Design Document for

Telephone Operator Job Essentials Training

Document Description
The Design Document is presented to the Customer Service Subject Matter
Experts and the Project Sponsor of PJ Enterprises in order to document the
design plans for the Telephone Operator Job Essentials Training Course.

Purpose of the Course

The purpose of this course is to provide Telephone Operators with knowledge
and skills on how to quickly access product information utilizing the Electronic
Product Guide (EPG), and the formalization and usage of telephone etiquette
guidelines.

Audience Description
The primary audience for this training program is the Telephone Operators whose
job it is to answer calls and take orders at PJ Enterprises. All of the Telephone
Operators are female, and the age range is mainly clustered in the 18-35-age
range, some with children and families, however the age range does extend up
to 60+. Some have had prior telephone experience, but for many, this is their first
job. All have completed high school or a GED and some have attended college,
but none have college degrees.

A hiring practice is to look for polite and courteous prospects, so all can be
assumed to have this trait. Some are also quite motivated and eager to be top
performers in customer service. Others are less motivated, but still want to have
a happy and satisfying job where they know they can perform to the best of their
abilities.

Course Description
This course consists of instruction that enables Telephone Operators to search
the EPG with speed and proficiency, and maintain courteousness and
professionalism while on the phone with customers. These skills are pursuant to
PJ Enterprises' goals of reducing customer complaints and allowing the
Telephone Operators to answer product questions more effectively.
The course is comprised of two lessons, which will be recorded, and a mentor
will be assigned if a trainee misses one of the lessons in the order they are
presented.

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This structure allows Telephone Operators to learn how to search for products,
using the newly designed EPG, and receive concrete guidelines on telephone
etiquette expectations.

Course Seat Time

The trainee seat time for this course is six hours total in length.

Instructional Architecture/Strategy for Course

The overall strategy for this course is directive. There will be an instructor-led
demonstration of how to access and use the new search process in the EPG,
and guidelines for telephone etiquette will be introduced with a Quick Reference
Guide job aid. Throughout the course, there will be exercises in the form of
interactions with the instructor and role-plays that will allow the learners to
practice what they have learned and receive immediate feedback. The course will
conclude with a review, summary and a final course assessment that will consist
of a role-play activity.

Major Course Objectives

After completing this course, the learner will be able to:
greet the customer using the standard greeting
respond to the customer using proper telephone etiquette
transfer the call to a supervisor when appropriate
search for products using the EPG with no errors
locate product information using the EPG with no errors
relay product information to customers

Learning Assessment for Course

The final assessment for the course will be a role-playing scenario. The learners
will be put into pairs and will take turns playing the role of customer and
Telephone Operator. Each learner will respond to two different customers
throughout the role-play. The Telephone Operators will be assessed using a
rubric, and those who score an 8 (out of 9) or above will receive a headset to use
instead of their handset during their normal daily telephone duties.

Course Outline
The course outline was developed with a focus on two of the primary tasks
performed by Telephone Operators: answering product questions and handling
customer phone calls. These tasks are the focus of the Telephone Operator Job
Essentials Training Course.

I. Course Information
A. Course Introduction

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B. Course Overview
II. Lesson 1: Answering product questions
A. Introduction
B. Overview: procedure of answering product questions
C. How to access the Electronic Product Guide (EPG)
D. Practice activity
E. How to access and use the advanced search function in the EPG with a
keyword
F. Practice activity
G. How to use the advanced search function in the EPG with an item number
H. Practice activity
I. How to locate specific product details (item number, description, etc.)
J. Practice activity
K. How to relay product information to customer
L. Practice activity
M. Lesson review and summary
III. Lesson 2: Handling customer phone calls
A. Introduction
B. Overview: process of handling customer phone calls
C. How to assist customers with normal/typical request
1. Answer phone with standard greeting
2. Apply proper telephone etiquette guidelines when talking with customer
i. What to do
ii. What to think
iii. What not to do
3. Use EPG to assist customer
D. Practice activity: role-play
E. How to assist customers with difficult requests
1. Apply proper telephone etiquette guidelines when talking with customer
i. Attempt to answer customer request using the EPG
ii. Keep customer informed
iii. Ask before placing on hold
iv. Thank caller for patience
2. Transfer call to supervisor if unable to answer customer question with
EPG information
F. Practice activity: role-play
G. How to assist angry customer
1. Apply proper telephone etiquette guidelines when talking with customer
i. Validate customer concern
ii. Apologize for difficulty
iii. Diffuse the situation
iv. Explain what you can do
2. Transfer call to supervisor if necessary
H. Practice activity: role-play
I. Lesson review and summary
IV. Course Review and Summary
A. Summary of answering product questions
B. Summary of handling phone calls
C. Final course assessment role-play scenario
D. Questions

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Media
This course will use slides, the telephone etiquette Quick Reference Guide, the
EPG, a Facilitator Guide and printed scenario handouts to present the instruction
to the trainees. Additionally, an audio/visual recording of each session will be
used in the event that a trainee misses a lesson.

Development Tools
This course will use Microsoft Word and PowerPoint to create support and
trainee-facing documents and slides for the development of this course in
addition to developing the reorganization structure of the Product Guide and
design guidelines for the Quick Reference Guide.

Development Time
VLED will require between 450-625 hours for development of the Telephone
Operator Job Essentials Training. These hours include two items essential to the
course: the reorganization of the Product Guide and the creation of a Quick
Reference Guide.

Support requirements
The following support will be provided to VLED by PJ Enterprises to facilitate the
successful completion and deployment of the Telephone Operator Job Essentials
Training:

Details of standard operating procedures and tasks

Access to and maintenance of all training facilities and equipment

Scheduling availability of both course instructors and learners to

participate in initial course offering

Printing and laminating of Quick Reference Guide prior to first training

session

Ensure functioning access to Electronic Product Guide on all employee

and training work stations

Detailed and timely feedback of all course materials submitted by VLED

for review by PJ Enterprises, to include slide presentations, Electronic
Product Guide, Quick Reference Guide, and role-play scenarios

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Ownership
Upon completion of the current course, VLED agrees to maintain all course-
related materials for one year. After this period, PJ Enterprises will assume
responsibility for making necessary updates to course materials. If requested,
VLED will provide a detailed proposal to outline conditions of continued course
maintenance.

Project Sign-off
Please sign below indicating agreement with the proposed course plan and
approving start-up of the development phases.

Jacquelynn Accetta, VLED 9 April 2017

Instructional Designer Date

Jennifer Beck, VLED 9 April 2017

Project Manager Date

Project Manager/Sponsor Date

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Appendix A: Job Task Analysis

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Appendix B: Detailed Course Outline

Mins. Task / Topic Objective Instructional Assessment Assessment Visuals / Media
/ Key Method Method Description Support
Concept

1.A 5 Course N/A Presentation: N/A N/A PowerPoint slide

Introduction with PJ Enterprises
Welcome logo welcoming
Instructor learners. See
introduction PowerPoint slide
template in
Administrativ Appendix D. This
e details template will be
used throughout the
training.
1.B 5 Course N/A Presentation: N/A N/A PowerPoint slide
Overview detailing the course,
Course including the
lessons lessons that will be
Course covered, the overall
objectives course objectives,
and the final
Final assessment.
assessment
Lesson 1: Answering Product Questions
2.A 5 Lesson N/A Presentation of N/A N/A PowerPoint slide
Introduction facts: listing the objectives
of the lesson.
Lesson
objectives
Telephone Operator Job Essentials Training Design Document, continued.

Mins. Task / Topic Objective Instructional Assessment Assessment Visuals / Media

/ Key Method Method Description Support
Concept

2.B 10 Overview: N/A Presentation of N/A N/A PowerPoint slide

Procedure procedure steps with a graphic listing
for the steps to follow to
Answering find answers about
Product products. See
Questions graphic in Appendix
D.
2.C 10 Accessing Given a link to the Demonstration of Application of Learners will have Course facilitator will
the EPG on the procedure procedure the EPG loaded on demonstrate how to
Electronic learners computer, their computer. access the EPG on
Product the learner will be After the course his/her computer.
Guide able to open and facilitator The facilitators
(EPG) access the EPG demonstrates how computer screen will
without error 100% to open the EPG, be projected onto a
of the time. learners will be screen for the
instructed to open learners to watch.
the EPG as shown
in the
demonstration. The
course facilitator
will walk around the
room to ensure that
each learner was
able to open the
EPG. If needed, the
facilitator can assist
learners or answer
questions.
Telephone Operator Job Essentials Training Design Document, continued.

Mins. Task / Topic Objective Instructional Assessment Assessment Visuals / Media

/ Key Method Method Description Support
Concept

2.E 15 Using the Given a keyword Demonstration of Application of The course facilitator Course facilitator will
advanced and access to the procedure procedure will call out a keyword demonstrate how to
search EPG, the learner and each learner will enter a keyword in
function in will be able to enter enter the keyword into the advanced
the EPG the keyword into the advanced search search window of
with a the advanced window in the EPG. the EPG on his/her
keyword search window of The facilitator will then computer. The
the EPG and ask the learners to facilitators computer
retrieve a set of raise their hand when screen will be
results without they have retrieved a projected onto a
error. result set. The screen for the
facilitator can walk learners to watch.
around the room
during this activity to
assist learners, if
needed.
Keywords:
Bunny
Globe
Doll
Lesson 2: Handling Customer Calls
3.G.1 2 Answer Given an incoming Demonstrate Practice Learners will Quick Reference
phone with phone call from a procedure applying demonstrate the Guide containing
standard customer, the procedure standard telephone standard greeting
greeting learner will execute answering greeting will be available.
the standard by stating the
telephone greeting greeting in a
100% of the time, partner-based
without error. activity.
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Mins. Task / Topic Objective Instructional Assessment Assessment Visuals / Media

/ Key Method Method Description Support
Concept

3.G.2 18 Apply Given a phone call Demonstrate using Practice Learners will role- Quick Reference
proper with an angry telephone etiquette applying the play a scenario, Guide referencing
telephone customer, the guidelines guidelines applying principles telephone etiquette
etiquette learner will utilize of telephone guidelines
guidelines proper telephone etiquette to attempt
etiquette to answer to de-escalate the
customer situation and satisfy
questions/concerns the needs of the
and to control the customer.
situation without
losing professional
bearing, 100% of
the time.
3.G.3 5 Transfer Given a phone call Demonstrate using Practice Learners will role Quick Reference
call to with an angry telephone etiquette applying the play a scenario, Guide referencing
supervisor customer, learners guidelines guidelines applying principles telephone etiquette
will transfer of telephone guidelines
customer to etiquette to
supervisor, conclude their
applying the conversation by
principles of transferring the call
telephone etiquette to a supervisor.
and without losing
professional
bearing, 100% of
the time.
Telephone Operator Job Essentials Training Design Document, continued.

Mins. Task / Topic Objective Instructional Assessment Assessment Visuals / Media

/ Key Method Method Description Support
Concept

3.H 25 Practice Given a phone call Demonstrate using Practice Course facilitator Scenario cards and
activity: with an angry telephone etiquette applying will use a skills skills guide
role-play customer, learners guidelines guidelines guide during the
The scenario details
will utilize all of the with role-play role-play to ensure
and skills guide for
skills they have just learners are
this activity can be
learned: state applying the skills
found in Appendix E.
standard greeting, and knowledge
apply telephone taught. A group
etiquette discussion will
guidelines, and if follow the role-play
necessary, transfer activity in which the
phone call to facilitator will go
supervisor, 100% of over the skills guide
the time. and provide
learners with
his/her feedback.
Telephone Operator Job Essentials Training Design Document, continued.

Appendix C: Final Assessment

Following the final lesson of the course, learners will participate in role-play
scenarios to demonstrate their ability to use the skills and knowledge taught during
the course. The role-play scenarios will allow the learners an opportunity to
practice their new skills and knowledge in a realistic, yet safe, environment.
The learners will be paired up and the customer in each pair will be given one of
the scenarios listed below. Each pair will conduct their scenario with the facilitator
or a Customer Service Supervisor observing. The customer and the observer will
each have a copy of the rubric (also shown below) and will use the rubric to score
the Telephone Operator during the scenario. Following the scenario, the facilitator
or observer will provide feedback and answer any questions regarding the role-
play activity.
Each pair of learners will role-play four scenarios. This will allow each learner the
opportunity to be the customer and the Telephone Operator two times. The
phone calls will be selected from the scenarios below and each Telephone
Operator will have one phone call that should be transferred to a supervisor.
Role-play Scenarios:

You are calling PJ Enterprises with a question about ordering a hula-hoop.

According to the catalog, it comes in a variety of colors but the colors are
not listed. You become upset when you find out that the hula-hoop is not
available in purple. You ask to speak to a supervisor.

You are calling PJ Enterprises to place an order for a resin turkey lamp for
your hunting lodge. You ask the telephone operator if they know what
wattage bulb the lamp can accommodate, as that information is not in the
catalog. Upon getting the answer, you place an order.

You are calling PJ Enterprises to find out if the mens fishing shorts can be
ironed. You are not happy with the answer. It is up to you if the telephone
operator satisfies you enough for you to order the product.

You are calling PJ Enterprises to order a piece of jewelry as a gift. You are
in a bad mood because you spent all day shopping for this gift and did not
find anything in a store. After looking through the PJ catalog you found a
piece you like and have called to place an order. Although the telephone
operator has done nothing wrong, you are very short with her.

You are calling PJ Enterprises to order a fishing rod. You get upset when
the Telephone Operator tells you they no longer carry fishing rods. You ask
to speak to a supervisor.
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Appendix D: PowerPoint Slide Template &

Graphic Organizer
Below is a sample of the PowerPoint slide template used during the Telephone
Operator Job Essentials Training.

This graphic organizer shows the steps learners will follow to access and search
for products in the EPG in order to answer product questions.
Telephone Operator Job Essentials Training Design Document, continued.

Appendix E: Lesson 2 Role-play Activity

The final activity for Lesson 2 will be a role-play activity. For the activity, the
learners will use the following scenarios. The facilitator will observe each group
and use the following skills guide to note comments. This activity is not scored.
Feedback will be provided immediately following the activity.
Each pair of learners will complete one round of the role-play activity allowing each
learner to play the role of customer and telephone operator once.
Role-play Scenarios:

You are calling PJ Enterprises to complain about the product you just
ordered; it is much smaller than you expected and you are upset. After
complaining to the Telephone Operator, you ask to speak to a supervisor.

You are calling PJ Enterprises to complain that the product you received
was not the color you ordered. After complaining to the Telephone
Operator, you ask to speak to a supervisor.

Skills Guide for facilitator comments:

Task Comments

The learner greeted the

customer using the
standard greeting

The learner used proper

telephone etiquette.

The learner transferred

the targeted call to a
supervisor.