handle a certain amount of
heat. However, if a PC isn't cooled properly, it can overheat, causing costly
damage to its components and circuitry. Fans are the most common device
used to cool a PC. In addition, the CPU is covered by a metallic block called
a heat sink, which draws heat away from the CPU. Some serious computer
users, such as gamers, sometimes have more expensive heat management
solutions, like a water-cooled system, designed to deal with more intense
cooling demands.

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Cables -- All the components we've mentioned so far are connected by some
combination of cables. These cables are designed to carry data, power or
both. PCs should be constructed so that the cables fold neatly within the
case and do not block air flow throughout it.
A PC is typically much more than these core components. Next, we'll look at
the ports and peripherals that let you interact with the computer and how
you can add even more components using expansion slots.
Powering Up a PC
When you first power up a PC, the machine goes through several internal
processes before it's ready for you to use. This is called the boot process, or
booting the PC. Boot is short for bootstrap, a reference to the old adage,
"Pull yourself up by the bootstraps," which means to start something from


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the very beginning. The boot process is controlled by the PC's basic input-
output system (BIOS).
The BIOS is software stored on a flash memory chip. In a PC, the BIOS is

embedded on the motherboard. Occasionally, a PC manufacturer will release
an update for the BIOS, and you can carefully follow instructions to "flash
the BIOS" with the updated software.
Besides controlling the boot process, the BIOS provides a basic

configuration interface for the PC's hardware components. In that interface,
you can configure such things as the order to read drives during boot and
how fast the processor should be allowed to run. Check your PC's
documentation to find out how to enter its BIOS interface. This information
is often displayed when you first boot the computer, too, with a message
such as, "Press DEL to enter Setup Menu."
The following is a summary of the boot process in a PC:

1. The power button activates the power supply in the PC, sending power
to the motherboard and other components.
2. The PC performs a power-on self-test (POST). The POST is a small
computer program within the BIOS that checks for hardware failures. A
single beep after the POST signals that everything's okay. Other beep
sequences signal a hardware failure, and PC repair specialists compare
these sequences with a chart to determine which component has failed.
3. The PC displays information on the attached monitor showing details
about the boot process. These include the BIOS manufacturer and revision,
processor specs, the amount of RAM installed, and the drives detected.
Many PCs have replaced displaying this information with a splash screen
showing the manufacturer's logo. You can turn off the splash screen in the
BIOS settings if you'd rather see the text.
4. The BIOS attempts to access the first sector of the drive designated as
the boot disk. The first sector is the first kilobytes of the disk in sequence, if
the drive is read sequentially starting with the first available storage
address. The boot disk is typically the same hard disk or solid-state drive
that contains your operating system. You can change the boot disk by
configuring the BIOS or interrupting the boot process with a key sequence
(often indicated on the boot screens).
5. The BIOS confirms there's a bootstrap loader, or boot loader, in that
first sector of the boot disk, and it loads that boot loader into memory


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(RAM). The boot loader is a small program designed to find and launch the
PC's operating system.
6. Once the boot loader is in memory, the BIOS hands over its work to
the boot loader, which in turn begins loading the operating system into
memory.
7. When the boot loader finishes its task, it turns control of the PC over
to the operating system. Then, the OS is ready for user interaction.
Now that we're all powered up, what's next? A great deal of how PCs work
depends on the operating system you use. In the next section, let's examine
how operating systems work on a PC.
Operation Sheet 2.1.1

Title :Using Personal Computer
Performance Objectives: This activity will educate the trainees on
how to operate a Personal Computer properly.
Supplies/Materials : Pen/Paper
Equipment : Computer Set
Steps/Procedures:
10. Make sure that all the plug-ins are properly plugged.


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11. Turn on the CPU and Monitor.
12. Log in to a specific server.
13. Click the certain browser that is available and start

browsing and researching, in which you can find on the taskbar
using the mouse.
14. Type in the desired website/keyword to the address bar using

the keyboard.
15. After making use of the computer, close all the programs that
are running.
16. Click the start button, in which you can find in the taskbar on
the left pane.
17. Click the shutdown button and wait for the computer to
properly shut down.
18. Turn off the Monitor and CPU.
Assessment Method: Performance Criteria Checklist
PERFORMANCE CRITERIA CHECKLIST 2.1.1
Trainee’s Name: _______________________________ Date: __________________
Criteria Yes No
1. Did the trainee checked all the plug-ins?
2. Did the trainee turned on the computer properly?
3. Was the trainee able to log in to a specific server?
4. Did the trainee was able to use the mouse and keyboard


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properly?
5. Did the trainee was able to turn off the computer properly?
PERFORMANCE SCORE CARD
Scoring
Performance Criteria
1 2 3 4 5
Words were correctly pronounced.
Sentences are punctuated correctly, and the piece is free of

fragments and run-ons.
Standard English usage is employed.
Information was divided into chunks or thought groups.
Confidence was displayed during the interview.
6 - Excellently Performed
5 - Very Satisfactorily
Performed
4 - Satisfactorily Performed
3 - Fairly Performed
2 - Poorly Performed

QUESTIONING TECHNIQUES AND PROBING
Questioning Techniques
Asking Questions Effectively
Garbage in, garbage out, is a popular truth, often said in relation to

computer systems: If you put the wrong information in, you'll get the wrong


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information out. The same principle applies to communications in general: If
you ask the wrong questions, you'll probably get the wrong answer, or at
least not quite what you're hoping for.
Asking the right question is at the heart of effective communications and

information exchange. By using the right questions in a particular situation,
you can improve a whole range of communications skills: for example, you
can gather better information and learn more; you can build stronger
relationships, manage people more effectively and help others to learn too.
So here are some common questioning techniques, and when (and when
not) to use them:
Open and Closed Questions
A closed question usually receives a single word or very short, factual

answer. For example, "Are you thirsty?" The answer is "Yes" or "No"; "Where
do you live?" The answer is generally the name of your town or your
address.
Open questions elicit longer answers. They usually begin with what, why,
how. An open question asks the respondent for his or her knowledge,
opinion or feelings. "Tell me" and "describe" can also be used in the same
way as open questions. Here are some examples:
 What happened at the meeting?
 Why did he react that way?
 How was the party?
 Tell me what happened next.
 Describe the circumstances in more detail.
Open questions are good for:
 Developing an open conversation: "What did you get up to on

vacation?"
 Finding out more detail: "What else do we need to do to make this a

success?"

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 Finding out the other person's opinion or issues: "What do you think
about those changes?"
Closed questions are good for:
 Testing your understanding, or the other person's: "So, if I get this

qualification, I will get a raise?"
 Concluding a discussion or making a decision: "Now we know the

facts, are we all agreed this is the right course of action?"
 Frame setting: "Are you happy with the service from your bank?"
A misplaced closed question, on the other hand, can kill the conversation
and lead to awkward silences, so are best avoided when a conversation is in
full flow.
Funnel Questions
This technique involves starting with general questions, and then homing in
on a point in each answer, and asking more and more detail at each level.
It's often used by detectives taking a statement from a witness:
"How many people were involved in the fight?"

"About ten."
"Were they kids or adults?"
"Mostly kids."
"What sort of ages were they?"
"About fourteen or fifteen."
"Were any of them wearing anything distinctive?"
"Yes, several of them had red baseball caps on."
"Can you remember if there was a logo on any of the caps?"
"Now you come to mention it, yes, I remember seeing a big letter N."
Using this technique, the detective has helped the witness re-live the scene
and gradually focus on a useful detail. Perhaps he'll be able to identify
young men wearing a hat like this from CCTV footage. It is unlikely he
would have got this information if he's simply asked an open question such
as "Are there any details you can give me about what you saw?"


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Tip:
When using funnel questioning, start with closed questions. As you progress
through the tunnel, start using more open questions.
Funnel questions are good for:
 Finding out more detail about a specific point: "Tell me more about
Option 2."
 Gaining the interest or increasing the confidence of the person you're

speaking with: "Have you used the IT Helpdesk?", "Did they solve your
problem?", "What was the attitude of the person who took your call?"
Probing Questions
Asking probing questions is another strategy for finding out more detail.
Sometimes it's as simple as asking your respondent for an example, to help
you understand a statement they have made. At other times, you need
additional information for clarification, "When do you need this report by,
and do you want to see a draft before I give you my final version?", or to
investigate whether there is proof for what has been said, "How do you know
that the new database can't be used by the sales force?"
An effective way of probing is to use the 5 Whys method, which can help
you quickly get to the root of a problem.
Tip:
Use questions that include the word "exactly" to probe further: "What exactly
do you mean by fast-track?", "Who, exactly, wanted this report?"
Probing questions are good for:
 Gaining clarification to ensure you have the whole story and that you
understand it thoroughly.
 Drawing information out of people who are trying to avoid telling you
something.
Leading Questions


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Leading questions try to lead the respondent to your way of thinking. They
can do this in several ways:
 With an assumption: "How late do you think that the project will
deliver?". This assumes that the project will certainly not be completed on
time.
 By adding a personal appeal to agree at the end: "Lori's very efficient,

don't you think?" or "Option 2 is better, isn't it?"
 Phrasing the question so that the "easiest" response is "yes" (our

natural tendency to prefer to say "yes" than "no" plays an important part
in the phrasing of referendum questions): "Shall we all approve Option
2?" is more likely to get a positive response than "Do you want to approve
option 2 or not?". A good way of doing this is to make it personal. For
example, "Would you like me to go ahead with Option 2?" rather than
"Shall I choose Option 2?".
 Giving people a choice between two options, both of which you would
be happy with, rather than the choice of one option or not doing anything
at all. Strictly speaking, the choice of "neither" is still available when you
ask "Which would you prefer of A or B", but most people will be caught
up in deciding between your two preferences.
Note that leading questions tend to be closed.
Leading questions are good for:
 Getting the answer you want but leaving the other person feeling that
they have had a choice.
 Closing a sale: "If that answers all of your questions, shall we agree a
price?"
Tip:
Use leading questions with care. If you use them in a self-serving way or one
that harms the interests of the other person, then they can, quite rightly, be
seen as manipulative and dishonest.
Rhetorical Questions

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Rhetorical questions aren't really questions at all, in that they don't expect
an answer. They're really just statements phrased in question form: "Isn't
John's design work so creative?"
People use rhetorical questions because they are engaging for the listener –
as they are drawn into agreeing ("Yes it is and I like working with such a
creative colleague") – rather than feeling that they are being "told" something
like "John is a very creative designer". (To which they may answer "So
What?")
Tip:
Rhetorical questions are even more powerful if you use a string of them.
"Isn't that a great display? Don't you love the way the text picks up the
colors in the photographs? Doesn't it use space really well? Wouldn't you
love to have a display like that for our products?"
Rhetorical questions are good for:
 Engaging the listener.
Using Questioning Techniques
You have probably used all of these questioning techniques before in your
everyday life, at work and at home. But by consciously applying the
appropriate kind of questioning, you can gain the information, response or
outcome that you want even more effectively.
Questions are a powerful way of:
 Learning: Ask open and closed questions, and use probing

questioning.
 Relationship building: People generally respond positively if you ask
about what they do or enquire about their opinions. If you do this in an
affirmative way "Tell me what you like best about working here", you will
help to build and maintain an open dialogue.
 Managing and coaching: Here, rhetorical and leading questions are
useful too. They can help get people to reflect and to commit to courses of
action that you've suggested: "Wouldn't it be great to gain some further
qualifications?"


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 Avoiding misunderstandings: Use probing questions to seek
clarification, particularly when the consequences are significant. And to
make sure you avoid jumping to conclusions, the The Ladder of
Inference tool can help too.
 De-fusing a heated situation: You can calm an angry customer or
colleague by using funnel questions to get them to go into more detail
about their grievance. This will not only distract them from their
emotions, but will often help you to identify a small practical thing that
you can do, which is often enough to make them feel that they have
"won" something, and no longer need to be angry.
 Persuading people: No one likes to be lectured, but asking a series of
open questions will help others to embrace the reasons behind your point
of view. "What do you think about bringing the sales force in for half a
day to have their laptops upgraded?"
When questioning someone, you may want at times to get into deeper
detail about some particular issue or problem.
For example the other person may have indicated that they cannot make a
decision today. This could be because they have an objection or simply
that there is more information for you to discover, such as the process by
which they make decisions.
Spot the signals
Before you start probing, you must spot the signals they are sending that
there is more here than meets the immediate eye. Things to look for
include:
Vagueness
What we say is often severely abbreviated from what we intend or think.
We censor our thoughts or assume that things are already known. This
can come out in vague words or statements that signal that there is more
here.
For example if they say "I don't know" may indicate uncertainty or doubt.
What don't they know? How did they get to 'not knowing'?
Judgment


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The other person may well have made decisions which imply an evaluation
or judgment of some kind. Either they or someone else has made a
decision which can be surfaced and explored for weaknesses.
For example, if a person says "that wouldn't work", then you could explore
who decided this.
Clarify the detail
Initially, you may have heard some brief comment or two that made you
realize that there is more here to discover.
Use searching questions
Use questions that lead them to tell you more about the area of interest.
This may use closed questions for ask specific details and open
questions to encourage them to ramble
Who? When? What? Where? Why? How? are all probing questions that can
help you dig down into further detail. Using these powerful questions is
covered in further detail at the 5W1H page.
Repetition
A simple way of eliciting further information is just to repeat the key
phrases they used about which you want more information.
Them: Afterwards, he whispered to me and I wasn't sure what to

say.
You: He whispered to you?
Them: Yes, he said I was very nice.
Silence
A non-verbal probe can also be used, for example by raising your eyebrows
and tilting your head. This shows you are interested in a particular point
and they may give you more detail without you having to say anything.
Make it easy
Make it easy for them to answer. Be nice. Be casual.
Slip the questions in without them noticing. For example you can
use assumption in questions to suggest that the problem already exists.
You should also beware of 'leading the witness'.

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The Columbo Technique may also be used to put them at their ease and
then elicit the answer you want without them realizing they have been
probed.


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Self Check 2.2.1
1. What are the 5 types of questioning techniques?


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Answer Key 2.2.1
5 types of Questioning Techniques
Open and closed questions

Funnel questions
Probing questions
Leading questions
Rhetorical questions


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TECHNIQUES IN BUILDING RAPPORT TO CUSTOMER
Rapport is a state of harmonious understanding with another individual or

group that enables greater and easier communication. In other words
rapport is getting on well with another person, or group of people, by having
things in common, this makes the communication process easier and
usually more effective.
Sometimes rapport happens naturally, you ‘hit it off’ or ‘get on well’ with
somebody else without having to try, this is often how friendships are built.
However, rapport can also be built and developed by finding common
ground, developing a bond and being empathic.
This page examines rapport and how it can be built, especially when
meeting new people. Rapport is important in both our professional and
personal lives; employers are more likely to employ somebody who they
believe will get on well with their current staff. Personal relationships are
easier to make and develop when there is a closer connection and
understanding between the parties involved – i.e. there is greater rapport.
The first task in successful interpersonal relationships is to attempt to build
rapport. Building rapport is all about matching ourselves with another
person. For many, starting a conversation with a stranger is a stressful
event; we can be lost for words, awkward with our body language and
mannerisms. Creating rapport at the beginning of a conversation with
somebody new will often make the outcome of the conversation more
positive. However stressful and/or nervous you may feel the first thing you
need to do is to try to relax and remain calm, by decreasing the tension in
the situation communication becomes easier and rapport grows.
Break the Ice


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When meeting somebody for the first time some simple tips will help you
reduce the tension in the situation enabling both parties to feel more relaxed
and thus communicate more effectively:
 Use non-threatening and ‘safe topics’ for initial small talk. Talk about
established shared experiences, the weather, how you travelled to where you
are. Avoid talking too much about yourself and avoid asking direct
questions about the other person.
 Listen to what the other person is saying and look for shared
experiences or circumstances - this will give you more to talk about in the
initial stages of communication.
 Try to inject an element of humor. Laughing together creates
harmony, make a joke about yourself or the situation/circumstances you
are in but avoid making jokes about other people.
 Be conscious of your body language and other non-verbal signals you
are sending. Try to maintain eye contact for approximately 60% of the
time. Relax and lean slightly towards them to indicate listening, mirror their
body-language if appropriate.
 Show some empathy. Demonstrate that you can see the other
person’s point of view. Remember rapport is all about finding similarities
and ‘being on the same wavelength’ as somebody else - so being empathic
will help to achieve this.
Make sure the other person feels included but not interrogated during initial
conversations, as you may feel tense and uneasy meeting and talking to
somebody new, so may they. Put the other person at ease, this will enable
you to relax and conversation to take on a natural course.
Non-Verbal Rapport Building
Although initial conversations can help us to relax, most rapport-building

happens without words and through non-verbal communication channels.
We create and maintain rapport subconsciously through matching non-
verbal signals, including body positioning, body movements, eye contact,
facial expressions and tone of voice with the other person.


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Watch two friends talking when you get the opportunity and see how they
sub-consciously mimic each other’s non-verbal communication.
We create rapport instinctively, it is our natural defense from conflict, which
most of us will try hard to avoid most of the time.
It is important that appropriate body language is used; we read and
instantly believe what body language tells us, whereas we may take more
persuading with vocal communication. If there is a mismatch between what
we are saying verbally and what our body language is saying then the
person we are communicating with will believe the body language. Building
rapport, therefore, begins with displaying appropriate body language - being
welcoming, relaxed and open.
As well as paying attention to and matching body language with the person
we are communicating with, it helps if we can also match their words.
Reflecting back and clarifying what has been said are useful tactics for
repeating what has been communicated by the other person. Not only will it
confirm that you are listening but also give you opportunity to use the words
and phases of the other person, further emphasizing similarity and common
ground.
The way we use our voice is also important in developing rapport. When we
are nervous or tense we tend to talk more quickly, this in turn can make
you sound more tense and stressed. We can vary our voices, pitch, volume
and pace in ways to make what we are saying more interesting but also to
come across as more relaxed, open and friendly. Try lowering your tone,
talk more slowly and softly, this will help you develop rapport more easily.
Helpful Rapport Building Behaviors
 If you are sitting then lean forward, towards the person you are talking
to, with hands open and arms and legs uncrossed. This is open body
language and will help you and the person you are talking to feel more
relaxed.
 Look at the other person for approximately 60% of the time. Give plenty
of eye-contact but be careful not to make them feel uncomfortable.
 When listening, nod and make encouraging sounds and gestures.
 Smile!
 Use the other person’s name early in the conversation. This is not only
seen as polite but will also reinforce the name in your mind so you are less
likely to forget it!


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 Ask the other person open questions. Open questions require more than
a yes or no answer.
 Use feedback to summarize, reflect and clarify back to the other person
what you think they have said. This gives opportunity for any
misunderstandings to be rectified quickly.
 Talk about things that refer back to what the other person has said.
Find links between common experiences.
 Try to show empathy. Demonstrate that you can understand how the
other person feels and can see things from their point of view.
 When in agreement with the other person, openly say so and say why.
 Build on the other person’s ideas.
 Be non-judgmental towards the other person. Let go of stereotypes and
any preconceived ideas you may have about the person.
 If you have to disagree with the other person, give the reason first then
say you disagree.
 Admit when you don’t know the answer or have made a mistake. Being
honest is always the best tactic, acknowledging mistakes will help to build
trust.
 Be genuine, with visual and verbal behaviors working together to
maximize the impact of your communication.
 Offer a compliment, avoid criticism and be polite.


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Self Check 2.3.1
Give at least 5 helpful rapport building behaviors


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Answer Key 2.3.1
 If you are sitting then lean forward, towards the person you are talking
to, with hands open and arms and legs uncrossed. This is open body
language and will help you and the person you are talking to feel more
relaxed.
 Look at the other person for approximately 60% of the time. Give plenty
of eye-contact but be careful not to make them feel uncomfortable.
 When listening, nod and make encouraging sounds and gestures.
 Smile!
 Use the other person’s name early in the conversation. This is not only
seen as polite but will also reinforce the name in your mind so you are less
likely to forget it!
 Ask the other person open questions. Open questions require more than
a yes or no answer.
 Use feedback to summarize, reflect and clarify back to the other person
what you think they have said. This gives opportunity for any
misunderstandings to be rectified quickly.
 Talk about things that refer back to what the other person has said.
Find links between common experiences.
 Try to show empathy. Demonstrate that you can understand how the
other person feels and can see things from their point of view.
 When in agreement with the other person, openly say so and say why.
 Build on the other person’s ideas.
 Be non-judgmental towards the other person. Let go of stereotypes and
any preconceived ideas you may have about the person.
 If you have to disagree with the other person, give the reason first then
say you disagree.


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 Admit when you don’t know the answer or have made a mistake. Being
honest is always the best tactic, acknowledging mistakes will help to build
trust.
 Be genuine, with visual and verbal behaviors working together to
maximize the impact of your communication.
 Offer a compliment, avoid criticism and be polite.

PROCESSES
PROCESSES
Learning Outcome 03: Demonstrate an ability to capture and provide

information and/or directions

Resources:
Materials
White Board
Marker
Eraser

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Tools
Computer
Projector
Telephone
Headset
References:


ability to Trainers of Page xl
Technical Training
Self Check 3.1.1
What are the six (6) steps in dealing with angry customers?


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Answer Key 3.1.1
1. Remain calm.
2. Don’t take it personally.
3. Use your best listening skills.
4. Actively sympathize.
5. Apologize gracefully.
6. Find a solution.


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Perform Customer Service Delivery Processes

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Competency Based

PERFORMING CUSTOMER SERVICE DELIVERY

Copyright Amazing Grace Technical Training Institute, Inc.

This module was based on the Training Regulation and Competency-

This learning instrument was developed by:

How to Use this Module..............................................................................i

Learning Outcome 1: Demonstrate an ability to empathize with a

Information Sheet 1.1.1.............................................................................7

Self Check 1.1.1 .....................................................................................10

Answer Key 1.1.1.......................................................................................11

Audio Visual Presentation 1.1.2…………………………………..……………….12

Task Sheet 1.1.2........................................................................................13

Performance Criteria Checklist 1.1.2............................................................14

Learning Outcome 2: Demonstrate an ability to manage difficult

Information Sheet 2.1.1..............................................................................16

Self Check 2.1.1........................................................................................18

Answer Key 2.1.1.......................................................................................19

Audio Visual Presentation 2.1.2...................................................................20

Job Sheet 2.1.2.........................................................................................21

Performance Criteria Checklist 2.1.2............................................................23

Welcome to the Module “PERFORMING CUSTOMER SERVICE

The unit of competency “PERFORM CUSTOMER SERVICE DELIVERY

You are required to go through a series of learning activities in order to

Recognition of Prior Learning (RPL)

Competency Base Date Developed: Document No. 001-2016

Demonstrate an Developed by: AGTTI, Inc.

This module contains information and suggested learning activities on

Completion of this module will lessen your modules to accomplished more to

Upon completion of this module, report to your trainer for assessment to

SUMMARY OF LEARNING OUTCOMES:

Upon completion of the module you should be able to:

LO1 Demonstrate an ability to answer or make a call

Competency Base Date Developed: Document No. 001-2016

Demonstrate an Developed by: AGTTI, Inc.

1. Certification - is the process of verifying and validating the competencies of a

Competency Base Date Developed: Document No. 001-2016

Demonstrate an Developed by: AGTTI, Inc.

Competency Base Date Developed: Document No. 001-2016

Demonstrate an Developed by: AGTTI, Inc.

Competency Base Date Developed: Document No. 001-2016

Demonstrate an Developed by: AGTTI, Inc.

Learning Outcome 01: Demonstrate an ability to answer or make a call

1. Demonstrated knowledge of the call flow process

Competency Base Date Developed: Document No. 001-2016

Demonstrate an Developed by: AGTTI, Inc.

An inbound call is one that a customer initiates to a call center orcontact

Inbound call center agent performance is measured according to several

Today's inbound call center agents often communicate with customers

An outbound call is one initiated from a call center agent to a customer on

An outbound call is one initiated from a call center agent to a customer on

Competency Base Date Developed: Document No. 001-2016

Demonstrate an Developed by: AGTTI, Inc.

- Gather vital/important information (details of customer’s or client’s

- If the client is irate, devastated, disgusted, or frustrated, we really

- Credit Card Number (For Credit Card)

- Last 4 of the customer SSN

- Customer’s First and Last Name

- Probe/Provide Probing Questions

Competency Base Date Developed: Document No. 001-2016

Demonstrate an Developed by: AGTTI, Inc.

Don’t forget to offer additional services. Sometimes, clients tend to forget

 Close the Call Properly.

Competency Base Date Developed: Document No. 001-2016

Trainee’s Name: _____________ Date:

Trainee’s Name: _____________ Date: