WHAT IS TRAINING

Continuous improvement cannot occur within an organization unless training is part of management's agenda. Leaders in respective departments should take the initiative to conduct an analysis of each employee's ability to perform his or her job.

This is often referred to as a needs assessment analysis.

The needs assessment analysis should be performed on the job function, not the individual performing the job. For example, suppose the job is to prepare an accurate product certification document. A flow diagram on completing a product certification.

The focus should be on preparing an accurate product certification, not on the skills of the final product auditor, the material handler, or the typist. Study each step in the flow diagram for the job and determine exactly what is required for that step to be successful. For example, let's look at the seep: Inspect All Critical Characteristics Per Sample Plan.

To be successful at this step, every step preceding must have been performed correctly and accurately. All critical characteristics must be identified on the inspection plan or engineering drawing. The sample plan should be available and germane to the product being inspected. The test equipment and inspection equipment should be in full calibration and acceptable for the tolerances being examined. The individual conducting the task must be qualified for the task.

ANALYZING OUR CURRENT INFORMATION TOOLS

Directions: Record the name of the tool on which you are focusing; then answer the questions below to determine the tool’s status.

Name of information document:

Analysis Questions

1. How “just-in-time” is this information tool?

2. How often do we use it?

3. How easy is it to use?

4. Does it need to be revised? If so, how?

5. How can we use it more effectively to enhance our customer service?

6. Is this tool worth having at all?

7. Can we create something better, faster, smarter?

Result (check one):

o Use as is

o Needs revision (see suggestions above)

o Can be used more effectively if ... (see above)

o Discard

TEAM PROJECT AND WRAP-UP

Part 3.

8. Engage Team in Creating “Reminders” 35–45 min.

LEADER’S NOTE: For this topic, see our worksheet From Learning Points to Reminders.

SCRIPT: [Adopt a lighthearted tone.] Does anyone remember everything we said today? Me, neither. That’s why we all need constant reminders to keep us on track. If we’re going to commit to customer service principles and tactics, we need to remember what they are. So I’d like to engage you in a four-step process to create a series of customer service reminders. I want you to be as creative as possible.

First of all, please turn to our worksheet. [Direct them to its location in handouts or workbook.] As you can see, I’ve summarized all the major learning points we’ve discussed today. Go down the list, topic by topic. Which learning points are the ones we need reminders for? Check them off. 

Second, do we want to change the language in any way to customize it for our team, or do we want to leave the language as is? If you want to suggest changes, write the changes on your worksheet, below the learning points.

Third, what form will our reminders take? For example, would it be helpful to put the reminders on a sheet or business card by the phone or cash register so you can make quick reference to them? Would it be fun to have something like “Take care of our customers and we’ll take care of you” on a personal mug? Do we want to use posters, signs, or T-shirts to publicize to our customers that we’re committed to dazzling customer service and want their input on how well we’re doing? Be as creative as you can with ideas about what our reminders will look like. 

Finally, are there any other slogans, sayings, or symbols that would help us remember our customer service commitment? How can we “brand-name” ourselves as a team that strives to deliver dazzling service? Does our team need a name and/or logo? These are just a few things to think about in this part of your discussion. Are there any questions? [Entertain questions.]

LEADER’S NOTE: Break the team into groups and ask them to select a facilitator, timekeeper, and note-taker.

Allot 20 to 25 minutes for discussion. Of course, if the groups are fully engaged and need more time, be flexible. While members don’t have to reach consensus on all the reminders, it’s important they identify some of them and you get volunteers to work on creating displays to keep the “buzz” going after the program.

When time is up, facilitate a feedback session and come to consensus on reminders that the team wants to display. Ask for volunteers to form a “Creative Reminders Committee” (feel free to name this group as you wish); then schedule a time when the group can meet to draw up a plan of action. Negotiate a deadline for submitting to you a proposal that includes language, graphics, time frames, and budgets.

9. Summarize Commitments and Wrap Up Program 15–20 min.

LEADER’S NOTE: The summary is unscripted because it depends upon what you and your team accomplished during the program. Here are tips for what to include:

1. Summarize what you have covered today, from assessments and action plans to principles, tactics, and reminders.

2. Prioritize assignments for the near future, set deadlines, and clarify accountabilities. Assignments should include:

• Implement the action plans that were created during the assessment process.

• Practice the tactics identified for the “underpromise and over-deliver” principle, and be prepared to discuss the challenges and triumphs at the next team meeting.

• Practice the eight communication keys. At the next meeting, be ready to report back on what worked and what didn’t work.

• Be aware of recurring customer service problems that need to be solved, and report them as they happen. (Remember: Stage 3 offers suggestions for how to involve your team in creating a standard operating procedure for this task.)

3. Inform your team that you will schedule one-on one meetings to discuss self-evaluations and to create performance improvement plans. You will also begin interviewing potential peer leaders.

Once they are selected, you will start training them so they can help with the ongoing implementation of this program.

4. Finally, make your closing remarks. Be sure they’re personal and passionate, based on your experience of the program. Also:

• Thank team members for their participation.

• Reiterate your commitment to the customer service initiative.

• Assure the team that you will coach and support them every step of the way.

• Re-emphasize that you are counting on their 100 percent participation and commitment.

If it fits your style, you can return to the customer service principles and close with a mini pep rally. You say, “Customer service.” They respond, “It’s non-negotiable.”

You say, “Customer service.” They respond, “It makes work more enjoyable.” And so forth.

LEADER'S GUIDE FOR STRATEGIES AND TRAINING

Section B: 

5. Teach Strategies for “Always Under-Promise and Over-Deliver” 45–60 min.

SCRIPT: I want to begin this training session with the most basic principle of customer service: Always under-promise and over-deliver. You’ve heard that dozens of times, and it’s so important that you’ll hear it dozens more. Our challenge is to discover how we can make this principle a practical, everyday part of how we do business with each and every customer. [Direct members to location in handouts or workbook.]

What do we mean by “Always under-promise and over-deliver”? [Take responses.] 

Give me some examples of how you use this principle in dealing with customers every day. [Take responses.]

LEADER’S NOTE: Draw on your experience to lead a discussion of what the principle specifically means in your business. Here are some essential guidelines:

• Ensure that team members know the parameters of “under-promise” and “over-deliver” in terms of timing, costs, flexibility, customization, and any other criteria important to the delivery of your products and services. Don’t take their understanding for granted. Be ready with everyday examples of how to implement this principle. For instance:

—A bookstore tells a customer that the book he ordered will arrive in seven to 10 business days. They call five days later to say it’s in.

The Number 1 Principle:

“Always under-promise and over-deliver.”

• Meet expectations:

— Make it right, make it easy, make it fast.

• Exceed expectations:

— How right? More than the customer could have possibly expected.

— How easy? Easier than the customer could have possibly expected.

— How fast? Faster than the customer could have possibly expected.

—A car dealership gives a repair estimate based on the maximum charge for parts and labor.

When the customer picks up her car, the bill is less than the estimate.

—Restaurant customers want to exchange salad for soup, fruit for fries, provolone for parmesan. How flexible can the server be?

—A piece of clothing is slightly soiled and the customer asks for a price reduction. How far can the salesperson go?

• Stress the following: “Don’t get carried away lowering expectations. We don’t want customers to walk away from our business. We have guidelines for when and how to promise customers a bit less than whatever we know we can deliver.” Clearlyexplain your guidelines. If you have included them in your participant materials, refer members to them.

• Relate the principle to your business:

—Meeting expectations means the interaction with the customer is “right, easy, and fast.” What does that look, sound, and feel like in our business?

—Exceeding expectations means making “right, easy, and fast” go farther than customers expect. How do we do this in our business? How can we do this?

• If appropriate, discuss the idea of “free stuff. Pose the following questions, take responses, and set guidelines.

—Once we’ve served a customer “extra right, extra easy, and extra fast,” how can we still go above and beyond?

—What kind of “free stuff” can we offer to exceed customers’ expectations? Discuss the possibility of samples and add-ons.

Conclude this section by taking questions. Tell team members that improving on the “under-promise, overdeliver” principle is an ongoing concern, and that you will welcome any future recommendations based on their day-to-day experience.

PROGRAM OUTLINE

Here are our suggested topics and time frames for a full-day program. Be sure to schedule time for breaks.

Section A: Introduction and Evaluation

1. Introduce program and agenda 20–25 min.

2. Facilitate team evaluations 30–40 min.

3. Solicit feedback, set priorities, create action plans 50–60 min.

4. Facilitate individual evaluations 10–15 min.

Section B: Strategies and Training

5. Teach strategies for “Always underpromise and over-deliver” 45–60 min.

6. Facilitate training in communication skills 45–60 min.

7. Facilitate training in problemsolving skills 75–90 min.

Section C: Team Project and Wrap-Up

8. Engage team in creating “reminders” 35–45 min.

9. Summarize commitments and wrap up program 15–20 min.

For two half-day programs, cover topics 1 through 5 the first day and 6 through 9 the second day. For several 1- to 2-hour sessions, divide topics in a way that makes sense to you.

The following leader’s guide covers each section of the program and includes leader’s notes and suggested scripting. To make the guide more user-friendly, the participant materials are presented in a group at the guide’s conclusion. 

There are six items:

Section A: Introduction and Evaluation

• Team Evaluation: Customer Service

• Priorities for Implementation

• Self-Evaluation: Customer Service

Section B: Strategies and Training

• The Eight Keys to Successful Communication

• The Six Keys to Successful Problem-Solving

• From Learning Points to Reminders