Instructor Note 6:

Learning Objective 1: Explain the elements of a service
culture.

Learning Objective Note: PPTs 1- 8 should be used with Learning
Objective 1 pages 32-44.

Students should understand the elements of a service culture and review
the definition on page 32. Figure 2.1 on page 33 provides an overview of
the typical elements of a service culture.
Instructor Note 7:

Use PPT3: Contributing to the Service Culture as you begin the chapter
discussion.

Ask: When you think of a service culture, what do you envision?

Use PPT4: Service Culture Defined and PPTs 5 and 6: Elements of a
Service Culture (see also Figure 2.3). Taking them one at a time, discuss
each element in detail. Ask students to evaluate the examples they gave
earlier. Do they fit into those given in the text?

Review the meaning of customer-centric and focus on Figure 2.2 as
students review the definition in the margin on page 33.
Instructor Note 8:

ASK: Students to think of logos, slogans, messages or phrases they hear
on television, see in advertising, or think about when certain company
names are mentioned. Ask them how they think these logos or slogans
are developed. (Marketing companies are often hired to develop and test
slogans and brand phrases for companies.) Review the slogans on page 33
in the text. Ask students for others they readily know and then follow
with: Why did you remember that slogan associated with that company?
Various reasons will be discussed including they hear it on television or
see it on billboards regularly. Some may also see them on the sides and
backs of city buses.

Review Figure 2.3, page 34, and the information/definitions below it.

SERVICE PHILOSOPHY/MISSION, p. 34
Instructor Note 9:

Stress that service cultures are more than paper framed and hung on the
wall, touting the organization’s level of commitment. The vision and tone
of an organization are set at high levels in an organization and must be
communicated and supported effectively to help ensure that the
organization stays customer-focused.

ASK: In what ways have you seen organizations demonstrate their
service culture?

Review again what it means for a company to be customer-centric (see
Figures 2.1 and 2.2 on page 33) and ask students how these two figures
differ in emphasis on the customer. (The customer is in the top of one and
in the bottom of the other figure, which shows where the customer ranks
in the hierarchy of the company.)
Instructor Note 10:

Activity: Divide students into groups and have them work together to
discuss how they feel about customer organizations with which they are
familiar (i.e., positive, negative, or neutral). Bring them back together to
share after 10 minutes. Summarize their thinking by putting the main ideas
on the board.

ASK: Do you believe that most organizations are customer focused?
Do you believe that those with popular slogans are more customer-focused
than those without slogans? Chart their answers on the flip chart paper or
put them on the board (or have a member of the team put them on the
board).

EMPLOYEE ROLES AND EXPECTATIONS, p. 35

Roles and expectations are typically outlined in job descriptions and
performance goals. These need to be regularly updated in order to ensure
that employees are measured against accurate standards and are
performing in a manner that supports the organizational mission.
Instructor Note 11:

Use PPT7: RUMBA to introduce the RUMBA concept.
Instructor Note 12:

Discuss each factor of the RUMBA model in detail, tying the information
into the role of service providers.

RUMBA, p. 35

RUMBA is an acronym that stands for the performance characteristics that
help define the role of an employee.

Realistic: a.) Behavior and responsibilities must align with actual
workplace requirements. Performance must be practiced for approximately
30 days and then evaluated for effectiveness and possible modification; b.)
Performance goals are driven by organizational goals passed down from
upper management; c.) Goals that cannot be modified should be adhered
to in order to maintain professionalism.

Understandable: a.) Performance goals must be understood in order for
them to be attained; b.) Employees should have input into development of
performance goals ideally; c.) Employees should ask for clarification of
goals that they do not understand.

Measurable: a.) Goals are measured in terms of specific factors such as
time, productivity, quantifiable results, revenue, and manner of
performance (how you accomplish your job tasks); b.) Employees should
know the acceptable level of performance and strive to meet it; c.) Factors
that inhibit goal attainment should be discussed with supervisors/team
leaders.

Believable: 1.) Goals must be believable and tie directly to departmental
and organizational goals; 2) Employee goals that conflict with
organizational philosophy can create problems.

Attainable: 1.) Attitude is an important element in goal attainment; 2.)
Managers should attempt to establish win-win situations; 3.) Customers
should not have to hear about internal problems.
Instructor Note 13:

Have students complete Work It Out 2.1 Organizational Culture on
page 36, and then lead a discussion on various organizational service
philosophies. If not completed earlier during preparation, contact
organizations in your geographic area and get copies of their mission
statements or philosophy statements to share with students. Students may
also collect their own as part of their Internet research activities.
Instructor Note 14:

Activity: Review the Ethical Dilemma 2.1 on page 36 in the text. Divide
the class into two groups or more (depending on the size) and have them
discuss the Ethical Dilemma here before they review the possible
responses listed at the end of the chapter. Have them answer the three
questions at the end of the insert and be prepared to discuss their answers
with the other groups.

Review the following sections in the text: Employee Roles in Larger
Retail and Service Organizations, p. 37

Customers look for certain provider qualifications and are often very
savvy consumers. The knowledge base of customers today has increased
considerably due to different television and media campaigns; therefore,
customers may expect even more knowledge from the service providers.
If they do not exhibit the qualifications expected, the result may be
negative repercussions and a breakdown in the relationship between you
and your customer.

Customers will look for the following qualifications and qualities in their
service providers:
Broad general knowledge of products and service
Interpersonal communication skills
Technical expertise related to products sold and serviced
Positive, customer-focused “can do” attitude
Initiative
Motivation
Integrity
Loyalty (to the organization, to products, and to customers)
Team spirit
Creativity
Sound ethics
Time management skills
Problem-solving capability
Conflict resolution skills
Instructor Note 15:

Activity: Ask students for additional characteristics they think service
provider roles need to have in large organizations. Record their responses
on a flip chart, then lead a brief discussion around the ones they identify
and the ones in the chapter.

Employee Roles in Smaller Retail and Services Organizations, p. 37

The growth of small businesses, especially those owned by women and
minorities, has skyrocketed. This has provided customers with more
choices. Small business employees must assume all the roles listed under
large organizations and then some. Since often no one can be called upon
for assistance when something goes wrong, employee and customer
frustration occasionally results.

It is important for workers in small organizations to continually upgrade
their knowledge and skills.

Review the examples of types of businesses that may be struggling (page
38 in the text).

ASK: Why do you think these types of businesses perform a variety of
tasks and may be struggling in frustration and anger? (There is often
no one to bump the issue up to so they have to deal with it on the lower
level.)

Employee Roles in Nonprofit Organizations, p. 38

Activity: Lead a discussion on nonprofit organizations in which you ask
students where these organizations get their money to operate. Students
may answer donations, gifts, grants, and/or other fundraising activities.
Ask students to name some nonprofit organizations in your area.

Review the qualifications for working in a nonprofit organization on page
38. Have students relate these qualifications to those found in workers in
for-profit organizations. Are they similar?

Policies and Procedures
Instructor Note 16:

Discuss the fact that there are many local, state and federal regulations to
address. Falling back on company policy is not good for establishing and
maintaining a positive customer-provider relationship. Managers should
regularly reexamine policies and procedures and employees should do the
same, making necessary recommendations for change.

The ultimate goal should be to process customer requests and satisfy needs
as quickly, efficiently and cheerfully as possible. Read the return policies
in Figure 2.4 on page 40 in the text.

Ask Students: How do you feel when you read these policies? Discuss
the impact of such policies, positive and negative, on customer service
culture. The company should make a commitment to the customer and
establish an environment that supports that commitment when things go
wrong or when service has broken down. Follow the class discussion with
Work It Out 2.2 on page 40.

Activity: Ask students to think about items they have returned to various
stores lately; what kind of service policy requirements did they have to
meet? Ask them specifically how stores deal with electronic products,
such as software and equipment for recording/listening, as well as cell
phones.

PRODUCTS AND SERVICES, p. 39

The type and quality of products and services contribute to organizational
culture. Customer perception of products and services can lead to loyalty
and positive word-of-mouth exposure from customers.
Instructor Note 17:

Activity: ASK: Think about a time when you purchased or leased a
product that did not deliver as advertised or as you expected. How did you
feel about the product? The company that made it/sold it to you?
Possibly the service provider?

Ask students for examples of any products that fit into the above group.

Study the photo on page 39. How can an owner make his or her business
special?

Ask students: if they owned a restaurant, how would they make it
different or special? (Students may suggest offering fresh
fruits/vegetables or different kinds of free snacks when customers are
waiting for a table.)

MOTIVATORS AND REWARDS, p. 40
Instructor Note 18:

Discuss that people work more effectively and productively when their
performance is recognized and rewarded. Rewards can be money, material
rewards, a pat on the back or public recognition through company
newsletters, bulletin boards, or city or town newspapers.
Instructor Note 19:

Remind students that not all efforts lead to monetary rewards or other
types of incentives.
Instructor Note 20:

Lead a discussion on ways that organizations reward customer service
providers. Get examples from students during the discussion. What types
of rewards have they able to receive on their jobs? In their school work?

MANAGEMENT SUPPORT, p. 41

Talk about the fact that employees cannot handle all situations and
sometimes need to refer situations to supervisors or team leaders. These
people serve the key role of providing effective coaching, counseling and
training of workers. They pass on valuable information, guidance and aid
in professional development of the employees.

Employees should strive for improvement – be optimistic, exhibit a “can
do” attitude, and positively influence others.

Courses, such as self-help seminars, can also be a valuable aid for
improvement.

Employees should also look for a strong mentor, someone well acquainted
with the job and the company. Figures 2.5 and 2.6, page 42, provide a
good list of characteristics for mentees and mentors. Review each item
with the class.

ASK students: Have you had a mentor at work or school? Have you
ever served as a mentor? If so, please give us some feedback on how you
were assigned a mentor/mentee relationship and how it worked for you.
Instructor Note 21:

Have students read Customer Service Success Tip on pages 42, 43. Have
they ever had to search for their own information to make customer
service seamless for their customers? Ask them for examples of how they
would ask these questions of a supervisor.
Instructor Note 22:

Avoid Complacency, p. 42

Stress the need to excel, and to not be satisfied with the status quo.
Employees should continually look for improvement opportunities and
make suggestions to enhance systems and procedures. Encourage students
to work through roadblocks preventing excellent service.
Instructor Note 23:

Lead a discussion on tactics and strategies that students can use to help
themselves if they end up in a situation where they have a weak or
unskilled manager. Ask them for examples of situations where they have
encountered issues related to this topic. Provide any pertinent comments
of your own. Record the responses on a flip chart or have a student list
them on the board.
Instructor Note 24:

Activity: Have students complete Work It Out 2.3 – Managing
Customer Encounters, p. 42. Group them in two or more groups to
answer the questions in the activity. Time them for 30 minutes, giving a 5minute warning to summarize before time is called. Lead a discussion
based on the questions. Summarize the input from the students on the flip
chart.

EMPLOYEE EMPOWERMENT, p. 43
Instructor Note 25:

Discuss the definition of empowerment (Use PPT8: What is
Empowerment?) and how large organizations can provide it to
employees. Ask students for examples of empowerment they have seen in
organizations, large or small. Use the examples to prompt discussion.

Review the Customer Service Success Tip on pages 42-43 again and
relate it to the discussion. How can service providers get the help they
need? Have students discuss the examples of empowerment in the Tip and
relate the examples to their own experiences.

TRAINING, p. 44

The importance of training cannot be emphasized enough. To perform
your job properly, you and those around you must be given the necessary
tools. Take advantage of training programs.

Activity: Ask Students: Do you alert your manager when
opportunities for training are available to see if you can get
permission (or funding, if needed) to attend these sessions? Doing this
shows that you are willing to go for training and recognize the value of
training opportunities. This may be another gauge management uses to
justify keeping you employed during downsizing events.

If the organization does not provide it, you may have to take the initiative
to get the information you need yourself.

ESTABLISHING A SERVICE STRATEGY, p. 44