NCFE Level 2
Certificate in Principles of
Customer Service
COMMUNICATION
PRODUCTS
EXPECTATIONS
ORGANISATIONS
SERVICES
POLICIES
Workbook 2
How to use your learning materials
This course is delivered on a flexible learning basis. This means that most of your
study will take place away from your Assessor/Tutor. It helps to carefully plan your
studying so that you get the most out of your course. We have put together some
handy tips for you below.
Study Guidance
Try to plan an outline timetable of when and where you will study.
Try to complete your work in a quiet environment where you are unlikely to
be distracted.
Set realistic goals and deadlines for the various elements of your course.
Plan what you are going to study during each session, and try and achieve
this each time.
After each session, reflect on what you have achieved and plan what you hope to
complete next time.
Remember that not only do you have the support of your Assessor/Tutor, but it is
likely that your family, friends and work colleagues will also be willing to help.
Assessor/Tutor Support
Your Assessor/Tutor will be available to support and guide you through the
programme. They are experts in your area of study and are experienced in helping
many different types of learners.
They can help you to improve the standard of work you submit and will give
you useful feedback on areas in which you have excelled, as well as where
you can improve.
Remember to listen to, or read, their feedback carefully. Ask if you are unsure
about any of the feedback you receive as your Assessor/Tutor is there to help.
Make note of any tips they give. Refer to the learning materials as they contain the
information you need to complete the end-of-unit assessments.
Look out for areas in which you can improve, and set yourself an action plan to
make sure you complete the required work.
Take positive feedback on board; this demonstrates you are doing things right and
have a good understanding of the subject area.
Use the feedback to avoid repeating any mistakes you may have made.
Enjoy your studies!
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NCFE Level 2 Certificate in
Principles of Customer Service
Workbook 2
Workbook Contents
In this workbook, we will look at verbal and written communication with customers.
We will look at the importance of effective communication, language and non-verbal
signals. We will also look at the benefits, limitations and data protection implications
of written communication.
Contents
This workbook contains five sections:Page
Section 1:
Understand how to communicate with customers
4
Section 2:
Understand how to develop customer relationships 40
Section 3:
Understand how to resolve problems and deliver
customer service to challenging customers 68
Section 4: Understand how to develop working relationships
with colleagues 93
Section 5:
Extension activities117
Each section has a corresponding assessment that must be
completed in order to achieve this part of the programme.
The assessments for this workbook can be found in:
Assessment 2
NCFE Level 2 Certificate in
Principles of Customer Service
Assessment 2
Learner contact details:
Name:
Contact address:
Postcode:
Contact number:
Email:
When you have completed this workbook you should
attempt the assessment. Your Assessor/Tutor will then give
you detailed written feedback on your progress.
Learner declaration
I confirm that the answers in Assessment 2 were completed by me, represent my own
ideas and are my own work.
Learner signature:
Assessment date:
If you need any help in completing these assessments, refer to the
relevant section within Workbook 1, or contact your Assessor/Tutor.
Please tick one of the boxes below to show what your status will be when you complete this course.
 GAP 1 Gap year before
 EMP 1 In paid employment for 16 hours or more
starting HE
per week
 EMP 2 In paid employment for less than 16 hours
 EDU 1 Traineeship
per week
 EDU 2 Apprenticeship
 EMP 4 Self-employed for 16 hours or more per week
 EDU 3 Supported Internship
 EMP 5 Self-employed for less than 16 hours per week  EDU 4 Other FE* (Full-time)
 NPE 1 Not in paid employment, looking for work and
 EDU 5 Other FE* (Part-time)
available to start work
 EDU 6 HE
 NPE 2 Not in paid employment, not looking for work
 OTH # (please state)
and/or not available to start work (including retired)
 VOL 1 Voluntary work
………………………………
Assessment 2
1
Workbook 2
3
Section 1: Understand how to communicate
with customers
Introduction
In this section, we are going to look at how to communicate with customers. We will
consider the effects of tone, word choice, body language and questioning techniques
when using verbal communication. We will also examine how to communicate
in writing, looking at the benefits and limitations of different methods, and the
implications of confidentiality and data protection.
The importance of effective communication
Please read the following as it will help you to answer question 1.
Many different situations arise in the customer service role that require
communication with customers, for example:
greeting people at reception
dealing with queries and requests
answering questions and giving out information
having a chat and building a customer relationship
dealing with orders, sales and purchases
dealing with complaints
collecting feedback
giving aftercare service
Effective communication relies on active listening skills, good questioning skills plus
a range of other verbal and non-verbal communication skills, which we will cover in
more detail in this workbook.
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Section 1: Understand how to communicate
with customers
The different communication skills all have the same priority – to make sure that
messages are received successfully. The cycle of communication can be seen in
this diagram:
Sender of
messages
Feedback
Methods of
communication:
verbal
non-verbal
formal
informal
Messages
Recipient of
messages
Senders of messages – e.g. team members, managers, customers, shareholders or
the marketing department
Messages – e.g. product information and prices, deadlines and delivery times,
solutions for problems, requests for information, or the organisation’s policies and
procedures
Recipients of messages – e.g. customers, employees, media or potential customers
Feedback – e.g. responses, complaints or praise from customers
Workbook 2
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Section 1: Understand how to communicate
with customers
Effective communication in customer service is important because it means that
organisations can:
send and receive information accurately
share information effectively
give a good impression of the organisation and its workforce
deal with problems effectively
develop
useful and productive working relationships between colleagues, customers
and others
If communication is effective, organisations can develop a better understanding of
their customers’ needs, expectations and perspectives. Similarly, customers can find
out more about the products and services on offer and give useful feedback.
Organisations can maintain and improve their profitability, reputation and sustainability
by communicating effectively. They can do this by, for example, asking the right
questions, listening to the answers, and making sure that the service offer meets or
exceeds everyone’s needs and expectations.
Tone, language, body language and listening skills
Please read the following as it will help you to answer question 2.
When we communicate with each other, we all make subtle judgements that are
based on someone’s tone of voice, choice of words, body language and how they
listen to us. This is true in a customer service environment too. Customers’ perception
of the whole customer service experience can be affected by how staff talk to them.
This can influence how they feel about the staff member, the products and services
on offer, and the whole organisation.
To make sure that we communicate effectively with customers, and to make sure that
they have a positive impression of us, the service offer and the organisation, we need
to be aware of how we come across. When communication is successful, customers
are put at their ease and are far more likely to make purchases and have a good
perception of the whole experience.
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Section 1: Understand how to communicate
with customers
Speaking skills
There are several things to bear in mind when using verbal communication:
Choice of expression
The vocabulary that we use is very important. We need to use simple, straightforward
words if possible. People may not understand us, and they may be too shy to ask
for an explanation. This can happen, for example: if we use long, complicated and
specialist words; if we use local sayings and slang, especially with a strong accent; if
English is not their first language; if they have hearing problems and cannot follow us.
Tone of voice
The tone of voice is an important part of verbal communication as it shows the
emotion behind the words. If we use a harsh or sharp tone of voice, it shows that
we are annoyed, angry or stressed. If our tone of voice is soft and gentle, we show
sensitivity and understanding. If we use a confident and energetic tone of voice, we
show authority and enthusiasm.
Pitch of voice
Using a high or low voice also gives extra information to the listener. Some people
cannot hear high-pitched sounds, but some will respond better to a high voice.
Volume
People are sensitive to volume. Some need a high volume, and some find noise
painful and irritating. The volume needs to be adapted according to the individual’s
needs and wishes, and to the situation and location.
The main thing is to be clear. We need to speak clearly and not too quickly, and we
need to use simple words. If someone cannot hear and understand us and needs
us to repeat information, we need to face them, speak slowly and clearly, and use
straightforward language. If they still do not understand and need us to repeat, we
need to try different words rather than shouting the original words.
Verbal messages need to be:
as short as possible, without being rude
the point and accurate – e.g. giving the correct facts about the subject or
to
instructions
in simple, clear English – avoiding slang, swearing and jargon
Workbook 2
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Section 1: Understand how to communicate
with customers
delivered
in a way that is appropriate for the situation and the other person – e.g.
using clear and slow speech, especially for people with language or hearing problems
Good speaking skills are important in face-to-face communication. They are even
more important when speaking on the telephone, as there are no visual clues to help
if people have problems with understanding the messages.
Body language and gestures
A huge number of messages are sent non-verbally. How people stand, how close
they are ‘in someone’s space’, eye contact, fidgeting and hand movements all add to
verbal messages.
A person who frowns, looks at the floor and sits with their arms folded gives off very
negative messages. A person who sits or stands upright, and who smiles and uses
good eye contact, is far more approachable and less threatening.
Good examples include:
having an open and relaxed posture
facing
the person but not standing too close – about an arm’s length away is
comfortable for most people
smiling
when appropriate – although it is important to be friendly, we need to show
that comments are taken seriously
using facial expressions to show sympathy or reassurance
using
eye contact – although we need to be aware that some people (and cultures)
find too much eye contact inappropriate and threatening
being sensitive to the customer’s own body language
being
flexible about our own body language and gestures so that we do not appear
threatening or unapproachable
Gestures can also be used to reinforce verbal communication – e.g. pointing or
waving to show where something is; miming an action that is hard to explain.
Open body language that supports what is being said can help the customer to feel
more relaxed and valued. If we use negative, closed body language, it shows that we
are not engaged with the customer, that we do not care and are not interested in
what they have to say. This would leave them with a very negative perception of the
organisation and its standard of customer service.
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Section 1: Understand how to communicate
with customers
We need to be aware of cultural and personal differences when considering body
language. For example, some cultures find certain gestures offensive, such as direct
eye contact or standing too close. Touching can also be inappropriate and some
people do not like to be touched at all. It is important to be very aware of someone
else’s personal space and expectations so that we do not make each other feel
uncomfortable or threatened.
Knowledge Activity 1: Imagine you are a customer in a small shop, waiting
to be served. The two staff at the counter are talking to each other, chewing
gum and ignoring you. One of them turns towards you eventually. They do not
look at you, they slouch and look completely uncaring and disinterested. They
start to scan your items without even saying hello or acknowledging you.
How does this make you feel?
How do you feel about the customer service in the shop?
If you have a query, how do you think these staff members will handle your
request for information?
How do you feel about returning there in the future?
Listening skills
It is important to listen to the customer, and understand what they
are saying. By using ‘active listening skills’, we can show that the
customer’s issues are understood and being taken seriously.
Active listening skills include:
using eye contact
nodding the head in agreement
actively focusing on what is being said
Workbook 2
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Section 1: Understand how to communicate
with customers
using open body language to show that we are receptive to what is being said
taking notes if the matter is complicated
repeating back key information in a summary of what has been said
Good listening skills enhance the verbal communication and help us to make sure
that we have understood the customers’ comments and requests. It also helps to
reinforce the message that the customer and their views are valued.
Knowledge Activity 2: Imagine that you are talking to a customer
face-to-face about the features and benefits of a product. They cannot
understand everything you are saying and it turns out that they have a
hearing impairment and need to be able to read your lips when you speak.
How would you handle the situation?
What could you do about your body language to help?
How would you adapt the way that you speak?
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Section 1: Understand how to communicate
with customers
Customer service language
Please read the following as it will help you to answer question 3.
As we saw in the first workbook, customer service language is important to support
a brand promise. As well as having set phrases about the products and services,
general phrases to use with customers also have value and can be useful in all
aspects of customer service.
The idea behind customer service language is to, for example:
reassure and put customers at ease – without making them feel inferior
provide
a framework, focus and standard level of communication for staff to help
them deal with all situations
support the identity of the brand and the organisation
confirm the link between the customer, the brand and the organisation
Customer service language can be used in many situations, for example:
when greeting customers – e.g. making sure that customers are addressed
correctly
when
customers are enquiring about services and products – e.g. to check
customers’ needs and expectations and make sure that the brand promises are
all covered
when
customers ask extra questions – e.g. to use standard phrases that are
accurate, truthful and in accordance with the organisation’s policies and procedures
during
sales pitches to attract new business – e.g. following procedures to tell
people what is on offer using standard short phrases
during
the transaction or sale – e.g. following set routines and phrases to
process payments, set up warranties and aftercare services
when
there are opportunities to upsell – e.g. to increase the value of the order
by selling extras or related products and services
when
dealing with problems and complaints – e.g. to show empathy, then
apologise, explain and deal with the problem
during
advertising and marketing campaigns – e.g. using new phrases that
support a new or relaunched brand promise
Workbook 2
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Section 1: Understand how to communicate
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Organisations will usually have phrases that they like their staff to use in different
situations. This helps to establish a standard level of service and bring continuity and
consistency from different members. If their staff use the same, or similar, styles of
customer service language, an organisation can make sure that all customers receive
a similar level and standard of communication from all of their staff members.
For example, supermarket checkout staff in some supermarkets are trained to look each
new customer in the eye and greet them warmly with similar expressions, including:
“Good morning, thanks for waiting.”
“Hello, how are you today?”
“Good afternoon. Sorry about the delay. Would you like me to pack for you?”
“Hi there. Do you need help with your packing today?”
“Is this your first time here?” (if it is a new store)
The end of a transaction is important too, as it is the opportunity to leave the
customer with a good impression of their experience. At the end of the checkout
process, for example, staff members might say:
“Here’s your receipt. Thank you. Bye.”
“My pleasure. Enjoy your weekend.”
“Thank you. See you again.”
“Don’t forget your card… Thank you, bye.”
Being able to chat comfortably with customers can help to build a relationship with
each customer. This makes their experience more positive and pleasant, which helps
to develop their loyalty for the organisation and recommend it to others.
Communication needs to be appropriate for the situation and the individual customer,
but ‘small talk’ can be useful in many situations when we want to put customers at
their ease – e.g. talking about the weather, a seasonal festival, positive news or events.
Sometimes customers want to be left alone and do not wish to engage in
conversation. This needs to be respected as well, even if they appear rude. It is
important to avoid being judgemental if communication is awkward or lacking – we
just need to remember to treat each customer as an individual.
Some organisations want their customer service staff to be quite formal when
addressing customers – e.g. saying “sir” or “madam”. The standards and guidelines
will be set out in the organisation’s policies, procedures and training materials.
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Section 1: Understand how to communicate
with customers
Knowledge Activity 3: Make a few notes about customer service language
that you use at work or hear when you are a customer.
Which phrases do you prefer to use and hear? Why?
Which phrases do you dislike, and why?
How do you feel when you are a customer and staff do not bother to use any
welcoming or helpful customer service language?
Questioning techniques
Please read the following as it will help you to answer question 4.
Questioning focuses the attention on the customer and helps us to find out about
their wants, needs and expectations. Selecting the right questioning technique for the
situation can help us to collect the right information. We can use, for example:
Closed questions
These can be answered with a “yes” or “no” and are useful when no further detail is
required – e.g. “Have you had any accidents in the last 12 months?” or “Do you want
fries with your burger?”
These questions do not usually invite further discussion and are not always helpful in
a customer service situation. They often need to be followed up with other questions.
Open questions
These cannot be answered with a “yes” or “no”. They are useful when we want the
customer to reflect and come up with their own ideas, opinions and suggestions –
e.g. “Tell me about...” “What are your feelings about the project?”, “What do you
want?”, “What’s important?”, “What’s the first step?”.
Workbook 2
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Section 1: Understand how to communicate
with customers
Probing questions
These are used to find out more detail. For example, if a
customer who wants car insurance has had an accident in the
last 12 months, further questions will be needed to obtain the
relevant details.
Leading questions
These are useful when we want to guide customers to reflect on
a particular problem or aspect – e.g. “If we’ve covered all of your
points, are we ready to go ahead?”
Rhetorical questions
These are questions that do not need an actual answer. They are useful to help the
customer to reflect and maybe commit to a course of action – e.g. “Wouldn’t it be
great if we could get this problem sorted today?” There is no need for an answer as
we can reasonably assume that the customer is ready to proceed and sort things out
as soon as possible.
When questioning previous, current and potential customers, it is important to allow
them plenty of time to think of their answers – only offering a suggestion, prompt
or guidance when the individual becomes uncomfortable. It is also important to
remember to use language that shows support and empathy for the customer – e.g.
using sympathetic language if dealing with a difficult problem; setting the level of
vocabulary or technical language to suit the individual.
Verbal and non-verbal signals
Please read the following as it will help you to answer question 5.
Understanding verbal and non-verbal signals can be important when dealing with
customers, as the signals help us to pick up extra information about their wants,
needs and expectations. A great deal of information will be collected when we listen
to what customers say, but other verbal and non-verbal signals can help us to
understand how they may be feeling.
Understanding how customers feel can help us to:
show empathy and understanding of their particular issues
develop better relationships with them and inspire loyalty
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Section 1: Understand how to communicate
with customers
work out their priorities and establish what is most important to them
identify queries and potential problems quickly
find solutions that suit the situation and the individual
help us to prevent any problems escalating
Spoken words may not always be enough for customers to communicate with us
successfully. For example, customers might:
have
English as a second language – e.g. with limited vocabulary to describe their
wants and needs
be shy – e.g. not wanting to say what they really feel
unable to express themselves due to impairment – e.g. difficulties with speech
be
or hearing
have the technical knowledge or language to describe what they need – e.g.
not
not having enough knowledge about computers to be able to say what they need
in detail
To put customers at their ease, develop useful customer relationships and keep
complaints to a minimum, customer service staff need to use active listening skills
and observe verbal and non-verbal signals that describe how they feel. Signals could
include, for example:
Verbal
stuttering,
stammering and hesitating – e.g. using “er” or “um” a great deal
because they feel nervous, unsure or unable to say what they want
grunts and other noises – e.g. when unable to speak or find the right words
shouting or screaming – e.g. to show anger or distress
singing – e.g. to show pleasure in a social environment
whispering or speaking very quietly – e.g. to show embarrassment
laughing and giggling – e.g. to show pleasure, relief or maybe lack of attention
Non-verbal
smiling and nodding – e.g. to show agreement and pleasure
relaxed, open posture – e.g. to indicate a relaxed, interested and engaged attitude
shrugging
shoulders – e.g. to show begrudging acceptance of something, or maybe
defeat
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Section 1: Understand how to communicate
with customers
aggressive eye contact – e.g. staring at someone to dominate and show anger
lowering
of eyes and refusing to make eye contact – e.g. to indicate shyness,
embarrassment or cultural behaviour
standing
very close – e.g. to show dominance and make the other person feel
uncomfortable
slouching and chewing gum – e.g. to show boredom, lack of respect or care
hitting furniture – e.g. thumping a desk to show frustration or anger
crying – e.g. to show distress, fear, anger or frustration
yawning – e.g. to indicate boredom
If anyone becomes violent in the workplace, it is extremely important to take care of
your own safety and the safety of others – e.g. other customers or colleagues in the
area. If there is an incident, it is vital to follow the organisation’s procedures and call
for assistance from people who are trained to deal with violent and difficult people –
e.g. a qualified security guard or police officer.
If staff intervene when they are not trained, the violent person could harm the staff
member, other people in the area or themselves – maybe leading to long-term or
permanent injuries or side effects.
Knowledge Activity 4: Imagine that you are dealing with an angry customer.
They are extremely angry because they feel that they have been fobbed off
several times, and that nobody is taking their complaint seriously.
Describe some verbal and non-verbal signals they might use to illustrate
their anger and frustration.
How would you tackle the situation?
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Section 1: Understand how to communicate
with customers
Types of information
Please read the following as it will help you to answer question 6.
When communicating with customers, it is important to be well-prepared so that
things go smoothly. This helps us to give a professional impression of ourselves and
the organisation.
On a practical level, examples of the information that we need to have ready before
talking to a customer include, for example:
details of the products or services that may be of interest
up-to-date
information about all aspects of the service offer – e.g. current
discounts, special offers, delivery and availability
alternative options for the customer
the organisation’s policies and procedures – e.g. about returns
details about competitors’ service offers
information
about new technology or products in development – e.g. details of
products due to arrive soon
details of previous services or products they have used or purchased
background details about any query, problem or complaint
We also need information about the customer so that we can treat them as an
individual and deliver the best-quality customer service. For example, we need
information about:
their wants, needs and expectations – e.g. based on an enquiry
special access needs – e.g. if they need wheelchair access or somewhere to
any
put a pushchair
communication issues – e.g. if they need a Braille version of instructions; if
any
they have a hearing impairment that may cause difficulties during discussions or
a meeting
sensitivity of the subject to be discussed – e.g. privacy will be needed to
the
discuss financial or medical issues
whether
they need or want to have someone with them – e.g. during a hospital
consultation
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Section 1: Understand how to communicate
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Knowledge Activity 5: If you go into a shop to buy a new mobile phone,
what information do you expect the customer service staff to have and collect?
Written communication with customers
Please read the following as it will help you to answer question 7.
When communicating with customers or others at work, we need to select the best
method of communication. Sometimes we will use our speaking, listening and body
language skills, and sometimes we will communicate in writing.
When choosing the right communication method, we need to consider:
the type of information being sent
the people who are going to read or hear it
the security and confidentiality of the information
how it will be circulated and shared
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Section 1: Understand how to communicate
with customers
Good communication skills are essential to make sure that:
errors and misunderstandings are kept to a minimum
the right level of detail can be provided
the organisation’s positive and professional image is maintained
communication method follows good business practice and is in line with the
the
organisation’s policies and procedures
confidentiality is protected, when appropriate
Written communication methods
When communicating with customers in writing, we need to think about reading,
writing, pictures, symbols and other visual communication. We need to choose and
adapt the method to suit the customer, the subject matter and the general situation.
We need to bear in mind that someone may need to wear glasses to see the
information properly, or have a large print or Braille version. Or they may have literacy
or language problems, in which case signs, symbols, pictures, gestures and verbal
communication may be needed to support the written information.
Methods of written communication in the workplace include, for example:
emails
formal letters
leaflets, newsletters and brochures
reports and certificates
drawings, graphs, illustrations and designs
forms
information notices and signs
websites
social media
notes and memos
Workbook 2
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Section 1: Understand how to communicate
with customers
Emails
Emails can be formal or informal and are often used when communicating with
customers to, for example:
send information to one person – e.g. to answer a customer’s question
send
information to many thousands of people – e.g. to provide information about
new products to customers who have given consent to be contacted
deal with customers’ queries, complaints and comments
arrange a meeting
make or confirm purchases and orders
When used informally, emails are rather like postcards,
memos or short notes. When used formally, emails
need to be similar to formal letters. Organisations
usually have their own styles, policies and procedures
about how to write emails for different situations.
Texts
Texts are used quite often to let customers know about products, services and
customer service. They can be used to, for example:
confirm that a customer’s order is ready for collection or delivery
remind customers about booked delivery times
let customers know that the courier or engineer is on their way
alert customers to their bank balance
provide an extra security measure for online banking
inform customers about special offers and other marketing information
Formal letters
These will be on headed notepaper and will be used in formal situations, especially
if a permanent record is needed. They are particularly useful when information is
confidential and sensitive and needs to be kept private, for example:
when following complaints procedures
when writing to customers about serious, confidential or sensitive matters
Formal letters reflect the organisation at its most professional and serious, so good
grammar, vocabulary and presentation are essential.
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Section 1: Understand how to communicate
with customers
Leaflets, newsletters and brochures
Leaflets, newsletters and brochures are generally quite formal and need to be
factually correct. They can be illustrated and include graphs and technical information
and have many uses – e.g. to give instructions and extra information about products
and services; promote the organisation’s image using glossy pictures, background
information, logos and news; keep customers up to date.
Reports and certificates
Reports can be formal or informal, paper-based or electronic. They can be for just one
customer or be widely shared with many people. In some circumstances, certificates
might be issued as well.
Reports and certificates can be very important as they are often kept as evidence to
show that policies and procedures have been followed. For example:
an MOT certificate and report about a car’s test results
annual accounts and accountants’ reports for customers’ businesses
a surveyor’s report when buying a house
a medical report
a college certificate to prove a qualification
Drawings, graphs, illustrations and designs
Drawings, illustrations and designs are used when information needs to be presented
in a visual format – e.g. an architect’s drawings; a graphic designer’s brochure design;
a fashion designer’s sketches for a client; a set of instructions about how to build flatpack furniture.
Graphs are used when presenting data in a visual and mathematical format – e.g.
flowcharts to show a customer a sequence of steps when making a complicated claim.
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Section 1: Understand how to communicate
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Forms
Many organisations design and use their own forms. The idea is to simplify the
process of collecting information so that the customer can complete the form as
easily as possible. The organisation can target the information that they need and
want, so that time and resources are not wasted on processing unnecessary answers
and data.
Forms can be used for many functions, including, for example:
surveys and feedback comments from customers
orders and sales
finance applications – e.g. when asking for a loan or mortgage
compliance
with legislation – e.g. when gaining consent to comply with the General
Data Protection Regulation (GDPR) requirements
Information signs and notices
Information signs need to be clear and very easy to understand. The language used
needs to be straightforward and clearly written to maximise the chances of the
message being understood, for example:
directions to different departments
instructions
about how to operate machinery – e.g. how to use the self-scanning
equipment in a supermarket
instructions
about what to wear or how to behave – e.g. please be quiet, exam in
progress; safety helmets must be worn
information for visitors – e.g. expected waiting times for their appointments
car park signs
prices and special offers in retail outlets
Pictures and symbols can be really useful when the information is important,
especially if language is an issue. We see them used on information signs all around
us at work and in public places, for example:
health
and safety information in green to imply safety – e.g. emergency exit signs
and first-aid signs
warning signs in yellow to show danger – e.g. yellow trip hazard signs
fire information in red – e.g. about fire extinguishers and fire alarms
mandatory
(compulsory) information on blue signs – e.g. about hand-washing or
instructions to wear personal protective equipment
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Section 1: Understand how to communicate
with customers
Chemicals will also have symbols on the packaging to back up the information about
the product.
Websites
Websites are now common in organisations, and they are a useful way of
communicating with an infinite number of people. They use language, pictures,
symbols, graphs and other visual elements.
Websites can carry a vast amount of information, including, for example:
detailed information about products and services
background information about the organisation and its structure
policies and procedures
photographs
and other graphics to give visual examples of the organisation’s
products and services
legal information
testimonials and other feedback from customers and others
links to related pages, websites or other information connected with the organisation
availability and booking systems
payment systems
specifications and instruction manuals – e.g. for staff or customers to use
Websites need to be well-presented and kept up to date. They can reach a wide
number of people so they need to give a good, professional impression of the
organisation and its workforce.
Social media
A great deal of sales and marketing material is now shared using social media. Many
organisations now have a team of people whose job it is to monitor and manage
social media communications so that an instant response can be given if necessary.
Social media can be used to, for example:
monitor
and react to complaints – e.g. by train companies if their customers are
complaining about a problem
followers and customers know the latest news – e.g. announcing a new
let
participant at an air show or music festival
offer promotions and special offers
encourage
followers and customers to engage with the organisation – e.g. to send
their views to a live TV or radio programme, which shows advertisers the level of
interest from different people in the audience
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Section 1: Understand how to communicate
with customers
Notes and memos
Notes and memos in the workplace can be very quick and useful. They are generally
informal and used between colleagues, although they might be given to customers.
Notes can be addressed personally or left for everyone to see, depending on who
needs to see the contents, for example:
to pass on a telephone message – e.g. to a hotel customer
remind people about something – e.g. the date, time and location of a meeting
to
or training course
Writing skills
Most of us have to write at work, either as a large part of our job or as a
communication method we just use occasionally – e.g. emails, notes, reports,
minutes, agendas or newsletters. Good writing skills are important to maintain a good
quality of presentation – it helps to:
plan what needs to be written
keep
it short and simple – use clear and simple language, and try to keep to
the point
write
clearly and think about the size of the text – bearing in mind that people
may need glasses or have sight problems
think
about the tone – who is going to read it, and will they understand it? Is it
polite? Is it friendly and professional?
If the task involves writing a longer piece of business English, the following technique
can really help:
think
about the conclusions first – then we know where the letter or report
is heading
the main body of the letter/report – use a new
do
paragraph for each topic, and try to use good grammar
finally,
do the introduction – as the content is
designed now, the introduction almost writes itself
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Section 1: Understand how to communicate
with customers
Conventions and samples of written communication
Please read the following as it will help you to answer question 8.
Organisations will often have their own conventions about how they want to present
written communication to customers. The procedures, templates and ‘house styles’
will cover things such as:
when to use a formal letter
how to word emails to customers
which font and style to use
standard phrases for the greetings, contents and how to close a letter or email
grammar, vocabulary and tone
what to include – e.g. sending a brochure or form with each letter
The purpose, type, style and timing for producing written communication for
customers will take into account:
the type of information
who is going to read the communication
security and confidentiality
how and when the information will be circulated and shared
Conventions about written communication
Organisations usually have guidelines about how they want all of their documents to
look and how they want them to be prepared. The idea is that all documents have the
same levels of style, standards and quality so that customers and others see a united
and professional image at all times.
The corporate image is more important than the individual’s own style, so all of the
employees will follow the same, agreed guidelines when producing documents. This
makes sure that they all present very similar, positive images of the organisation.
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Section 1: Understand how to communicate
with customers
In order to achieve this harmony when preparing documents, organisations will have
conventions about each aspect, for example:
The purpose of the written communication
For example, an informal piece of information can be sent via email but a legally
binding communication about a formal complaint needs to go by formal letter.
The content and layout
All staff need to use similar content and layout to harmonise different aspects of the
organisation’s letters, brochures, website and so on, so that the overall impression is
the same and everyone knows what can and cannot be included. Staff need to use
similar vocabulary, grammar standards and tone of language, so that the contents are
of a standard that meet the expectations of the reader.
For example, the organisation may have a standard structure for the contents of
business emails that includes instructions about:
how to address the reader and sign the email
using short paragraphs only
using a helpful and polite tone
the level of detail to be given in an email
avoiding sending confidential details and sensitive information by email
pointing the reader to the website and helpline for more information
The expected standards of quality
The quality of a document leads customers to make subtle judgements about the
organisation. Anything that is produced and sent out by the organisation says a
great deal about it. Letters, emails, reports and so on can all be kept as permanent
records, so it is vital to take care when producing them to meet or exceed the
customers’ needs and expectations.
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Section 1: Understand how to communicate
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Documents need to:
be factually correct
legible – e.g. using a large enough font; using suitable colours that everyone
be
can see
have accurate figures – e.g. that balance and add up
have a good standard of English – e.g. with correct grammar and spelling
use language that is appropriate for the intended readers – e.g. avoiding jargon
look
balanced and well-presented – e.g. with headings and indents in the right
places
Producing documents that are consistently accurate and correct helps to:
avoid operating errors – that can be a result of poor communication
save time – from having to redo work and send it out again
maintain a professional and positive image of the individual, team and organisation
To make sure that the grammar, spelling and layout are up to standard, we can, for
example:
use a spell-check facility
ask a colleague to check and proofread the document
follow training notes and procedures
look
things up in a dictionary or on a search
engine if we are not sure – there are many free,
online dictionaries, but we need to make sure
that we use UK spelling and not US spelling
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Section 1: Understand how to communicate
with customers
Here are some examples of different formats that are commonly used by organisations.
Formal business letters
When writing a formal letter to a customer, the organisation’s conventions might
include, for example:
use the printed letterhead or standard letter
show the date, reference numbers and a heading about the subject
use
appropriate language for the purpose and the customer – e.g. avoiding jargon
and technical language that may not be understood
use
a professional and respectful tone – e.g. showing the right level of respect for
the intended reader
make sure that grammar and spellings are correct
follow the standard content and layout for the organisation
check whether to use ‘Yours sincerely’ or ‘ Yours faithfully’
Dear Mr and Mrs Customer Name
ends with
Yours sincerely
Dear Sir/Madam
ends with
Yours faithfully
It also helps to have a structure when preparing formal letters, so that the layout is
logical and the content is easy to follow. For example:
Introduction – this contains a greeting and a sentence about the reason for writing
– e.g. an apology when responding to a complaint; a brief introduction to information
about new products and services.
Main body – this is where the main messages and information are delivered in detail,
using a new paragraph for each new topic – e.g. explanations about the complaint
and how it is being handled; different features and special offers about new products.
Conclusion – this is a quick summary of the main messages and reassurance about
the future – e.g. extra apology, summary of actions being taken and reassurance
about future service; brief summary about the new product and an offer to be of
assistance in the future.
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Section 1: Understand how to communicate
with customers
Here is a sample business letter sent as a response to a complaint from a customer:
Organisation’s letterhead:
Old Oak Hotel
45 Willow Street, WOODHAM AB1 2CD
Tel: 01234 567890 Email: info@writingexample.com
Website: www.writingexample.com
Recipient’s
name and
address:
Mrs Ava Coffee
123 Milk Street
TEAVILLE
TE4 6UP
Date:
20 September 2018
Salutation:
Dear Mrs Coffee
Heading:
Your complaint about accommodation
Introduction:
Thank you for your letter of 16 September 2018. We are sorry
that your room was not cleaned for the second night of your
stay with us.
Main body:
We regret that, due to a misunderstanding, your room number
was not put on the housekeeper’s list of rooms to be cleaned
on Saturday morning. This was an oversight and we apologise
for any inconvenience caused.
We appreciate your feedback and we have reviewed our
procedures following your comments. The system has now been
changed to try to prevent this happening again.
We value your custom. As a token of our appreciation, we would
like to offer you breakfast with our compliments next time you
stay here at the Old Oak.
Conclusion
and sign off:
Please accept our sincere apologies for the problems during
your last visit. We hope to be able to welcome you here again
in the near future.
Close:
Yours sincerely
Sender’s name:
Heidi High
Designation:
Customer Service Manager
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Section 1: Understand how to communicate
with customers
Emails
Organisations use different email programmes and they will set out their standard
formats and conventions for their staff to follow. Emails can be formal or informal, so
it is important to get the tone and style right for the situation and purpose. Important
elements to remember include, for instance:
Who is the email going to?
The email address for the recipient might just come up when we press ‘Reply’ on their
original email, or we might address our email to people in the Contacts List on the
system.
Do we need to send copies of the email?
If we press ‘CC’, we can send copies of the same email to specific people, and the
recipient will know that we have sent copies. CC means ‘Carbon Copy’, a term that
was used when typists used a sheet of carbon paper to make a second, third or
fourth copy of the original letter.
If we press ‘BCC’, we send a ‘Blind Carbon Copy’ to someone else, and the recipient
does not know that we have sent this.
If we press ‘Reply all’, our email will go to everyone who was copied in on the
sender’s email. This can be very annoying and unnecessary, so we need to be careful
about using this facility if it is not needed.
The subject heading
This helps people to know what the email is about before they open it, and it helps us
to track old emails by looking quickly for the subject as we scan email folders.
The organisation’s style
Protocols for how to address people are important and we need to know how to greet
someone – e.g. Hi Chris, Dear Chris, Dear Ms Smith, or Good afternoon Chris.
The structure of the email
This can be similar to the structure of a formal letter if the subject is quite
complicated – e.g. introduction, main body then conclusion.
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Section 1: Understand how to communicate
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Is any of the information sensitive?
Emails are not usually a safe and secure way of sending data. If data is encrypted,
as used for Internet banking for instance, it is safer to send confidential details. It is
important to follow the organisation’s guidelines about what information can be sent.
How to sign off or close
Organisations need to let staff know how to sign off their emails, usually called an
email signature – e.g. Best regards, Cheers, Yours sincerely or Kind regards. The
sender’s name and job title needs to appear as well, along with any standard privacy
statements and contact information set out by the organisation.
Here is a sample of an informal email for a customer:
To:
MyCustomer@work; MyCustomer@home
CC:
My manager
BCC:
Subject:
Your sofa fabric – sofa order reference 2626723
Message:
Good afternoon Ms Smith
I’m just writing to let you know that the extra fabric you want to match your sofa has
been ordered. The details are:
Pattern: Sample Red Stripe
Amount ordered: 6 metres (width is 1.5m)
Cost: £30 per linear metre = £180
Expected delivery to store: by 28 November
I will let you know when it arrives here. If you have any queries in the meantime,
do let me know.
Best regards
Alex
Alex Starr
Customer Services
Bloggs and Co
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Section 1: Understand how to communicate
with customers
Texts
A sample text about a product delivery could be:
Dear Mr Jones.
Order reference for
Bloggs and Co sofa
1672889. Your item
will be delivered
tomorrow between
0700 and 1200. The
driver will call you
30 minutes before
arrival. Any queries
call our helpline
on 0123456789
and quote your
reference. Thank
you. Bloggs and Co.
Benefits and limitations of written communication
Please read the following as it will help you to answer question 9.
Organisations need to use a balance of verbal and written communication with
their customers. The communication method needs to match the situation and the
individual customer to make sure that the customer service is compliant and of the
highest quality. There may be legal or contractual requirements to have things in
writing, so written communication might form part of the delivery of the service offer.
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Section 1: Understand how to communicate
with customers
Benefits of using written communication can include, for example:
the
organisation and customers have a written record of the transaction –
e.g. a receipt or delivery note
there
is a permanent record to track progress and provide evidence if there
is a query – e.g. a contract or schedule of works when a builder does a house
extension
compliance
with legal requirements – e.g. a landlord giving a gas safety
certificate to the tenant of a let property
confirmation
of a verbal agreement – e.g. a booking form to confirm a holiday
booking
the
organisation has the customers’ contact details on their database – e.g.
to use for marketing if they have permission
the
customers can refer to a hard copy of information – e.g. operating
instructions or marketing materials
the
communication can be personalised – e.g. Christmas cards or thank-you
cards with handwritten messages sent to customers by the organisation
private
information can remain confidential – e.g. sending a personal letter
about medical issues or results
information
can be sent to a large number of people – e.g. via websites,
newsletters or marketing materials
Written communication can also have limitations. It can, for example:
be impersonal – e.g. brochures and newsletters need to be general and cannot
be tailored to an individual’s needs
poorly written and give a bad impression – e.g. showing that the organisation
be
does not pay attention to detail, so might not be considered trustworthy
poorly written and be misunderstood – e.g. instructions that do not make
be
sense or are hard to follow
ignored by the customer – e.g. printed marketing information can often be
be
recycled without even being read
not
be backed up by verbal and non-verbal cues at the time – e.g. sorting
queries and complaints in writing, without a meeting or telephone conversation,
can take longer and be less sensitive about personal issues
deny
the chance to gauge the customers’ reactions face-to-face – e.g. the
opportunity to gain instant feedback (good or bad) is lost
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Section 1: Understand how to communicate
with customers
It can be important to choose the right method for certain situations. The following
table gives some hints about advantages and disadvantages of different forms of
communication:
Method:
Emails
Benefits:
Quick and simple
Can be formal or informal
Easy to keep a copy and track
the messages coming in and
going out
Limitations:
Cannot always get instant
feedback or an answer from the
other person – some people do
not deal with emails every day;
need to check this if the matter
is urgent
Provide a clear record of what
has been discussed
Texts
People often get too many
emails, so it is hard to make
important ones stand out
Texts can be left for someone to Texts do not always go through
read when they are ready – e.g. as expected, and might not be
read quickly
after a meeting
Quite personal
Formal letters
Leaflets,
newsletters
and brochures
Drawings,
graphs,
illustrations
and designs
Good for short messages
Suitable where very personal
approach needed – e.g. when
dealing with a formal complaint
© LCG 2018
Usually take longer to prepare,
check and send
Formal permanent record
Can be formal or informal
Can go out of date quite quickly
Good for sending information
in a permanent form to a large
number of people
Often discarded unread, or
hardly read, which is a waste of
resources
Can be left for people to help
themselves – e.g. in a doctor’s
surgery waiting area
Strong visual impact
Expensive to produce and store
Data can be hard to understand
if people are not familiar with
Can explain plans, results or
achievements very quickly when the format
data is presented correctly
Helps people to imagine a threedimensional plan or design
34
Not suitable for confidential
details and information
Section 1: Understand how to communicate
with customers
Forms
Easy to complete
Logical
Designed for a specific purpose
Information
signs and
notices
Can pass information to wide
range of people – e.g. in the
customer waiting area or
entrance to the building
Cannot always have room for
additional information
Questions and boxes might not
be entirely suited to the nature
of the answers needed
Not suitable for personal or
confidential information
Some symbols can be harder to
understand if they are unfamiliar
Symbols and colour-coding
make them easy to understand
Websites
Good for general information or
announcements
Can be tailor-made for the
organisation or department
Relatively cheap and easy
to use to reach a very wide
audience
Social media
Notes and
memos
The internal search engine
within the website can be
inadequate and make it hard to
navigate
Information can be irrelevant if
Can hold a vast amount of data, not kept up to date
Website can be hard to find on
pictures and information
search engines – e.g. Google
Can link to other pages,
information and websites
Quick, easy and inexpensive to Needs to be monitored
operate
and updated all of the time
– especially for customer
Can reach extremely large
comments that might need a
numbers of followers instantly
response
Good for short messages
Bad news can travel fast – e.g.
negative customer feedback or
complaints
Can give specific information or Might be missed if left in wrong
request
place
Person has a written record
Need to be aware of possible
literacy or language issues
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Section 1: Understand how to communicate
with customers
Knowledge Activity 6: You work in the customer service department of a
large company that makes vacuum cleaners. There is a problem with a new
cleaner that has been on sale for six months.
Which methods of communication could the company use to contact its
customers, and why?
Confidentiality and data protection
Please read the following as it will help you to answer questions 10a and 10b.
As we have already seen, maintaining confidentiality is very important when managing
information, and this applies to written communication with customers too.
Maintaining confidentiality
When using written communication methods, staff need to keep private details
about customers, customers’ businesses, colleagues or the organisation absolutely
confidential. Personal details, operational data and any other sensitive information
need to be kept confidential.
Confidentiality is essential to protect the organisation’s reputation, and to gain
and maintain the trust of customers, staff and other people involved in a business
environment. The legal rights of individuals, about how their personal data is
handled, need to be protected. Information should only be passed to people who are
authorised to receive it, and who need to receive it, so that it cannot be passed to
competitors or used for criminal or antisocial purposes.
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Section 1: Understand how to communicate
with customers
For example, when dealing with written communication, staff need to be very careful
about who can see information about:
someone’s bank account and financial affairs
medical history and records
personal contact details – e.g. email addresses or mobile phone numbers
private activities – e.g. who has been staying in a customer’s hotel room
security details – e.g. how to access a building
what has been said in private – e.g. in a meeting with a customer
confidential
details about the organisation – e.g. profits, plans, potential contracts
or security arrangements
details
about customers and their businesses – e.g. how their business is
performing or a new sales contract that has not been announced yet
Data protection
As mentioned before, there are legal obligations to protect information. The General
Data Protection Regulation (GDPR) deals with the security of information that is held by
an organisation. This could include:
bank account or credit card details
tax or other financial details
full names, addresses and dates of birth
CCTV footage and voice recordings
medical records
biometric data – e.g. fingerprints or eye scans
There are very strict guidelines about how confidential information can be accessed,
used and stored. Organisations need to apply a lawful basis before processing
personal data, and information cannot be given to anyone who simply asks for it,
which is why we go through a series of security and consent questions when we need
to discuss or access personal data.
Organisations have procedures about how to collect, store, use and destroy data, to
make sure that confidential information is not disclosed. For example, there may be
very strict guidelines about what information is allowed to go into an email, and papers
containing sensitive data will be shredded when they need to be destroyed. All staff and
contractors need to follow the procedures to comply with the legislation.
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Section 1: Understand how to communicate
with customers
Individuals and organisations can be prosecuted under the GDPR for misusing
confidential data. This can lead to fines, or even imprisonment, as well as
a loss of trust in the individual and the organisation.
Implications of confidentiality when communicating in writing
When communicating with customers in writing, organisations need to have
safeguards in place to make sure that they protect confidentiality and comply with the
GDPR. These can have an impact on how they deliver their service offer and run their
operations. For example:
making sure that the name and address on personal letters to customers are correct
obtaining the right consents before processing personal data
restricting employees’ access to personal information – e.g. with passwords
storing data carefully – e.g. storing legal files in a locked, fireproof cupboard
destroying
data correctly – e.g. making sure that papers containing personal details
are shredded properly
having encryption systems – e.g. for customers’ financial and banking details
leaving files out where they can be seen – e.g. not having medical records on
not
view at the reception desk
The implications if things go wrong with confidentiality and data protection can be very
serious, for example:
customers
being put in compromising, embarrassing or difficult situations following
a breach – e.g. from leaked information about their finances
loss of reputation for the organisation
loss of trust in the organisation’s ability to deal with customers
possible fines and other legal action for the incorrect use or handling of data
loss
of business or even complete failure of the organisation – e.g. following on
from loss of trust or from legal action
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Section 1: Understand how to communicate
with customers
Knowledge Activity 7: Imagine that you hear two of your colleagues laughing
and commenting about your latest appraisal report, which they have found
in the photocopier (the manager left it there by accident after copying it).
Make a few notes about:
How you would feel
The accidental breach in confidentiality
What you would do when you photocopied sensitive documents in future
Summary
In this section, we have considered how to communicate with customers verbally and
in writing.
We have looked at:
the importance of effective communication
tone of voice, language and body language
why customer service language is used
different questioning techniques
verbal and non-verbal signals
information needed when communicating verbally with customers
different written methods that are used for different purposes
samples of written communication
the benefits and limitations of different methods
the importance of confidentiality and data protection
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Section 2: Understand how to develop customer
relationships
Introduction
In this section, we are going to look at how to develop relationships with customers.
We will consider customer loyalty, retention and expectations, plus the use of
feedback and customer relationship management (CRM) systems. We will also look
at how to support customer service improvements.
Developing customer relationships
Please read the following as it will help you to answer questions 11, 12, 13
and 14.
There are many different types of customer relationship, for example:
Some customer relationships are very brief – e.g. at the till in an electrical retail
outlet or department store.
Some customers become regulars and build a rapport with staff – e.g. in a small,
local supermarket where the same customers go to shop several times a week.
Some customer relationships are quite close for a short time only – e.g. when a
customer needs in-depth advice about buying the right mobile telephone or
computer.
Some relationships are intensive for a few weeks or months but are not repeated
very often – e.g. between homeowners and their builders during a house renovation
or building project.
Some relationships between customers and organisations develop over many years
– e.g. between accountancy staff and their clients; between GPs and their patients.
Some organisations have customer relationships with people they never meet –
e.g. online suppliers who serve customers all over the world; telephone call centres
and helplines.
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Section 2: Understand how to develop customer
relationships
The importance of developing customer relationships
In any customer service role, it is important to develop relationships with customers
and deliver customer service in a professional and positive way. It is vital to establish
and develop a relationship with each customer, whether it is a one-off, brief
transaction or an ongoing, long-term business relationship.
The relationship is valuable even if the financial aspect is small or non-existent – e.g.
a £5 transaction in a retail or fast-food outlet, or a long-term relationship between a
counsellor working for a charity and a service user who receives their services without
charge.
Whatever the customer service role or financial impact, developing relationships with
customers is important to:
promote
or maintain customer loyalty – e.g. making customers feel valued so
that they want to use a certain brand and recommend it to others
encourage
or improve customer retention – e.g. inspiring customers to stay
with the organisation because they receive good service
encourage referrals – e.g. giving customers incentives and the confidence to
introduce their friends, family and other contacts
maintain
or increase revenue – e.g. developing repeat business to secure future
sales and job security
improve
and maintain high levels of customer satisfaction – e.g. to reduce
the number of complaints and rejected goods
maintain
and improve the organisation’s reputation – e.g. portraying a good
image of how a business treats and values its customers; showing how customer
rights are respected and upheld
create
and maintain a competitive advantage – e.g. delivering a better service
offer than competitors
Customer loyalty and retention
Customer loyalty and retention are extremely important to any organisation, especially in
a highly competitive marketplace. If the supply of customers decreases or disappears,
the organisation is no longer viable and will usually fail or be taken over, for example:
In the private, commercial sector – a business that loses too many customers
suffers an ongoing loss of revenue and cannot sustain its operations. It has to make
staff redundant and may close down or be taken over by a competitor.
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Section 2: Understand how to develop customer
relationships
In the public sector – a government department that fails to provide efficient,
effective and well-managed services that meet its customers’ needs and expectations
is likely to be reviewed. This can lead to a cut in services and revenue, or may lead
to services being done by an outside provider, leading to a loss of jobs within the
government department.
In the third, voluntary sector – a charity needs to maintain a good supply of
customers in its shops to provide revenue for its services. If the shops fail due to poor
stock, lack of volunteers or a lack of people spending money there, the charity will be
unable to sustain its services to those in need.
Retaining customers and encouraging them to remain loyal is critical to long-term
planning and development for the organisation. If customers do not feel loyal towards
an organisation, they are far more likely to leave it and take their business elsewhere.
As the saying goes, “If you don’t look after your customers, someone else will”.
By creating an emotional bond and a valuable relationship with each customer,
an organisation can help its customers to feel satisfied with their service offer and
inspired to return to them in the future. Loyal customers are also far more likely to
recommend an organisation or brand to their contacts.
The value to an organisation of customer loyalty and retention can be measured in
several ways, for example:
repeat business – from previous and current customers
reduced costs and increased profits – e.g. lower marketing and advertising
costs from having an established customer base, plus new customers who try the
service offer following recommendations
reduced risk – e.g. higher chance of success from launching new products and
services based on in-depth knowledge about loyal customers’ buying habits
a good reputation – for treating customers well and valuing their custom and input
reduced
numbers of complaints and problems – e.g. from making sure that the
service offer is targeted and delivered correctly to satisfy established customers’
needs and expectations
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How customers’ expectations can change
Knowing what previous and current customers want and expect is important when
the organisation is making sure that the delivery of its service offer is relevant and
satisfactory.
In general, customers want and expect:
efficient and polite service – before, during and after buying or using a product
or service
good-quality products and services – in line with the standards promised in
catalogues, brochures, websites, customer charters, company policies etc.
complaints and problems to be dealt with properly – politely and quickly, with
an effective outcome
their
opinion to matter – when dealing with staff, when giving feedback or when
discussing a problem
As we have already seen, customers’ expectations are based on what they believe the
product or service is supposed to do to meet their needs. The example we used was
the vacuum cleaner and the customer expectations were that:
The chosen vacuum cleaner should:
do everything that was promised
be reliable
be easily available, preferably in stock to take away that day
come with good customer service and guarantees
Staff should:
be polite, friendly and knowledgeable
be able to answer queries
make the transaction easy and straightforward
make the customer feel valued and respected
The retail outlet should:
be easy to get to, with free parking outside
be clean, tidy, well-lit and well-ventilated
be well laid out with logical sections
have enough knowledgeable staff on duty
have plenty of stock and choice
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However, customers’ expectations can change. Organisations need to be aware of
changes so that they can react and amend their service offer to satisfy the revised
expectations as far as possible. Expectations can change over time for a variety of
reasons that include, for example:
Changes in technology
As the scope of what technology can do changes, customers’ expectations change
too. For example, they want constantly improving performance and security measures,
and new versions of phones, tablets and other mobile devices.
Some technology changes make old products obsolete, such as digital radio and
television replacing old broadcasting formats.
Changes in the customer’s own circumstances
Changes in a customer’s own life can lead to a change in expectations. For example,
if their income goes up, they may decide that they want to buy more expensive wine,
clothes, cars and so on. Conversely, if their income goes down, they may have to adjust
their spending habits and adapt to different products or cancel unnecessary services.
Expectations can also change when lifestyles change – e.g. when a couple starts a
family, retires, divorces or moves to a new part of the country.
Changes in trends and fashions
Trends and fashions can change for many reasons. For example, as new research
emerges about different foods, such as the amount of sugar and fat we consume,
expectations change when customers adopt the new strategies and they want more
low-fat and low-sugar options.
Changes in competitors’ service offers
If one organisation changes its service offer to attract new business, customers
become aware of different options that may affect their expectations. For example,
when one bank offers a new current account that pays generous interest and offers
many other bonus features, customers see a different way of operating their account
and expect more from their own bank.
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Knowledge Activity 8: Think about a time when you upgraded a piece of
technology, such as a mobile phone. Describe the new or upgraded features
you expected from the new device that your old device did not have – e.g.
processing speed, camera functions or memory capacity.
Using feedback
When feedback is given freely, it is a valuable resource. This is true even if the
customer is dissatisfied and makes a complaint.
Some feedback can give a real insight into what customers want and expect,
especially if it is collected by experienced third parties who are used to collecting
information from people, such as reputable survey companies. The feedback is more
likely to be more honest as the customer does not feel that they have to be polite to
the staff who have just served them. They can make honest comments to the survey
company without feeling embarrassed.
Organisations can benefit from handling feedback correctly. Customers nearly always
have choice. By taking customers’ views and ideas seriously, organisations can
improve their products and customer service and encourage customer loyalty. This
helps to ensure the long-term success of the organisation and its staff by keeping up
with customers’ expectations:
Feedback data can be used in several ways, for example:
to improve the service and products on offer – e.g. after finding out about
customers’ changing expectations
to identify strengths in the service offer – e.g. from praise about the product or
customer service
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identify weaknesses and opportunities for improvement – e.g. lower scores
to
about operating instructions leading to redevelopment of leaflets and labels
show staff how well they are doing – e.g. from praise about an individual
to
or team
to encourage innovation – e.g. to anticipate trends and fashions based on
changing expectations and requirements
find out exactly what the customer wants and expects – e.g. how they wish
to
to be contacted in future
to rectify issues and catch major problems early – making any necessary
changes as soon as possible before more complaints arrive
Customer service staff can treat feedback as part of a conversation when developing
customer relationships. They can listen to what the customer has to say and use it as
the basis for their next contact with the customer.
Positive feedback is useful to show where the organisation is doing well and how it
needs to continue. Negative feedback is useful to show when the service offer can
be improved. Both give the opportunity for discussion and further development of
customer relationships if handled sensitively, positively and politely.
Working within the limits of authority
Please read the following as it will help you to answer question 15.
When working for an organisation, it is always important for us to work within the limits
of our authority. This is true when dealing with all aspects of the service offer, too.
The organisation should set out the limits of authority clearly so that staff know which
decisions they can make on their own, and which decisions they need to escalate – e.g.
to their line manager or sales manager. The limits might be set out in, for example:
the employment contract
the job description
training materials
policies and procedures
product information
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Alternative service offers might include, for example:
product replacements or upgrades
refunds
compensation
additional support
extended warranties
Each staff member needs to know exactly what their organisation agrees to offer
before entering into negotiations with customers. If staff offer something that has not
been approved or agreed, it can lead to serious problems, for example:
breaches
of regulations or legislation – e.g. not complying with consumer
rights laws
loss
of revenue or profit for the organisation – e.g. from giving something away
when it should be charged for
health and safety issues – e.g. from not dealing with faulty electrical goods properly
disciplinary
procedures against the individual – e.g. for not following policies,
procedures and training
When making decisions about alternative service offers, organisations need their
staff to:
work within the established decision-making process
have the relevant knowledge about alternatives
ask if they are not sure
This makes sure that the service offer is consistent and that changes are agreed
centrally – to protect the consumers, employees and organisation.
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Knowledge Activity 9: Make a few notes about the alternative service
offers you are permitted to make to customers in your organisation.
Using customer relationship management (CRM) systems
to meet customers’ expectations
Please read the following as it will help you to answer questions 16 and 17.
Organisations with a main focus on customer service will often have customer
relationship management (CRM) systems. These systems can be software applications
or paper-based systems and they are used to manage customer data.
CRM refers to the policies, procedures, strategy and technology that an organisation
uses to analyse and monitor all aspects of relationships with customers. It is designed
to attract and retain customers in a cost-effective way.
The CRM systems can be tailor-made to suit an organisation’s particular environment,
industry and operational needs, and will help to track products and services through
all parts of the sales and customer-facing processes – e.g. marketing, sales, orders,
customer support, feedback and adjustments to the service offer. The systems and
processes are useful tools to use when working to meet customers’ expectations
because they give details about how the organisation handles every element of the
service delivery. The different organisational functions – from production to sales and
customer care – have an impact on each other. CRM systems track and manage
these to make sure that customers’ expectations are met or exceeded.
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This diagram shows a simple CRM system that a car dealership could follow when
selling cars to its customers. The company needs to make sure that it complies with
the General Data Protection Regulation (GDPR) when using personal data to contact
and stay in touch with customers and potential customers.
6. Adjustments
to service offer
– e.g. to improve
products and services; to
keep up with customers’
changing expectations;
to match or exceed
competitors’ offers
1. Marketing
– e.g. run a marketing
campaign for a new car;
announce features of
the new model; provide
customers with relevant
information; update
with any changes
2. Sales
– e.g. generate sales
leads from previous,
current and potential
customers; track
opportunities
CRM
3. Orders
– e.g. prepare and
follow up quotes;
generate sales orders
and invoices; arrange
delivery; keep customers
informed of
progress
5. Feedback
– e.g. collect comments
from customers about
their new cars; listen
carefully; assist with
any problems
4. Customer support
– e.g. provide follow-up
actions and after-sales
service for customer
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The systems under each of the headings would be very detailed about how to deal
with all aspects of marketing, sales, orders, customer support, feedback and how the
organisation reviews and amends its service offer.
Using CRM systems and processes can have several benefits that include, for example:
focus on the customer – rather than the products or services
a streamlined service offer that targets individual customers’ needs
reduction in stress for the workforce – from having established procedures and
a
standards to follow
a clear buying and selling process
a clear system to follow when implementing change within the organisation
The structure and transparency aid communication at all levels and help everyone
to work together to meet or exceed customers’ expectations. By being open,
organisations can make sure that they review their service offer and adapt to change,
which helps them to remain competitive and customer-focused.
Knowledge Activity 10: Make some notes about the CRM system that your
organisation uses. If they do not have a recognised system, find a company
on the Internet and make a few notes about how their customer-facing
processes work together to help build customer relationships.
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Regular communication
Regular communication is important when developing relationships with internal and
external customers. As we have already seen, internal customers are people within
the same organisation who work for a different department or team that uses the
products and services on offer – e.g. lecturers in a college can be seen as customers
of the printing and copying department. External customers are from outside the
organisation – e.g. members of the public who are customers in a retail outlet.
Communication with internal customers helps to, for example:
keep staff from different departments up to date
develop
a unified, high-quality customer service relationship that benefits the
organisation and external customers
promote a sense of shared goals
make staff from different departments take ownership and be accountable
Communication with external customers helps to, for example:
develop openness and honesty
enhance feelings of loyalty and trust
make them feel valued and respected
keep them informed about changes and potential problems
make sure that changes in expectations are monitored
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Whilst complying with the GDPR, staff members need to provide regular
communication before, during and after transactions with internal and external
customers. For example, they may need to:
Before the transaction:
understand different customers
identify different needs and expectations
During the transaction:
engage with the customer and take genuine interest
give accurate, up-to-date and relevant information
deal with queries, comments and complaints
ensure that the customer’s legal rights are respected and protected
After the transaction:
give aftercare service
respect and protect legal rights
provide ongoing maintenance and support
ask for feedback from customers that can be used to improve the service offer
Knowledge Activity 11: Think about an organisation that communicates
with you regularly – e.g. with emails, texts or leaflets to let you know about
their new products or services. Make a few notes about:
How you feel about them staying in touch
Whether you feel more valued as a result of the communication
Your feelings about returning to them for repeat purchases
Recommending them to other people
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Exceeding customers’ expectations
Please read the following as it will help you to answer question 18.
The level of customer service that an organisation gives often distinguishes it from
its competitors. Striving to exceed customers’ expectations is part of giving excellent
customer service.
How customers form their expectations
When looking for ways to exceed customers’ expectations, it is important to look at
how they form their expectations in the first place. This gives us clues about what we
can do to influence customers’ impressions of the organisation and its service offer.
Customers’ expectations can be described as what they expect the product or service
to do to meet their needs. This can include, for example:
features of the product or service
competitive prices
a good choice of goods and services
fast service and response times
personal service and aftercare
fast and reliable delivery of goods
excellent data security
good guarantees and warranties
Expectations are formed when customers learn about the organisation and its service
offer. They can find information in a wide variety of places that include, for example:
talking to customer service and sales staff – e.g. discussing features and
benefits of products and services online or face-to-face
advertisements – e.g. magazines, newspapers, social media, television and radio
marketing materials – e.g. articles and promotions within brochures, leaflets,
mailshots, websites and social media
product or service information – e.g. in product descriptions, service level
agreements or contracts; in instructions and user guides
sponsorship – e.g. as a major sponsor of a sports league or tournament that
reflects the organisation’s place in the market
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media coverage about the organisation – e.g. in newspapers, magazines or
online news feeds
customer forums and reviews – e.g. on independent review sites or magazines,
or through comments attached to the organisation’s own website
personal contacts – e.g. information from friends or family who recommend or
criticise the organisation and its service offer
previous dealings with the organisation – e.g. repeat customers basing their
opinions on earlier experiences
If they know how their customers form their expectations, organisations can act to
try to make sure that this has some influence over how the organisation and service
offer are portrayed. For example, if research shows that customers form opinions and
expectations on their advertising campaigns, organisations can use their resources
effectively by making sure that they target the right products at the right people in a
way that catches their interest.
It is not always possible to exceed expectations. As customers, our expectations
continue to increase as we become better educated about our rights and choices.
The Internet has made it quite easy to research products and services in depth,
which means that we can all be very well informed about our options before we even
approach an organisation. Staff working in a customer service role need to keep some
perspective as not all customers will be perfectly satisfied, even if the service offer is
excellent, and there may be a limit to what they can do.
The main ways in which organisations can aim to exceed customers’ expectations
are by constantly reviewing their service offer, listening to feedback, considering
comments and making adjustments to the service offer so that they can satisfy
customers’ needs and expectations. New developments in products and services can
give them something that really will exceed expectations for a while, but each ‘new’
thing becomes ‘old’ after a while.
We just need to think about the fashion industry to see how organisations constantly
look for ways to exceed their customers’ expectations. They launch new products every
season, set trends, inspire innovation and keep reinventing themselves. Inevitably,
fashions will repeat after a while and ‘retro’ becomes the new, big trend. From time to
time, new materials and accessories will be invented, but organisations need to work
hard and be imaginative about how to try to exceed expectations every season.
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Knowledge Activity 12: Think about one of your favourite gadgets. Make
a few notes about how you felt about the buying process and service offer.
What were your expectations before you purchased it?
Which features of the service offer met or exceeded those expectations?
What could the supplier have done to improve the buying experience and
exceed your expectations?
How legislation, policies and procedures can limit the
service offer
Please read the following as it will help you to answer question 19.
In the first workbook, we briefly looked at legislation that has an impact on customer
service delivery. Some of this legislation can affect and limit the service offer by
setting guidelines that must be followed, to protect the consumers, employees and
organisation. Similarly, the organisation’s own policies and procedures can also set
limits to the service offer.
The regulations and legislation that can limit the service offer include, for example:
Trade Descriptions Act 1968
Consumer Rights Act 2015
Consumer Credit Act 2015 (incorporating the 1974 Act)
Consumer Protection from Unfair Trading Regulations 2008
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Consumer
Contracts (Information, Cancellation and Additional Charges)
Regulations 2013
General Data Protection Regulation
Legislation or
regulation:
Trade
Descriptions Act
1968
Consumer Rights
Act 2015
Consumer Credit
Act 2015
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Main points:
How the service offer might
be limited:
This covers the description
Customers have rights if they
of goods and services.
believe that they have been
Descriptions must be accurate, misled by false claims. The
and the consumer has rights
organisation needs to take
if the product, service or
great care to make sure they
accommodation is not as
describe their service offer
described.
accurately and limit the offer to
what they can truthfully deliver.
The Act covers the supply of
Consumers have the right to
goods, services and digital
reject goods and claim repair or
content through sales, hire and replacement, which limits the
hire-purchase, and in work/
organisation’s options on how
materials contracts.
to deal with faulty goods and
services.
The goods must:
of satisfactory quality
be
be fit for a particular purpose
match the description,
sample or model
be installed correctly (when
this is part of the contract)
This deals with the licensing
and controlling of credit and
hire-purchase agreements.
Customers can challenge unfair
relationships with creditors
and there is an ombudsman
scheme to hear complaints.
Regulated by the Financial
Conduct Authority (FCA),
customers have rights when
they enter into credit or hirepurchase agreements. For
example, there are rules about
guarantors, high-cost-shortterm credit, and management
of arrears. The strict rules can
limit the organisation’s ability to
offer credit to customers.
Section 2: Understand how to develop customer
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Consumer
Protection from
Unfair Trading
Regulations
2008 (and later
amendments)
The regulations ban traders
from using unfair practices.
Consumer
Contracts
(Information,
Cancellation
and Additional
Charges)
Regulations 2013
General Data
Protection
Regulation
The regulations cover refunds.
The General Data Protection
Regulation deals with the
security of information about
customers that is held
by an organisation – e.g.
bank account details, email
addresses, CCTV footage,
medical records, tax records,
full names, date of birth and
contact details.
Customers have the right to
honest market practice and
to enter into a contract in
good faith. They are protected
from misleading practices and
aggressive sales techniques –
limiting the organisation in how
it portrays itself and its service
offer.
Consumers can change
their minds within 14 days
of receiving goods in most
cases. This regulation needs
to be included within the
organisation’s own limits on the
service offer.
Customers have legal rights
about how their personal
data is used and managed.
Organisations must be careful
about collecting, using, sharing
and releasing confidential
information, which may limit
the service offer – e.g. there
may be delays whilst waiting for
authority to share financial or
personal information.
The organisational policies and procedures that can limit the service offer will vary
for each organisation. Policies and procedures include relevant legislation and explain
exactly how actions should be carried out. They establish ground rules and operational
standards.
An organisation’s policies and procedures will be based on the industry, environment,
operational activities and other variable factors, and could include, for example:
A returns policy
This could state the time limits for returning goods and the condition in which they
can be returned. Some retailers allow returns, even though there is no legal obligation
to do so. They do this as a goodwill gesture that supports their reputation for excellent
customer service.
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Gift receipts
Many business will give out gift receipts that do not show the price to enable the
recipient to exchange the items if they wish. The policy will usually be clear about time
limits and the requirement for goods and packaging to be in satisfactory condition.
Gift vouchers
The policy will usually state what the gift vouchers can be used for, and their expiry
date.
The availability of the service offer
The service offer can be limited by availability. The policy and procedures will inform
staff and customers about factors that may affect availability – e.g. time limits for
special offers; offers only available while stocks last; extensions of sales periods.
Restrictions on the service offer
The organisation might put restrictions on the service offer. For example, they may
only allow a maximum of twelve special offer items per customer or household; a
supermarket might restrict the amount of bottled water it will deliver to 12 litres due
to the weight and low profit margin of the items.
The type of information that can be given out
In line with data protection legislation, organisations will often have clear guidelines
about what information can be disclosed – e.g. a GP surgery’s receptionist might only
be allowed to telephone a patient to make an appointment but will not be able to
discuss or release medical results.
A cancellation policy
A cancellation policy can put a limit on the service offer as it will state the
circumstances under which products and services can be cancelled. For example, if
a music event is cancelled due to the artist being ill at the last minute, the policy will
state how to obtain a refund or rebook for another date. Similarly, the policy will state
what happens if the customer cancels the product or service.
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Emergency procedures
These can limit the service offer and customers will need to accept that the service
offer will be affected in the event of an emergency – e.g. having to evacuate a
stadium in the event of fire or public disorder. The cancellation policy will probably
cover what happens if the service offer is subsequently cancelled or cannot resume to
an acceptable standard.
Knowledge Activity 13: Imagine that you go to a large music concert.
When you get there, you find that the concert has been cancelled due
to illness of one of the main band members.
Makes some notes about:
What the organisers are likely to offer you
How you would feel
What the organisers could have done to let fans know about the changes
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Giving customers added value
Please read the following as it will help you to answer questions 20 and 21.
As we have seen already, it is not always possible to change the product or service
to exceed customers’ expectations. There can be legal and operational reasons for
limiting the service offer, and, in many organisations, it is not possible to constantly
introduce innovation and inventions to make the products and services exceed
expectations.
If the core products and services cannot change, organisations need to find other
ways to tempt and please customers, and they do this by giving customers added
value. This means that they offer additional products or services that complement the
main offer at very little extra cost.
As we have seen already, customers usually expect as standard:
efficient and polite service
good-quality products and services
problems to be dealt with effectively
their opinion to matter
To go beyond these expectations, organisations need to offer more so that customers
perceive that they are receiving added value – things that are in addition to their
standard expectations at little or no cost to themselves. This helps them to feel
valued and that the organisation is doing its best for them.
Typical examples of added value include, for example:
having special offers – e.g. buy one get one free (BOGOF); seasonal sales;
multipacks; two meals for the price of one on Wednesdays only
grouping
complementary products together in an offer – e.g. when
supermarkets offer a main course, a side dish or pudding, plus a bottle of wine for
a set combined price
the
organisation being customer-focused – e.g. going the extra mile when
dealing with customers’ requests; being attentive towards customers; treating each
person as an individual
making the environment and image attractive – e.g. setting out a shop in a
pleasing and logical way; using attractive packaging and branding; having good
lighting and air conditioning
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staff
having good product knowledge – e.g. giving free advice to customers who
are browsing before making their choice
different delivery options – e.g. free delivery when the customer spends a certain
amount
free or inexpensive installation – e.g. when selling kitchen appliances
extended guarantees and warranties – e.g. extra cover that is beyond
customers’ statutory rights
offering
customers generous options to return or exchange goods – e.g.
beyond the customer’s statutory rights
giving
good aftercare service – e.g. offering further services, helplines and other
support
taking follow-up action – e.g. when answering queries or sourcing supplies for
customers
offering
loyalty points and cards – e.g. points and vouchers that can be
redeemed for other goods and services
offering membership and privilege cards – e.g. cards that give discount on
certain items, or a free coffee and newspaper when the customer spends over a
certain amount
Organisations identify when they should build added value into their service offer by
observing and reacting to their customers. Several things can trigger a review of when
to add value, for example:
data from surveys identifies changes in customers’ needs and expectations
– e.g. following an improvement in technology
customers leave comments and feedback about their reaction to the service
offer – e.g. showing what they like and what needs to be improved
customers
let the organisation know they are thinking about switching to
a competitor
sales
figures show changes in customers’ spending patterns – e.g. spending
less, cancelling contracts or shopping elsewhere
competitors’ activities – e.g. offering something that may attract their customers
planning a marketing campaign – e.g. to attract new customers, launch a new
product or retain loyal customers
planning for traditions, festivals and seasons – e.g. offering money-saving
deals after Christmas to sell excess stock; offering special deals on barbecue food
in the summer
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supply
exceeds expected demand – e.g. when a supermarket has ordered too
much food that has a short use-by date and needs to be sold quickly
opportunities to make sales by following trends – e.g. offering special deals on
fresh vegetables when the media are covering the benefits of healthy eating
Customer-facing staff in the organisation need to know when added value has been
built into the service offer. This means that they are well-prepared to tell customers
about the latest version of the service offer, and offer the additional services that
have been advertised and promoted.
Knowledge Activity 14: Make a few notes about the added value features
that you appreciate when you are a customer.
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Supporting improvements in customer service
Please read the following as it will help you to answer questions 22, 23 and 24.
As we have seen, it is important for staff members to work together and follow
standardised policies and procedures, to make sure that they can provide consistently
high-quality customer service. Working together is important when supporting
improvements, too. Communication is vital to make sure that everyone understands
the service offer, how improvements can be implemented and how to make changes
smoothly for the benefit of the organisation, its staff and its customers.
Identifying ways of improving customer service
Feedback from customers can be very useful when developing customer relationships.
It can be requested or it may be left voluntarily by the customer, and can be collected
from, for example:
informal comments made to staff
complaints – formal or informal, verbal or written
comment or suggestion cards – e.g. at reception or in hotel rooms
satisfaction surveys and questionnaires – face-to-face, by telephone or online
feedback forms – e.g. filled in by learners after a training course
focus groups – as part of a market research initiative
unsolicited letters and emails from customers
online
forums and blogs – where people leave honest comments about their
experience
the
media and social media – e.g. letters to a local newspaper about the
organisation; comments on Facebook, Twitter, TripAdvisor or other sites
Not all customers give feedback, so it can be quite difficult finding out about how they
felt and how satisfied they were. However, organisations should not pester customers
for feedback as this becomes irritating and can affect the customer relationship.
Pestering for feedback can actually put customers off returning and recommending
the service or product to other people.
For example, in a restaurant where the food is excellent, customers will not be
satisfied with their experience if front-of-house staff ask if everything is all right every
ten minutes. Customers will be very irritated, will spend less and will be less likely to
return and recommend the restaurant to their friends and family.
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Once organisations have identified ways of improving their customer service, they can:
react
to customer feedback – e.g. respond to customers where appropriate;
reflect on the comments and review the service offer as appropriate
adapt their service offer – e.g. to adopt practical, useful and profitable changes
inform
their staff about the changes – e.g. through ongoing training courses or
informally via line managers
change
policies and procedures – e.g. to clarify how the new features of the
service offer will work in practice
Constraints on suggested improvements
Organisations need to balance customers’ expectations with operational requirements,
so there will be constraints when implementing suggestions on how to improve
customer service. These could include, for example:
Financial resources
The organisation may not have the money to implement all or any of the suggestions,
or they may have to implement the changes over a period of time. They need time to
work out budgets and cost implications of changes before making final decisions.
Staff resources
The organisation may not have sufficient staff resources to cope with changes,
especially in the short term. They may need time to, for example:
train current staff
recruit more staff with the required, new skillset
arrange cover from agency staff
set up training programmes – in-house or with external training providers
adjust the allocation of staff between tasks
Physical resources
The suggested improvements may need a change in physical resources – e.g. materials,
premises, equipment or transport. These changes need to be managed and financed.
They may already be working at full capacity, in which case the organisation will need to
assess whether investment or restructuring the operation are necessary or worthwhile.
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Time
The organisation may not have time to implement suggested improvements, especially
if deadlines are tight. For example, a campsite may not be able to develop its toilet
facilities in time for the summer season due to delays in the planning process.
Different perceptions of what is required
Customers, staff members and the organisation may have different views about what
improvements need to be made, and how change should be achieved. Differing
perceptions could constrain improvements unless full understanding and a compromise
can be achieved.
Legislation and regulations
Legislation and regulations can constrain many suggested improvements to customer
service. For example: requests to increase and improve parking facilities could be
affected by planning laws and local government regulations; suggestions to increase
the number of people at a public venue will be constrained by fire and other safety
legislation; anti-discrimination legislation, the Equality Act 2010, could constrain
improvement plans for buildings as organisations need to consider access for people
with mobility problems.
Working within limits of authority when making improvements
As with all aspects of employment, it is important for all staff members to work within
the limits of their authority when implementing customer service improvements.
Everyone needs to, for example:
know the details of their level of responsibility within the organisation
keep
their knowledge about products and services up to date – especially following
changes
work within the limits of their expertise, experience and knowledge of procedures
experienced colleagues or their line manager for assistance or advice if they
ask
are not sure
escalate problems and queries that are not within their limits of authority
report
issues and problems as soon as possible – so that adjustments can be
made for the whole organisation if necessary
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Each staff member needs to know exactly what the agreed improvements are before
communicating with customers. If staff members offer something that has not been
approved or agreed, it can lead to serious problems, for example:
breaches of regulations or legislation
loss of revenue or profit for the organisation
health and safety issues
a poor reputation for the organisation – e.g. from being seen as unreliable
disciplinary
procedures for the individual – e.g. from not following the correct
procedures and training
Working within agreed and established limits of authority makes sure that the
service offer is consistent and that changes are agreed and implemented smoothly
and consistently – to maximise the benefit of making improvements and exceeding
customer expectations.
Organisations need to hear from staff members to be able to judge and analyse how
improvements are going. If the suggested improvements are going well, managers
need to know this so that they can observe, praise and support staff members, and
encourage them to continue in the same way. If there are problems with the suggested
improvements, managers need to know as soon as possible, so that they can make
adjustments and address minor issues before they become major problems.
Knowledge Activity 15: Consider recent improvements that have been made
to customer service in an organisation you know well. Make a few notes about:
The changes that were planned
The changes that were made
How the organisation let you know about the improvements
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How the staff told customers about the improvements
Summary
In this section, we have considered how to develop customer relationships, exceed
customer expectations and support customer service improvements, including:
the importance of developing relationships with customers
the value of customer loyalty and retention
changes in customers’ expectations
using feedback
working within the limits of authority
CRM systems
the importance of regular communication
how to identify ways of improving customer service
potential constraints when implementing suggestions
the limits of authority when making improvements
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Section 3: Understand how to resolve problems and
deliver customer service to challenging customers
Introduction
In this section, we are going to look at how to resolve problems, deliver customer
service to challenging customers and deal with customer complaints and feedback.
We will consider how organisations deal with challenging customers, and how to deal
with different types of challenging behaviour.
We will also look at how organisations deal with complaints, the causes of complaints,
techniques for dealing with angry or agitated customers, and the collection of
customer feedback.
How organisations deal with challenging customers
Please read the following as it will help you to answer questions 25 and 26.
When delivering customer service, it is important to adapt to different customers to
meet and expect their expectations, where possible, and present a positive image of
the organisation. Being able to understand and deal with challenging customers can
help us tackle situations that might feel rather awkward and difficult, and do our best
to provide excellent customer service.
In all communication with customers, however challenging they might be, it is
important to remember to follow the requirements of different regulations and
legislation, for example:
Equality Act 2010 – to avoid discrimination based on any of the protected
the
characteristics
General Data Protection Regulation – to uphold customer rights and maintain
confidentiality
consumer-related legislation – to protect the customers’ rights
Health and Safety at Work Act 1974 – to minimise the risk of harm to staff
the
members, customers and others
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Different types of challenging customers
As we saw in the first workbook, customers can present extra challenges at work for a
variety of reasons. People might exhibit challenging behaviour or make extra demands
as a result of:
reasons outside the organisation’s control
reasons within the organisation’s control
a mixture of the two
Challenging customers may be angry, unreasonable, confused, distressed, demanding,
difficult to communicate with, or in need of extra assistance. As mentioned before, the
reasons behind their challenging behaviour can include, for example:
additional needs or requirements
poor communication skills
language barriers
cultural barriers
personal problems
an incident, emergency or trauma
dissatisfaction and disappointment
being impatient, indecisive, talkative, overly assertive, confident or intimidating
It is important to collect information about the reasons behind a challenging customer’s
behaviour as this helps us to work out how to react and take appropriate action.
Organisational procedures and standards of behaviour
Organisations have their own policies and procedures about how to deal with
challenging customers. Some organisations deal with customers with particular
challenges as part of their day-to-day activities, and their working practices are geared
up to deal with difficulties that their staff face as part of their normal job, especially in
the public sector. For example, staff working in GP surgeries, care homes or hospitals
will have training, guidance and support about how to deal with challenging patients,
residents, family members and other visitors.
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Some organisations in the private and voluntary third sectors also specialise in dealing
with challenging customers. For example, staff working in the customer complaints
section of a call centre or as counsellors for a charity will have their own strict
guidelines about procedures and standards.
Staff members’ behaviour
Although some organisations rarely have to deal with challenging customers, all
organisations need to have policies and procedures about how to behave, so that staff
members know how to handle themselves and the situation if necessary. Standards and
codes of behaviour could include instructing staff members to, for example:
stay calm and polite at all times
welcome and greet each customer
be patient – e.g. allow the customer plenty of time to express themselves
listen
carefully to the customer – e.g. use active listening skills and good
questioning techniques
show empathy – e.g. show that they understand the customer’s position
apologise sincerely for problems caused by the organisation – e.g. let
the customer know that they are sorry and will do all that they can to help put
things right
find realistic and satisfactory solutions – e.g. offer solutions within the limits of
authority
ask for help and escalate the problem when required – e.g. ask for advice or
guidance when the possible solutions are not within the limits of authority
Providing assistance for customers with additional needs and requirements
As well as training their staff in how to deal with challenging customers, organisations
can also provide a range of aids to support customers with different needs. These
might include, for example:
ramps
for wheelchair users – also useful for pushchairs and people with walking
difficulties
loop
systems for those with hearing difficulties – a special microphone system
that hearing aids can be tuned into to boost the sound, often found in theatres,
meeting rooms, churches, village halls and so on
subtitles
on training or information DVDs – for hearing impaired and also useful
for those whose first language is not English
translation services – particularly where there are legal implications, such as in a
police station following arrest
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wide
doors and corridors, adapted kitchen units – to allow space for a
wheelchair
assistance
for people with sight impairments – large print forms, Braille forms
and signs, large computer screens, facilities for guide dogs
accessible
lifts and doors – that open automatically or have an accessible button
to press for access
evacuation chairs for emergencies – for specially trained staff to use when lifts
are out of action, during a fire for instance
handrails and grab rails
adapted
changing and toilet facilities – now called accessible toilets, most have
wide doors, room for wheelchairs, accessible handrails, sinks and driers
childcare facilities – crèches, nappy-changing rooms
Organisations have to make ‘reasonable adjustments’ to make their products and
services accessible to customers. In some small, old buildings, for instance, it is not
possible to put in ramps, so there may be a special button outside for wheelchair
users to press to call a staff member who will come out and offer assistance.
Respecting cultural diversity and language issues
Organisations usually have policies, procedures and training to promote equality,
encourage respect and make it clear that discrimination is not tolerated, even when
dealing with challenging customers.
In the customer service role, staff can do several things to embrace and respect
cultural diversity. We can, for example:
observe, understand and respect different dress codes and symbols – e.g.
customers wearing a cross, a hijab or a turban
be respectful and aware of how different genders can be treated in other
cultures – e.g. some cultures can seem quite sexist to us in the UK, with the
husband making all of the decisions during a transaction, for instance
be sensitive to the person’s gender – e.g. female patients may prefer or insist
on seeing a female doctor
be very discreet and allow privacy – e.g. in a changing room
learn about festivals and customs for other cultures – so that they understand
the main points and can hold an informed conversation with the customer
be polite, courteous and friendly at all times
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speak
clearly and slowly, avoiding local sayings – especially if English is not
the customer’s first language
repeat very clearly if requested – maybe using different words, gestures or a
diagram to help the customer understand something
stay calm when they are not sure about how to handle the situation
The main thing is to treat every customer as an individual, with respect and patience,
whatever their background or culture.
Knowledge Activity 16: You need to find out about your organisation’s
procedures and standards of behaviour when dealing with challenging
customers to be able to answer the assessment question. Make a few
notes here about:
The types of challenging customer you are likely to have to deal with – and
the reasons behind their challenging behaviours
The main points of your organisation’s procedures
The standards of behaviour they expect from you
The backup and support you can call for if you cannot cope with the situation
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Challenging behaviour
Please read the following as it will help you to answer questions 27, 28 and 29.
Customers can have underlying issues that lead to challenging behaviour, or they may
just be reacting to difficult circumstances.
In any situation, if any staff member feels unsafe, they should not risk their own
personal safety. They should always take care of themselves, their colleagues and
other customers, and call for support and assistance if they feel that they may not be
able to handle the customer or their companions, friends and relatives.
Staff should call the manager or security staff if they are in any doubt at all. If we
wade into a situation that is out of control, we can easily get hurt.
Trying to deal with a violent customer, then ending up hurt and off work, does not
help anyone in the long run. For example, if a nurse on duty in a busy hospital gets
injured when they intervene in a fight in the reception area:
there might be long-term or permanent damage to their own health
the nursing team suffers as it tries to cover for the missing staff member when they
are off sick
the level of service to other patients is compromised due to the team being shortstaffed
Even if that nurse manages to help one person in the fight, if they get hurt and are
off work for several weeks, they cannot help hundreds of other patients who would
benefit far more from their help. By leaving the trained security staff to sort out the
fight, the valuable, experienced nurse can devote their time and energy to helping
people with medical needs.
Different challenging behaviours
As we saw in the first workbook, staff in a customer service role may have to deal
with customers who are angry, distressed, upset, violent or dissatisfied with the
service offer. Challenging behaviours can include, for example:
aggression – e.g. threatening or bullying staff or others; being violent; standing
very close to someone and intimidating them; using threatening gestures
frustration – e.g. getting angry and making inappropriate comments; refusing to
accept limitations and procedures; crying or losing control of their temper
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irritation – e.g. being impatient and bad-tempered; questioning the competence of
staff or the organisation
confrontation – e.g. arguing with staff
making unreasonable demands – e.g. expecting solutions that cannot be
delivered; being unrealistic about deadlines or the limits of the service offer
Difference between assertive and aggressive behaviour
There is a difference between assertive and aggressive behaviour, and it is
important to be able to differentiate between the two behaviours.
Assertiveness
If people are being assertive, they stand up for themselves and strive to maintain
relationships. They can use verbal and non-verbal communication methods and will
work hard to make themselves heard, stand up for their rights and keep the channels
of negotiation open.
Assertive behaviour can include, for example:
being self-assured and confident – e.g. using a clear voice and positive, open
body language
making a confident, clear and honest declaration – e.g. stating clearly what,
how and when they want something to happen
being aware and clear about rights – e.g. a customer knowing their rights and
being clear about what they want
being proactive – e.g. taking action rather than just waiting for something to happen
respecting boundaries – e.g. respecting other people’s personal boundaries and
knowing how far they can go when negotiating
being willing to defend a position – e.g. not giving in to aggressive behaviour
Aggression
If people are being aggressive, they force their point of view on others, and can violate
the rights of others. Their behaviours can be emotional and unpredictable, for example:
angry outbursts – e.g. swearing, shouting or screaming
physical violence or threats
aggressive body language – e.g. standing extremely close to someone or shaking
their fists
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When customers are angry, they may:
use a stern voice – with clipped and harsh pronunciation
use tense body language – hunched shoulders, clenched fists, aggressive stance
go red in the face with eyes wide and staring
clench and grit their teeth
breathe loudly and quickly through their nose
suddenly erupt and lash out – especially if alcohol or drugs have been taken
Some aggressive behaviours are quite passive and non-threatening. For example,
challenging customers might use sarcasm, or come across as resentful or obstructive.
Techniques for dealing with challenging behaviour
Sometimes staff in a customer service role have to deal with customers who are
upset, and it is important for the staff member to respond professionally and
appropriately. This is to safeguard the personal safety of the staff member, their
colleagues, the customer, and others who may be affected.
As we become more experienced at dealing with customers and difficult situations, we
can develop a range of techniques for dealing with challenging behaviour. The main
aims are to:
diffuse emotions
identify the problem
agree and implement solutions
take appropriate follow-up action
When selecting techniques to deal with challenging behaviour, staff can, for example:
welcome and greet the customer
introduce themselves – giving their name and role in the organisation
offer
to move or change the environment – e.g. to find somewhere quiet to
discuss everything in private; to remove the customer from the cause of anxiety; to
protect the health and safety of staff, customers and others
speak
clearly and ask open questions – to encourage the customer to explain
their needs and expectations
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use
active listening skills – e.g. use good eye contact, nod, smile, use open
body language, make notes if necessary, and ask related questions
show
empathy and give the customer full attention – to appreciate the
customer’s point of view
focus
on the desired outcome – e.g. finding solutions to the customer’s problem
with the service offer; calming a customer down so that they can explain
themselves clearly
explore
and agree a solution – e.g. arranging a refund; making another
appointment; setting a new deadline; escalating the problem to a line manager
agree
and take follow-up action – e.g. chasing suppliers for a replacement item;
calling the customer to make sure that the problem has been put right
It is important to speak normally, keep calm and not raise our voices, even if the
customer is being very difficult. We need to focus on the customer, present a
solution, take action and follow it up.
The techniques need to be adapted to suit the individual customer and the
circumstances. Here are some examples:
A customer with additional needs or requirements due to a hearing impairment
If a customer gets frustrated and angry because they are hard of hearing and cannot
understand everything that is being discussed, the staff member might, for example:
offer
to speak to the customer in private – so that they can discuss confidential
or sensitive details away from other customers, and not worry about speaking
too loudly
repeat information slowly and clearly
let the customer see their face so that they can lip-read
use written instructions or diagrams to illustrate important points
The staff member might also speak to the customer’s companion if permission has
been given – e.g. a family member who has accompanied them to an appointment
with a doctor.
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A distressed customer who has witnessed an accident
If a customer is extremely distressed because they have just witnessed an accident,
they may be very confused, upset and liable to go into shock, especially if they know
the person in the accident. They need reassurance and for staff to be kind, patient
and sensitive.
It may not be possible to solve the problem or cause of the distress, so listening is
the most important support in the first instance. If the customer is in shock, maybe
following bad news or an accident, they may not make much sense.
Shock can cause severe medical problems, so it is advisable to call a first-aider or
other qualified person, especially if the customer looks pale and feels sick and dizzy.
Customer service staff who work in hospitals and other healthcare organisations will
have special training in how to recognise and deal with shock. If in doubt, ask for
backup and help.
Knowledge Activity 17: Make some notes about your organisation’s
procedures for dealing with customers who are:
Upset
Aggressive
Violent
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Levels of authority
Please read the following as it will help you to answer question 30.
It is important to know the established levels of authority so that staff know what they
can agree to when negotiating with customers. Staff need to know:
what they can offer within the terms of the service offer
what actions they can take that are outside the service offer
This is especially true when faced with challenging customers who might be emotional
and difficult to deal with. Under pressure, it can be very tempting to agree to the
demands of someone who is in an emotional state, just to find a quick solution.
However, everyone within an organisation needs to work to agreed standards,
procedures and policies to provide consistent and high levels of products, services
and customer service, so staff need to know what they are permitted to offer.
Actions within the service offer
As we saw in the first workbook, the service offer can cover many things, such as:
the range of goods and services offered
pricing
– e.g. stating the price including Value Added Tax (VAT), or maybe excluding
VAT for trade customers
discounts – e.g. buy one get one free; 10% off if customers buy today
delivery
options – e.g. free for standard delivery when customers spend above a
minimum amount; charges for overnight or weekend delivery
installation
options – e.g. charges for installing household appliances like washing
machines
warranties
– e.g. extended warranties on electrical goods that guarantee repairs or
replacement if there are faults after the period covered by the manufacturer
returns
policies – e.g. rules about exchanges or refunds on returned items that are
not faulty
other value-added features – e.g. loyalty card points
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Actions outside the service offer
In addition to the details of the service offer, organisations set out the levels of
authority for each work grade or individual staff member to show what actions they
can and cannot agree to. The information can usually be found in, for example:
employment contracts
job descriptions
training materials
operations manuals and notes
The details of actions staff can agree outside the service offer will show, for example:
what
the individual is allowed to agree to without referring to a line manager – e.g.
discounts and special offers; delivery times and installation costs; small refunds
what
the individual needs to escalate to a line manager – e.g. large refunds; items
that have been returned outside of the statutory time limits; product faults that
need to be reported to the manufacturer
The organisation needs to clarify what each individual staff member can agree
with customers when using their own discretion. For example, if customers spend
over £500 in an electrical retail outlet, staff are allowed to offer free delivery and
installation at their own discretion during a promotion period, even though this is not
shown in the service offer.
Knowledge Activity 18: You need to be able to describe your own levels
of authority of agreeing actions outside the service offer to answer the
assessment question. To prepare for this, make a few notes here about:
The main points of your organisation’s service offer
What you are allowed to agree using your own discretion
How customers react to the ‘extras’ that you are allowed to offer
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Keeping colleagues informed
Please read the following as it will help you to answer question 31.
Sometimes it is not possible to find and implement effective solutions to the problems
raised by challenging customers. This can happen for a variety of reasons, for example:
recurrence of the original fault after being repaired and returned to the customer
a
– adding to their anger and frustration with the product
missed
delivery slots – due to a breakdown in communication within the
organisation and its suppliers
problems
outside the organisation’s control – e.g. bad weather stopping deliveries
from the wholesaler; a fire at a warehouse
recurring IT problems – e.g. losing the customer’s request or order
colleagues
making mistakes – e.g. agency staff who do not know the systems
making errors that affect the customer’s order or query
customer having learning and communication difficulties and making
the
exaggerated or false claims – e.g. if they are unable to operate a product correctly
customer being ill or confused and reporting the same problem again and again
the
– e.g. forgetting previous actions because they are suffering from dementia
In such situations, customers will often reopen their original complaint or enquiry,
and maybe demand that the matter is escalated to the line manager. It is important
to inform colleagues when customers do reopen or escalate a complaint for two
main reasons:
may not be available when the customer makes contact, so a colleague has to
we
step in and deal with the problem
our line manager may need to be brought in if the problems is being escalated
Giving fellow team members or line managers all of the details enables them to,
for example:
a picture of what has happened already – e.g. details of the original problem,
get
the actions taken and what has happened since
deal with the customer from a position of knowledge
support the decisions and actions that have already been made
offer
alternatives with some authority – e.g. offer solutions that have not been
tried before
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In addition to helping them to gain full knowledge of the current position and previous
actions, there are wider benefits for the organisation. If colleagues and managers are
well briefed:
everyone
knows where they stand because they are all following the organisation’s
established procedures
customer can be dealt with effectively and without having to repeat themselves
the
too often
the organisation’s reputation with its customers can be maintained
customer loyalty can be developed and maintained
managers
can be fully informed, which helps them to make effective decisions
about the problem and the escalation process
staff
members can be supported if persistent and unreliable challenging customers
make repeated accusations and unjustified complaints
Complaints procedures to resolve customer service problems
Please read the following as it will help you to answer questions 32 and 33.
It is important for organisations to resolve customer service problems effectively so
that they can meet or exceed their customers’ needs and expectations, develop and
maintain a good reputation, and survive in the marketplace. Although complaints
can be difficult to handle, if the organisation is told about issues, it does have the
opportunity to put things right, improve their service offer and avoid future complaints.
To provide consistently high-quality customer service, organisations set up and follow
customer service and complaints procedures to show their staff how to deal with
customers and different types of problem.
Customer service procedures
Organisations need to give their staff guidelines about how to communicate with
customers in all aspects of customer service. Customer service procedures cover
many tasks and functions, for example:
quality, image and presentation of products and services
quality, image and presentation of staff
promotion of services
contact and communication with customers
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the delivery of products to customers
monitoring and improving products and services
finance
compliance with legislation and regulations
Communication with customers is extremely important before, during and after a
transaction, and the standards and procedures will show how staff need to be able to,
for example:
Before the transaction:
understand different customers
identify different needs and expectations
check the customer environment – e.g. is the waiting area clean and tidy?
check that high-quality products and services are ready and available
During the transaction:
welcome and greet the customer
engage with the customer and take genuine interest
give accurate, up-to-date and relevant information
make sure that the customer’s environment is prepared and comfortable
use
the best communication methods and techniques for the customer and
the situation
deal with queries, comments and complaints
ensure that the customer’s legal rights are respected and protected
end the transaction with positive comments and body language
After the transaction:
give aftercare service
respect and protect legal rights
provide ongoing maintenance
ask for feedback from customers
deal with complaints and feedback effectively
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Effective customer complaints procedures
Part of excellent customer service delivery is having robust and effective complaints
procedures. Some large organisations have a customer service department and the
staff there will deal with complaints. Others have special complaints teams that focus
purely on handling issues raised by customers. Smaller organisations and businesses
will rely on their staff and managers to handle complaints themselves.
Whatever the size of the organisation, complaints need to be handled in a consistent
way throughout. Features of complaints procedures could include standardised
processes about, for example:
who deals with complaints
what each staff member is allowed to say and agree
timescales for resolution
how to deal with each situation and which solutions can be offered
when to escalate the problem up the management line
what
happens if the organisation cannot agree a satisfactory outcome with the
customer – e.g. the customer’s rights under consumer legislation
customers’ statutory rights
The complaints procedures will give details about how staff members should deal with
each complaint, instructing them to, for example:
listen
to or read the details of the complaint – maybe making notes about
the details
apologise
to the customer – and show that they understand and sympathise with
the customer
explain
the background to the problem or issue – or offer to investigate if the
cause of the problem is not obvious
outline
solutions and keep the customer informed at all stages of the
process – even if it takes many weeks to resolve the problem
apologise
again, reassure and thank the customer for their patience and
custom
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They may be advised to use the HEAT method when applicable:
hear – listening to the customer’s complaint properly
empathise – showing that they understand the customer’s position, frustration etc.
apologise – saying sorry is incredibly important
take ownership – taking the problem seriously, seeing it through to a satisfactory
end, keeping the customer informed, passing on feedback to the organisation
Complaints need to be dealt with quickly and effectively to defuse the anxiety and
stop the complaint becoming more serious. It may be that staff need to diffuse the
situation before they pass on the complaint to a manager, the customer service team
or the complaints team. If they are the first point of contact with the complaining
customer, their role is vital to keep everything calm and polite, even if they cannot
solve the problem.
In all customer service situations, staff need to bear in mind any possible
communication problems. The customer may be nervous and a little aggressive due
to nerves about making the complaint. They may also have visual, speech, reading,
writing or hearing problems, or not have English as their first language. Staff need
to take these factors into account when responding to keep the anxiety levels as low
as possible.
Knowledge Activity 19: You need to describe your own organisation’s
customer service and complaints procedures to answer the assessment
question. To prepare for this, ask your employer (or an organisation that
you know well) for a copy of their complaints procedure, or look up a
company online and find theirs. Make a few notes to outline their
procedures for handling complaints.
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Customer service problems and their causes
Complaints can arise for a variety of reasons, including:
faulty goods or missing parts
poor-quality products or services
incorrect or incomplete delivery of items
bad customer service – e.g. from rude or unhelpful staff
the
service or product does not match the description – not meeting the
customer’s expectations
delays and missed deadlines – maybe leading to fines and interest charges
lack of information – e.g. when transport is delayed
inefficient systems – e.g. call centres passing customers from one advisor to
another when they call for help; long queues that are badly managed
unfair treatment – e.g. for receiving a parking ticket when the signs were unclear
or absent
impact
on the environment – e.g. the location of wind turbines; noise from
neighbours or traffic; dealing with waste inefficiently
negative
consequences of someone’s actions – e.g. medical problems missed
during an examination that lead to serious health issues; someone slipping on a
wet floor in a hotel when the cleaner had forgotten to put out a warning sign
The problems and causes can be identified by tracking information from, for example:
customer feedback and complaints
feedback from staff who encounter the problems or deal with customers’ comments
returned and rejected goods
internal audit and monitoring records
external reports – e.g. from governing bodies
legal action
customer surveys, reviews and forum comments
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Dealing with angry or agitated customers
Please read the following as it will help you to answer questions 34 and 35.
We have already covered techniques that can be used when dealing with challenging
behaviour. These techniques can also be used when dealing with angry or agitated
customers. To summarise:
welcome and greet the customer
introduce yourself
offer to move or change the environment
speak clearly and ask open questions
use active listening skills
show
empathy and give the customer your
full attention
focus on the desired outcome
explore and agree a solution
agree and take follow-up action
When dealing with angry or agitated customers, the first thing is to make sure
that the angry customer does not pose a threat to the personal safety of the staff
member, their colleagues, customers or other people. If there is no immediate threat,
staff should deal with the angry customer by following the general techniques.
It can be very important to offer to move to somewhere quiet as this can help to
diffuse the situation because:
the customer can discuss their details in private
they
can be removed from the source of their anxiety – e.g. a fight in a pub or
street; a crowd of people who are reacting emotionally or erratically
other customers are not upset or distracted by angry outbursts
When customers are angry, they usually ‘run out of steam’ quite quickly if people just
listen to them using good active listening skills. Arguing with them just gives them
an excuse to carry on ‘ranting’ and is like throwing petrol on a fire. Listening and
apologising are the best ways to defuse anger.
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Staff dealing with angry customers need to be very aware that anger can quickly lead
to violence. If there is a possible threat to personal safety, during a heated argument
between customers in a bar for instance, it is usually best to let specially trained
security staff handle the situation. Experienced staff may be able to offer advice, but
fights can flare up extremely quickly and it is not worth getting too close.
Other conflict resolution techniques
There are many theories about conflict resolution, and these techniques may also
help when dealing with angry or agitated customers:
Conflict resolution technique:
Win-win or collaborating
Details:
The organisation and customer confront and solve
a problem by working together
The organisation or customer firmly pursue their
Forcing or competing
own concerns
Smoothing or accommodating The organisation soothes the customer and
accommodates their views
The organisation and customer look for a mutually
Compromising
acceptable solution that satisfies all parties
The organisation and/or the customer ignore or
Withdrawing or avoiding
step away from the conflict
When dealing with any customer complaint about the organisation’s products or
services, it is important to:
listen to or read the details of the complaint
apologise to the customer
explain the organisation’s reasons for the problem or issue
outline solutions and keep the customer informed at all stages of the process
apologise
again, reassure and thank the customer for their patience and
custom
This system is useful for all customers as it makes them feel valued and respected
and shows that their concerns are being taken seriously. A sincere apology can diffuse
anger very quickly, especially if the customer is emotional because they are nervous
and tense about having to speak up for themselves.
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Keeping people informed when there is a problem, delay or complaint reduces anxiety
and gives them the opportunity to adapt to the changes in the plans. Sometimes
customers can reduce the impact on themselves by making alternative arrangements.
Sometimes they will just feel reassured that something will happen, that their opinion
and input matter and that the organisation cares about them as an individual.
Limits of authority when resolving problems
As we have seen before, working within the limits of authority is important. This
applies to resolving customers’ problems as well, and staff members need to make
sure that they are authorised to make promises.
The limits of authority, and how to escalate a problem that is outside those limits,
will be set out in, for example:
the employment contract
the job description
organisational policies, procedures or standards
training materials
Working within the limits protects:
individual staff member – by making sure that they act legally and are fully
the
supported in their decisions and promises if they have worked in line with the
organisational procedures
customer – by making sure that their legal rights have been observed and
the
respected
organisation – helping it to maintain a good reputation for being fair and
the
consistent
If staff members fail to operate within the limits of their authority, they can find that
they may have:
acted
illegally – e.g. by promising something that does not support the customer’s
consumer rights
offered
something that is impossible to deliver – e.g. due to cost or lack of
available resources
caused
a health, safety or security problem – e.g. trying to mend an electrical
appliance when they are not qualified to do so
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themselves at risk – e.g. trying to hold down a violent customer instead of
put
calling properly trained security staff to deal with them
Knowledge Activity 20: You need to explain the limits of your own authority
for resolving customers’ problems and making promises to answer the
assessment question. To prepare for this, find documents that show the
limits of your authority in this area and make a few notes about:
What you are allowed to promise
Examples of what you and your colleagues promise and provide when
resolving problems
Customer feedback
Please read the following as it will help you to answer questions 36 and 37.
Encouraging customers to give feedback
Organisations need to collect positive and negative feedback from their previous,
current and potential customers so that they can review their products and services
and make sure that they are satisfying customers’ expectations. They need to review
the feedback to evaluate the customer service and:
see
what changes are needed – to adapt to changes in trends, expectations,
technology etc.
find
out what is working – so that they can develop and support the strong areas
within the operation
find
out what is not working – so that they can rectify issues and catch major
problems early, and make any necessary changes as soon as possible
find
the most effective and successful ways of handling queries and
complaints
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make sure that customers feel valued – to build customer loyalty
make sure that they are complying with relevant legislation and regulations
If the feedback is good and customers are generally satisfied, organisations need to,
for example:
give praise and credit to the staff
reassure everyone that they are doing well
maintain good standards and procedures
monitor the service offer to make sure that high standards are maintained
check external forces and trends to make sure that success is sustainable
continue
with research and development to make sure that future products,
services and customer service are up to date and relevant
Encouraging customers to provide feedback
We all like to feel valued and that our opinions matter. Customers cannot be forced
to provide feedback. However, there are many things that organisations can do
to encourage people to give the useful feedback they need when reviewing their
operations.
Staff who deal with customers have many opportunities to make them feel included
and important, and the organisation might have standards and guidelines about how
to do this by, for example:
engaging
in small talk whilst serving someone face-to-face, online or on the
telephone
using active listening skills when dealing with feedback from a customer
reassuring
them, if they are making a complaint, that their views are being
taken seriously
asking for feedback and reacting to it in a genuine way
The organisation can add to this with comments
about how they value their customers in letters,
advertising, brochures, websites etc.
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Various methods can be used to collect the feedback from customers. Working within
the guidelines of the GDPR, these can include, for example:
questionnaires and surveys – in person, online or by telephone
comment or suggestion cards – e.g. at reception or in hotel rooms
feedback forms – e.g. after a training course
focus groups – as part of a market research initiative
unsolicited letters and emails from customers
online
forums and social media – where people leave honest comments about
their experience
via the media – e.g. letters to a local newspaper about the organisation
informally gathered chance remarks to staff or other customers
The information gathered from monitoring complaints can be used in the planning
process to improve customer service throughout the whole organisation. Many
organisations have teams of customer service staff who monitor social media and
other communication methods to capture and react to feedback comments.
Organisations need to hear from their customers so that they can make sure that
their service offer is well received, up to date and competitive. The data that is
collected gives an insight into customers’ expectations and requirements.
Knowledge Activity 21: Imagine that you own a small café. You have
received some positive feedback about the coffees that you provide, but
some very poor feedback and complaints about the teas on offer.
How would you use the positive feedback about the coffees?
How would you use the negative feedback about the teas?
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Summary
In this section, we have looked at:
different types of challenging customers
organisational procedures and standards
different behaviours
techniques for dealing with challenging behaviour
levels of authority
keeping colleagues informed
complaints procedures
how to deal with angry or agitated customers
collecting customer feedback
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Section 4: Understand how to develop working
relationships with colleagues
Introduction
In this section, we are going to look at how to develop working relationships with
colleagues. We will consider the benefits of effective team working, giving constructive
feedback, conflict resolution and communicating with colleagues. We will also look at
the role of a ‘buddy’ in the workplace.
Effective team working
Please read the following as it will help you to answer question 38.
For a team to work effectively, they have to develop productive and positive working
relationships that are based on:
clear
lines of communication – so that people know where to go to ask questions,
or report and discuss issues
openness – giving and receiving correct and appropriate information
mutual
trust and respect – where everyone listens to each other, and
acknowledges feelings and opinions
Roles within a team
People play different roles within a team, and an effective team will have people with
very different skills and attributes. People cannot all be the same, so it important to
have a variety in an effective and balanced team.
In the 1970s Dr Meredith Belbin identified the types
of role that members of a team take on when working
together. During this research, Belbin discovered that
a team’s success was not dependent on factors such
as the intelligence of its members, but more on their
behaviour and how they related to each other in working
towards a common goal, purpose and/or objective.
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Belbin’s theory of the roles that people in a team play:
1. Chair/co-ordinator – able to get others working to a shared aim; confident,
mature; good at making decisions and delegating.
The co-ordinator clarifies group objectives, sets the agenda, establishes priorities,
selects problems, sums up and is decisive, but does not dominate discussions.
2. Shaper – motivated, energetic, assertive and competitive; thrives under pressure;
achievement-driven, keeping the team focused.
The shaper gives shape and energy to the team effort. They can ‘steam-roller’ the
team, but can get results.
3. Innovator/plant – innovative, inventive, creative, original, imaginative, unorthodox.
The innovator/plant is the source of original ideas, suggestions and proposals.
4. Monitor evaluator – serious, prudent, critical thinker, analytical, impartial and
even-tempered.
The monitor evaluator contributes a measured and dispassionate analysis and,
through objectivity, stops the team committing itself to a misguided task.
5. Implementer/company worker – systematic, loyal, structured, reliable,
dependable, practical, disciplined, efficient; uses common sense but can be
inflexible about change.
The implementer turns decisions and strategies into defined and manageable
tasks, sorting out objectives and pursuing them logically.
6. Resource investigator – good communicator, enthusiastic, networker, outgoing,
affable, seeks and finds options, negotiator.
The resource investigator goes outside the team to bring back ideas, information
and developments. This person is the team’s salesperson, diplomat, liaison officer
and explorer.
7. Team worker – supportive, sociable, flexible, adaptable, perceptive, listener,
calming influence, mediator, dislikes confrontation, hard-working.
The team worker operates against division and disruption in the team, maintaining
harmony, particularly in times of stress and pressure.
8. Completer finisher – attention to detail, accurate, high standards, quality
orientated; delivers to schedule and specification; good at finding errors.
The completer finisher maintains a permanent sense of urgency with relentless
follow-through and attention to detail.
9. Specialist – technical expert, highly focused capability and knowledge, driven by
professional standards and dedication to personal subject area.
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Belbin discovered that a team without all of the nine roles would struggle to complete
its task. For example, a team without an innovator/plant would find it difficult to come
up with ideas, and if they didn’t have a shaper they would lose direction and focus.
A balanced team has all of the nine roles within it and is, therefore, more likely to
succeed. A team leader should be aware of the requirements for a balanced and
effective team.
Knowledge Activity 22: Make a few notes about which of the Belbin roles
apply to you in your job, and why.
Benefits of effective team working
When people work together well as a team, there can be benefits for the individual
team members, the team and the organisation. A group of people working together
can achieve things that the individuals cannot achieve on their own. Team sports show
this all of the time – we just need to think about how a football, rugby or netball team
works together to meet their joint objectives and achieve goals. Single team members
all have a valuable part to play and they could not win the match on their own.
Effective team working brings a variety of benefits:
for individual team members
for teams
for the organisation
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For individual team members
Individuals can benefit from, for example:
feeling
proud to be associated with a successful and effective team
– e.g. a sense of belonging and job satisfaction
feeling
supported when tackling tasks or learning new skills – e.g. being able
to develop their skills and stretch their talents with the help of others
feeling
secure and confident – e.g. from knowing that they are delivering highquality goods and services
other
team members’ knowledge, skills and experience – e.g. making the
whole team more successful
opportunities
for creativity and career development – e.g. from team members
supporting each other and being innovative
increased motivation – e.g. to stay on a good team and help it to succeed by
doing their best
feeling valued – e.g. knowing that their input is important and that their opinions
matter
For teams
Teams can benefit from, for example:
working
towards shared objectives – e.g. working together effectively towards
agreed, shared goals
team
members who are flexible and able to do several tasks – e.g. multiskilled team members who can be moved around between tasks or cover for each
other’s holidays, sickness etc.
balanced and supported environment – e.g. from being a happy team where
a
the members support each other and tackle objectives and problems together
bringing
together expertise of team members for the benefit of the whole
team – e.g. having people with different strengths and attributes
For the organisation
The benefits of effective team working can be considerable for an organisation, for
example:
successful
achievement of organisational objectives – e.g. to meet or exceed
sales or production targets
access
to a wide range of talents and strengths within the workforce – e.g.
pooling different talents that work together well to achieve major goals
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good internal communications – e.g. where team members and different teams
communicate well with each other to improve operational productivity
increased
efficiency and less duplication of work – e.g. where teams
understand each other’s tasks and needs, then work together to streamline their
operations
more flexible workforce – e.g. where team members can cover for each other
a
and perform a variety of tasks to maintain consistency and continuity
better relationships with customers – e.g. from offering consistently high-quality
customer service
better relationships with others connected to the organisation – e.g. from
having a reputation for being a reliable, consistent and smooth-running operation
Feedback in the workplace
Please read the following as it will help you to answer question 39.
We all need feedback to find out how well we are doing, and this is an important part
of effective team working. When feedback is good, it gives us positive reinforcement
and gives us the confidence to carry on and develop our strengths further. The
negative aspects of feedback are useful too because they show us where we need to
make changes.
Feedback can be formal or informal. Formal feedback will usually be documented
and more detailed, and be given in meetings or on forms. Informal feedback is often
unplanned and can be a brief message or comment, verbal or written.
If we do not give and receive feedback, we have no way of knowing how we are
doing from an objective point of view. Our efforts need to be measured against
outside standards and opinions to reflect a realistic, three-dimensional picture of our
performance in the workplace.
Giving constructive feedback
It is important to give feedback that is constructive. If someone just gives an
emotional response and says that they do not like something, their feedback is not
constructive because we cannot learn from it. Just knowing that someone is unhappy,
disappointed or angry about something that we have said or done is not enough. We
need to know the details about what went wrong and how we could have done better.
When giving constructive and useful feedback, it is important to consider the person
receiving the feedback. If the feedback is positive, it is a good opportunity to give
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praise and encouragement. This empowers and motivates the individual or team
to continue doing well and not lose focus. They feel valued and respected and will
benefit from feeling appreciated and recognised.
If some of the feedback is negative, this needs to be delivered carefully and
objectively. The best way can be to use a ‘sandwich’ technique, where negative news
is put between two bits of positive news, for example:
praise the individual or team for a good aspect of their performance
mention
and explain areas that need to be improved, and give guidance and
support about how to improve
finish
on a high note about positive aspects, plans and hopes for future
developments and improvements
When we are asked to give feedback about someone else, it can be a good idea to
only say things that we would say to that person’s face. This helps us to keep our
comments objective, fair, valid and useful. When delivered tactfully, constructive
criticism and genuine praise are both valuable and welcome.
To give useful and constructive feedback, we need to, for example:
have
a clear purpose for giving the feedback – e.g. being very clear on why we are
giving feedback and what we need to achieve as a result
respect
the need for privacy and sensitivity – e.g. having a chat about problems in
private rather than in a big team meeting
specific – e.g. about what went well, what needs improvement and what needs
be
to be done in the future
focus
on the issue or behaviour rather than the person – e.g. concentrate on the
facts rather than the emotional reaction to events
check
that the feedback has been understood – e.g. by asking questions or inviting
comments
have
a balance between positive and negative feedback – e.g. using the ‘sandwich’
technique
offer
support – e.g. retraining or shadowing for an individual who needs to develop
their skills following negative feedback
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Knowledge Activity 23: Think of two occasions when you received feedback
at work. How did you feel? How did you react? What happened next?
Write a few lines about what happened when:
You received negative feedback
You received positive feedback
If this hasn’t happened to you yet, just imagine how you would feel and react.
Resolving team conflicts
Please read the following as it will help you to answer question 40.
Conflict is an emotive word and its meaning can vary. In dictionaries, definitions
include:
a serious disagreement or argument, typically a protracted one
a serious incompatibility between two or more opinions, principles or interests
to be incompatible or at variance with something or someone
According to the Advisory, Conciliation and Arbitration Service (Acas), conflict falls into
two broad categories:
conflict between individuals – e.g. between colleagues or between team
members and their team leader or manager
conflict between groups – e.g. between teams or between large groups of
employees and management
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Examples of causes of conflict at work could include:
dissatisfaction
with the workload or work slippages – e.g. increased workloads or
missed deadlines
lack
of appreciation and perceived unfairness – e.g. someone feeling that they
have not received appropriate credit for their efforts
misunderstandings
and poor sharing of information – e.g. concerned discussions
and arguments due to not knowing what is happening
external
problems that affect the team or individuals – e.g. a supply problem
leading to the team’s failure to finish on time and receive a bonus
differences
of opinion – e.g. between individuals, teams or organisations about
working methods
people
having different objectives – e.g. some wanting to do overtime to finish the
task on time whilst others want to leave and get home on time
incompatible objectives and rivalry – e.g. between different teams
bullying, harassment or personality clashes between individuals
Conflict management techniques
There are several techniques that can be used to minimise and resolve conflict at
work. For example:
win-win or collaborating – confronting and solving a problem by working with the
other parties
forcing or competing – when individuals only consider their own concerns and
force their views on others
smoothing or accommodating – when individuals smooth things over and
accommodate other people’s views, needs, demands and requests
compromising – when people look for a mutually acceptable solution that satisfies
everyone
withdrawing or avoiding – when people ignore the problem and step away from
the conflict
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The following table explains when the different techniques may be useful, as well as
the different strengths and weaknesses:
Way to manage or
resolve conflict
Win-win or collaborating
Confronting and solving a
problem by working with
the other parties.
Useful when:
the long-term
relationship is important
consensus and
commitment of others is
important
environment is
the
collaborative
addressing
the interests
of many different people
Strengths
solves
the actual
problem
leads
to win-win
situation with mutually
beneficial results
reinforces positive
relationships, mutual
trust and is a basis for
future collaboration
win-win solution might
a
not exist, or it may not
be easy to find
there
is more respect for
someone who is a good
negotiator
The individual firmly pursues
their own concerns.
can
increase selfesteem
Useful when the person
resolving the conflict:
can
gain respect for
being able to deal with
hostility and aggression
needs a quick resolution
may
take more effort
and time
less stressful
quick resolution
needs
to resist
aggression and pressure
requires commitment
from all parties and trust
cannot be lost
responsibility is shared
there
is a high level of
trust
Forcing or competing
finds
that less forceful
methods do not work,
and this is the last resort
Weaknesses
can
have a negative
effect on relationships
can
cause the opponent
to react in the same
way
cannot
compromise and
accept the good points
made by the opponent
approach requires a
the
lot of energy and
courage; can be
exhausting to some
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Smoothing or
accommodating
The individual soothes
others and accommodates
their views.
Useful when the person
resolving the conflict:
can
protect more
important interests while
giving up on smaller
issues
gives
opportunity to
reassess from a
different angle
wants
to put other
people’s concerns first
can
be abused as the
opponent can try to take
advantage
can
affect confidence
about dealing with
aggressive situations
difficult
to move to the
win-win situation
supporters
may consider
the negotiator as weak
is in the wrong
needs
temporary relief
whilst finding long-term
solutions
has
no choice and
continued competition
would be damaging
Compromising
Looking for a mutually
acceptable solution that
satisfies all parties.
Useful when:
goals
are only
moderately important
temporary or fast
a
settlement is needed for
complex issues
it is used as a first step
collaboration
or forcing
do not work
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faster
resolution of
issues
can
provide a temporary
solution
reduces
stress and
tension
parties
might all be
dissatisfied with the
outcome
does
not contribute to
trust in the long term
might
need close control
and monitoring to see it
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Withdrawing or avoiding
Ignoring or stepping away
from the conflict.
Useful when the person
resolving the conflict:
believes
the issue is
trivial and not worth the
time or effort
considers
other priorities
more important
can
withdraw until the
time and place are more
appropriate
can
take time to gather
information, evidence
etc.
can
concentrate on
more important priorities
first
can
lead to losing or
weakening the position
where
multiple parties
are involved, can affect
the relationship with
parties who expect
action
needs
more time to
consider solutions
thinks
the time and
place are inappropriate
does
not want to deal
with hostility
cannot
deal with hostility
due to personal issues
passes
the problem on
to someone else for
action
Everyone needs to make sure that they work within the limits of their authority within
an organisation, including when resolving conflicts. If we find that we do not have the
authority, experience, skills or knowledge to resolve an issue, we need to make sure
that we refer the matter to our line manager or a senior member of staff.
The organisation’s procedures should show when to escalate a problem, but, if we are
in any doubt, we should ask for advice and assistance.
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Knowledge Activity 24: Think about a time when you witnessed or
experienced conflict – maybe at work, in school or in your private life.
Make a few notes about:
What caused the conflict
How you felt at the time
How it was resolved
Whether it could have been dealt with differently
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Discussions in the workplace
Please read the following as it will help you to answer questions 41 and 42.
Communication is vital for effective teamwork. All team members need to be able to
let the right people know what is going on and keep them up to date. By discussing
progress, issues, problems and changes, the relevant people will be able to react and
make decisions that are right for the team as a whole.
Discussing work progress and issues
Information needs to flow in many directions and team members need to be able to
tell their colleagues, team leaders and managers about their work progress and issues
that arise at work when performing their tasks. For example, when discussing progress
and issues, team members can:
discuss their progress and compare it to work schedules – e.g. to see if they
are behind or ahead of schedule with each task
check that they are working to agreed standards – e.g. reporting issues that
may affect quality or output
help to avoid misunderstandings – e.g. making sure that everyone understands
any problems they are facing
identify and discuss any problems – e.g. discuss issues to see if others have
experienced the same things
agree
actions that are needed – e.g. find solutions and corrective actions that
work for everyone
develop their skills – e.g. by practising negotiation and conflict resolution
techniques
develop working relationships – e.g. building trust and awareness that
encourage team building, motivation and loyalty
provide information to help managers with planning – e.g. team member
who is ahead can be allocated to help a team member who is behind schedule
due to illness
Discussions about work progress and issues can be part of a team’s day-to-day
activities. They might have team meetings or briefings so that everyone can report their
own progress and issues in an open group, enabling everyone to discuss everything
and find solutions. Meetings might take place at the beginning or end of each shift, for
example, or when a product, service or procedure is being introduced or changed.
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Team members also need the opportunity to be able to discuss work progress and
issues in private, maybe with a supervisor or manager. This is particularly important if
there are personal issues that might be affecting their work performance – e.g. illness
or serious family problems. Organisations need to make sure that team members
know how to ask for a private discussion – maybe asking for a one-to-one meeting
with their line manager, or sending a confidential email to human resources (HR).
Team members also need the opportunity to discuss progress and issues as part of
their career development. This can be during formal, quarterly appraisals, for example,
or during informal, unplanned discussions. We all need the chance to give and receive
feedback about work progress, with constructive comments and plans about how to
develop our skills, knowledge and experience to enhance our career opportunities.
Warning colleagues about problems and changes
When discussing progress and issues arising at work, problems can come to light that
might affect other people. These problems need to be communicated to the right
people so that relevant colleagues at all levels can be warned.
For example, if a team member who works on a food production line finds that a
machine is working slower than usual, this might indicate that there is a major fault
within the machine. Colleagues need to be warned because, for example:
parts
of the machine might have ended up in the food, so the production line
needs to be stopped and checked immediately
colleagues using similar machines might have the same problem
the machines might cause injury to team members
If it turns out that there is a serious problem with the machine, this would affect
several other teams within the food production factory. For example:
the maintenance team needs to be called
quality assurance team needs to be warned that there may be contamination
the
in a batch of food
packaging team needs to know that there will be a delay in producing finished
the
products for them to pack
delivery drivers need to know that there may be delayed or cancelled products
the
that will not be available in time for delivery slots
managers
need to know about delays and problems so that they can make
decisions and reschedule where possible
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As we can see in this example, some problems can lead to changes that affect
colleagues. They need to be aware of these so that they can adapt their tasks and
procedures.
For example, the breakdown of the food production machine may lead to changes
that colleagues need to know about, such as:
rescheduled
production rotas for the next shift – e.g. closing the affected
production line and increasing output for the other lines to compensate
changes in inspection procedures for all machinery
changes
in the way food items are inspected for contamination – e.g. extra x-ray
machines to check for metal parts
changes in the quality control checks – e.g. extra visits or tests
changes
in orders from the supermarkets who can no longer have the cancelled
product
If team members warn their colleagues about problems or changes that may affect
them, colleagues can work together as an effective team and, for example:
anticipate work problems and changes – e.g. from having as much notice as
possible
avoid problems or stop them before they become serious – e.g. taking early
action to prevent something happening
share accurate information – e.g. about causes of problems or the corrective
actions to be taken
prepare for changes – e.g. by giving them the time and information needed to
plan and adapt to changes
keep the delivery of products and services on track – e.g. by pulling together
as a team and working to catch up and bring output up to a reasonable level
share and build trust between individuals and teams – e.g. by being honest
about the knock-on effect of a problem or change for other individuals or teams
make sure they understand the changes – e.g. by ensuring that important
messages have been received, understood and actioned
give and receive support – e.g. by being ready to assist colleagues to adapt to
changes
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Section 4: Understand how to develop working
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How to buddy a colleague
Please read the following as it will help you to answer questions 43a, 43b, 44
and 45.
It is often useful to have support in the workplace or place of study, especially if we
are new to the organisation or the role. Having someone to help us find our way can
help us settle in and become productive more quickly.
The term ‘buddy’
Many organisations now use the term ‘buddy’ to describe the role and actions
of someone who is allocated to look after and mentor a new or less experienced
colleague. A buddy is any colleague who is teamed with another colleague to
provide them with ongoing support, training, development, feedback, mentoring and
constructive criticism.
For example:
A buddy or mentor will be the experienced person who is given the task of looking
after a new person.
There
can be a buddy relationship between the experienced colleague and the
new recruit.
word can be used as a verb that describes the action of ‘looking after’ – e.g. the
The
experienced colleague will buddy the new person for the next week; a colleague will
buddy another experienced colleague who has come over from a different team.
The new person can be new to:
the whole organisation – e.g. a new employee on their first day
team – e.g. coming over from another established team on a temporary or
the
permanent basis
task – e.g. learning about a new task from a colleague who has just done the
the
training course and is ready to train and help others
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What is expected of a buddy?
A buddy’s main role is to help a colleague to develop their knowledge and skills so
that they can settle in quickly and become a productive member of the team. A buddy
is not usually expected to fully manage or train the new person, but they are expected
to be a supportive, informative, approachable and friendly colleague.
For example, a buddy might be expected to:
reassure the new person and make them feel welcome
show them around the building, campus or work area
introduce them to their new work colleagues
explain
the organisational policies and procedures and maybe show them how to
perform tasks
show
them where to find the physical resources they need – e.g. in a stationery
cupboard, locked store cupboard or warehouse
show
them how to access support and information – e.g. from their line manager,
training materials or company website
make sure that they know that they can ask the buddy if they have queries
arrange regular meetings to check their progress and answer any questions
patient – e.g. if the new person asks lots of questions, sometimes more
be
than once
A buddy needs to treat all information as
confidential, so that the new person feels
comfortable about confiding in them and
showing their vulnerability.
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Section 4: Understand how to develop working
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Knowledge Activity 25: Imagine that you are a new employee and it is your
first day. Your buddy has shown you around and shown you what to do.
You overhear them telling colleagues about you and laughing about how
you do not have a clue about what to do and where to go.
How would you feel about your buddy discussing you like this?
Would you trust your buddy and feel able to confide in them?
How should your buddy deal with things that you say and do as you find your
way around?
How to give positive feedback and constructive criticism
In the previous section, we looked at giving constructive feedback. The techniques
covered can be used in a buddy relationship. When giving feedback and constructive
criticism to a buddy, it is important to:
Start and end with positive comments
Using the ‘sandwich’ technique makes negative comments much easier to give and
receive. As the experienced colleague, it is really hard to give negative feedback to
someone, even if it is well meant. By ending on a positive note, it is easier to deliver
the ‘bad’ news as we know that we are going to follow it with something positive
and useful.
The recipient needs a positive comment at the end so that they do not feel
completely negative – e.g. deflated, useless, depressed, hopeless or unacceptable.
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For example, if a new employee in a supermarket makes a couple of mistakes on
their first day on the checkout, their buddy might say:
Positive
Examples of suitable comments
You did really well today.
Well done, you coped very well.
You seemed to enjoy that, well done.
Negative
to avoid
try
personal
comments
give practical
advice about
how to improve
Positive
You learned all that really quickly, well done.
There was just one thing that we need to think about… when
you have a query it’s important to tell the customer and not
just ignore them. Next time it happens, just smile and explain
briefly so that the customer does not feel abandoned.
There were a couple of issues… it’s important to say hello to
each customer and look them in the eye. This helps them to
feel welcome.
You were so good with the customers, though, you really
engaged with them.
You were very quick with the scanner and seemed to work it
all out… well done.
A really good first day, you should be very proud.
You learn really quickly and you’re a great addition to the
team. Well done.
Focus on the issue not the person
As we can see from the examples, it is important to concentrate on the issue or
behaviour and not make the comment personal when the feedback is a bit negative.
The objective is to help the new person to improve their knowledge and skills, not to
put them down and make them feel inadequate.
To achieve this objectivity, it helps to avoid saying “you” when giving constructive
criticism. For example:
“It’s
important to say hello to the customer. It helps to make them feel welcome,
relaxed and positive about the organisation.” This approach reinforces the standard
that is required without making a personal comment about the new staff member.
It encourages them to adopt the standard procedure.
“You
didn’t do that right. You didn’t say hello to the customer. You must greet
them.” This is harsh and very personal, and is likely to leave the new staff member
feeling very negative and bullied.
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Keep eye contact at all times when giving feedback
Good eye contact reinforces authority and gives someone confidence that we know
what we are saying. It focuses attention on the person receiving the feedback and
helps them to concentrate.
We can also see if they are listening. If they look us in the eye and engage with the
comments, they are likely to absorb the feedback and information and follow the
advice given. If they look away too much, look bored or do not engage at all, they are
likely to ignore the feedback and disregard the advice on how to improve. This could
cause problems as the new team member will find it hard to integrate and become a
productive part of the team if they are unwilling to listen and learn.
Use humour when applicable
The role of the buddy is to be supportive, friendly and approachable, and the use of
appropriate humour at the right time can help the new person to relax and become
an integrated member of the team.
Humour can be a great tool for building relationships and loyalty within a team.
People that know each other and get on well will share funny comments, friendly
banter, comic stories and gentle teasing. For a new person joining a group, the first
few encounters can be rather anxious times – the group is well-established, with lots
of shared history and values, and they are expected to join in.
Humour needs to be appropriate for the newcomer, probably avoiding contentious
issues, swearing and too much jargon that could offend them or make them feel
left out. As working relationships develop, people will find their own level, common
interests and sense of shared humour. The main thing is to make a new person feel
welcome and to give them a chance to feel part of the team.
Be specific and include examples
Feedback and constructive criticism need to be targeted and specific. The objective
is to help the new person to improve, so they need to be very clear about what is
expected.
In the example of the new staff member working on the supermarket checkout, the
feedback is very specific – e.g. about saying hello to customers and not ignoring them
if there is a problem. The issues are specific and the advice needs to be specific as
well. Within the negative feedback comments are suggestions about how to address
each issue – e.g. “…it’s important to say hello to each customer and look them in
the eye. This helps them to feel welcome.”
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Choose a suitable time and place to give feedback
As we have seen, confidentiality is important, especially if some of the feedback
is negative and constructive criticism is required. It is usually acceptable to give
someone general praise in public, although some people find this very embarrassing
and awkward. However, it is not usually acceptable to give negative comments in
front of others, such as colleagues or customers, and this can be seen as harassment
or bullying.
The organisation’s procedures should cover how and when feedback and criticism can
be given – e.g. in the office after a shift; in a quiet corner of the staff canteen during
a break when comments cannot be overheard.
The timing of comments can vary. Sometimes a planned, full debrief that covers all
aspects is required – e.g. at the end of a shift or at the end of the week. This may
take some time and probably needs to be in a private office environment so that both
people can freely discuss queries, problems and solutions.
Sometimes an unplanned comment is needed, especially if there is an urgent
problem or safety concern. This may need to happen in the work area to prevent an
accident or major problem occurring. If possible, a full, private discussion needs to
take place soon after, to explain the consequences and offer training and support.
For example, if a new colleague makes a mistake on a production line, the
experienced colleague will probably need to intervene straight away to prevent an
accident or problems that could affect the whole production line. Once things have
been stopped or put right, the buddy needs to explain in detail and offer support to
the new person, maybe in a private meeting after the shift.
Establishing a rapport with a buddy
As we have seen, the buddy’s role is to help someone to find their way around an
organisation, team or task. A buddy relationship is a friendly, supportive, one-to-one
mechanism to help a new person to settle in and make progress in a new environment.
As the two people work closely together for a while, it is important to build a rapport.
The experienced colleague who acts as the mentor or buddy can, for example:
Be friendly and approachable – e.g. be welcoming, patient and ready to answer
a lot of questions; maintain confidentiality throughout the process
Be trustworthy and supportive – e.g. maintain confidentiality throughout the
process; take the new person’s opinions and concerns seriously
Organise structured plans to cover all aspects – e.g. have a list of tasks to be
covered in the first meeting; make sure that they are up to date themselves; have
leaflets or other training materials to hand
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Section 4: Understand how to develop working
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Arrange
structured sessions for feedback and questions – e.g. to share
information and build confidence in a private and organised way
Give
constructive feedback and criticism – using the ‘sandwich’ technique to
tackle negative points
Make sure that communication is balanced and not one-sided – e.g.
encouraging the new person to speak by asking them open questions
available to answer questions about day-to-day issues – e.g. face-to-face,
Be
on the telephone or via email
Work hard to present a positive and welcoming image of the organisation
or team – e.g. to help make the new person feel supported and confident about
joining a worthwhile operation
It is important to take into account the new person’s background and experience
when deciding on the buddying techniques that will be best for them.
For example, if the new person has been working for the same company for years and
has just switched over to a new team for a few weeks, they will know where to find
the canteen and toilets, but they may not know where to find the physical resources
they need for the new tasks. They may know many people within the company, but
may need to be introduced to key people on the new team.
If the new person is new to the organisation but has previous job experience in the
same industry, they may understand the procedures and how to perform their tasks,
but they will not know where to find the canteen and toilets.
If the new person has come straight from college, the chances are that they will not
know the organisation’s procedures and working practices, so they will need to find
out about their surroundings and what they are expected to do.
The buddy’s approach needs to be flexible so that they can establish a rapport with
the new person and support their individual needs and requests. By finding out about
their previous experience, the buddy can tailor their support to the individual and help
them to find their way and integrate smoothly and quickly.
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Section 4: Understand how to develop working
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Knowledge Activity 26: Imagine that you have been asked to buddy
a new person who is joining your organisation or college course.
Make a few notes about:
The practical things you would show them – e.g. toilets, stores or
work areas
Who you would introduce them to
A basic outline of the work they are likely to cover on day one
Questions you would ask them to help build a rapport
How you would tackle giving them negative (but constructive) feedback about
a piece of work
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Section 4: Understand how to develop working
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Summary
In this section, we have looked at the principles of effective team working and how to
buddy a colleague, in particular:
giving constructive feedback
conflict management techniques
importance of communicating with colleagues about progress, problems and
the
changes
establishing a rapport with a buddy
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Section 5: Extension activities
Further your knowledge and understanding of the topics in this workbook by
completing the following extension activities.
Understand how to communicate with customers
Extension Activity 1: Prepare a formal letter following the conventions of
your own organisation, or following the example in this workbook. Write a letter
to a customer to apologise for the delay in the delivery of their new sofa. Delivery
is expected to be a month late due to a fire at the factory. You can offer them a
refund or a goodwill gesture of a 10% discount plus free delivery.
Design the letterhead as well, making sure that you include all contact details of
the organisation. Don’t forget to include reference numbers, the date, a greeting
and polite close at the end of your letter.
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Section 5: Extension activities
Extension Activity 2: Find some samples of written communication that
your organisation sends out – e.g. brochures, leaflets, forms or pages from
their website. Make some notes about the language, expressions and tone
used in the samples, and how the customers probably feel about the written
communications they receive.
Understand how to resolve problems and deliver customer service
to challenging customers
Extension Activity 3: Imagine that you work in an insurance call centre.
You are having great difficulty understanding a customer who has called
to complain.
What could be the causes of the communication difficulties?
How would you deal with the situation?
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Section 5: Extension activities
Extension Activity 4: Think about a time when you witnessed or experienced
an angry or agitated outburst of aggression or violence – maybe at work, in
school or in your private life. Make a few notes about:
What caused the outburst
How you felt at the time
How the situation was resolved
Whether it could have been dealt with differently
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Section 5: Extension activities
Understand how to develop customer relationships
Extension Activity 5: Find a café, restaurant, pub or hotel that you know
on the TripAdvisor website. Describe:
a selection of the comments left by customers
the establishment’s reaction to them
the potential impact on the establishment – positive or negative
how
you would handle the situation if you were given the task of managing the
customer feedback
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Section 5: Extension activities
Extension Activity 6: Have a look online for details about different CRM
systems. Entering ‘CRM system’ in a search engine, then selecting ‘Images’
can produce some interesting ideas. Find three different versions and make
notes about their features.
1.
2.
3.
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Section 5: Extension activities
Understand how to develop working relationships with colleagues
Extension Activity 7: Have a look on the Acas website and find resources
about conflict resolution. List some of their recommendations for resolving
conflicts between individuals.
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Section 5: Extension activities
Extension Activity 8: Look at your organisation’s induction process and
how they use the buddy system (or their own equivalent).
Make some notes about:
the good features of the induction process
how it could be improved
how you can help new people who join your team or organisation
Well done!
You have now completed Workbook 2 and should
attempt the assessments. If you require any help
or guidance please contact your Assessor/Tutor.
Workbook 2
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PROCEDURES
Disclaimer
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Version 2