PREPARING THE TEAM FOR THE CHALLENGES OF CUSTOMER SERVICE

Prepare for Lift off

This section will help you identify the challenges and problems that you and your team presently face with customer service. There are two main parts:

1. Assessing your service team

2. Selecting the right players

1. Assessing Your Service Team

Find some quiet time to complete the evaluation tools on the next pages. Be brutally honest—anything less will dilute the power of your intervention. Record your responses in a notebook or computer file so that you

can easily examine major areas of concern.

After you have completed these tools, summarize your conclusions about the effectiveness of your service team as well as about your own management practices.

• What patterns emerge?

• What priorities for intervention are now apparent?

The answers to these questions will help you focus your customer service training program.

PART ONE: Customer Complaints

Directions: Listed below are 12 of the most common customer complaints about service people. Do customers ever make any of these complaints about your team? Circle your response. After each “Yes” response, ask yourself:

• How often does this happen? • Why does this happen?

• Which team members are involved? • What can we do about this?

Be sure to list any other customer complaints about your team.

Complaints About Service People Yes/No

1. They are nowhere to be found. Y / N

2. They are present but unavailable to serve customers. Y / N

3. They are available but rude, rushed, or indifferent. Y / N

4. They are engaged and polite, but unknowledgeable. Y / N

5. They provide customers with misinformation or conflicting information. Y / N

6. They are too slow. Y / N

7. They make mistakes. Y / N

8. They unnecessarily complicate transactions. Y / N

9. They are unable to solve small problems. Y / N

10. They are unable to deal effectively with customer complaints. Y / N

11. They embarrass customers for not doing something correctly. Y / N

12. They fail to meet, much less exceed, customer expectations. Y / N

Manager’s Assessment 1R LIFTOFF

Other complaints customers have about my team:

PART TWO: My Contributions

Directions: Answer the following questions as honestly as possible.

1. Do I contribute to any of the customer complaints that I have noted? If so ...

• Which ones?

• How do I contribute?

• What have I done to address them?

• Have those steps been effective?

• What more can I do?

2. Am I willing to make a commitment to eliminating these complaint

Directions: The following questions will help you assess your team on the seven underlying causes of customer complaints. Circle your yes/no responses and answer further questions as needed.

Ask Yourself ... Yes/No

1. Is my team overstaffed (leading to a lack of urgency)? Y / N

Is it understaffed (leading to a lack of coverage)? Y / N

• What is causing these staffing problems?

2. Is my team made up of the wrong people? Y / N

• Who are the low-level performers?

• Who are the mediocre performers?

• Who are the high-level performers?

• Who are potential peer leaders?

3. Does my team lack the tools and support it needs? Y / N

• What tools would help the team become more effective at delivering excellent service?

• What kind of support do I offer the team? How can I do this better?

4. Do team members care about service? Y / N

• Have I made customer service the focus of their daily activities?

• How do I reinforce the fact that their primary job is to serve customers?

• How can I do a better job engaging the team in caring about our customers?

5. Do team members have sufficient training in customer service fundamentals? Y / N

• What kind of customer service training have I offered them?

• Where are the gaps between the team’s current skills and knowledge and what they need in order to do an excellent job?

• Do I provide them with ongoing training in the fundamentals?

6. Do team members too often lose their focus on service and thus “drop the ball”? Y / N

• If so, why does this happen?

• What is happening in the business or on the team that makes members lose focus?

• How can I refocus them?

7. Are team members held accountable for delivering dazzling customer service? Y / N

• How do I send the message every day that every person has the accountability for delivering dazzling customer service?

• What methods can I use to reinforce this message?

• Am I willing to commit to playing a more hands-on role as a trainer, coach, and supervisor to make dramatic improvements in my team’s delivery of customer service? If so, how will I do this?

Manager’s Assessment 1B concludedFOR LIFTOFF

Please note that employees can also use these assessment tools; however, we recommend their using the tools that are tailored for employee and team self evaluation, built into Stage 2 of the program.

2. Selecting the Right Players

Now look more closely at each individual player—you want to get the right team on board. Refer to the information provided earlier in Chapter 2, and be sure to do the following:

1. For your close-up assessment, use the “ability, skill, will” formula. Identify low-level, mediocre, and highlevel performers, and look for potential peer leaders.

2. Review your list of performers and consider what initial actions you will take with each person. Here are some guidelines:

• Hopelessly low-level performers. If you have enough supportive documentation, you may simply want to let these go—make sure you’ve dotted your i’s and crossed your t’s beforehand.

Or you may prefer to have one final conversation with them that conveys “Improve or you’re out of here.” If they commit to improving immediately, you commit to the day-by-day coaching and

monitoring of their performance. The first time they backslide, you remove them from the team.

• Mediocre performers. Immediately create a performance improvement plan to get these on track.

• High-level performers. “Red flag” those who have the ability to become peer leaders. Prepare to engage them in ongoing training to help you implement your customer service program.

3. Plan to meet one-on-one with your low-level and mediocre performers to discuss their performance.

To prepare for the meetings, review your “ability, skill, will” assessments and draft a performance improvement analysis for each person—this will serve as the basis for the meeting. Using the analysis form that we have provided, be sure to do the following:

• Identify the tasks and responsibilities that need review.

• Analyze the source of the problem.

• Record your recommendations for improvement.

Be honest with yourself and prepare to be honest with your employees.

At each meeting, explain the ability, skill, will framework and get the employee’s input; then focus the discussion on concrete opportunities to improve performance. Detail a performance improvement

plan using the form we have provided. Treating the plan as a contract, ask the employee to commit to improving performance and set specific goals and deadlines. Be prepared to follow up on a regular basis. If someone is not willing to improve, immediately remove him or her from the team.

Performance Improvement Analysis

Employee’s Name: Date:

Tasks/Responsibilities Ability Skill Will

under review (Change) (Training) (Incentives)

1.

2.

3.

4.

5.

Recommendations: Deadlines:

60

l PART 2. THE PROGRAM

Performance Improvement Plan

Employee’s Name: Date:

Tasks/Responsibilities/ Actions Deadlines

Goals

1.

2.

3.

4.

5.

Signatures:

_____________________ _____________________

(Manager) (Employee)

4. Once you have made a substantial effort to help employees, decide whether you need to remove any from the team. Base this round of decisions on your initial assessments, your one-on-one meetings, and your follow-up sessions. Anyone who is not meeting his or her specific performance improvement goals should be removed.

5. Eventually—but sooner rather than later—you will want to review and revise your hiring process and hiring-selection criteria based on what you’ve learned from the rigorous assessment of your team.

As a starting point, ask yourself:

• Am I testing prospective hires for customer service ability, skill, and will?

• Am I gearing interviews toward these priorities?

• Am I gathering concrete proof that the prospect has the personal characteristics and attitude required to interact effectively with customers?

• Am I making it clear to prospective hires that high performance in customer service is the only option on my team?

6. Prepare to recruit peer leaders. As mentioned, review your service evaluations and focus on members whom you identified as high-level performers. In Stage 2, add to your considerations those who receive nominations from a substantial number of their peers and who indicate a willingness to serve in a leadership capacity.

ORIENTATION

New Kids on the Block

Leader

New employees need time to adjust to the environment and any required processes or procedures. It is especially important to keep this in mind when you bring new representatives on board. You want to be sure that your customers receive the consistently outstanding service they expect, so don’t put your new service providers in situations that they can’t handle.

ACTIONS

• Introduce your new service providers to one new skill set at a time by prioritizing all the skills you want them to master and teaching them in that order.

• Pair up new employees with experienced representatives for the first few weeks on the job.

• Provide new employees with all the data and resources they will need to perform their jobs.

• If possible, route customers according to the new representative’s acquired product knowledge and skill sets.

• Reframe mistakes made by new employees into learning opportunities by analyzing and discussing what can be done to correct things next time.

To Do or Not to Do

To-Do Lists

Individual

Staying organized can help tremendously in a job that relies on time management and information accessibility. People often rely on to-do lists to keep themselves organized and efficient. However, for a to-do list to be effective, you may need to follow some simple guidelines.

ACTIONS

• Make using a to-do list a habit. Don’t skip even one day, or you’ll end up disturbing the routine.

• Put only important items on the list. Putting routine tasks on the list is counterproductive when it gives the impression that you have too much to accomplish.

• Place the items in priority order (A = must do, B = should do, C = nice to do) and then rank each item within the category in order of importance.

• Check off items on the list during the day. This helps you feel that you are accomplishing things and can help reduce stress.

• Rewrite the list when it becomes messy or illegible from notes or checking off items. It will become shorter, and you’ll feel that you are getting things done!

• Keep the list somewhere you can see it or access it easily.

• Use online software, such as Outlook, that can help you follow up with flags and color coding.

• Coordinate your to-do list with a datebook, keeping all information on only one calendar.

DELEGATION

Pass It On

Good customer service sometimes means we need to rely on the expertise of others or to get help with the workload. 

Some examples of when to delegate include when a client is transitioned into a customer service support role or when someone else needs to follow up on a customer complaint. 

No matter why we have to do it, delegating requires us to use a flexible yet structured approach.

Directions: Take the following survey to find out how good of a delegator you are currently, while taking note of the ways in which you can improve for the future.

	YES	NO
1.       Do you believe that others can do a job as well as you can? Know that different doesn’t necessarily mean better or worse.
2.       Do you trust your coworkers to handle job assignments? Trust the ability of others to do the work.
3.       Do you avoid being a perfectionist? Establish a standard and a time frame for reaching it.
4.       Do you give job instructions effectively? Give enough information to complete the job successfully.
5.       Do you enjoy managing work rather than just doing it? Know your true interests in doing versus managing.
6.       Do you believe that making mistakes is part of learning? Encourage staff to accept assignments by viewing their mistakes as learning experiences.
7.       Do you follow up with people after delegating? Build in checkpoints to identify potential problems.
8.       Do you avoid crisis management? Allow time for planning or prioritizing.
9.       When delegating, do you leave the person alone to do the work? Ask questions, expect answers, and assist but don’t take over.
10.   Do you provide support through feedback and actions? Provide resources and communicate expectations.

Areas for Improvement

_______________________________________________ _______________________________________________

_______________________________________________ _______________________________________________

FILE MANAGEMENT

Flag It

Individual

If you have customers who have encountered a problem with your company, they will be willing to forgive you if their problem was resolved quickly and appropriately. 

However, if they face the same mistake or something else goes wrong, they may not be willing to forgive you the second time. 

By taking some time to document problem situations, you can stay better aware of your customers’ unique experiences. 

This extra attention will help keep customers from defecting to your competitors.

ACTIONS

• Flag the files of those customers who have made complaints or experienced problems.

• Write detailed notes so that any service provider who accesses the file can understand the situation.

• Whenever possible, review the file before you speak with the customer.

Just the Fax

Fax Information File

Leader

More times than necessary, employees can waste precious time accessing customer files in order to locate a correct fax number. Here’s a suggestion to help make your office more efficient by eliminating this potentially frustrating time waster.

ACTION

Create a customer fax directory:

1. Obtain a small alphabetized Rolodex unit.

2. Provide employees with several blank Rolodex cards and ask them to complete a card with the name and fax numbers for each of their regular customer contacts, both internal and external.

3. Collect the cards, check for duplicates (make sure numbers are the same), and then file them in the appropriate letter sections of the Rolodex.

4. Place the Rolodex unit next to the fax machine to be used as a reference directory whenever someone doesn’t have a number.

5. Make it a rule that new numbers are to be entered as necessary.

DEVELOPMENT RESOURCES

Library Dues

Leader

One way to keep your service representatives performing to their highest ability is to create a lending library that supports self-directed learning. 

It shows that the organization values the development of its employees and helps create an empowered working environment that increases job commitment.

ACTION

Create a learning resource lending library:

1. Set aside a separate small room or, if this is unavailable, a bookcase that is conveniently located in Human Resources or within a department.

2. Collect a variety of books, audiotapes, videotapes, and magazine articles that aid employees in performing their jobs more effectively.

3. Include the following topics: change management, communication, conflict resolution, customer service, goal setting, managing diversity, presentations, meeting facilitation, negotiation, problem solving, quality issues, stress, and time management.

4. Use a sign-out sheet or computer database file that includes such information as the person’s name, department, e-mail address, and date.

5. Put a time limit on how long the material can be kept out (2 weeks is a good standard) and send a reminder e-mail message if materials become overdue.

6. Keep the information current by adding new resources.

Memory Ticklers

Information Recall

Individual

The ability to remember certain facts and procedures can be an important part of providing efficient and effective customer service. 

Remembering customer names and the details of transactions helps underscore the uniqueness of each customer interaction. 

Although you don’t necessarily need to memorize certain processes and procedures, the quicker you are able to perform them, the faster you will be able to help your customers. 

Here are some techniques you can use to help improve your memory skills.

ACTIONS

• You can train yourself to remember names, lists, and information by “linking” pictures in your mind. If you want to remember a sequence of steps to perform a task or complete a process, try to form a strong image in your mind of each item in the sequence. For example, the basic steps in resolving conflict and their possible identifying images are as follows: identify issues (MAGNIFYING GLASS), ask questions for clarification (QUESTION MARK), brainstorm possible solutions (LIGHT BULB), agree on solution (TARGET), implement solution (ARROW), and follow up (CHECK MARK). When all the image steps are linked together, you will be able to remember the entire process. If you have forgotten steps, rethink that specific part of the link.

• Mnemonics are verbal devices that help you remember things. (They are named after the Greek goddess of memory, Mnemosyne.) There are lots of rhyming mnemonics—for example, “i before e except after c, or when it sounds like a, as in neighbor and weigh.” There are also mnemonics that use the first letter of each word as a reminder. “Roy G. Biv” helps you remember the colors of the rainbow in order: red, orange, yellow, green, blue, indigo, and violet. Initial-letter mnemonics are useful for remembering lists or facts. Make up silly words using the first letters of the words you want to remember.

• Use “cheat sheets” with key words and/or phrases in sequential order for performing a process or procedure that requires several steps.

• Keep a pad of paper handy to take notes when you are talking to others, either in person or on the telephone.

PERSONAL CHANGE MANAGEMENT

View from the Top

Goal To explore how change influences personal actions. 

Participants will print the word “change” while focusing on the reflected view in a mirror.

Time Required Approximately 15 minutes

Group Size Any number of individuals

Materials

• One pocket mirror, one index card, and a pencil for each participant

• A newsprint sheet and felt-tipped marker for facilitator

• Masking tape for posting newsprint sheet

PROCESS

1. Prior to the session, use a felt-tipped marker to print the word “change” on the newsprint sheet and post the sheet prominently on a wall using masking tape.

2. Distribute one mirror, one index card, and a pencil to each participant.

3. Explain that each person is to first place the index card on a flat surface and then position the mirror so that the card is reflected in the mirror. Referring to the posted newsprint sheet, tell the participants that they are to print the word “change” in small letters while keeping their eyes on the mirror only.

4. Allow several minutes for completion of the task, observing the progress made by the participants, and then call time.

5. Facilitate a large group discussion by asking the following questions:

• How did you feel while you were attempting to complete the task?

• Did you rely on others to help guide you in the process? Why or why not?

• Why do you think it was difficult for you to print a word that was familiar to you?

• How can you relate this activity to the concept of change?

• What role does perception play in managing change?

• Why is it so important for service providers to see issues from the customer’s point of view?

• What actions can you take to help the customer change his or her position on an issue?

• What actions can you take to help yourself manage change more effectively?

GOAL ALIGNMENT

On Target

Goal To align individual, team, and organizational goals. Participants will identify and compare individual and organizational expectations of the service team.

Time Required Approximately 45 minutes to 1 hour

Group Size Subgroups of three to five persons each. This activity is best used within an intact service team.

Materials

• One copy of the On Target Worksheet and a pencil for each participant

• Two newsprint sheets and a felt-tipped marker for the facilitator

• Masking tape for posting newsprint sheets

PROCESS

1. Prior to the session, prepare the two newsprint sheets by placing a heading of Individual on one and Organization on the other. Use masking tape to post the sheets.

2. Introduce the session by stating that common goals help teams function better and that support for those goals comes from aligning individual, team, and organizational expectations.

3. Distribute one copy of the worksheet and a pencil to each participant.

4. Ask the participants to think about the two questions and instruct them to record their responses on the worksheet. Allow approximately 5 to 10 minutes to complete the task.

5. Form subgroups of three to five persons each.

6. Invite group members to share their responses with one another and allow approximately 10 minutes for discussion.

7. Using the two prepared newsprint sheets, record several examples each for individual and organization expectations.

8. Facilitate a general discussion by asking the following questions:

• Did members of your subgroup identify similar individual expectations? If so, what kind? If not, what differences were evident?

• Did members of your subgroup identify similar organization expectations? If so, what kind? If not, what differences were evident?

• In general, how close was the fit between the individual expectations and the organizational expectations?

• Were there any general discrepancies between the two sets of expectations? If so, what kind?

• What are some reasons that discrepancies like these occur?

• How do such discrepancies affect the functioning of a service team? Give some examples.

• How can a service team work together to identify team goals that align both individual and organizational expectations?

GOAL SETTING AND RESOURCES

Last Straw

Goal To examine the impact of goal setting and resource utilization on task completion.

Participants will work in groups to build the highest freestanding structure from drinking straws using the least costly resources.

Time Required Approximately 45 minutes to 1 hour

Group Size Subgroups of three to five persons each, with a maximum of twenty five participants

Materials

• Several boxes of bendable drinking straws, paper clips, rubber bands, pins, and masking tape

• One copy of the Last Straw Requisition Form and a pencil for each subgroup

• A measuring tape or yardstick

• Scissors

PROCESS

1. Prior to the session, place the materials (straws, paper clips, rubber bands, pins, tape) on a table that is easily accessible to all groups.

2. Form subgroups of three to five persons each.

3. Explain that teams will attempt to construct a freestanding framework of drinking straws that is taller than any other team’s structure using the least costly set of materials. The winner will be determined using the calculation formula of $5 per inch of height minus the total cost of materials. Additional building materials include paper clips, rubber bands, pins, and masking tape. Teams will have 10 minutes to plan and 20 minutes to carry out the construction phase.

4. Distribute one copy of the requisition form and a pencil to each subgroup.

5. Allow teams 10 minutes to plan and complete the requisition form. Collect the forms and distribute the materials to each team as requested.

6. Signal for the construction to begin. Time the activity for 20 minutes, giving a 3-minute warning before time expires. During this time, use the flip chart to record the cost of materials purchased by each team; keep the information concealed.

7. Measure each structure and record the height for each team on the flip chart next to the cost. Determine the winner by using the calculation formula of $5 per inch for height minus the total cost of materials.

8. Facilitate a large group discussion by asking the following questions:

• How did your team develop a plan for the structure?

• Did your team need to alter its original plan during the actual construction? Why or why not?

• What was your team’s goal for the structure’s height? Was the goal met? Why or why not?

• How did the cost of materials figure into your plan? Was the estimate realistic? Why?

• If you were able to do the task again, what, if anything, would you have done differently?

• What role did creativity play in accomplishing the task?

• How does this activity relate to the actual completion of tasks in the workplace?

• What can your service team do differently to improve its work performance in terms of goal setting? In terms of resource utilization?

OPTIMIZING RESOURCES

Heads and Tails

Goal To optimize the use of available resources. Participants will form six-letter words by combining appropriate three-letter word pairs.

Time Required Approximately 30 to 45 minutes

Group Size Ten to twenty participants

Materials

• Twenty large adhesive shipping labels and a felt-tipped marker

• One copy of the Heads and Tails Answer Sheet for the facilitator

• One sheet of blank paper and a pencil for each participant

PROCESS

1. Prior to the session, prepare the labels by using large block letters to print the following word pairs on separate labels.

SEA – EGO CUT – PEN OFF – LET IMP – LED

RAT – PET ARC – ORE TAR – HER GAL – ACE

RED – ION CAR – DON BUT – ONE MAN – GET

SON – HEM PAL – TON DAM – ART PAR – ICE

MAR – SON FOR – NET PEA – RED ANT—AGE

2. At the beginning of the session, place one or two labels (depending on the number of participants) on the back of each person.

3. Distribute one sheet of paper and a pencil to each participant.

4. Explain that each label bears two three-letter words. The word on the left is a “head” and the one on the right is a “tail.” When each head is joined to a particular tail, it will form a six-letter word. There are two rules: (1) participants are not allowed to merely make a list of the heads and tails and then match the words, but must find the complete word match before listing it, and (2) no head or tail may be used more than once no matter how well it may match up again.

5. Tell the participants that they are to walk around the room without talking, looking at the labels on the backs of others while trying to match up the appropriate heads with the tails. The resulting twenty words are to be written on the paper provided.

6. Allow approximately 7 to 10 minutes and then stop the activity.

7. Determine who had formed the most words and ask the person(s) to read the list(s). Verify the answers against the list of words on the answer sheet.

8. Facilitate a large group discussion by asking the following questions:

• What process did you use to determine the appropriate word combinations?

• Was it necessary to make any changes in the process as you progressed through the task?

• Why were some words more difficult to form than others? (Recognizable three-letter words affect the ability to blend into other words, such as arc + her to form “archer”)

• How did you determine the words that were on your own back so that you could complete the task?

• Why is planning such an important part of utilizing available resources?

• What actions can you take to plan for the optimal use of workplace resources?

HEADS AND TAILS ANSWER SHEET

1. anthem ANT – HEM

2. archer ARC – HER

3. button BUT – TON

4. carpet CAR – PET

5. cutlet CUT – LET

6. dampen DAM – PEN

7. forego FOR – EGO

8. galore GAL – ORE

9. impart IMP – ART

10. manage MAN – AGE

11. marred MAR – RED

12. office OFF – ICE

13. palace PAL – ACE

14. pardon PAR – DON

15. pealed PEA – LED

16. ration RAT – ION

17. redone RED – ONE

18. season SEA – SON

19. sonnet SON – NET

20. target TAR – GET

CLASSIFYING RESOURCES

Hardware

Goal To develop ways to classify available resources for accessibility. Participants will place hardware items into categories for ease of identification.

Time Required Approximately 1 hour

Group Size Three to six subgroups with three to five persons each

Materials

• One identical set of fifty varied hardware items (washers, nails, screws, bolts, nuts, and other small objects) for each subgroup

• One plastic bag and tie closure for each subgroup

• Twelve index cards and a felt-tipped pen for each subgroup

• A list of search items for the facilitator

• Flip chart and felt-tipped marker for recording scores

PROCESS

1. Prior to the session, place an assortment of fifty hardware items into a plastic bag and tie it closed; each subgroup should have an identical set of items. Prepare a list that describes eight to ten specific items from the collection that will be used for a group search (for example, “a 2-inch, flat-head nail”). Prepare a flip chart with a number for each group participating in the activity.

2. Form subgroups of three to five persons each and provide a number designation to each group.

3. Distribute one bag of hardware items, twelve index cards, and a felt-tipped pen to each subgroup.

4. Explain that each subgroup is to develop a system of organizing these items so that a customer would be able to find what he or she needed easily. Using the index cards, each subgroup is to create a label for each category of hardware to facilitate the customer’s search. Note: Groups may decide to label their objects in general or more specifically. For example, some may use “nails” as the category, whereas others may make subcategories as to nail size (1-inch, 2-inch, and so on) and/or type (flat-head, rounded, and so on).

5. Allow approximately 15 minutes to complete the task, giving a 2-minute warning before time expires.

6. Explain that each subgroup will send a member to another group to locate a specific item that will be announced. The customer will raise his or her hand when the correct item is found, and the group that was able to complete the transaction by locating the correct object will be awarded 5 points. This process will be repeated several times, and scoring will be kept on the flip chart by the facilitator.

7. Start the first round by asking each subgroup to select a member to act as the customer. Announce the first item on the prepared list and signal for these customers to proceed to any available group and ask for an item. Record five points for the winning group under the appropriate designation on the flip chart. Repeat this process several times by announcing a new item for each successive round.

8. Facilitate a large group discussion by asking the following questions:

• How well did your group’s system of categorizing the materials work for finding specific items? Did your group alter its system as the rounds of play continued? Why or why not? If you changed anything, did the new system work better or worse? Why?

• How can we relate this activity to the workplace in terms of making products and services accessible to the customer?

• How well do your current workplace processes and procedures meet the needs of your customers? Why?

• How does the presence of competitors influence the way in which we “do business”?

• What are some specific actions that can be implemented to improve your company’s customer experience in terms of user-friendliness?

WORK PROCESS IMPROVEMENT

Flow Motion

Goal To look for ways to improve a current work process. Participants will create a flow chart to document a work process and make suggestions for improvement.

Time Required Approximately 11/2 to 2 hours

Group Size Subgroups of three or four persons each from an intact service team, with a maximum of twenty participants

Materials

• One sheet of newsprint paper and two felt-tipped markers in different colors for each group

• One copy of the Flow Motion Worksheet and a pencil for each participant

• Masking tape for posting newsprint sheets

PROCESS

1. Introduce the session by stating that quality depends on analyzing current work processes to ensure that they are most effective in reaching the desired outcome. The first part of this analysis is breaking down the process into the steps required to get the job done. Explain that work processes should be reviewed periodically to ensure that modifications are being made as necessary.

2. Form subgroups of three or four persons each.

3. Distribute one copy of the worksheet and a pencil to each participant.

4. Ask each subgroup to select a current work process that is complex enough to involve several steps. Explain that each group will have 20 minutes to analyze this process by completing the worksheet with as much detail as possible.

5. Give a 5-minute warning before time expires, and then stop group work after 20 minutes. Distribute one sheet of newsprint paper and two felt-tipped markers in different colors to each group.

6. Instruct the groups to create a flow chart by writing each step of the work process in order on the newsprint sheet using one color marker.

7. Allow approximately 10 to 15 minutes, giving a 2-minute warning before time expires, and then stop the groups.

8. Tell the groups that they have 20 minutes to identify those steps they feel should be improved and why, using the second color marker to indicate revisions on the original flow chart. As a guide, groups should focus on the last two areas of the worksheet (Necessary Resources and Driving Forces).

9. Allow approximately 20 minutes, giving a 2-minute warning before time expires, and then stop the groups.

10. Provide masking tape and have the groups post their sheets. Ask each group in turn to present its flow chart and identify the steps that group members thought needed improvement and the reasons why. Encourage other participants to ask questions for clarification.

11. Facilitate a large group discussion by asking:

• What specific actions can the service team take to support process improvement?

FLOW MOTION WORKSHEET

Process Name:

Purpose:

Process Steps:

Results and Consequences:

Necessary Resources:

Driving Forces:

PRODUCT OR SERVICE OFFERINGS

Commercial Appeal

Goal To examine functionality of product or service offerings in meeting customer needs. Participants will create a commercial for a product or service that nobody would want.

Time Required Approximately 1 hour

Group Size Subgroups of four or five persons each, with a maximum of thirty participants

Materials

• One index card and a pencil for each participant

• One poster board sheet and several felt-tipped markers for each subgroup

• A box of assorted items (for example, office supplies, clothing, toys, books, pictures, and so forth)

PROCESS

1. Distribute one index card and a pencil to each participant.

2. Ask the participants to think of a product or service that they think nobody would want and to describe it on the card provided. Give the following examples or something similar: “a shampoo that smells like a skunk” or “a vacuum cleaner that sprays out dirt.”

3. Allow several minutes for task completion and then collect the completed cards.

4. Form subgroups of four or five persons each.

5. Shuffle the product index cards and randomly distribute one to each subgroup. Provide one poster board sheet and several felt-tipped markers to each subgroup.

6. Explain that each group is to create a brief television commercial of approximately 1 minute featuring the product or service listed on the assigned card. Indicating the box of assorted items, tell the groups that they can use anything from the box as well as the poster board to enhance the message of the commercial, but that this is an option and not a requirement for the task.

7. Allow approximately 20 minutes for the subgroups to work on the task, giving a 5-minute and then a 1-minute warning before time expires.

8. Ask each subgroup in turn to present its commercial.

9. Facilitate a large group discussion by asking the following questions:

• What characteristics of the product did your group emphasize? Why?

• What about a commercial makes its message believable? Why?

• What role does creativity play in advertising?

• How does this affect how the message is received by the audience?

• How do you determine the needs of your customers?

• Is your company providing products or services that are no longer needed by your customers? If so, what are they?

• Can these products or services be changed so that they meet customer needs? If so, how?

• How might your company better advertise its products and services?

LIMITED RESOURCES

Color Quest

Goal To identify how limited resources affect performance, goal setting, strategic planning, and negotiations. Participants will select a candy color and collect the most pieces possible.

Time Required Approximately 30 to 45 minutes

Group Size Six to eight subgroups with no more than six persons each

Materials

• One fun-size packet of M&M’s® candies for each participant

• A flip chart and felt-tipped markers for recording

• Prizes for the winning group (optional)

PROCESS

1. Form six to eight subgroups with no more than six persons each. Distribute one packet of M&M’s to each participant.

2. Explain that each subgroup must collect one color of candy, obtaining as many pieces as possible. The group with the largest number of the same color will be declared the winner. Signal for the task to begin.

3. Depending on the total number of subgroups and the amount of interaction taking place, allow sufficient time (approximately 10 minutes) for participants to mingle and trade, then signal for the activity to stop.

4. Ask each subgroup to count the total number of candies in the color selected. On the flip chart, record the candy color and the total number of pieces collected for each subgroup. Announce the winning group and give out prizes if you choose to do so.

5. Facilitate a large group discussion by asking the following questions:

• What factors were considered in selecting your group’s candy color? Did the original selection change as the task progressed? Why or why not?

• How did limited resources affect your group’s performance? Did the availability of resources change your group’s goals as the activity progressed? Why or why not?

• What are some examples of how workplace goals change as a reflection of the availability of resources? How does this affect a group’s strategic planning process?

• How did you personally react to changes in conditions? How did others in your group react? As conditions changed, what did your group do to adjust?

• What role does interdependence across groups play in accomplishing tasks?

• In preparing for strategic planning or negotiations, how important are your assumptions (or research of competition and market conditions)? What happens when your assumptions are wrong? How do you adjust?

• How does this activity relate to specific conditions in your workplace?