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					                                                                     Training Module   1




Running head: TRAINING MODULE




                    Training Module: Dealing with Irate Customers

                                    in APA Style

          Brooke Kehoe, Maggie Sherlinski, Marin Granteed, & Selena Beltran

                               Bloomsburg University
                                                                                                                                              Training Module                     2




ABSTRACT .................................................................................................................................................................4
TRAINING MODULE REPORT ..............................................................................................................................5
    A. NEEDS ASSESSMENT METHOD(S): ....................................................................................................................... 5
       Values ...................................................................................................................................................................5
       Mission Statement .................................................................................................................................................6
       Vision ....................................................................................................................................................................7
    B. TRAINEE POSITION:.............................................................................................................................................. 7
    C. NATURE OF TRAINEE: ........................................................................................................................................... 7
       Knowledge: ...........................................................................................................................................................7
       Skills: ....................................................................................................................................................................7
       Abilities: ................................................................................................................................................................7
    D. NUMBER OF TRAINEES: ........................................................................................................................................ 7
    E. TYPE OF ORGANIZATION: ..................................................................................................................................... 8
    F. TRAINING LOCATION: ........................................................................................................................................... 8
    G. TRAINING OBJECTIVES: ....................................................................................................................................... 8
    H. TYPE OF TRAINING ACTIVITY: ............................................................................................................................. 8
    I. LENGTH OF TRAINING: .......................................................................................................................................... 9
    J. TOPICS OUTLINE: .................................................................................................................................................. 9
    K. TRAINING SESSION AGENDA: ............................................................................................................................... 9
       Lesson Plan Overview: .........................................................................................................................................9
       Agenda ..................................................................................................................................................................9
    L. ICE BREAKER: ..................................................................................................................................................... 11
    M. TRAINING STRATEGY/METHODOLOGY: ............................................................................................................ 11
    N. TRAINING TECHNOLOGY/MEDIA: ...................................................................................................................... 12
    O. TRAINING CONTENT AND ACTIVITIES:............................................................................................................... 13
       Activity: ............................................................................................................................................................... 13
       Content: .............................................................................................................................................................. 15
    P. ENSURING TRANSFER OF LEARNING: ................................................................................................................. 20
       Structure: ............................................................................................................................................................ 20
       Activities: ............................................................................................................................................................ 22
       Recommendations: .............................................................................................................................................. 22
    Q. EVALUATION PROCEDURES: .............................................................................................................................. 23
    R. FOLLOW-UP PROCEDURES: ................................................................................................................................ 24
       Handout .............................................................................................................................................................. 25
    S. TRAINING BUDGET: ............................................................................................................................................. 25
    T. TRAINING ROOM LAYOUT: ................................................................................................................................. 26

APPENDIXES......................................................................................... ERROR! BOOKMARK NOT DEFINED.27
    APPENDIX I: QUESTIONNAIRE WITH ANSWERS ............................................... ERROR! BOOKMARK NOT DEFINED.27
      Questionnaire: .................................................................................................. Error! Bookmark not defined.27
      Answers: ........................................................................................................... Error! Bookmark not defined.27
    APPENDIX II: DEALING WITH IRATE CUSTOMERS OUTLINE ........................... ERROR! BOOKMARK NOT DEFINED.28
    APPENDIX III: AGENDA .................................................................................. ERROR! BOOKMARK NOT DEFINED.30
    APPENDIX IV: POWERPOINT SLIDE FOR TRAINING MODULE PRESENTATION ERROR! BOOKMARK NOT DEFINED.31
    APPENDIX V: ACTION PLAN ........................................................................... ERROR! BOOKMARK NOT DEFINED.35
    APPENDIX VI: EXAM WITH ANSWER .............................................................. ERROR! BOOKMARK NOT DEFINED.36
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   APPENDIX VII: FOLLOW-UP EVALUATION ..................................................... ERROR! BOOKMARK NOT DEFINED.38
REFERENCES ....................................................................................... ERROR! BOOKMARK NOT DEFINED.39
                                                                                Training Module      4


                                              Abstract

       Dealing with irate customers is a vital skill that every employee who deals with patrons

should have. In order for an employee to truly develop the skills needed to deal with an irate

customer they would need extensive training. All customers are important to a company.

Without customers companies would not make a profit. Because of the importance of customers,

we are offering this training module which is based on dealing with irate customers. It is very

beneficial to treat every customer with the respect and dignity that they deserve. It is important

for fellow employees to understand this, so they can put this skill into practice. Using this

module will allow any trainer to understand the importance of dealing with irate customers and

training people on the topic of dealing with irate customers. This module gives trainers

information on the trainees, organization, objectives, activities, agenda, ice breaker, methods,

content, budget, and many other topics that will enable a trainer to completely comprehend

everything needed in order to train employees on dealing with irate customers.
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                                     Training Module Report
a. Needs Assessment Method(s):
         After evaluating the questionnaire we sent out to the customer service employees at

Marci’s, we recognized a need for training customer service employees on dealing with irate

customers. The questionnaire was sent out to customer service employees because the regional

manager of the store really wanted to understand what employees needed trained on. This

information was based on employee’s opinions and not the manager's opinion. The regional

manager recognized that he wasn’t in the customer service department all the time and so he

entrusted the decision, of what his employees needed trained on, to our training team based on

the customer service employees' answers to the questionnaire. The questionnaire and answers

can be found under Appendix I.

         Dealing with irate customers is a vital characteristic every employee should have. In

order for an employee to truly develop the skills to deal with these types of customers they

would need extensive training. Any customer is important to a company, without a customer a

company would not make a profit. Based on the information gathered form the questionnaire and

the importance of customers in general, this training module is designed around Marci’s values,

mission, and vision.


Values


        Working Efficiently: We work hard to make use of the time we have.

        Minding the Bottom Line: The formula for retail success is pretty simple: revenue growth

         plus expense control equals continued years in business.

        Speaking openly (feedback): Feedback may be directed at improving a process or

         function; it may be positive or constructive; it may be given as an individual or a team.
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        Whichever the case, the intent of speaking openly is always to help us grow as a

        company and as individuals.

       Gathering and Sharing Knowledge: Learning is about gathering knowledge which in turn

        helps the company and their employees think about things differently. We believe that

        employees who are eager for new knowledge make a personal commitment to learning

        and are more inclined to come up with new ideas and knowledge to share with others.

       Taking the lead (leadership at all levels): Leadership is not something left to the boss.

        Everyone needs to contribute something to the company. Everyone’s ideas are greatly

        appreciated.

       Promoting Teamwork: Teamwork is people working together, sharing the load, and

        putting the group’s goals before their own.

       Holding oneself and other Accountable: There is no finger pointing or blame assigning.

        Instead everyone is looking how to make the problem better. You set clear standards for

        employees and provide positive and constructive feedback if employees are doing well

        or something they need to do better at. No matter what your position is, we encourage

        everyone to take the responsibility to let others know when there is room for

        improvement (Values 2008).


Mission Statement

        Customer service is our number one priority. We provide, retain and attract the most

notable diverse employees in order to do this. We do this with an emphasis on customer service

and satisfaction. We want our customers to feel a friendly environment as they share their

shopping experience with us. We want to express our persistence, sales expertise and dynamic

personality by applying our extensive sales knowledge to exceed our customer’s expectations.
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Vision

         We are North American’s small town specialty store that hopes to develop passion and

excellence for making our customers our number one priority in the future.


b. Trainee Position:

         The trainers will be customer service employees dealing with returns and complaints.

c. Nature of trainee:

         Customer service employees' ages range from 16 to approximately 70 (sometimes

higher). Any customer service employee who deals with patrons is asked to/required to come to

this training session. The employees need knowledge on the basics of performing their

job, dealing with the everyday customer, and have skills and abilities to conduct themselves

professionally to represent the businesses values and vision. Below are the knowledge, skills, and

abilities we hope Marci’s employees have or can learn from this training session.


Knowledge:
     Know the company’s values and vision
      Know how to handle yourself properly with customers
      Know the company’s history, policies, and procedures
Skills:
      Have great communication skills
      Have a great deal of patience
      Be friendly to other employees
      An ability to be tactful
      An ability to be diplomatic
Abilities:
      Have the ability to interact with different types of people
      Ability to complete the operations of the job (computers, paperwork)
      Ability to be timely and efficient

d. Number of trainees:

         There will be 10 trainees involved in this training session. There are only 10 trainees

involved because it will be too difficult to work with a higher amount of people when it comes
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time to do role playing. A smaller, more intimate group is more appropriate for role playing

within this module.

e. Type of organization:

        Marci's – is a small sized retail store that sells clothing, shoes, and accessories for all
ages.

f. Training location:

        The training location can be found within each individual branch. Marci's is considered a

small town specialty store which means they are not found in big cities. The training room is a

conference room found in the back of Marci's no matter, which Marci's is enter. Each Marci's has

the same room set up, a horse shoe shaped.

g. Training objectives:

        We are committed to making sure that the trainees understand, accept, and are committed

to our customer service policies. We hope to enhance the employees’ ability to understand why

making sure each customer leaves happy. After the training session is complete, the trainee

should be able to do these three outcomes:

1.) The individual should be able to handle disgruntled customers. They should be able to recall

the proper techniques to help any type of customer.

2.) The employees should be able to apply role playing theories to the actual customer.

3.) Trainees should be able to develop strategies to help the customer while staying within the

company's guidelines.

h. Type of training activity:

        The training activity will be an activity that is based on psychomotor activities

(movement or muscular activity associated with mental processes). The training activity us role

playing and the goal of role playing is too allow employees an opportunity to practice and
                                                                               Training Module      9


concentrate on the steps it takes to deal with irate customers successfully. If practiced enough

(during role playing and in the workplace), the skill of dealing with irate customers will become

second nature.

i. Length of training:

        Training will be held over one 8 hour day.

j. Topics outline:

        This training session’s topic outline can be found in Appendix II.

k. Training session agenda:

Lesson Plan Overview:

The Customer Service Training session will begin with the following:

       Ice breaker

       Outline to what will happen during the training session

       How to deal with an irate or angry customer

            o    How to react properly to the customers anger without offending them

            o    How to assist customers to solve their problem

            o    How to make sure the customer is satisfied with how the problem was solved

            o    How to reassure the customer that the problem was taken care of according to

                 proper procedures

            o    How to keep the customer happy so they return again regardless of the problem

Agenda

Dealing with Irate Customers Training Session - 8:30am-4:30pm

8:30- 9:30: Ice Breaker

9:30-9:40: Brief introduction will be given to pinpoint the key learning points for the day
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9:40-10:30: Lesson on how to greet customers and assist customers according to company

guidelines.

10:30-12:00: Lesson on how to deal with an irate or angry customer

       Some videos will be shown which reenact different types of irate customer situations, and

         show how the employee handles the problem

       The company's policy will be thoroughly covered on the proper procedures for handling

         customer complaints

12:00-1:00: 1 Hour break for lunch

1:00-1:40: Discussion on empowering employees and the steps needed to handle an irate

customer:

       Listen

       Empathize

       Never take things personally

       Get all of the facts from all sides

       If the facts show the company to be at fault, apologize

       Inform the customer on what you can do to solve the problem

       Make sure the customer is satisfied with the solution before they walk out the door

1:40-2:00: Trainee questions and answer period to clear up any confusion on how to deal with

irate customers

2:00-3:00: Role Plays: Different scenarios will be set up where the trainee will have to handle an

irate customer’s complaint.

3:00-4:00: Trainers will critique the trainee’s role playing performance
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4:00-4:30: Exam and Open Forum for trainees to ask any type of questions before the end of the

training session. (Handout available in Appendix III)


l. Ice breaker:

       Each trainee sits at the horseshoe type table. One at a time, the employees will state their

worst customer service problem. Next, the other employees will say how they would have dealt

with that problem. After everyone finishes, the employee that stated the customer service

problem will explain how they handled the problem and if it worked or not. This will give

employees, who already know each other, a chance to see that all employees deal with irate

customers and that handling these situations are often done incorrectly. This icebreaker will help

build unity and mutual respect for their coworkers so that they will feel more comfortable being

honest and opening up in order to learn and participate in role playing.

m. Training strategy/methodology:

       There are three types of training methods that will be used for this training module. They

three types are: Presentation, Hands-on, and Group Building. This module will use several

subtypes that will be discussed below and is found in Raymond A. Noe’s “Employees Training

& Development,” 4th edition book:

I. Presentation Methods: are methods in which trainees are passive recipients of information.

This information may include facts, processes, and problem-solving methods.

       a. Lecture: will be used at times so the trainer has the opportunity to communicate

through spoken words what they want the trainees to learn. The communication of learned

capabilities is primarily one-way – from the trainer to the audience. During the lecture portion of

the training session trainees will lecture on the information found under o. Training Content.

       b. Audiovisual Techniques: includes overheads, slides, and video. Slides and videos will
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be used to improve customer-service skills. The training content will be displayed on PowerPoint

slides and videos will be played from www.youtube.com.

II. Hands-On Methods: are training methods that require the trainee to be actively involved in

learning.

       a. Case Study: is a description about how employees or an organization dealt with a

difficult situation. Trainees are required to analyze and critique the actions taken, indicating the

appropriate actions and suggesting what might have been done differently. The video and ice

breaker will provide two methods of case studies.

       b. Role Plays: have trainees act out characters assigned to them. Information regarding

the situation is provided to the trainees. During our role playing, trainees will be given a

character of employee or customer, and the trainer will give them a scene to act out.

III. Group Building Methods: are training methods designed to improve team or group

effectiveness. Training is directed at improving the trainees’ skills as well as team effectiveness.

In group building methods, trainees share ideas and experiences, build group identity, understand

the dynamics of interpersonal relationship, and get to know their own strengths and weaknesses

and those of their co-workers.

       a. Team Training – Coordination training: instructs the team on how to share information

and decision-making responsibilities to maximize team performance. This type of method will be

included in lecture, video viewing, and role playing (Noe, 2008, pgs. 236-255).

n. Training technology/media:

       As part of this training module there will be the use of multimedia training. “Multimedia

training combines audiovisual training methods with computer based-training. Multimedia

training methods include computer-based training, CD-ROM, e-interactive video, the Internet,
                                                                              Training Module       13


video, virtual reality, and simulations” (Noe, 2008, p. 274). For this training module specifically

we will be using the Internet (computer-based training) to show videos (audiovisual) and have

employees interact with each other in response to the videos. Another form of technology that

will be used in this presentation is from Microsoft PowerPoint. The PowerPoint slides can be

found in Appendix IV.

o. Training content and activities:

Activities:

        Time is scheduled for extensive role playing, in order for the trainer to grasp what each

individual trainee is doing right or wrong. From this, the trainer can expand on how to fix what

each trainee is doing wrong and they can reinforce what their doing right and use it as an

example to help teach other trainees. After the exercise is over we will allow the trainees' to

discuss their feelings, what happened in the exercise, what they learned, and how their

experiences, actions, and resulting outcomes relate to incidents in customer service.

Role Playing Script: Each trainee will get the opportunity to be an employee and a customer one

time each:

    1. Customer: Hi my name is Kathy and I bought something in your store a while back. I
       only wore the product one time and it fell apart on me! I don’t have a receipt and I want
       something done about this!

              a. Employee: (would state how they would handle it).

    2. Customer: Hi my name is Gina and I recently spoke with a customer representative on
       the phone. She promised me she would readjust my credit card account. It’s been two
       weeks and I have seen no activity. I’m getting tired of calling up and battling back and
       forth between them. You should be able to help me get my credit back onto my account
       right?

              a. Employee: (would state how they would handle it).
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   3. Customer: Hi can you tell me where I can locate the jackets? Other customer
      approaches, while you interacting with the first customer…hi can you show me where the
      winter boots are?

           a. Employee: (state how they would handle two customer’s demands at once).

   4. Customer: Hi your webpage doesn’t have an option to pay electronically. I think that’s
      absurd, considering every other retail company has that option…..

           a. Employee: (explains why we don’t have an option to pay online)

   5. Customer: I can’t believe you don’t have this shirt in my size…

           a. Employee: (explain our options for getting merchandise from other stores to
              customer)

   6. Customer: This product is defective and I don’t have my receipt but I want something
      done about it….

           a. Employee: (would state the customer return policies)

   7. Customer: I have been trying to go through to the customer service line all afternoon,
      and I keep being transferred, can you help me?

           a. Employee: ( would state how to help)

   8. Customer: I experienced a rude employee in another Marci’s I was in…..I’m now afraid
      to shop here….

           a. Employee: (would show concern for their needs)

   9. Customer: HEY I’m getting sick of waiting in line, this is ridiculous!

           a. Employee: (would state how to calm them down)

   10. Customer: I have this problem with billing and cycling, I’m not sure if you know how
       to handle it since it has to do with the credit card company.

           a. Employee: (would state they will surely find out).

Videos that will be used:


       Videos will be shown which will reenact different types of irate customer situations that

show how the employees handled the problems. A discussion will be held about the videos to see
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if people agree with the information provided. Trainees will also be asked if they would do

anything differently. All the videos listed below will be used as an audiovisual instruction:

       1. http://www.youtube.com/watch?v=YSgSOAiWu74 – This video is short and concise

       and discusses the right way to handle angry customers.

       2. http://www.youtube.com/watch?v=FRJW6qZZ3uQ – This video will be used to

       discuss abusive customers, customer service training and examples of good customer

       service.

       3. http://www.youtube.com/watch?v=JTUAimZHMs4 – After this video is viewed

       trainees will be asked what they can do to make sure each customer leaves the store

       happy. They will also be asked what their next step would be.

       4. http://www.youtube.com/watch?v=w7d9cpWp_Ds&feature=related – This video will

       add humor to the session in a way that dramatically shows how employees should not

       provide customer service.


Content:

Company guidelines of how to greet customers and assist customers:

1. Make people feel welcome. A gruff “What do you want?” or “Yes?” does not exactly put

   people in the buying mood. Imagine greeting your best friend that way. Instead, invite them

   in! How about “Good morning, how are you today? Thanks for coming by.”

   - Smile if you’re glad they are patronizing your establishment rather than your competitor’s.

   If you do not like smiling, please return to a job in the back room where your bad attitude

   will only bring down the morale of your co-workers.

2. Stop talking to me like I’m a charity case. Throw out the fast-food restaurant verbal short-

   hand. “Can I help you?” is a dead give-away that you have ill-trained personnel. Fast-food
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   order-takers say “Can I help you?” It is the phrase used to escort a bum out of a jewelry

   store.

   - When someone walks in, they do not know yet whether you can help them. What if

   customers responded by saying, “Yes, you can help me, if you can meet my needs for a fair

   price!” Instead, talk to customers about what they need. Ask, “How may I be of service

   today?”

3. Stop talking and start listening. Customers, given a chance, will tell you exactly what you

   need to know to make the sale or create a satisfying experience. But untrained help rarely

   listens well enough to let the customer get the information out. Interrupting, making

   suggestions before hearing the details, or other rude behaviors frustrate shoppers and

   undermine your ability to meet their needs. Instead, shut your mouth until the customer

   completes the request, and then paraphrase what you heard. Try, “So, if I hear you right,

   your main need for the minivan is to transport sheet metal signs to your customers.” Give

   people your full attention, and then confirm your understanding. People give their money to

   people who listen to their needs.

4. Work hard to solve problems. Customers are not the enemy. Yes, customers interrupt

   your day, make demands upon your time, and send you off looking for hard-to-find things.

   But responding to those needs is your job. If you find that fact irritating, I suggest you get a

   job that does not involve customer contact (Mage, 2008).

Company guideline on how to handle customer complaints:

Customer Complaint Policy: As a retail business we are committed to providing customers with

the quality products and high quality, efficient, and timely responsive services. Sometimes, you

as customer might not be happy with the product or service provided, or you could have

concerns with how we do things. Our goal is to always clear up any misunderstandings,
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dissatisfactions, and/or reasonably accommodate any valid suggestion (Customer 2008).

Steps in Dealing with an Irate Customer:

Step 1: Listen, Listen, Listen!

       Before you even begin to respond to the customer, listen to everything they have to say

completely before you react. If you react too quickly and interrupt the customer, the customer

could become even more angry and defensive. If you do interrupt the customer, make sure that it

is reasonable, and is asking another question to get more information about the problem.

Step 2: Empathize with the Customer

       Genuinely feel sorry for the customer and the problems that occurred with them.

Understand that they are in an awful situation and react accordingly. If you are empathetic, the

customer will know that you really care and understand their issue. This will in turn calm the

customer down to have a rational conversation. Remember when you are speaking to the

customer, don’t apologize for your company right away. Give it some time to hear the complaint

and then properly take action.

Step 3: Never Take Things Personally

       Always remember to remain calm and collected at all times when dealing with an upset

or angry customer. If you, as the problem solver, get angry and upset with the customer, it will

only lead to a much bigger issue.

Step 4: Get all of the Facts from all Sides

       Before apologizing and putting the blame on your company, ask the customer if they

could please be patient for a few minutes while you find ways to solve their problem. While the

customer is waiting, ask other employees, supervisors, or mentors their opinions on the situation

at hand to get all different aspects of the story. Finally, return to the customer and let them know
                                                                               Training Module        18


you have come up with a solution.

Step 5: If the Facts Show the Company to be at Fault, Apologize

       If the problem turns out to be your company’s issue, sincerely apologize to the customer

on the company’s behalf. Remember, always use “we”; never put any blame on an individual.

Step 6: Inform the Customer on What You Can Do

       Never make a promise to the customer that is nearly impossible to obtain. Before naming

the solutions to the customer, make sure you clear everything with management, and that the

solution is within reason for the customer and the company.

Step 7: Make Sure Your Solution Satisfies the Customer

       Ask the customer if they are satisfied with the customer service and solution to the

problem. Always reassure the customer that their business and cooperation is much appreciated.

You always want to know that the customer is satisfied when they walk out the door. Remember,

if you satisfy the customers complaints they will come back again. If the customer leaves upset

and unsatisfied, they will not return, and will also tell friends and family about their experience

which could in turn lead to more lost customers (Merit 2001).

Empowering Employees:

       Employees need to be empowered: Ron Kaufman, author of “UP Your Service!” writes,

“Empowerment exists when employees have the authority to make decisions and take

appropriate actions without first seeking approval from others. This frees people to act more

quickly, improving customer satisfaction and boosting staff morale.” Kaufman suggests taking

these action steps for empowering your employees:

       1) Ask your frontline staff what they can’t do for customers without first getting a

manager’s approval.
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       2) Ask yourself what you might gain if your staff could act immediately.

       3) Make sure that any credit risks or financial limits involved with empowering your

employees are high enough to be worth the time and effort your administrative procedures will

require. Otherwise, let your team do what’s right, right away.

       Empowering employees to solve problems quickly builds customer loyalty, enhances

your company’s reputation, and promotes the professionalism and positive attitudes of your staff.

It’s more cost-effective to build customer loyalty and keep existing customers happy than to

continually advertise for new customers (Vurva, 2004).

Making role playing the most meaningful training tool:

       In customer service training it is important for trainers to know that there was a transfer

of learning in the training session. Many ways a trainer can determine if there was a transfer of

learning was if a trainee can successful role play a situation. An advantage of role playing is the

fact that the trainer has the opportunity to see how the trainee would actually handle the situation

and after the role playing occurred, the trainee can get positive or constructive feedback to how

they can improve or what they did well on. This can give the trainer the opportunity to see what

each individual’s strengths and weaknesses are. Not only can role playing activities build skills

that allow employees to correctly handle irate customers but they also help develop teams, which

helps establish one of our seven values. This can promote teamwork by trainees giving other

trainees advice on how they would handle the situation. This will most likely develop trainee

motivation about handling situations the right way. Not only will the trainees realize what it is

actually like to deal with irate customers, but they will have an accomplished feeling when

leaving the training session. Trainers must have clear objectives of what they would like to

accomplish in the role playing situation.
                                                                               Training Module        20


       Trainers need to have clear expectations of the outcomes of role playing. They need to

develop different strategies they want their trainees to know, so when the role playing session is

over, the trainer can assess the situation and see if the role playing activity accomplished what it

needed too. The trainers need to decide if they’re going to assess the role playing situation or if

they going to use it as skill development. This is important to know because the trainer would

need to set two different expectations for each. Typically in a training session role playing is at

the end. If the behavior is complex that the trainees are trying to learn, trainees should break

down the information, and do role playing on each individual part, to ensure the trainee

understands it to move onto the next part.

       For role playing to be effective, there needs to be feedback given to guide the trainee.

When the role playing is done trainers should state what they were looking for. The feedback

given should follow the SMART principle, SMART stands for specific, measurable, agreed,

realistic, and timeliness. Constructive feedback should never be given on the trainer’s opinion,

but only by what the company policy states. During the feedback process the trainer should ask

first what the trainee thought they did right or wrong, this gives the trainee the opportunity to

spot what is good and what is bad for dealing with an irate customer. If a trainer follows this,

then the trainees will have a meaningful role playing experience that they can look back to for

any tips they may need for the future (Harbour 2004).

       All of these ideas, previously listed, will be used when we give trainees their roles and

assess how they handle each situation. All the trainees who are watching will also give their own

opinions on how the trainee handled the situation and what they did correctly or incorrectly.


p. Ensuring transfer of learning:

Structure:
                                                                               Training Module       21


        In order to make sure transfer of learning happens, the structure of this training session

will make sure that generalization occurs. Generalization refers to a trainee’s ability to apply

learned capabilities (verbal knowledge, motor skills, etc.) to on-the-job work problems and

situations that are similar but not identical to those problems and situations encountered in the

learning environment. In order for generalization to occur training design needs to be in place.

Training design refers to the characteristics of the learning environment that includes meaningful

material (located under content), opportunities to practice, feedback (located under activity),

learning objectives (located under training objectives), and program organization (Noe, 2008, p.

169).

        Due to the fact that trainees range is age dramatically, many learning theories will be

applied to meet the differences of each trainee. The following theories, which come from Noe,

2008, pgs. 127-133, will be used:

Reinforcement Theory: emphasizes that people are motivated to perform or avoid certain

behaviors because of past outcomes that have resulted from those behaviors. A discussion of past

experience that will be discussed during the ice break will allow the reinforcement theory to be

used.

Social Learning Theory: emphasizes that people learn by observing other persons whom they

believe are credible and knowledgeable. Role playing will allow the social learning theory to be

used.

Needs Theories: Needs theories help to explain the value that a person places on certain

outcomes. A need is a deficiency that a person is experiencing at any point in time. A need

motivates a person to behave in a manner to satisfy the deficiency. Based on the questionnaire
                                                                                 Training Module    22


that was given to employees it is obvious that they recognize that there is a need to improve on

dealing with irate customers and so this training module is based off of that.

Adult Learning Theory: will be used because most of the trainees are adults and learn differently

than younger trainees. This training session has made sure that adults know why they are

learning, self-directed trainees, and given them work-related experiences that have a problem-

centered approach.

Activities:

        Action Plan, which is location in Appendix V, is an activity that employees and managers

can you to ensure transfer of training. Activities such as role playing and the ice breaker will be

used to ensure transfer of learning within the training session.

Recommendations:

        It is recommended that Marcie’s work on establishing a climate for transfer within their

workplace. Climate for transfer refers to trainee’s perceptions about a wide variety of

characteristics of the work environment that facilitate or inhibit use of trained skills or behavior.

These characteristics include manager and peer support (allowing trainees who agree to meet and

discuss their progress in using learned capabilities on the job), opportunity to use skills, and the

consequences for using learned capabilities.

        To ensure the transfer of learning occurs, there will be different measures taken to make

sure the training was efficient and effective for the employees during and after the training

session. There will be observations from trainers and managers on the job to make sure the

employees are performing their jobs correctly. Also, if there are any mistakes being made by

employees on the job, there will be positive coaching by the trainers and managers to help fix the

problem.
                                                                               Training Module        23


       Also, there will be an action plan document made that will include the measures the

trainees and managers will take to guarantee the transfer of learning. Also, when reviewing these

action plans, the trainers and managers will let the employees know what needs improvement

and why. The Action Plan can be found in Appendix V (Noe, 2008 pgs. 176-183).


q. Evaluation procedures:


       On pages 200-202 of Noe’s book, Kirkpatrick’s Four Level Framework of Evaluation

Criteria is discussed. It suggests that higher level outcomes should not be measured unless

positive changes occur in lower level outcomes. There are five categories of training outcomes.

Cognitive and skill based are the main sources to determine learning and skill transfer. Cognitive

outcomes are used to determine the degree to which trainees are familiar with principles, facts,

techniques, procedures, or processes emphasized in the training program. These learning

processes are usually tested by using a pencil and paper test.

          For this training session, to determine cognitive outcomes learned in the training, there

will be a test given at the conclusion of the New Hire Orientation course which will be graded by

the trainers. This test will consist of many different situational questions in which the trainee will

have to state how they would handle the situation. Also, there will be an open ended forum at the

end of the test which will leave room for the trainees to list any of their concerns. The test that

will be given can be found in Appendix VI.

       Kirkpatrick's Framework also lists skill-based outcomes as level 2 of skills on the job

(skill transfer). Skill based outcomes are used to assess the level of technical or motor skills and

behaviors. These include acquisition or learning of skills and use of skills on the job. These skills

can be evaluated by observing their performance in work samples such as simulators.

       For our training session, to determine the skill-based outcomes of our trainees, there will
                                                                                Training Module       24


be role playing simulations, as well as educational videos shown that show many of the different

customer service situations that will occur on the job. During these role plays, the trainers will

evaluate the trainees’ responses to the situation and critique their performance.

r. Follow-up procedures:

       According to Kirkpatrick’s Four Level Framework of Evaluation Criteria, Level 3 is used

to focus on the improvement of behavior on the job. In level 3 of the Evaluation Criteria, there is

the Affective Outcomes. Affective Outcomes include the attitudes and motivation of the

employees. With the opportunity for employees to handle irate customers on their own, instead

of calling a manager, gives employees the empowerment to make decisions on their own. This

will enhance motivation in each individual employee.

       Within Affective Outcomes are Reaction outcomes, these usually gather what the trainee

thought of the training session in general. This could include what the trainees thought of the

trainee, the facility it was held in and what the training session contained. To gain the reactions

most accurately, a questionnaire would be most effective. We decided to use a questionnaire to

gain the most honest reactions from our trainees. The form included, is an example of a sample

reaction measure. Notice that it asks the trainee to rate different perspectives of the training

session on a scale from one to five, one being the worst score given and 5 being the best score

given. At the end of the form, it is very important to include additional space for a trainee to

write any additional comments or concerns, just in case there was something in the training

session that they valued or something that did not help them learn at all.

       The given form of feedback for the instructor will be used to improve the training session

for next time. The results will be used to determine how the training program enhances the

company’s ability to succeed and grow. Examples include increased ratings in customer surveys,
                                                                            Training Module   25


increased ratings in secret shopper’s surveys and less money a company may have to spend on

attracting new candidates for job positions. This is the most definite way to examine how

training programs are affecting the company’s business perspectives (Noe, 2008, pgs. 203-204).


Handout


A copy of this handout is located in Appendix VII.


s. Training budget:


Direct Costs
Instructor (8 hours @ $30 per hour)              240
Travel expenses                                  50
Materials ($10 x 10 trainees)                    100
Total direct costs                               390

Indirect Costs
Training management                              0
Replacement workers (3 employees for 8 hours     360
@ $15 per hour)
Fringe benefits (25% of salary)                  90
Pre- and posttraining learning materials ($3 x   30
10 trainees)
Total indirect costs                             480

Development Costs
Fee for program purchase                         3500
Instructor training
    Registration fee                             1500
    Travel and lodging                           1000
    Salary                                       500
    Benefits (25% of salary)                     125
Total development costs                          6625

Overhead Costs
General organizational support, top              749.50
management time (10% of direct, indirect, and
development costs)
Total overhead costs                             749.50
                                                                               Training Module     26


Compensation for Trainees
Trainees’ salaries and benefits (based on time     1040
away from job – approximately $13 per hour
for an 8 hour day for 10 employees)
Total compensation for trainees                    1040

Total training costs                               9284.50

Cost per trainee                                   928.45


t. Training room layout:

       The training room layout will be comfortable and accessible. It is quiet, private, and free

from interruptions. It also has sufficient space for trainees to move easily around in, offers

enough room for trainees to have adequate work space, and has good visibility for trainees to see

each other, the trainer, and any visual displays or examples that will be sued in training (Noe,

2008, p. 150). The training module involves total-group interaction and presentation. To best

accommodate this type of training session the horse shoe arrangement will be used. Here is a

diagram of our room structure:

				
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