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LECTURE OUTLINE AND LECTURE NOTES
General Teaching Suggestions for Chapter 1:
This chapter sets the tone for understanding the nature, scope and history of customer
service. Depending on students’ level of knowledge or expertise, you may want to bring
in additional articles or information on the field of customer service. You may also want
to invite several speakers individually or as a panel for a group discussion.
Before the class convenes (one or two weeks before, as you are preparing to teach the
customer service course): Gather additional reference material to prepare to lead a
discussion on the topics covered in the chapter. These reference materials may be located
in newspapers (such as The Wall Street Journal or your local newspaper), as well as
various magazines. Before the class convenes, secure the 10 videos (1 video script for
each chapter is provided). Your students will enjoy and learn from these real-world
scenarios presented in the videos.
Additionally, before the class convenes: Contact local businesses of varying size to find
out if and how each of the reasons for the shift to service outlined in the chapter have
impacted their organization and industry. Use the results you obtain for an in-class
discussion or activity. This would be an ideal time to pose the topic of speaking to the
class or taking part in other activities. Be sure to get the name of the person and his or her
position and phone number (or e-mail) for future reference.
Here are some optional activities for Chapter 1 (you may also find them essential
activities for other chapters).
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Activity: Divide students into equal groups (3 or 4 people per group, depending on the
class size) and give each group a marker and sheet of newsprint (flipchart paper) to use as
they participate in the activities noted herein or in those that you develop.
Activity: Assign an out-of-class activity for learners to gather additional articles or
information about chapter-related topics. Have them write a brief (no more than one
typed page) summary of the article, properly documented.
Activity: Have learners conduct field research and write a brief report before the next
meeting. The focus might be to visit an organization or business to observe factors related
to chapter content (e.g. makeup of employees now—age, race, sex, forms of business,
products/services offered—as opposed to employee makeup in the past).
Activity: Have learners contact someone working in an organization for an interview.
They can report their findings to the class during their next meeting. The following
questions can be used as a basis for an interview or you can develop other questions
depending on your desired focus:
How long have you been in customer service?
Who makes up your primary customer base (internal, external or combination)?
For what product(s) or service(s) do you provide support?
How many customers do you (or your organization) service daily?
In your view, how important are basic communication skills in customer service?
Is most of your service provided over the phone or in person?
What has been your biggest customer service challenge in the past year? Ever?
What trends are you seeing in customer service today?
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What one piece of advice would you give someone starting out in customer
service?
Compare their findings with the chapter topic under discussion at the moment.
Before the students arrive: Write the terms that you will be emphasizing from this
chapter on the board. You may do a quick review of the terms by asking students to
provide an impromptu definition. This activity can to let you know what information
students remember from reading the chapter or from experiences in the business world.
First class: Take attendance and take care of other administrative duties or paperwork.
Since this is the first meeting of the class, you may want to do some type of creative, fun
activity as an icebreaker to help them get to know one another and to share their goals for
the class.
Activity : One such activity may be to go around the classroom, each student introducing
him or herself by giving his or her name and then selecting a word or concept that
describes his or her feelings about customer service (for example, one student, Sarah,
feels customer service should be honest and fair). The student may then discuss his or her
major, job (if he or she works) and the position held, and how customer service relates to
the position.
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Part One: The Profession , p. 2
Discuss the Customer Service Interview (pages 2-3) with the class by having them refer
to the questions discussed by Stephen Tanzer. Select three or four questions to which he
responded and compare the students’ responses to Mr. Tanzer’s.
Chapter 1: The Customer Service Profession , p. 4
A quote by Alan Greenspan begins the chapter. Ask students to think about careers of
people in business with whom they are familiar. Have those people succeeded in business
without leaving a trail of casualties? Have students write a few notes about their business
people; then, have them briefly discuss what they wrote about each person.
ASK: Who is Alan Greenspan? (Answer: Mr. Greenspan retired in 2006 as Chairman of
the Federal Reserve).
Note: If you want to start students on a research quest, have a small group research Mr.
Greenspan on the Internet (they can go to a computer lab or, if you have a computer in
the classroom, have them to do the research there quickly). You may also want to bring a
laptop for quick spur of the moment research activities in the classroom. Students will
love it, of course!
LESSON NOTES
The following are specific instructional strategies related to Chapter 1: The Customer
Service Profession.
Show PowerPoints [PPTs] 1 and 2 (Chapter Objectives) to briefly introduce students to
the topics in Chapter 1.
Instructor Note 1:
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Learning Objective 1: Define customer service.
Learning Objective Note: PPTs 1- 8 should be used with Learning Objective 1,
pages 6-8.
Students should understand the definition of customer service, since customer
service activities are in every organization they come into contact with in the
world today.
Show PPT3: What is Customer Service? Ask for opinions, beliefs and
experiences that explain students’ responses during a discussion of what
Customer Service means to them. Offer a brief working definition after the
discussion from page 6.
Activity : Review the In the Real World Service profile of AAA/CAA. Ask for a
show of hands: who are members of AAA? Ask them to define the three letters:
AAA (American Automobile Association).
Point out that AAA has a Website listed on page 5. Use the Activity In the Real
World, page 29, to further the discussion of AAA/CAA services. Review the
questions in the Activity on page 29: ask students to respond to each of the four
questions based on their experience with AAA or based on the experiences of
parents or friends. Lead the discussion, providing your experiences as pertinent to
AAA if you use or have used them or any similar automobile service agency.
Quick Preview: Have students respond (orally or in writing) to the Quick Preview
questions. The answers are located in the student text on page 29. A show of
hands will give you an understanding of these questions. Tie the information to
the objectives and the material in the chapter.
5
DEFINING CUSTOMER SERVICE, p. 6
Learning Objective 1: Define customer service.
Review the concept of customer-focused organizations. Ask students what it
means to treat everyone with respect. The focus should be to determine and meet
the needs of customers. In doing this, it is important to understand that people
should be treated with respect. People respond better respectful treatment, giving
positive word-of-mouth publicity and likely returning for more service. This
exercise will emphasize to students the necessity to treat people with respect.
After all, they are special; they are your customers. And, the focus of a customer-
focused organization is to meet customers’ needs and to treat them with respect.
Instructor Note 2:
Use PPT 4: Customer-Focused Organizations to review the definition of a
customer-focused organization.
Activity: Divide students into equal groups (3 or 4 per group depending on the
class size) and have them work together to discuss how they feel about customer
organizations with which they are familiar (e.g. positive, negative, or neutral).
Provide flip-chart paper to each group to make notes for their discussions.
ASK: Do you believe that most organizations are customer focused? After
approximately 15 minutes, bring the class together to compare responses.
Customer-focused organizations
Instructor Note 3:
Use PPT 4 again to review the definition.
Then use PPTs 5 and 6: Factors Related to Customer-focused Organizations
6
Review Figure 1-1 (page 6) with the class as well as the PPTs. Summarize the
following factors:
1. They have internal and external customers.
2. Their focus is on determining and meeting customer needs.
3. Information, products and services are easily accessible.
4. Policies are in place to allow employee decision-making.
5. Management and systems support and reward employees.
6. Reevaluation of business strategies and systems is ongoing.
Discuss what the Census Bureau and the Bureau of Labor Statistics typically
include in their reports and projections: transportation, communication and
utilities; wholesale trade; retail trade; finance, insurance and real estate; other
services; federal government; and state and local governments (page 7).
Before you end the discussion on customer-focused organizations, point out
Customer Relationship Management (CRM) programs to the class.
Activity : Assign a team of three students to research this program and to report
back to the class with its findings in a week.
THE CONCEPT OF CUSTOMER SERVICE, p. 7
Spend some time discussing some of the historical trends in customer service:
Evolved from meager
beginnings.
Small artisans and business
owners served neighbors.
No multinational chains.
Many small towns had their
own service providers (e.g.
general store, blacksmith,
7
barber, boarding house, and
restaurant).
Peddlers went from town to
town.
Products were often bartered
and traded in “cottage
industries.”
Expanded transportation
systems started to change
patterns of service.
As larger cities and industries
developed and mail systems
improved, so did service
delivery.
8
Have students reflect on the historical perspective from their points of view.
Have students view the photo on page 7, reflecting on the customer service being
provided in the photo. Lead a discussion on how the methods used then differ
from those used now. Students will likely say that home delivery was more
personal then and vendors probably knew their customers personally. Using the
Kroger grocery store chain as a historical example, ask students to research how
the Kroger stores started and where Mr. Kroger lived (Cincinnati, Ohio). Have
students make a report on the history of Kroger to present within the next week or
at a time you designate.
POST-WORLD WAR II SERVICE, p. 7
Briefly discuss some changes in the service industry following the World War II.
Some of the reasons for this were the large number of returning military and the
focus of the federal administration to provide economical housing. Customer
demand had been stifled during the war and its release spawned new industries
and development along with the need to provide services.
Note to students that from 2000-2010, virtually all non-farm and salary
employment is expected to be in the service-producing section, accounting for a
net increase of 8.9 million jobs.
Review Figure 1-2, page 8 to give students an idea of how people moved from
other occupations to join the rapidly growing ranks of service professionals.
THE SHIFT TO SERVICE, p. 8
Instructor Note 4:
Use PPTs7 and 8: Shift to Service to show types of job shifts occurring since
WWII. Ask students if they have seen these or others occurring. Discuss any
examples they may provide.
Review the definition of service economy (page 8). Inform students that the
concept outsourcing of various functions, including customer service, will be
discussed later in the chapter.
Focus on the shift from manufacturing to a service economy. Also, relate
information about the development of international service standards. You may
want to gather information or have students research standards (e.g. ISO series
and related standards).
Instructor Note 5:
Before moving onto the next Learning Objective on page 8: Students should
read and reflect on the Customer Service Success Tip on page 7. You may
want to emphasize that this course should inform students of the trends and
enhancements being made by organizations and help should them develop
valuable personal and professional skills.
GROWTH OF THE SERVICE SECTOR, p. 8
Instructor Note 6:
Learning Objective 2: Describe factors that have impacted
the growth of the service sector in the United States.
Students should understand this objective and how it relates to changes that have
taken place in the economy, in the labor market, and in other areas as noted in the
chapter.
Learning Objective Note: PPTs 9-13 should be used with Learning Objective 2,
pages 8-12.
Review the Concept on page 8 and lead a discussion on employment trends
looking at Figures 1.3, p. 9, 1.4, and 1.5, page 10.
Instructor Note 7:
Ask students: Do you think the number and type of customer service jobs will
continue to grow? Why or why not?
Ask students to reflect on any popular television programs that show customer
service-related scenarios.
Review the information from the Bureau of Labor Statistics on pages 9 and 10
with the class. Ask them if they have seen these occupation growths take place in
their city or town.
Assemble several groups of two or three students to review Work It Out 1.1, p.
11. Have them make brief presentations of their personal experiences of changes
in the business world. They should address the questions in the activity. Ask them
if these changes are for the better or worse. What would you do if you were asked
to improve customer service in your job or in one you know well?
IMPACT OF THE ECONOMY, p. 11
Instructor Note 8:
Use PPT9: Impact of the Economy on Jobs to lead a discussion on the quantity,
distribution, and quality of service jobs.
Then use PPT10: Factors that Impact Job Quantity to examine how interest
rates and consumer demands cause companies to evaluate how many people they
need and which jobs to establish or maintain. In addition, discuss how technology
has created a need for new technical skills in computer hardware and software
operation and maintenance. Note also that technology also created opportunities
for tasks once performed by employees to be transferred to automation.
Instructor Note 9:
Use PPT11: Parallel Trends in Job Development to lead a discussion of the
changes the economy has brought to the distribution of jobs. These changes
revolve around employees’ need to have access to networks and to engage in
collaborative exchanges. In addition, telecommuting has resulted from the ease of
transmission and exchange of information by means of technology.
Instructor Note10:
Use PPT12: Quality of Service Jobs to discuss the increasing economic growth,
low interest rates and new job opportunities that have occurred since the late
1900s. Discuss how networking is used to build relationships inside and outside
of an organization. Emphasize how these networks can be built through meetings,
interactions and activities.
Discuss the Customer Service Success Tip (page 12):
Ask students: How do you think building an internal network of associates
within the organization can reduce the chances of layoff during downsizing?
Activity : Have students work in their groups to brainstorm and come up with
some reasons in addition to those listed in the Tip. After 3 or 4 minutes, bring the
class back together to discuss their reasons.
Instructor Note 11:
Use PPT13: What is Downsizing? Downsizing is a term applied to the situation
in which employees are terminated. Review with the class how relationships built
with associates inside the organization may help someone avoid being laid off.
Students may provide reasons other than those mentioned in the Tip, such as
sharing information and resources and adding to your personal power base. Other
preventative solutions could include educating yourself on products and services
your organization provides and volunteering ideas and assistance to show your
value to the organization. Summarize the class’ reasons and compare them to
those in the text.
Activity : Assign the Collaborative Learning Activity Emphasizing Education on
page 28. Assign students to a group or let them form groups to identify and
discuss the role of school today and to rate how well schools are preparing young
people for work. After 10 or 12 minutes, bring the class back together to discuss
their opinions. Feel free to share your own personal background and education or
comment on that of someone you know.
SOCIETAL FACTORS AFFECTING CUSTOMER SERVICE, p. 12
Instructor Note 12:
Learning Objective 3: Identify the socioeconomic and
demographic changes that have influenced customer
service.
Learning Objective Note: PPTs 14-19 should be used with Learning Objective 3,
pages 12-19.
Review the Concept, p. 12, to help students understand Learning Objective 3 and
its impact on customer service.
Instructor Note 13:
Use PPT14: Factors that May have Caused the Economic Shift from
Manufacturing to Service as you lead a discussion regarding societal factors
affecting customer service. Discuss demographic shifts in population by
reviewing Figure 1-6, page 13. Review the figures cited by the Department of
Labor that will potentially have an impact in the U.S. labor force between the
years 2004-2014. (See Figure 1.7 on page 14).
Instructor Note 14:
Review the Customer Service Success Tip with the class. Use PPT15:
Knowledge is Power as you ask students what it means to say “Knowledge is
Power.” Students may comment that knowledge regarding software, equipment
and emerging technologies may show your supervisor that you are willing to learn
and to apply new technology. This could help you get promoted or keep your job
during layoffs.
INCREASED EFFICIENCY IN TECHNOLOGY, p. 14
Talk about outcomes related to technology development:
1. Increase in the number of service organizations designed to care for
technology
2. Decrease in manufacturing and blue-collar jobs
Technology has brought about new jobs and hundreds of service opportunities in
computers and telecommunications. A driving factor, you might add, is the
implementation of technology-based services—50.5 percent of U.S. households
have and use Internet access.
Instructor Note 15:
Activity : As a special team project, assign students to update the statistics
regarding household Internet use from the 2000 US Census figures given on page
14. Have students report on their findings during the next class.
Globalization of the Economy, p. 15
Discuss globalization of the economy and the lowering of trade barriers through
advances in technology, communications, diplomacy and transportation.
Instructor Note 16:
Ask: What do you think has been the most significant world event that has
influenced customer service in the United States. Why?
Relate this discussion to the variety of factors that contributed to expanded
international cooperation and competition after trade barriers came down. Many
companies have focused on business-to-business (B2B) initiatives.
Companies at some point make staffing and/or production decisions based on
bottom-line figures. This can lead to outsourcing to other countries in order to
save money on production costs, wages and benefits.
Activity : Have students in groups of 3 or 4 research the outsourcing of
technology to other countries. Have them draw on their own experiences in
talking with service providers, such as AOL, Microsoft and others that have Help
Desk functions. Allow 5 or so minutes for the discussion in the next class as a
recap and review of outsourcing.
Instructor Note 17:
Students should be encouraged to view the photo on page 15.
Ask students how they would stay abreast of technological changes. Replies
may include taking classes, conducting research on the Internet, and reading
technical magazines.
DEREGULATION OF MANY INDUSTRIES, p. 15
Instructor Note 18:
Define Deregulation as shown on page 15 margin note.
Talk about the impact of deregulation on the development of new organizations
and customer service delivery. Solicit examples and ideas from students.
Instructor Note 19:
Ask students what impact they see deregulation having. One is competition.
Unfortunately, it has also led, in some cases, to a breakdown in customer service.
Instructor Note 20:
Have students complete the Work It Out 1.2 Personal Exposure to the Global
Trend on page 17. Give them about 10 minutes to work together in groups of 5 or
6. Once they have, collect their answers and record them on a flip chart for
comparison. Discuss the fact that they are typical of the consumers in today’s
workplace. Reinforce the concept that global competition has led to access to
many foreign products.
GEOPOLITICAL CHANGES, p. 15
Instructor Note 21:
Use PPT16: Geopolitical Changes Caused by Various World Events to lead a
discussion on how oil embargoes, political unrest, and conflicts and wars have
reduced US business access and competition in some parts of the world. Ask
students: what affect does this have on trade and travel? Every closed port or
country border has a negative effect on travel and travel professionals.
Explain that the passage of the North American Free Trade Agreement (NAFTA)
made it possible for many US companies to relocate and send jobs across national
borders to access less expensive labor, to increase profits, and to avoid unions.
This is another example of outsourcing.
INCREASE IN THE NUMBER OF WHITE-COLLAR WORKERS, p. 16
Office workers or service workers now working traditional hours on a variety of
shifts services such as cleaners, home cleaning services, child care, and personal
shoppers (ask students for additional examples).
Instructor Note 22:
Ask: What changes have you seen in your lifetime in the number of white-
collar workers versus blue-collar (e.g., manufacturing, automotives, steel
workers)? Have students list some of the changes they have seen; appoint a
person to write on the board as the class calls out changes.
MORE WOMEN ENTERING THE WORKFORCE, p. 16
Since more women have entered the workforce, the need for service providers
such as cleaners, cooks, child care attendants, etc. has increased and continues to
do so. Women’s share of the workplace is projected to increase from 47 percent in
2000 to approximately 48 percent in 2010. As a result, women as consumers have
more disposal income, leading to an increased need for more personal customer
service opportunities.
Instructor Note 23:
Again, involve students in a discussion of current occupations that were not
available to women 10 or so years ago. This could be a good time to acknowledge
and discuss the occupations women now hold in the military. Appoint a notetaker
to list occupations on the board as they are called out by the class.
A MORE DIVERSE POPULATION IS ENTERING THE WORKPLACE, p. 17
Review the U.S. Department of Labor statistics, noting that the workplace is
becoming more and more diverse. Students will study more about diversity in
Chapter 8.
Have students review Work It Out 1.2 (page 17) again and reflect on the
questions for class discussion.
Instructor Note 24:
Lead a brief discussion on people of diversity in the workplace. Solicit views
of the impact of this trend on the workplace and in communities, government, and
the like. Ask students to think about the photo on page 18 and reflect on the
caption under it. Ask them to identify ways through which they would improve
their knowledge of different groups, so that they could better serve them. Typical
answers include reading about the different countries, reviewing case studies in
other classes regarding diversity, and perhaps talking to people from other
countries to share information.
MORE OLDER WORKERS ENTERING THE WORKFORCE, p. 18
Instructor Note 25:
Use PPT17: Increase in Older Workers in the Workforce to lead a discussion
about factors affecting the increase of older workers in the workforce. Mention
the lack of entry-level people in traditional pools of younger workers (due to
small birth rates in 1970s); therefore, companies are recruiting older workers.
Instructor Note 26:
Ask Students: Think about your position where you work (or companies you
are familiar with if you do not work). How many older workers are employed
there? What is the general age range? Are they new hires or have they been
with the company for some time? Create a flip chart summary of the input from
the class for review.
Students should read the Customer Service Success Tip page 18.
Instructor Note 27:
Ask students: Why is it important to learn about different cultures and other
diversity issues? The workforce has changed. We all work with different
cultures, genders, age groups, religions, and other sections of a diverse
population.
Ask: How do you feel abut the changing workplace demographics? Why do
you feel this way? Lead a discussion about how students feel about changes in
the labor population. Create a flip chart summary of the answers from the class.
INCREASED NUMBER OF SMALL BUSINESSES, p. 19
Instructor Note 28:
Use PPT18: Small Business Numbers Increasing to show that more than 70
percent of all businesses are small. Discuss the types of small business present in
your city or town. Ask students how they recognize a small business. Would
they rather shop or get services from a small or a large business? Get a quick
consensus of opinion from the class and write it on the board.
The 2004 SBA report states that there are 24.7 million businesses in the U.S.
Small businesses with less than 500 employees represent 99.9 percent of those
24.7 million businesses. There are just 17,000 large businesses.
Nearly half of all privately held US businesses are 50 percent or more woman-
owned. From 1997-2004, the number of companies 50% or more woman-owned
increased at nearly twice the rate of all companies, as did employment rates.
GROWTH OF E-COMMERCE, p. 19
Instructor Note 29:
Use PPT19: Growth of E-Commerce to lead a discussion, beginning with the
fact that e-commerce sales in 2003 increased 27.8 percent from the previous year.
Ask students: Do you surf the Net? Why and how often? Tabulate the answers
for discussion.
The new way of accessing goods and services through technology is called e-
commerce.
Ask: How many of you shop on eBay or Amazon.com? Compile a hand count
of students who shop on either one or both.
Activity : Students will enjoy the Ethical Dilemma 1.1, page 19. Have students
work in two or three groups to prepare the situation for a critique for the rest of
the class. Once they prepare and present, ask for input from the others in the class.
Refer them to the end-of-chapter possible solutions (page 29). Do they agree with
the possible solutions?
CONSUMER BEHAVIOR SHIFTS, p. 20
Instructor Note 30:
Learning Objective 4: Recognize the changes in consumer
behavior that impact service.
Students should understand this Learning Objective since they are part of the
consumer population and their behavior impacts the service they receive and/or
give to consumers.
Learning Objective Note: PPT 20 should be used with Learning Objective 4,
pages 20-21.
Instructor Note 31:
Activity : Have students respond to a discussion about societal factors they see
facing people in the workplace today. Students will respond to questions about the
factors that have affected or continue to affect you or others. What type of factors
do you see? (e.g., more leisure time for television, sports, shopping, movies, night
clubbing, more part-time workers, a greater number of older workers, more
diversity in the workplace, and the like) Divide the group into several work
groups of 4 or 5 people. Give each group a sheet of flip chart paper on which to
write their impressions. What types of issues/problems are they observing? Why?
Write a summary of their list on the board. Review the factors that were just
discussed. Ask again: Are any of these players in your life or in your
workplace?
DESIRE FOR BETTER USE OF LEISURE TIME, p. 20
Instructor Note 32:
Lead a discussion of the factors that drive more people to want to enjoy life,
thereby stimulating their need for service industries (e.g., a desire to relax, enjoy
children and grandchildren, and do the things one likes). Review the statistics that
show the types of industries or other materials that will help you understand these
societal issues. (Figure 1.9, page 20)
Review the information about changes in the workforce with the advent of
women, older workers and more diverse workers. Show the continued increase in
service jobs.
Activity : Have students review the daily or Sunday Classified advertisements in
your local paper. For the next class, bring in job ads that show the types of
businesses around the area and what type of occupational work people do.
Activity : Have students review Customer Service Success Tip on page 20. If
any want to own a service-oriented business, have them discuss ways to start a
business (e.g., small business with a partner, small business without a partner, or
work with someone to get some experience). Have them discuss what courses
would be good to take in preparation for owning a business (accounting, business
law, finance, customer service, marketing, or advertising to name a few).
EXPECTATION OF QUALITY SERVICE, p. 21
Instructor Note 33:
Ask students: What do you expect from a customer service professional? If
you don’t get it, what do you do? People expect a fair dollar price to purchase a
quality product or service. Students may likely say that they expect a
knowledgeable worker who understands customer needs and who knows how to
explain an item and to compare it with one from a competitor—someone who
knows organizational policy and procedures and all the latest techniques of
quality service.
ENHANCED CONSUMER PREPARATION, p. 21
Customers expect more from customer service personnel because customers are
better educated. If expectations are not met, customers simply go to another place,
a competitor. Business owners find they have to prove the worth of the product
and service many times.
Instructor Note 34:
Use PPT20 to summarize the Shifts in Consumer Behavior as you review,
asking for examples of each on the slide.
Instructor Note: 35:
Learning Objective 5: List the six major components of a
customer-focused environment.
Students should understand and relate to Learning Objective 5 in order to become
more customer-focused as they work with customers and also as they relate to
service providers in the business world.
Learning Objective Note: PPT 21 should be used with Learning Objective 5,
pages 21-26.
THE CUSTOMER SERVICE ENVIRONMENT
Instructor Note 36:
Review the Concept, p. 21. Use PPT21 to introduce the Components of a
Customer Service Environment (see pages 21-22). Discuss the internal
customer first (coworkers, employees of other departments or branches, others
who work in the same department or branch, or others who work in the same
organization). Quickly follow this discussion with the definition of external
customers on page 23 (people outside the organization who seek out, research,
buy, rent, or lease products or services offered).
Activity : Select various students to fill groups who will present Work It Out 1.3,
page 23, and 1.4, page 24. Have each group present their research and opinions
about each Work It Out. Students will likely say in Work It Out 1.4 that external
customers purchase products or services.
External customers may be current customers or clients. The organizational
culture is what the customer experiences. Ask Students: Think of your latest
shopping experience: what culture did you encounter during that visit?
Organizations must take care in hiring people. The positions are often hired by
human resources.
Instructor Note 37:
Review Figure 1.11, pages 24-25 with the class.
Activity : Ask students to think about the qualifications of the employees who
fill these positions. Ask them to make notes and to summarize the information in
a one-page typed report. Students should make comments on people who work in
these jobs and whether they think these workers do a good job (ask students to
avoid mentioning specific names).
Activity : Have students access the Salary Wizard (See Customer Service
Success Tip on page 25) and research salary levels for 5 jobs; record these jobs
on the board. Give specific instructions as to which companies you do or do not
want students to research. The reports will be due the next class or at another time
you designate.
Activity : Work It Out 1.5 on page 26 can be assigned to a group of students who
may be interested in human resources positions. Have them research new
procedures being used to attract, hire and retain qualified employees. Ask the
class to verify if the group would be likely to successfully recruit employees.
The reports will be due at the next class or at another time you designate.
Instructor Note 38:
Learning Objective 6: Explain how some companies
address the changes impacting the service sector.
Students should understand the impact of these changes on the service sector.
These changes may possibly impact jobs they now occupy or positions they may
secure after leaving school.
Learning Objective Note: PPT22 should be used with Learning Objective 6, pages
26-27.
ADDRESSING THE CHANGES, p. 26
Instructor Note 39:
Review the Concept, p. 26.
Discuss how some organizations address societal changes in order to provide
better service. Use PPT22: Addressing the Changes to Provide Better Service;
Customer-Based Organizations’ focus is to provide service excellence and an
environment in which customer needs are identified and satisfied or perish.
Peter Senge in his book The Fifth Discipline uses the term “learning
organization.”
Activity : Ask students to define this concept term. Review the term on page 26
in the text. Ask students to give at least one concept of the learning
organization. Ask one student to lead the group and put the ideas on the board or
other media.
Ask students to respond to the statement: To excel, organizations must train
all employees to spot problems and deal with them before the customer
becomes aware that such problems exist. How would they develop this idea to
make customer service seamless? Take 10 or 15 minutes to let the class discuss
these concepts among themselves. Then bring them back together to finalize what
they believe will become customer service concepts in the future.