TRAINING PROGRAM PLAN

(SBC CUSTOMER SERVICE CENTER)

BY
JOHN SMILEY

SUBMITTED IN PARTIAL FULFILLMENT OF

COS4840 TRAINING PROGRAM DEVELOPMENT

LUMPKIN

FOR
R. LANCE HOGAN, PH.D.
SCHOOL OF TECHNOLOGY
COLLEGE OF BUSINESS & APPLIED SCIENCES
EASTERN ILLINOIS UNIVERSITY
NOVEMBER 24, 20XX

TABLE OF CONTENTS
I.

Corporate Background 3

II.

Current Corporate Status .. 4

III.

Purpose and Benefits of Training 5

IV.

Training Goals 6
a. Higher Levels of Satisfaction 6
b. Create Uniform Policy 7
c. Develop Customer Service Procedures 7

V.

Time Required to Prepare Training ... 8

VI.

Proposed Training Costs . 9

VII.

Learning Objectives 10

VIII.

Training Lesson Plan for Objective #2 12

IX.

Training Methods and Materials

13

a. Lecture & Demonstration . 13

b. Games & Role Play .. 14
X.

Evaluation of Training 15
a. Reaction .

16

b. Learning .

16

c. Job Behavior .. 17
d. Organizational Results 17

I.

Corporate Background
The SBC Service Center has been providing customer service to

the Champaign-Urbana community since 2000. There are a total of

150 employees at their 24-hour Operations Center. Customer Service
Representatives (CSR) make up the bulk of the employees and their
duties include: resolving customer complaints, identifying customer
needs, electronic troubleshooting of high-speed internet equipment,
creating new customer accounts, and renewing customer
subscriptions.

There are a total of 120 CSRs equally divided among

the three shifts (7:00am 3:00pm, 3:00pm 11:00pm, and 11:00pm

7:00am). There are four Floor Managers (FM) assigned to each
shift. Floor Managers provide immediate problem solving assistance to
CSRs by connecting to CSR terminals. They also assist in resolving
minor technical/software problems CSRs may encounter on a terminal.
Each shift is assigned a Shift Manager (SM) who oversees shift
operations and can monitor any CSR/Customer call from his/her office.
Customer complaints that cannot be resolved at the CSR or FM levels
are transferred to the SM.

On average, each CSR handles 25

customers per hour. The remaining employees represent executive

and administrative personnel and include the Site Manager. The HRD
department only covers recruiting and employee
benefits/compensation. The Champaign-Urbana site is responsible for
approximately 3,000 new subscriptions annually. However, for the

past three quarters, SBC has seen an increase in customer complaints

by 50% and 1,500 cancelled subscriptions
II.

Current Status of Corporation

Customer Service Representatives (CSRs) complete a 3-day

employee orientation. Days one and two of employee orientation are

presented in a classroom environment with lecture as the primary
format. The lectures, which cover SBC history, customer service
philosophy, safety, and policy of professional conduct, are provided via
DVD and include briefings from senior management personnel from
SBC Corporate Headquarters.

Day two concludes with a tour of the

facility. On day three of employee orientation candidates spend a full

day shadowing active CSRs and listening in on live customer calls.
The HRD department at the Champaign-Urbana site does not include a
full-time trainer; therefore, shift managers and CSRs share training
responsibilities during day three of the employee orientation.
Candidates will continue the shadowing process through their first
week of employment and will usually manage their own terminals
during week three. While shift managers make every effort to provide
concentrated assistance with the newest candidates, they rely heavily
on CSRs to provide spot-training as needed.

III.

Purpose and Benefits of Training

A Training Needs Analysis (TNA) was conducted over a 2 day

period and it was immediately determined, after meeting with the Site
Manager that the key contributor to the triggering event rested
between the operational and personal areas of the organization. As
mentioned earlier, the triggering events that now warrant a reactionary
TNA are the number of cancelled subscriptions coupled with a 50%
increase in the number of customer service complaints. After
spending one day with top managers and two days with first line
supervisors and CSRs, using interviews (one-on-one and focus group)
along with employee questionnaires, the target areas are those
involving task performance and people. CSRs lacked the fundamental
Knowledge, Skills, and Attitudes to effectively handle customer
concerns. For example, the employee orientation provided CSRs with
a basic knowledge about the most common types of customer calls
one would encounter on any given shift. The how a CSR went about
performing appropriate customer service was modeled during the
shadow portion of On-The-Job training. However, neither provided
CSRs with specific information to develop certain skills (i.e. empathetic
listening, critical thinking), that not only satisfied customers but left
them with a favorable impression of the company. This, of course, is
paramount to continued increase in subscriptions, fewer cancellations

due to poor customer service, and incompetence. Therefore the

primary goal of training is to improve customer service.
IV.

Training Goals

Goal #1: Achieve Higher Levels of Customer Satisfaction

One of the many findings discovered during the TNA was
frustration among CSRs. A majority of newly hired CSRs do not feel
adequately prepared and trained to successfully handle the most
simple of customer complaints. Most are more concerned that theres
not a standard policy or resource to follow that describes in great
detail how to pinpoint the core customer problem and either resolve or
forward it to another for resolution. When concerns are raised about
their level of training and adequacy in dealing with difficult customers,
management seems to focus on their lack of productivity. This
frustration has lead to high turnover rates with CSRs. SBC, on
average, loses about 15-20 CSRs per month. Since a conclusive
correlation exists between lack of skills training and high employee
turnover, our training will target developing usable customer service
skills to employees which will result in increased job satisfaction and
reduce turnover rates. We would also propose implementing an
awards and recognition program for exceptional customer service (via
use of customer feedback)

Goal #2: Create a Uniform Customer Service Policy

While CSR candidates receive a briefing on SBCs Corporate
Customer Service Philosophy during employee orientation, there does
not exist an accessible written copy of such policy outside the
management working area. We will create a standard CS policy
tailored specifically to the Champaign-Urbana sites mission statement
and business philosophy. We will mass produce these so that each
employee receives his/her personal copy during orientation. In
addition each CSR station will be required to have a copy to provide
quick reference for CSRs.
Goal #3: Develop Customer Service Procedural Guidance
We will provide training that equips CSRs with the knowledge,
skills, and attitudes that will increase product knowledge, maximize
problem-solving resources, and provide exceptional customer service
to the Champaign-Urbana client base. We will develop a ready
reference customer service procedural guide, posted on each
workstation that will provide immediate direction to CSRs to effectively
identify a customers concern and the process to most efficiently
resolve it.

V.

Time Required To Prepare Training

To adequately provide quality training that maximizes CSR

potential for improved performance and retention, 23 days will be

required to prepare a completed training program. The table below
provides a breakdown of the factors used to determine the time
required to prepare training. L=Low, M=Medium, and H=High refer to
the levels of effort required to design proposed training and
subsequently correlate with the estimated number of days taken to
develop one day of instructor-led training.
The following variables call for a Low level of effort:

The designers knowledge and skills related to instructional

design
The designers knowledge of the training and subject matter
The designers and the clients track record for sticking to plans
Data Collection

The following variables call for a Medium level of effort:

The size and complexity of the target training group

The designers interaction with the client
The clients level of involvement

The following variables call for a High level of effort:

The elements included in the training materials

The clients or organizations expectations regarding packaging
What is considered final product
The programs degree of interactivity

Totals: L = (5 x 1 = 5), M = (3 x 2 = 6), H = (4 x 3 = 12)

Total = 23 days

VI.

Proposed Training Costs for Customer Service Training

The following itemizes the proposed costs associated with the

development of Customer Service Training for 15 CSRs over a five (5)

day training period.
Developmental Costs
1. 23 days of directors time at $50,000 per year $4,600
2. 5 days of trainers time at $30,000 per year $600
3. Materials $1,000
Total Developmental $6,200
Direct Costs
1.
2.
3.
4.

5 days of trainers time at $30,000 $600

Training facility/room (provided by client) $0
Materials and Equipment $2,000
Coffee, Juice, and Muffins $300
Total Direct $2,900

Indirect Costs
1. 1 day trainer preparation $120
2. 3 days administrative preparation at $20,000 per year $120
Total Indirect $240
Participant Compensation
1. 15 CSRs attending 5 day training (Avg $25,000 per year) $7,500
a. factor this out for 120 CSRs and it equals $60,000
Total Participant $7,500
Evaluation Costs
1. 6 days of evaluators time at $30,000 per year $720
2. Materials $800
Total Evaluation $1,520
Total Training Cost $18,360

VII.

Learning Objectives
Using the data collected from the Training Needs Analysis, we

have determined 5 learning objectives to concentrate training to select

staff members of SBC. These objectives are developed based on
specific operational conditions, desired behaviors, and standard criteria
used to judge the minimal adequacy of desired behavior.
Key:

C = Condition
B = Behavior
S = Standard

L.O. #1:

The trainee will conduct a customer service interviews

without the use of the procedural manual and will identify
core customer concerns according to the standards
established within the policy and procedural manual.

C - Conduct CS interviews w/o the use of procedural manual

B The Customer Service Rep (CSR) will identify core customer
concerns
S According to the standard of policy and procedural manual
L.O. #2:

The trainee will utilize the telephone customer service

checklist to forward customers to appropriate departments
according to the standards established by the customer
service procedural guidance.

C Utilizing telephone customer service checklist

B Forward customer to appropriate department
S Customer service procedural guidance
L.O. #3:

The trainee will use specialized customer service (cs)

software to document/update customer concerns into
database upon completion of immediate interview with
customer.

C-Using specialized CS software

B-update/document customer concerns into database/file

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S-upon completion of immediate interview with customer

L.O. #4:

Using standardized assessments, the trainee will

demonstrate basic customer service philosophy and
procedure according to standard in customer service policy
manual.

C- Using standardized assessments/testing

B-CSR will demonstrate basic customer service philosophy and
procedure
S-according to standard in CS policy manual
L.O. #5:

Using customer service and simulation exercises, the CSR

will demonstrate proper CS techniques in accordance with
established CS satisfaction protocols (i.e. etiquette,
timelines, empathetic listening)

C-Using customer service and simulation exercises

B-CSR will demonstrate proper CS techniques
S-in accordance with established CS satisfaction protocols (i.e.
etiquette, timelines, empathetic listening)
Lesson for Training Objective #2
Objective: Successfully complete a customer service call according to
the standards set for in the customer service policy.
Event
1. Informing the
learner of the
objective.

Media
Live instruction and
overhead media
(PowerPoint)

Prescription
State the
objective is to
properly handle a
CS call, one in
which the
customers needs
are met and the
customer is
happy when they
hang up.

2. Stimulating recall

Overhead projector and

Have the learners

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of requisites

discussion

recall procedure
from their
previous training.

3. Presenting the
stimulus material

Same

Restate the
problem in
general terms
and then add
specific details,
such as
customers
amount due,
service plan, etc.

4. Providing learning
guidance

Same

The student will

need to properly
handle the
customer call and
enter their
information into
the system.

5. Eliciting
Performance
6. Providing Feedback Oral reviews and critique
by Instructor and fellow
trainees

Providing
feedback via an
oral review.

7. Assessing
Performance

Assessing
performance by
providing another
CS call with
different
parameters.

Instructor

8. Enhancing
Pre-Post Training
retention and transfer Worksheets and
Questionnaires

Enhance
retention by
providing a series
of simulated calls
with different
types of
customers.

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VIII.

Training Methods and Materials

To ensure the maximum possibility of knowledge retention we

will incorporate two primary methods of training:

Lecture/Demonstration and Games/Role Play. On-the-Job training will
be provided as needed by first-line supervisors who will also attend
training. Each session should last approximately 50 minutes and allow
for 10 minute break.
Lecture and Demonstration
We will begin the training sessions with a combination of straight
lecture and lecturettes on the fundamentals of quality customer
service to ensure that each trainee has a general understanding of
customer expectations. We concluded that most CSRs possessed an
experiential knowledge of how to perform their tasks but lacked the
fundamental principles that ensured consistently competent
performance. Because CSRs possess some knowledge of their tasks
we will combine the lectures with discussion (especially interactive
discussions with other attending CSRs due to similar attitudes and
experiences). The lecture format is not designed to re-teach what
theyve already learned, but to provide a springboard from which to
add knowledge. In accordance with our learning objectives, the use of
audio/visual and multi-media is instrumental in providing CSRs a visual
representation of the fundamental customer service principles the

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lectures emphasize. We will introduce video clips that demonstrate the

successful customer service call as well as the unsuccessful. We will
draw particular attention to the techniques and attitudes used by CSRs
in video scenarios and will discuss similarities and differences between
video characters and CSR trainees. Allowing CSR trainees to critique
video scenarios will also cause them to begin to think critically of their
own attitude and performance when handling customer calls.
Games and Role Play
Through use of games and role play we will prepare scenarios
similar to those observed during the audio/visual lectures and simulate
actual customer service calls. CSR trainees will be selected to act as
customers while other trainees will act as CSRs. Trainers will
effectively facilitate this portion of training to ensure the previously
learned principles and performance expectations are learned. For
example, trainee #1 (customer) will be separated from his/her
classmates and isolated in a different room. He/she will be given a
scenario card that identifies the concern he/she is to present to the
CSR. Trainee #1 will also be directed to display diverse temperaments
(i.e. anger, sarcasm, etc) consistent with the unsatisfied or frustrated
customer. Trainee #1 will have access to a telephone that is
programmed to a different phone in the general classroom (complete
with external speakers to ensure classmates can hear and observe
communications). Trainee #2 (CSR) will remain with the class and has

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no knowledge of what type of customer he/she will encounter. The

goal of the exercise is to follow learned performance expectations,
pinpoint and clarify specific customer concern, make attempt to
resolve customer concern, and update the electronic customer file. (all
without allowing the customers concern or temperament to effect the
quality of service the CSR provides). This method will also include
classroom discussion and each participant receives immediate and
constructive feedback from classmates as well as trainer.
The following is a list of materials required to effectively conduct
training according to plan:
1. Audio/Visual Projection Screen (for PowerPoint lecture and
video scenarios)
2. Dry Erase Board and markers
3. Dedicated Telephone Line
4. Notebooks (One per trainee)
5. Pencils/Pen/Highlighter (One per trainee)
6. Training Manuals (One for each trainee)
7. Moveable tables (5ft x 3 ft) and Chairs (one extra table
should be dedicated for refreshments)
Note: Classroom should be arranged in Theater Style with two
chairs (trainees) per table. Trainee should have room at front of
classroom to pace and interact with trainees. The primary entrance

15

into the classroom should be as close to the rear as possible to allow

trainees to exit when necessary without distracting learning process.
IX.

Evaluation
Several tools will be used to evaluate training and knowledge

retention throughout the week. They include:

Reaction
Most training companies use this form of evaluation at the
conclusion of training. We believe it is best to present one
questionnaire on the first day of training and another on the last day.
By providing one during the first day of training were able to
determine how trainees view training (i.e. do the welcome training; is
the attitude positive/negative, etc) and they have the opportunity to
communicate their goals for training. The second questionnaire will
evaluate their overall satisfaction of training content and its relevance
to their everyday working environment. This will also assist us in
determining how well tailored our training program met your specific
organizational needs.
Learning
Our TNA confirmed that CSRs possess an experiential knowledge
of their day-to-day tasks, but lack specific training in customer service
principles and procedures. We will provide pre-testing at the
beginning of training to determine depth of knowledge, skills, and
attitudes of CSRs. A comprehensive written assessment is conducted

16

on the final morning of training to determine how much knowledge

was retained, particularly from the lectures where fundamental
principles are taught.
Job Behavior
Trainees will be given immediate constructive feedback following
games and role play exercises. This feedback is designed to provide
immediate evaluation of CSR performance in accordance with taught
principles and organizational philosophy. Further, trainees will be
evaluated during their day-to-day operations. A formal checklist will
be used to measure learning objectives transferred to the worksite.
Organizational Results
We will incorporate software into the telephone system that
gives customers an opportunity to complete a customer satisfaction
survey at the end of each call. Customers will be informed of the
voluntary survey prior to connecting with a CSR and reminded by the
CSR when concern(s) have been resolved. Note: If customer concern
is forwarded to other SBC personnel for resolution, he/she will remind
customer of survey before terminating call. Results of the voluntary
customer survey will be recorded and used to determine overall level
of satisfaction and likelihood of future business.

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