Overview For Teachers

CUSTOMER SERVICE: The ability to see the customer’s point of view; handle customer complaints correctly; interact appropriately with customers; the ability to sell the company as well as the product by demonstrating exceptional service; listen attentively and provide undivided attention; identify and anticipate needs; make customers feel important and appreciated; convey sincerity; know how to apologize; give more than expected; follow through on promises; solicit regular feedback and encourage and welcome suggestions; the ability to treat internal customers well; show appreciation; communicate regularly with customers; demonstrate the power of “yes”; provide helpful, courteous and knowledgeable service.

​

PURPOSE: Upon completion of this module, the student will understand the importance of customer service and the role it plays in being successful. In addition, the objectives listed below should be met.

​

OBJECTIVES:

• Ability to interact with customers appropriately and handle customer complaints

• Ability to provide helpful, courteous and knowledgeable service to others

• Ability to listen to customers and make them feel important

• Ability to treat all customers with respect

​

OVERVIEW:

This module focuses on teaching students the importance of customer service skills. Students will work to improve these skills through activities and guided discussions with their class. They will discuss aspects of customer service such as handling customer complaints, the power of “yes, ” interacting appropriately with customers, etc.

​

TEACHERS: WHAT ARE YOU OBSERVING?

What does Customer Service look like in the classroom or in school in general? A great way to answer this and get things going is through engagement with the students. Ask your students these questions:

​

1. What does customer service and problem solving look like in school?

2. How do your service of others affect people around you? Example: teachers, classmates, teammates, family, etc.

3. What does customer service look like within your learning?

​

RELEVANCY OF CUSTOMER SERVICE:

Employers believe that customer service can make or break a business. They want employees who are able to interact appropriately with customers and consistently offer them a positive experience.

​

​

​

​

​

​

​

​

​

LESSON:

The Spirit of “Yes”
Time Allocation: 20  minutes
Materials/Resources: printed copies of the article, "Building a Customer Service Culture of Yes", or computers/ tablets/ smartphones (students - optional), paper, pens/ pencils, whiteboard, markers

ANTICIPATORY SET IDEA:

• Post this quote on the whiteboard for students to read as they enter the classroom. Once they have read it, have them find a partner to discuss the quote and then share their thoughts with the class.

      o “There is only one boss. The Customer. And he can fire everybody in the company from the chairman on down, simply by

           spending his money somewhere else.” –Sam Walton

​

WATCH THE VIDEO:

DIRECT INSTRUCTION:

• Tell students: an important aspect of customer service is the Power of Yes.

     o Ask students: What is the Power of Yes? • The Power of Yes as it applies to customer service is doing everything in your power to

        satisfy the customer.

• Providing great customer service can have lasting positive effects on a company or business.

• Give each student a copy of the article: "Building a Customer Service Culture of Yes" or have them access it electronically. 

• Have students read the article individually and underline, highlight or mark anything in the article that stands out to them.

GUIDED ACTIVITY:

• Put students into pairs and have them discuss the article by answering the following questions:

     o What are your thoughts about the n ew phones in the Virgin Hotel in Chicago?

     o As a CEO, why is it important to establish a culture of “Yes” in the workplace?

     o As an employee, why is it important to maintain a culture of “Yes” in the workplace?

• After you’ve given students a few minutes to talk with their partner, bring them back together as a class and have them share what they discussed.

• Now, pose this question to the students:

     o What are some other ways that businesses/ companies can show that customer service is at the top of their priority list?

• Create a list of all the student responses on the whiteboard.

CHECK FOR UNDERSTANDING:

 Technology Use: Create a Kahoot (Kahoot.com ) which is an interactive game that students can log into from their computers or smartphones. The game provides instant feedback.

 Non-Technology: “Take and Pass” – Students will get in groups and will have one piece of paper per group. Pose the question, “How does customer service affect you as an employee and as a customer?” One student will start and will write their response on the piece of paper. When they finish, they will pass it to the person on their right and they will then write down their response. Students will continue to write down their responses and pass the piece of paper until time is up. When time is up, students will debrief and will then share their responses with the class.

​

ETHICAL SCENARIO--Optional (if not using, skip  to "review and closing")

The Ethical Choice Scenarios have been developed to provide teachers with the ability to make the material applicable to real-life and relevant to the students. Within this guide, directions and prompts for the teacher will be in BLUE for ease of facilitation.

 

READ THE FOLLOWING SCENARIO OUT LOUD TO THE STUDENTS: 

LYING CUSTOMERS

You’ve been working at the Burger Fanatics restaurant in the mall for five months now and you really enjoy it. This is your first job in a restaurant and you’ve gotten really good at multi-tasking, a skill you believe will be a great asset in the future. You plan on working at Burger Fanatics until you graduate high school and possibly through college, if you decide to stay close to home. You are surprised that you don’t see more of your classmates in the restaurant, considering it’s only a few blocks away from school, but in reality you prefer not to see them at work anyway.

 

It’s the night of the Homecoming Dance and the restaurant is packed. You usually don’t work Friday nights but you aren’t interested in going to the dance and knew you’d be able to make some extra money working tonight. Your best friend shows up with a date ; they get seated in your section a nd you are so excited to see them ! As yo u start to take their order, they ask you if they can have their meal for free – since they are your best friend and all. You laugh nervously and tell them that you aren’t able to give out free meals, not even to friends and family. You continue to take their order and then give it to the cook. Not too long after that, their food is ready and you deliver it to their table. You ask them if their food looks ok and they say yes, so you leave them to eat as you assist other tables. A few minutes later, your boss calls you over to the table where your best friend is sitting. He says that they are complaining that yo u are unaccommodating and that you also got their order wrong. You know, for a fact, that they are lying – your best friend just wants to get the meal for free. You know that part of providing good customer service is handling complaints correctly, apologi zing when necessary, and making customers feel important , but you haven’t done anything wrong! Do you tell your boss that the customers are lying or do you apologize for your actions and give them the meal for free?

ASK THE FOLLOWING QUESTIONS: (display them to the class if necessary)

1. How many of you have already been faced with this scenario in real life?

2. What are the possible outcomes of this situation?

3. What are possible positive or negative consequences for you, depending on your decision?

GUIDED DISCUSSION: ASK STUDENTS TO SHARE THEIR THOUGHTS ON THE SITUATION AND HOW THEY ANSWERED THE QUESTIONS.

NOTE 1 : To help facilitate discussion, share any personal experiences you may have encountered with this same sort of issue.

NOTE 2 : Another option to foster further critical thinking is to then ask students, “ Would you want someone to put you in this situation?”

NOTE 3 : Another option to foster further critical thinking is to then ask students , “ What values do you think are in tension here, why is it an ethical dilemma?”

CLOSING DISCUSSION: ASK THE STUDENTS, “ WHAT DO YOU THINK IS THE HARDEST PART ABOUT HAVING GOOD CUSTOMER SERVICE ?”

REVIEW AND CLOSING:

To end the lesson, have students create a personal goal for the Power of Yes. They must choose to do something in the near future that scares them and gets them out of their comfort zone.

     o Example: Public speaking, acting, singing, trying a new sport, etc.

​

CORRELATION TO OBSERVATION TOOL: The Frequency Observation Tool (FOT) has a category where students will be observed and rated on their customer service skills. This lesson will give students the opportunity to think about how important customer service is and realize the true Power of Yes.

DIFFERENTIATED INSTRUCTION IDEAS:

-Visual: Visual learners will benefit from having the master list written on the whiteboard.

-Auditory: Auditory learners will benefit from the partner and the class discussions.

-Kinesthetic: Kinesthetic learners could benefit by writing down any important information.

-ESL: ESL students would benefit from having a partner to assist them in the writing activity in case they have questions or need clarification.

-At-risk: At -risk students will benefit from the interaction they have with their group to help keep them focused and on task.

-Advanced: Advanced learners could benefit from helping other students write down their schedules, or by assisting ESL or At -risk students who may need additional help .