Telephone Etiquette Instructor Guide
TABLE OF CONTENTS Preface ..............................................................................................................................................1 What is Courseware? ................................................................................................................................ 1 How Do I Customize My Course? .............................................................................................................. 1 Materials Required ................................................................................................................................... 3 Maximizing Your Training Power .............................................................................................................. 3 Module One: Getting Started .............................................................................................................5 Housekeeping Items.................................................................................................................................. 5 The Parking Lot ......................................................................................................................................... 6 Workshop Objectives ................................................................................................................................ 6 Module Two: Aspects of Phone Etiquette ...........................................................................................7 Phrasing .................................................................................................................................................... 7 Tone of Voice ............................................................................................................................................ 8 Speaking Clearly........................................................................................................................................ 9 Listen to the Caller .................................................................................................................................. 10 Case Study............................................................................................................................................... 11 Module Two: Review Questions.............................................................................................................. 12 Module Three: Using Proper Phone Language ................................................................................... 15 Please and Thank You ............................................................................................................................. 15 Do Not Use Slang .................................................................................................................................... 16 Avoid Using the Term “You” ................................................................................................................... 17 Emphasize What You Can Do, Not What You Can’t................................................................................ 18 Case Study............................................................................................................................................... 19 Module Three: Review Questions ........................................................................................................... 20
Module Four: Eliminate Phone Distractions ...................................................................................... 24 Avoid Eating or Drinking ......................................................................................................................... 24 Minimize Multi-Tasking .......................................................................................................................... 25 Remove Office Distractions..................................................................................................................... 26 Do Not Let Others Interrupt You ............................................................................................................. 27 Case Study............................................................................................................................................... 28 Module Four: Review Questions ............................................................................................................. 29 Module Five: Inbound Calls .............................................................................................................. 32 Avoid Long Greeting Messages .............................................................................................................. 32 Introduce Yourself ................................................................................................................................... 33 Focus on Their Needs .............................................................................................................................. 34 Be Patient ............................................................................................................................................... 35 Case Study............................................................................................................................................... 36 Module Five: Review Questions .............................................................................................................. 36 Module Six: Outbound Calls ............................................................................................................. 40 Be Prepared ............................................................................................................................................ 40 Identify Yourself and Your Company ...................................................................................................... 41 Give Them the Reason for the Call.......................................................................................................... 42 Keep Caller Information Private.............................................................................................................. 43 Case Study............................................................................................................................................... 44 Module Six: Review Questions ................................................................................................................ 45 Module Seven: Handling Rude or Angry Callers ................................................................................. 48 Stay Calm ................................................................................................................................................ 48 Listen to Their Needs .............................................................................................................................. 49 Never Interrupt ....................................................................................................................................... 50 Identify What You Can Do for Them ....................................................................................................... 51
Case Study............................................................................................................................................... 52 Module Seven: Review Questions ........................................................................................................... 53 Module Eight: Handling Interoffice Calls ........................................................................................... 56 Transferring Calls .................................................................................................................................... 56 Placing Callers on Hold ........................................................................................................................... 58 Taking Messages .................................................................................................................................... 59 End the Conversation .............................................................................................................................. 60 Case Study............................................................................................................................................... 61 Module Eight: Review Questions ............................................................................................................ 62 Module Nine: Handling Voicemail Messages ..................................................................................... 65 Ensure the Voicemail Has a Proper Greeting .......................................................................................... 65 Answer Important Messages Right Away............................................................................................... 66 Ensure Messages are Delivered to the Right Person .............................................................................. 67 When Leaving a Message for Others ...................................................................................................... 68 Case Study............................................................................................................................................... 69 Module Nine: Review Questions ............................................................................................................. 70 Module Ten: Methods of Training Employees ................................................................................... 73 Group Training ........................................................................................................................................ 73 One-on-One Training .............................................................................................................................. 74 Peer Training........................................................................................................................................... 75 Job Shadowing ........................................................................................................................................ 76 Case Study............................................................................................................................................... 77 Module Ten: Review Questions .............................................................................................................. 78 Module Eleven: Correcting Poor Telephone Etiquette ....................................................................... 81 Screening Calls ........................................................................................................................................ 81 Employee Evaluations ............................................................................................................................. 82
Peer Monitoring ...................................................................................................................................... 83 Customer Surveys ................................................................................................................................... 84 Case Study............................................................................................................................................... 85 Module Eleven: Review Questions .......................................................................................................... 86 Module Twelve: Wrapping Up .......................................................................................................... 89 Words from the Wise .............................................................................................................................. 89 Review of Parking Lot ............................................................................................................................. 89 Lessons Learned ...................................................................................................................................... 90 Completion of Action Plans and Evaluations .......................................................................................... 90
Manners are a sensitive awareness of the feelings of others. Emily Post
Preface What is Courseware? Welcome to Courseware.com, a completely new training experience! Our courseware packages offer you top-quality training materials that are customizable, user-friendly, educational, and fun. We provide your materials, materials for the student, PowerPoint slides, and a takehome reference sheet for the student. You simply need to prepare and train! Best of all, our courseware packages are created in Microsoft Office and can be opened using any version of Word and PowerPoint. (Most other word processing and presentation programs support these formats, too.) This means that you can customize the content, add your logo, change the color scheme, and easily print and e-mail training materials.
How Do I Customize My Course? Customizing your course is easy. To edit text, just click and type as you would with any document. This is particularly convenient if you want to add customized statistics for your region, special examples for your participants’ industry, or additional information. You can, of course, also use all of your word processor’s other features, including text formatting and editing tools (such as cutting and pasting). To remove modules, simply select the text and press Delete on your keyboard. Then, navigate to the Table of Contents, right-click, and click Update Field. You may see a dialog box; if so, click “Update entire table” and press OK.
(You will also want to perform this step if you add modules or move them around.) Page 1
If you want to change the way text looks, you can format any piece of text any way you want. However, to make it easy, we have used styles so that you can update all the text at once. If you are using Word 97 to 2003, start by clicking the Format menu followed by Styles and Formatting. In Word 2007 and 2010 under the Home tab, right-click on your chosen style and click Modify. That will then produce the Modify Style options window where you can set your preferred style options. For example, if we wanted to change our Heading 1 style, used for Module Titles, this is what we would do:
Now, we can change our formatting and it will apply to all the headings in the document. For more information on making Word work for you, please refer to Word 2007 or 2010 Essentials by Courseware.com.
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Materials Required All of our courses use flip chart paper and markers extensively. (If you prefer, you can use a whiteboard or chalkboard instead.) We recommend that each participant have a copy of the Training Manual, and that you review each module before training to ensure you have any special materials required. Worksheets and handouts are included within a separate activities folder and can be reproduced and used where indicated. If you would like to save paper, these worksheets are easily transferrable to a flip chart paper format, instead of having individual worksheets. We recommend these additional materials for all workshops:
Laptop with projector, for PowerPoint slides
Quick Reference Sheets for students to take home
Timer or watch (separate from your laptop)
Masking tape
Blank paper
Maximizing Your Training Power We have just one more thing for you before you get started. Our company is built for trainers, by trainers, so we thought we would share some of our tips with you, to help you create an engaging, unforgettable experience for your participants.
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Make it customized. By tailoring each course to your participants, you will find that your results will increase a thousand-fold. o
Use examples, case studies, and stories that are relevant to the group.
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Identify whether your participants are strangers or whether they work together. Tailor your approach appropriately.
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Different people learn in different ways, so use different types of activities to balance it all out. (For example, some people learn by reading, while others learn by talking about it, while still others need a hands-on approach. For more information, we suggest Experiential Learning by David Kolb.)
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Make it fun and interactive. Most people do not enjoy sitting and listening to someone else talk for hours at a time. Make use of the tips in this book and your own experience to keep your participants engaged. Mix up the activities to include individual work, small group work, large group discussions, and mini-lectures.
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Make it relevant. Participants are much more receptive to learning if they understand why they are learning it and how they can apply it in their daily lives. Most importantly, they want to know how it will benefit them and make their lives easier. Take every opportunity to tie what you are teaching back to real life.
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Keep an open mind. Many trainers find that they learn something each time they teach a workshop. If you go into a training session with that attitude, you will find that there can be an amazing two-way flow of information between the trainer and trainees. Enjoy it, learn from it, and make the most of it in your workshops.
And now, time for the training!
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Communication, the human connection, is the key to personal and career success. Paul J. Meyer Module One: Getting Started In this growing electronic age, we often forget how important it can be to have simple telephone etiquette. Outside the realm of texting and emails, many people still use the telephone as a primary source of communication. Knowing the proper etiquette and procedures for speaking with someone on the telephone can show a great deal of professionalism as well as social knowledge.
Housekeeping Items Take a few moments to cover basic housekeeping items.
If you need an opening or a way to introduce the participants to each other, utilize the Icebreakers folder to begin or between breaks during the day.
Let participants know where they can find washrooms, break facilities, and fire exits.
Ask participants to turn off their cell phones or at least turn them to vibrate. If they must take a call, request that they do it outside.
Take this time to encourage the group to ask questions and make this an interactive workshop.
Write the words Respect, Confidentiality, and Practice on a piece of flip chart paper and tape it to the wall. Explain to participants that in order to get the most out of this workshop, we must all work together, listen to each other, explore new ideas, and make mistakes. After all, that’s how we learn!
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The Parking Lot Explain the concept of The Parking Lot to participants.
The Parking Lot is a visible place where you will “park” ideas that arise which are not on the agenda, may be off topic, or are better addressed outside of the program.
At the end of the session, we will review parked ideas and follow up, or make suggestions for your own investigation when you are back at work.
Suggestions for the trainer: 1. If you are working with a large group of participants, you may wish to nominate a recorder to park items as you are facilitating. 2. It’s a good idea to note the name of the contributor along with the parked item. 3. Items noted on the parking lot can be useful to you later as you plan future training sessions.
Workshop Objectives Research has consistently demonstrated that when clear goals are associated with learning, it occurs more easily and rapidly. With that in mind, let’s review our goals for today. At the end of this workshop, participants should be able to:
Recognize the different aspects of telephone language
Properly handle inbound/outbound calls
Know how to handle angry or rude callers
Learn to receive and send phone messages
Know different methods of employee training
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First learn the meaning of what you say – then speak. Epictetus Module Two: Aspects of Phone Etiquette Many people do not realize they have little or no phone etiquette. When they recognize this, they are often unsure about where to start. One of the first steps to gaining or improving a person’s phone etiquette is to know the different aspects of it, such as phrasing and listening skills. Learning this knowledge can be a great starter tool for many people and can help them feel more confident on the phone right away.
Phrasing When speaking on the telephone, a different set of phrasing is used instead of our everyday talking phrases. Using a more professional group of phrasing portrays to the caller a sense of confidence and a sense that you are there to help them. Using phrases such “Could you”, “May I?”, “Please”, and “Thank you” can help the person on the other end of the line feel more comfortable and feel more at ease with your politeness. Important phrasing sections include introductions, transitions and even call conclusions. Although some of the phrasing can seem uncomfortable at first, but with practice, they can become as natural as our everyday speech. Examples:
“How may I help you?”
“Thank you for calling.”
“Could you repeat that name again?”
“One moment while I transfer you.”
“May I take a message?”
Estimated Time
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8 minutes
Topic Objective
Discuss the aspects of telephone phrasing. Phrasing
Topic Summary Discuss how phrasing can differ from everyday speaking and telephone calls. Materials Required
Flipchart/board and marker
Planning Checklist
None
Recommended Activity
Discuss with the class the different components of a phrasing and vocabulary. Ask the group how our phrases change from our everyday speech and how we speak on the phone. Ask them why that is. Write some of their answers on the board/flipchart.
Stories to Share
Share any personal or relevant stories.
Delivery Tips
Encourage everyone to participate.
Review Questions
Why is phrasing important in telephone etiquette?
Tone of Voice The tone of voice in which we speak can portray a variety of emotions and feelings. When we’re sad or angry our voice can lower in tone; and when we’re happy or excited it can raise higher. It is generally recommended that when we speak on the telephone, we should speak in our normal tone of voice, if not a few decimals higher. Lower tones of voice can imply sarcasm or disinterest. The speaker should never speak in monotone, which can sound bored and make the caller feel as though the speaker is not sincere. When possible, use inflection in your voice to help stress important points and give the caller verbal hints as to where the conversation is going. Tips:
Speak in a normal speaking tone of voice (or higher)
Avoid lower tones or monotones
Use inflection when possible
Estimated Time
7 minutes
Topic Objective
Discuss the effects on our voice tones.
Topic Summary
Tone of Voice.
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Discuss how tone of voice can affect our speech. Materials Required
Flipchart/board, marker
Planning Checklist
None
Recommended Activity
Discuss with the class the different components of a tone of voice. Ask the group to discuss how tone of voice can alter how our words are heard. Why is this especially important on the telephone? Ask them why that is. Write some of their answers on the board/flipchart.
Stories to Share
Share any personal relevant stories.
Delivery Tips
Encourage everyone to participate.
Review Questions
How can our tone of voice effect how we speak on the telephone?
Speaking Clearly When speaking on the telephone, the two callers cannot read lips or take notice of any sort of body language, so it’s important to speak clearly and in a professional tone of voice. Do not speak too quickly, since it can cause your words to sound jumbled or rushed. However, speaking too slowly can make words sound distorted and can mislead the caller from what is trying to be said. As you speak, articulate your words and ensure not to slur any sounds together. When you are finished speaking, pause periodically for signs that the caller has heard and understood you, such as answering the question or a simple “Mm hmm”. If in the end they did not catch what you said, calmly repeat the information and try again. Tips:
Take deep breaths before each phone call
Speak slowly – do not rush your phrases
Pause for understanding from the caller
Repeat words if necessary
Estimated Time
8 minutes
Topic Objective
Review methods of speaking clearly on the telephone.
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Speaking Clearly Topic Summary
Discuss the importance of having clear speech when speaking on the telephone.
Materials Required
01 - Improving My Speech
Planning Checklist
None
Recommended Activity
Complete the worksheet individually. Share your answers with the rest of the class.
Stories to Share
Share any personal, relevant stories.
Delivery Tips
Encourage everyone to participate.
Review Questions
Why is it important to speak clearly on the telephone?
Listen to the Caller With a telephone in our hand, we can often feel a sense of power and can feel the urge to perform all of the speaking – and forget how to listen. However, we forget that the purpose of the call is the person calling us to begin with. After you give your introduction, pause for a moment to listen for the caller to begin speaking and identify the purpose of their call. Allow the caller to finish speaking without interruptions. Focus on what the caller needs and what they are wanting. When they are finished, reaffirm what they are wanting, which is sometimes referred to as active listening. Let the caller know what you can do for them and how you can help with their needs.
Estimated Time
7 minutes
Topic Objective
Review why listening is important on telephone calls. Listen to the Caller
Topic Summary Discuss how to better listen to the caller. Materials Required
02 - Improving My Listening Skills
Planning Checklist
None
Recommended Activity
Complete the worksheet individually. Share your answers with the rest of the class.
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Stories to Share
Share any personal, relevant stories.
Delivery Tips
Encourage everyone to participate.
Review Questions
How can actively listening help when speaking on the telephone?
Case Study Robert was taking calls for the clinic one morning. When the phone rang, he picked up the phone: “Thank you for calling Dr. Smith’s office. My name is Robert. How may I help you today?” The caller sounded upset and began to explain how he was waiting on a prescription from the doctor and still had not received it. Robert made sure that he did not interrupt the patient and waited for him to finish speaking. When Robert spoke again, he spoke in a calm and reassuring tone of voice. He told the patient that he would be able to connect him with the doctor’s nurse to help him with that. Robert waited for the caller to acknowledge what he said before proceeding to connect him to the nurse’s extension.
Estimated Time
6 minutes
Topic Objective
Outline the Aspects of Phone Etiquette case study. Case study
Topic Summary Discuss the different parts of proper phone etiquette. Materials Required
None
Planning Checklist
None
Recommended Activity
Discuss the outcome of the case study. What aspects of phone etiquette did Robert display on the call?
Stories to Share
Share any personal, relevant stories.
Delivery Tips
Encourage everyone to participate.
Review Questions
Where does Robert work?
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Module Two: Review Questions 1. What is one benefit of using correct phrasing on a telephone call? a) b) c) d)
Calls sound professional. The call is completed quicker. The customer is not bored. The operator can persuade the client better.
When the telephone operator uses correct phrasing, the call sounds professional while the operator remains courteous and helpful. 2. Which of the following is an example of correct phrasing? a) b) c) d)
“What do you want today” “Where can I transfer you to?” “How may I help you?” “Who do you want to speak to?”
Correct phrasing for telephone calls include polite and professional requests, such as “How may I help you?” and “Would you like for me to connect you?” 3. What is one tool that can be used to control tone? a) b) c) d)
Volume. Semantics. Deep breathing. Inflection.
Inflection is a tool that is used to stress syllables of words, thereby adding emphasis to them. Inflection can be used to help control our tone by controlling what words we stress. 4. Which of the following should not be used on a telephone call? a) b) c) d)
Soft tones. Monotones. Inflection. Raised tones.
Monotones are speech that does not change tone. Monotones should not be used on the telephone since they do not express emotion or feelings.
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5. One technique that can help the operator speak clearly is to do what? a) b) c) d)
Take deep breaths before each call. Hang up if they make a mistake. Speak loudly into the receiver. Talk more often during the day for practice.
By taking deep, relaxing breaths before each call, the operator is better equipped to control their speech and is more likely to speak more clearly. 6. Which of the following should be avoided on the telephone? a) b) c) d)
Soft tones. Steady breathing. Clearly pronounce words. “Um’s” or “Uh’s”.
Stammer words, such as uh or um, should not be used when speaking on the telephone. These words can make the operator sound unprepared and unprofessional. 7. What is one tool that can be used to improve listening skills? a) b) c) d)
Increasing the telephone volume. Active listening technique. Shortening the length of the call. Writing on sticky notes.
Active listening is a technique used to improve listening skills by mirroring and verifying what the caller has said and requested. This technique is commonly used in office environments. 8. After their introduction, the operator should do what? a) b) c) d)
Continue with the call. Offer to transfer the caller to someone else. Pause for a response from the customer. Change their tone.
After the operator has given their introduction, they should pause for some sort of response from the customer before continuing. Once the customer has acknowledged them, they can continue with the call.
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9. Why was the caller angry with the doctor’s office? a) b) c) d)
He was waiting on a prescription. He had missed his appointment. He wasn’t feeling well. He needed an excuse to go back to work.
The caller was angry with the doctor’s office because he was waiting on a prescription that he has not been able to pick up yet. 10. How did Robert offer to resolve the caller’s problem? a) b) c) d)
He made the caller an appointment. He told him to call back later. He connected the caller to the nurse line. He called the pharmacy.
When Robert found out what the caller needed, he told the caller he would connect him to the nurse’s extension for additional help.
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The art of communication is the language of leadership. James Humes
Module Three: Using Proper Phone Language Every environment we enter requires a different form of ‘language’. For instance, we wouldn’t enter a team meeting with the same type of language we may use in the break room. The same is true for the telephone. Telephone language is different than our everyday language and can take some time to get used to its flow. But with the right tools, it can be easy to adapt in no time.
Please and Thank You Using good etiquette is a way to show respect and consideration to those we interact with. Some of the basic essentials of proper etiquette are phrases such as “Please” and “Thank you”. When asking the caller for something, such as their name or account number, always follow with “please”. After the customer has given something to you or says something polite, follow with “thank you” to show your appreciation for their help. Using “Please” and “Thank you” when speaking with a customer allows the operator to remain professional while still showing courtesy and respect. Examples:
“May I have your name, please?”
“Please hold for one moment, Mr. Smith.”
“Thank you for your time today.”
Estimated Time
8 minutes
Topic Objective
Review the importance of Please and Thank You
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Please and Thank You Topic Summary Discuss the importance of using Please and Thank You on the telephone. Materials Required
03- Improving My Manners
Planning Checklist
None
Recommended Activity
Complete the worksheet individually. Share your answers with the rest of the class.
Stories to Share
Share any personal, relevant stories.
Delivery Tips
Encourage everyone to participate.
Review Questions
Why is ‘please’ and ‘thank you’ important in etiquette?
Do Not Use Slang Slang is typically defined as a type of language that consists of words and phrases that are regarded as very informal and are used in everyday speech. Common examples include “Yeah”, “Y’all”, “I guess so”, and “ain’t”. Slang is not appropriate to use on the telephone and should not be used, even if we know the caller. Slang language implies inconsideration and disrespect to the caller and can make them feel as though you do not want take your time to help them. It is important to always use professional and courteous language in order to convey to the caller that you are there to help and can get the job done.
Estimated Time
7 minutes
Topic Objective
Review the meaning of slang Do Not Use Slang
Topic Summary Discuss why slang is not acceptable on telephone calls. Materials Required
04 - What is Slang?
Planning Checklist
None
Recommended Activity
Complete the worksheet individually. Share your answers with the rest of the class.
Stories to Share
Share any personal, relevant stories.
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Delivery Tips
Encourage everyone to participate.
Review Questions
How can slang effect how we sound when speaking on the telephone?
Avoid Using the Term “You” When speaking with someone on the telephone, it can be easy to get lost in speaking with the caller and letting them know what they may need to do on their end. However, it is important for the operator to avoid using the term “you” excessively. When we continuously use the term ‘you’, in reference to the caller, it sends the message that everything is their responsibility and that the person on the other end of the line is not there to help them. If we continuously tell them they have to complete a task before we can help them, the company not only looks unprofessional, but unwilling to do business with them. Avoid phrases such as:
“You will need to call back tomorrow.”
“You have to take your bill to the other office.”
“I need you to come into the office for that.”
Estimated Time
8 minutes
Topic Objective
Discuss the implication of saying “You” Avoid Using the Term “You”
Topic Summary Discuss what it means to say “You” during a telephone call. Materials Required
05 - Avoid Saying “You”
Planning Checklist
None
Recommended Activity
Complete the worksheet individually. Share your answers with the rest of the class.
Stories to Share
Share any personal, relevant stories.
Delivery Tips
Encourage everyone to participate.
Review Questions
How can using the term ‘you’ effect how the caller feels about us?
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Emphasize What You Can Do, Not What You Can’t When we are speaking with someone on the phone, for any reason, it can be hard to communicate what the caller wants or needs from the operator. Sometimes the operator is quick to tell the caller that they cannot complete a certain task or that they cannot help them at all – but this type of attitude does not build relationships. Flatly telling someone you cannot do anything for them shuts the door on negotiations and portrays a negative light on the company. Instead, emphasize what you can do for the caller. Offer ‘favors’ or alternate tasks you can do for them to help them get what they need. If you’re genuinely not able to answer their questions or do something for them, it’s alright to let them know that, but offer an alternative action for them, such as finding someone who can help. Examples:
“I can help you with that.”
“I’ll be happy to transfer you to the department.”
“I can take a message if you’d like.”
“I don’t know the answer, but let me find someone that does.”
Estimated Time
7 minutes
Topic Objective
Discuss the importance of staying positive. Emphasize What You Can Do, Not What You Can’t
Topic Summary Discuss how emphasizing what we can do keeps the call positive. Materials Required
Flipchart/board, marker
Planning Checklist
None
Recommended Activity
Discuss with the class the effects of having a positive attitude. Then discuss how emphasizing what we can do, and not what we can’t, can keep the mood of the call positive. Ask how a positive attitude can improve telephone conversation. Write some of their answers on the board/flipchart.
Stories to Share
Share any personal, relevant stories.
Delivery Tips
Encourage everyone to participate.
Review Questions
Why is it more important to emphasize what we can do instead of can’t do?
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Case Study Andy and Kim were reviewing some telephone etiquette training measures before their next employee meeting. Andy began reviewing some of the company’s proper scripting techniques while Kim reviewed some basic telephone speaking terms. Andy asked Kim for some ideas on how to make the company scripted sound less ‘scripted’. Kim looked over the material and suggested adding various ‘please’ and ‘thank you’ phrases, since it would make Andy sound friendlier when speaking. Kim made a copy of the script and decided to practice it out loud with Andy. She made several notes of remembering to eliminate the slang words ‘Ya’ and ‘gonna’ from her speech. Before they stopped for the day, Andy suggested they print a copy of the extensions for other departments, in case a caller needed to be transferred. “After all, if I can’t help them, I’ll find somebody that will.” Andy said.
Estimated Time
6 minutes
Topic Objective
Outline the Using Proper Phone Language case study. Case Study
Topic Summary Discuss the aspects of proper phone language. Materials Required
None
Planning Checklist
None
Recommended Activity
Discuss the outcome of the case study. How will Andy and Kim’s phone etiquette be affected after this training session?
Stories to Share
Share any personal relevant stories.
Delivery Tips
Encourage everyone to participate.
Review Questions
What steps were Andy and Kim taking to improve their telephone etiquette?
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Module Three: Review Questions 1. When is the proper time to say ‘please’ on a telephone call? a) b) c) d)
When you ask for something from the client. When the client gives you information. After the introduction. Before the closing phrase.
When speaking with the client, follow any request for information with the word please. This is the polite way to speak with a client when you need something from them, such as their name or account information. 2. When is the proper time to say ‘thank you’ on a telephone call? a) b) c) d)
After the introduction. When the client gives you information. After the closing phrase. When you ask for information from the client.
When speaking with the client, follow any acceptance of information with ‘thank you’. This is the polite way to acknowledge that the client has helped you in some way. 3. Which of the following is considered slang term? a) b) c) d)
“You’re welcome.” “How are you?” “Yes ma’am.” “Y’all”.
Slang terms are generally defined as informal terms accepted into normal speech. However, slang terms are never accepted on professional telephone calls. 4. Why is slang inappropriate to use on the telephone? a) b) c) d)
It is too complicated. It can sound too snobbish. It is too informal. It can mislead the caller.
Slang terms are considered informal and are very unprofessional to use on business calls.
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5. Using the term “You” on a telephone call implies what from the operator? a) b) c) d)
A desire for casual conversation. A lack of responsibility. An attempt to speak directly to the caller. An acceptance of responsibility.
When the operator continuously says “You”, it implies that they’re putting all responsibility on the caller and not accepting any for themselves and what they should be doing. 6. Which of the following should not be used on the telephone? a) b) c) d)
“Could you repeat that information?” “Would you mind holding for a moment?” “Will you resend the information, please?” “You have to come back tomorrow.”
This phrase stresses that the caller must come back on a different day in order to be helped. It also implies that the operator is unwilling to help at this time for an unknown reason. 7. When we tell callers what we can’t do for them, it can hinder what? a) b) c) d)
Building relationships. Hiring more employees. Calling a larger number of clients. Employee sales skills.
When the operator tells callers what they can’t do for them, the customer can lose faith in the company and refuse to do business with them, which can hinder the company from building customer relationships. 8. What should the operator do if they cannot do what the caller asks? a) b) c) d)
Find a way to do what they ask. Find someone that can do it for them. Offer another option. Do nothing at all.
If the operator is unable to do what the caller is asking, they can help emphasize what they can do by offering the caller another solution that they can take care of.
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9. What was one aspect of telephone etiquette that Kim wanted to improve? a) b) c) d)
Eliminate slang words. Boost her confidence. Increase her speaking volume. Say the caller’s name more often.
Kim was reviewing the script she uses for the company and notices she uses several slang words. She made notes to try and eliminate them from her speech. 10. What tool did Andy believe would be helpful when assisting callers? a) b) c) d)
A list of manager phone numbers. A list of excuses to give the caller when he could not help them. A list of alternate options he could offer the caller. A list of department extensions.
Andy wanted to make a copy of the company’s department extensions. He believed that if he could not help the caller, someone in another apartment would be able to.
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