Handbook of Customer Service Standards
ďƒ“ 2011 Turning Point Solutions, Inc. Produced by the Minneapolis Public Schools Office of Communications August 2012 | 612.668.0230 | www.mpls.k12.mn.us
Table of Contents Introduction/Purpose ........................................................... 2 Face-to-Face Communication Physical Environment The Visible Environment ............................................ 7 The Aromatic Environment ........................................12 The Auditory Environment ........................................13 Frontliner Guidelines Greetings ..................................................................14 Interactions ...............................................................16 Farewells ...................................................................18 Phone Communication The Four-Step Greeting .............................................20 Miscellaneous Conversation Standards ......................21 Transferring Calls ......................................................23 Taking Messages .......................................................25 Voicemail ..................................................................26 After Hours ...............................................................28 Written Communication Email .........................................................................31 Letters/Memos ..........................................................32 Fax ............................................................................33 Cultural Awareness .............................................................. 35 Appendix A Signed Promise ..........................................................39 Appendix B Four Basic Needs of Every Customer .........................40 Appendix C Seven Rules for Strong Frontliners .............................42
Introduction/Purpose
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Schools and school districts, though beginning to awaken to the cries for more valiant customer service efforts, have traditionally offered “get by” service. In most schools and central office departments, it is enough merely to get by – provide just enough information to get the customer off the phone or out of the office. Generally, the specific words spoken have been given greater emphasis than their tone, volume, pace and even context. Unfortunately, research indicates that spoken words comprise a very small percentage of overall communication. A great contributor to this public relations mediocrity is the fact that new hires – and we’ve all been a new hire – are not instructed in the customer service expectations of the school district. Our only guidelines for serving customers come from what we learn at previous jobs, what we observe from other businesses/agencies when we are customers or what we see exhibited by co-workers. Rarely does an administrator have the opportunity or insight to invest significant time and energy into directing and exemplifying high quality customer service. To assist leaders in upgrading the level of service offered to customers, we have created this customer service handbook. While it is intended to provide an industry standard, this edition has been customized to fit the expectations of Minneapolis Public Schools. The expectations on the following pages have been reviewed and approved by school district leaders for implementation by all employees, volunteers and representatives. 3
This book is in no way intended as an exclusive document. In fact, every reader will likely think of some component of quality service that can be added. That is the whole idea. The goal is to spur a customer service revival based upon a change in mindset – one in which employees continually search for better ways to serve internal and external customers. Every organization needs a starting line. The handbook can fulfill that need if used properly. While there are many ways to utilize this handbook, it is suggested that, first and foremost, it be distributed to all employees, volunteers and other representatives along with the expectation that it be carefully read and kept in a convenient location for quick reference when needed. Additionally, it should eliminate the difficulty associated with holding employees accountable for customer service performance. Administrators can now use the handbook as a tool for evaluation. By possessing a written document, all schools and departments should demonstrate the same excellence in serving customers. Furthermore, all schools and departments should make a visible promise to their customers similar to the example in the appendix. A thorough understanding of the components of this handbook will go a long way in formulating the promise to which all employees of a school or department will be held accountable. Periodic training sessions, or refreshers, should be conducted to both remind everyone of the expectations and to promote new and better ways of serving. Finally, the handbook should stimulate 4
detailed conversation about customer service, ultimately leading to a paradigm shift that benefits all customers. Who is the customer? There exist two distinct subsets: internal and external. The principles and customized expectations of this handbook are designed to apply to both groups. One might raise the question, “Must I treat my co-workers as I would a member of the general population?” Though there are often, but not always, vast differences between the two, it is best not to differentiate your service. The saying “the way you practice is the way you play” seems a very appropriate response. The handbook is divided into three primary sections based upon different forms of communication: Face-to-Face Communication, Phone Communication and Written Communication. Many principles are applicable to multiple sections, so the reader is advised not to maintain an inflexible correlation between the topics and the sections. Finally, it is important to note that this handbook needs to be a working document. New and better ways of serving customers ought to spill out from the customer-driven mindset of employees, volunteers and other school representatives. A continuing thirst for improvement should be the natural result.
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Face-to-Face Communication
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Physical Environment The Visible Environment -
School system visitors will see an efficient and attractive work area. Desks, offices, classrooms and machinery will offer the impression of organization and tell the visitor that the workers in this place are competent caretakers of our community’s most precious commodity – our children.
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How attractive should the workspace be? There is a fine line that must be straddled – a line between nice enough to make people want to be there, but not so nice as to cause them to think about the cost. They should not be given reason to contemplate other ways that taxpayer money could have been spent.
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The old adage, “It looks messy but I know how to find everything,” is not acceptable. One can also maintain a clean space and still find everything. Too often, “I have a system” really means “I haven’t taken the time to get rid of or reorganize non-essentials.” Leaders will be sensitive to the storage needs of employees. Though much of it is very beneficial in helping children learn, educators are especially notorious collectors of “stuff.” A 7
centralized (even off-campus) storage location is a great way to get debris out of the immediate work area. Keep in mind it must be easily accessed. Otherwise, it will not be utilized. -
The physical environment will be equipped to assist the visitor. The waiting area will have ample seating and appropriate reading materials, preferably information about the school or school district such as annual reports, yearbooks or informational documents. Other acceptable reading materials include educational journals, some parenting magazines or even general community information and commemoratives. Additionally, reading material for small children will be available as well as some indestructible games or manipulatives.
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Answers to common questions will be available in the form of handouts or on a magazine rack. It is especially forward-thinking to have a kiosk with internet access available for visitors to seek information on the school’s website or school district’s website or simply check email while waiting for an appointment.
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As a place of learning, students’ art and other work will decorate the offices, classrooms and hallways of every building. School accomplishment trophies, awards and banners display a school’s pride and are a welcome sight for visitors. Also appropriate are banners or decorative signs welcoming visitors. School and school district awards placed prominently are appropriate and garner the confidence of parents. These decorations will encourage visitors and let them know that their presence at the school is appreciated.
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A nicely produced, mounted and framed copy of the mission and/or vision statement should be located in a prominent location at the entrance of the school or displayed boldly in the front office.
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A courtesy phone will be available with dialing instructions attached and a phone book in the vicinity.
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Food and drink belonging to the frontline staff member (frontliner) will not be within view of the visitor.
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Decorations, especially homemade artwork by students or family members of the frontliner, 9
are very appropriate as long as the work area doesn’t take on the appearance of a “hall of fame.” Photographs of loved ones are appropriate and lend a sense of authenticity for the visitor. -
Walls must be free of handprints or other stains.
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Clocks will always be set at the accurate time and all clocks will be consistent with one another. Visitors often watch the clock while waiting.
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A bright atmosphere will be created by opening shades/window blinds, allowing natural light to come through windows. Foliage will be cut back to reduce blockage.
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Lighting will be bright and burnt out bulbs immediately replaced.
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When possible, office colors will match either the theme of the school building’s colors (hallway tiles, paint, etc.) or the school’s mascot colors. Note that bright, cheerful colors are most appropriate.
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Political or other potentially controversial slogans, cartoons or stickers are to be left at home.
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The waiting area will be away from heavily trafficked areas, allowing visitors comfort without having to move out of the way as others enter and exit the office.
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Chairs, sofas and tables will be clean and in good condition without rips, stains or other deformities. The seating will also be stable enough to support people of various sizes. All areas will be handicapped accessible.
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Carpeting must be clean and securely attached to the floor. Rugs or carpet must be free of wrinkles or bulges.
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The entrance to the office must be wellmarked with appropriate and noticeable signage, clearly directing the visitor from the parking lot to the main office. Additionally, visitor parking must be clearly marked and available.
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Furniture will be placed in such a way that frontliners are typically facing the area where visitors will commonly approach. 11
The Aromatic Environment -
It is important that the physical environment also be aesthetically pleasing to the other senses. The aroma will be pleasant or nonexistent. Locker rooms and bathrooms are likely to have odor issues. These are generally expected and can be somewhat acceptable if kept at a minimum and undetectable to all other areas. A hallway, office or classroom nearby will not contain the same odors.
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Cafeterias are also likely to have aromas. This is acceptable as long as they are of food and not of cleaning materials or trash.
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Strong smells, even those of the pleasant variety, can be offensive to some visitors.
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Strong perfumes or colognes can be an annoyance.
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If unsure, no odor is better than a potentially offensive one.
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All representatives will groom themselves in a manner that prevents bodily odors.
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The smoking habit produces odors that may be noticeable or bothersome to others. Steps should be taken to address this prior to working with visitors.
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An air freshener is acceptable if the scent is barely noticeable. Flexibility must be exhibited in the sense that the air freshener/scent producer needs to be removed or altered if determined to be an annoyance.
The Auditory Environment -
The sounds of teaching and learning are natural and expected. In fact, they can be pleasing to the visitor. However, other noises not related to teaching and learning will be kept out of the visitor’s range of hearing.
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Radios in the office are acceptable, but only if the music or stations are appropriate and the volume is low enough to be barely heard by the worker of the specific desk housing the radio. Workers at other desks should not be able to hear it.
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Waiting room instrumental music, if piped through speakers in the seating area, is appropriate if the volume is low. This can be 13
especially helpful for calming upset visitors and also for discouraging visitors from getting too involved in other business happening in the office. Be aware that volume of music must be carefully monitored. -
Workers will be respectful of one another and use “indoor voices.� It is inappropriate for a visitor to experience difficulty in listening to the school system representative because another representative is engaging in a loud conversation nearby.
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Lengthy personal conversations with coworkers or via telephone should not be heard or even suspected by visitors.
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Generally speaking, conversations in the reception/waiting area will take place in soft, gentle tones. This type of speech behavior promotes rational discussion and assures the customer that he or she is working with professionals.
Frontliner Guidelines Greetings -
All visitors will be greeted with a smile. 14
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Frontliners shall use the visitor’s name if known. If not known, frontliners will seek opportunity to learn the visitor’s name and commit it to memory for use during this visit and future visits.
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If the frontliner is occupied with a phone call or assisting someone else, the visitor will be acknowledged with a greeting, smile, eye contact and promise of upcoming service (“I’ll be right with you.”).
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Frontliners should make eye contact with visitor during the greeting and maintain eye contact throughout the conversation.
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If the frontliner is engaged in a conversation and cannot greet the visitor, another frontliner will offer the initial greeting and either assist the visitor or offer the services of the engaged frontliner. This offer will be considered a promise to the visitor and must be carried out with integrity. Communication among frontliners is crucial for this greeting system to work effectively.
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Frontliners should always stand to greet a visitor and shake hands if appropriate. The frontliner should stand for the duration of the conversation unless the visitor is invited to sit.
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All visitors will be politely asked to sign in upon arrival. Visiting staff members will also be asked to display their photo ID badges.
Interactions -
The frontliner will always invite the visitor to sit if waiting is involved (“Would you like to sit?”), but will never instruct the visitor to sit (“Have a seat over there.”).
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In a waiting situation, the frontliner will offer, if available, something to drink, materials to read, a coloring book for children or other friendly gestures.
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Honesty is the key in public interaction. If the wait is going to be, for example, 30 minutes, the frontliner may not offer a standard, “She’ll be right with you.” Instead, the visitor needs to know the truth and can make adjustments accordingly.
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Light conversation with the visitor is appropriate while waiting. Political or potentially flammable conversations are never appropriate.
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Confidential conversations about students or personnel are not to occur in a public area.
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Derogatory comments about personnel, schools, administration or the school district are unacceptable.
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If the visitor asks for an administrator, whether by name or by title, the frontliner will ask if the visit was expected. If so, the frontliner will ask for the name of the visitor and offer to find the administrator and inform him or her of the appointment. If not, the frontliner will ask the name of the visitor and nature of the visit and then inform the administrator. Discretion must be used, as the administrator may prefer the frontliner to leave the public office area and have a conversation in the administrator’s office rather than via phone or intercom. This way the administrator can provide direction for the frontliner in a private forum.
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Farewells -
Visitors exiting the office or building will always be provided with an invitation to return (“Feel free to call or write if I can serve you in any other way.”).
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Frontliners can become an agent for the visitor by offering a business card or at least a name and phone number for future questions/needs.
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All visitors will be reminded to sign out when departing. Parents, guardians or other designees departing with students will be asked to follow the appropriate sign-out process to ensure student safety.
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Frontliners, when possible, will walk the visitor to door. Most offices are small enough that this gesture only involves a few steps.
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Frontliners will smile at the visitor as they say, “Thank you,” and provide a genuine offer of best wishes (“Hope you enjoy the rest of your day. Good-bye.”).
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Phone Communication
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The Four-Step Greeting The following components will be implemented into the initial frontliner response to all incoming phone calls: -
Introduction: The first thing that is said to the caller could include statements like “Good Morning!” The words don’t matter as much as the tone in which they are spoken.
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Identification of School/Department: Be careful not to use abbreviations or acronyms that will confuse the caller. This step can be eliminated if there is a front-end message on the phone system that identifies the school/department such as “Thank you for calling Central Middle School. Please press zero and a receptionist will be with you shortly.”
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Identification of Self: This serves multiple purposes. First, it presents the caller with a “genuine” person. Next, it is helpful when multiple conversations need to occur in order to best serve the customer. The next person in your school/department can ask the caller for the name of the person with whom he or she has already spoken and that information can often help bring clarity to the conversation 20
and a more expedient solution. Finally, offering a name to the caller provides an implied measure of accountability for the frontliner. Please note the identification of school/department and the identification of self can be inverted. The order of these two steps is irrelevant. -
Offer to Serve: While it can be simple, and to some may seem like “fluff,” it is a necessary component as it goes far to meet the customer’s need to feel welcome (see Appendix for the Four Primary Needs of a Customer). Statements can include, “How can I help you?”, “What can I do for you this morning?” or even, “How can I make you smile today?”
Miscellaneous Conversation Standards -
Never answer the phone or conduct a conversation with food or drink in your mouth.
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Do not cough, sneeze, belch, hiccup or make any other bodily sound into the phone. If one of these things must occur, ask the caller to excuse you, cover the phone with your hand, hold it away from yourself, turn your head 21
away from the phone, then proceed. If the caller still hears you and offers a, “Bless you,� be sure to thank him or her. -
Speak at a pace that is slow enough to be understood, but not so slow that it becomes an annoyance. Be especially sensitive to your pace of speech if the caller is taking notes.
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Never speak to someone else in the room while holding the phone to your mouth. The caller can be easily confused and become unsure when you are speaking with the caller and when you are speaking with someone else.
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Volume is a wonderful tool for the frontliner. Be sure to speak loud enough for the caller to hear every word, particularly if there is background noise in the room of either the caller or the frontliner. If the frontliner decides the caller is doubtful, skeptical or otherwise lacking confidence in the school or department, a slight increase in volume can convey a sense of confidence. If the caller is belligerent, a slight decrease in volume can assist in moving the caller to a more rational realm. If the caller is speaking too softly, politely ask him or her to speak louder. If the 22
caller is too loud, or there is too much noise in the background, use tact to request clarity.
Transferring Calls Often, it becomes necessary for the frontliner to transfer a call to another person. This situation may arise for any number of reasons, but there are some applicable rules of etiquette for placing such transfers. -
Provide the caller with information about where you are going to transfer the call. Share the name of the department and preferably the name of the individual who will provide assistance.
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Offer the number for the phone to which you are going to transfer the caller in case the transfer gets disconnected. Keep in mind the caller may be writing the number, so speak slowly and clearly.
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If you attempt the transfer and hear a busy signal, don’t complete the transfer. Instead, tell the caller the line is busy and offer: to link the caller to someone else if appropriate (if so, provide caller with the number), invite the caller to call back directly in a few minutes or take a message. 23
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If you attempt the transfer and hear a voicemail message, don’t complete the transfer. Instead, ask the caller if he or she would like to: be placed into voicemail, have a message taken, be linked to someone else (if appropriate) or simply call back later.
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If the caller is being transferred because he or she asked for someone else by name and the person requested is not available for the call, tell the caller that the person requested is not available and then offer options that include voicemail, call back later, take a message for the person or, “Is there some way I can assist you?”
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When the person to whom the call is being transferred is available and answers his or her phone, the frontliner will: identify himself/herself, offer the name of the caller being transferred and any factual information about the situation. Doing this will save the caller from having to reexplain the situation. It will also prevent the coworker from having to spend time gathering information. Additionally, it provides the coworker with instant credibility in the eyes of the caller as the co-worker can pick up the phone and immediately say, “Good afternoon, Mrs. Brown. This is John and I understand you have a question about…” 24
Taking Messages -
Regardless of position or title, nobody in the school or school district is above taking and delivering messages for a co-worker on behalf of a customer.
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All messages left verbally will be written.
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Written messages must be delivered promptly. To do otherwise is a broken promise and loss of trust on behalf of both the customer and the co-worker. It signals disorganization and incompetence on the part of the message taker.
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Written messages must be accurate and legible to the recipient.
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Messages will be signed by the message taker. Often the recipient has questions about the message and wants to ask the message taker.
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Messages will include the time and date.
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Be sure, when delivering a written message, that it gets to a place where the recipient will find it. If frequently taking messages for the same person, ask where he or she would like 25
for them to be placed. Ideally, the school/department will have a designated location for messages.
Voicemail -
While offering information about when a customer can expect a return call is very helpful, many voicemail messages last far too long. Consider the following ways to shorten the wait time for a caller prior to being able to leave his message:
Rather than leaving the details of your schedule including where you will be, why you are there and who you are with, simply let the caller know when you will return to your office (or when you will return calls if more appropriate).
Avoid phrases offering information already known by the caller such as, “I’m unavailable to take your call right now,” and, “After the tone…” Not only does this lengthen the time the caller must wait to leave their message, it can also be insulting. 26
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The caller knows that the machine is going to record a message, therefore it is best not to invite them to do so. Instead offer them confidence that they will get a return call if that is their goal and if you can deliver on that promise (“I look forward to speaking with you soon.�).
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Smile while you record the message. It is detectable by the caller.
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As a special touch, you could re-record the message at least once daily and include the date. This gives the caller confidence that you do indeed keep up with your messages and he or she can expect a prompt response.
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Many people like to use voicemail messages as a screening agent to gather information and even occasionally provide information to direct a caller to another phone number depending upon need. In rare instances, this is okay if done professionally. The information for the caller should be understandable (even a slight amount of confusion is unacceptable) and the voice should be pleasant enough that the caller will be willing to follow the advice on the message. 27
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When one frontliner is away and has the phone forwarded to another frontliner, the second frontliner needs to adjust the message to inform the caller that they have reached the right number by mentioning all appropriate names (first frontliner and any names for whom he or she answers and the second frontliner and any names for whom he or she answers).
After Hours
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The main phone number for each site will have an after-hours solution for customers who call outside of the working day. There are numerous ways to do this, but it must be done in a way that serves the caller. It can be a very useful tool if used properly.
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Individuals do not need an after-hours message separate from their normal voicemail message.
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The after-hours message for the site can be as simple as a reminder that the office is closed right now and an invitation to call back during business hours. 28
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Technology is available to create multiple text boxes with option trees (“Please press one to hear about how to register for school. Press two to learn about vacancies…”).
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All information must be up-to-date on the after-hours message. Site personnel will check it periodically to ensure accuracy.
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Message must be changed for unique situations such as weather, holidays, etc.
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Written Communication
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Email -
Unless steps have been taken to assure universal access, email is not to be used as a sole means of communication.
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All email messages will be proofread by the sender for spelling, grammar and syntax errors prior to sending. The spellcheck option does not catch all errors. Proofreading is still necessary.
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When responding by email to an email inquiry, always begin by using the person’s name. If no name was given, use a generic greeting (“Good morning!”).
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All email messages will include the name and contact information of the person sending them. This can be done manually or by utilizing an automatic signature.
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The response to an email sent by a customer must indicate appreciation of the recipient (“Thanks for writing!” or “Thank you for contacting Minneapolis Public Schools.”) as well as an invitation to write back or call for more information. 31
Letters/Memos -
Double-check the addressing on the outside of the envelope. Be sure it will get to the proper recipient at the proper location.
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Sufficient postage needs to be affixed to each piece being mailed. Each school/department should have someone versed in mailroom procedures. There are often great ways to mail materials and save money that may be unbeknownst to the sender.
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Spelling, syntax and grammatical errors are unacceptable.
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A copy of each important document mailed should be kept either electronically or in a file cabinet.
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The writer of the document should ask another person to read for tone prior to sending. A letter’s tone can be construed many ways, even in ways unintended by the writer.
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Fax -
Frontliners may use their office’s Ricoh multifunctional unit to scan and email documents. Ricoh units have replaced fax machines at many sites. If a customer requests a fax, offer to scan and email the document for increased transmission clarity. Allow the customer to choose whether he or she prefers an electronic version or a paper fax. To learn more about the scan to email function, contact your building tech.
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When discussing the sending of a fax to a customer, be sure to ask if a cover sheet is needed.
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Cover sheets must include names of the sender and receiver, as well as the date and fax number being dialed. They should also include information for returning the fax such as name, department, fax number and address.
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Keep in mind that fax transmissions often arrive faded or otherwise difficult to read. The customer may feel a need to request a second sending. Never display impatience when asked to repeat the action. In fact, it is a terrific 33
gesture to follow up the fax with a call to the customer ensuring a satisfactory arrival. If a document is received faded or difficult to read, it is usually because the original is in poor condition or the original is not in black ink. -
If technical problems occur prohibiting the sending of the fax, be sure to contact the customer immediately to make alternative arrangements.
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Too often, fax requests get pushed aside because the customer is “out of sight, out of mind.� Be sure promises made regarding fax transmissions are given the same level of attention as other promises.
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Cultural Awareness
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“People who are successful at intercultural contacts are capable of taking their own shoes off and stepping into those of someone else.�
Intercultural Business Improvement. -
Caring for others, of any culture, is displayed more by your attitude than by your words.
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Arrange for an interpreter when needed.
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Find common areas of agreement rather than looking for differences. All parents want their children to succeed and be engaged. That is a goal for MPS, too.
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Recognize that the school system is complicated for those unfamiliar with procedures and even more so for those unfamiliar with the language. Remember that some cultures consider education a matter of survival. Always reassure.
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For most cultures, close family relationships are highly valued. Use language that demonstrates respect for the parents and their child.
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Physical touching is discouraged as it may be seen as discourteous in some cultures. 36
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Do not speak in an elevated volume. This may be considered rude in some cultures.
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As much as possible, make all documents, signs, phone messages and other communications in multiple languages.
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Time is flexible in many cultures. Expecting strict adherence to a time schedule may be problematic in some cases. Changes in plans, schedules and meetings are common.
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Take time to learn key phrases and mannerisms that will endear you to your customers from other cultures.
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Speak clearly without rushing.
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Be patient with accents and unfamiliar terms.
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At all times, refrain from using acronyms or slang.
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When confusion arises or communication struggles exist, try rephrasing your sentence or choose new words to express yourself.
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Be aware of your own biases and avoid assumptions. 37
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Identify those in your school or community who can assist you in communicating with customers from other cultures.
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Above all, smile. Your friendliness trumps all barriers.
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Appendix A Signed Promise The customer service center of a large school system designed a promise to all customers, translated it into Spanish and had each member of the team sign both versions. They were framed and hung on a wall outside of the welcome center. Each team member had input into the construction of the promise and made a commitment to every reader – a commitment for which they could be held accountable. The text of their promise follows.
Our Promise to You Caring for our guests is the number one priority of the Customer Service Center. In fact, you are so valuable that each member of our team has made you a promise, signed it and displayed it for all to see as a reminder of your importance – and our commitment. We promise to:
Always make you feel welcome.
Always respond promptly to any need you might have.
Always work to help you find solutions.
Always be approachable.
Always serve you cheerfully.
If, for any reason, you believe we have broken our promise, please remind us immediately. After all, a promise is a promise! The Staff Customer Service Center
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Appendix B Four Basic Needs of Every Customer Every customer, whether internal or external, brings one or more of the following primary needs to each interaction with the customer service representative: 1) To Feel Welcome. This goes beyond the traditional welcome mat or, “How are you today?� greeting. Yes, the customer should be made to feel welcome when visiting, calling or writing to the school or central office. But more than that, he or she should feel welcome to approach the individual customer service representative. The customer should be given every impression that this is not at all a disruption or an impediment to other, more important tasks. Upon exiting the conversation, the customer should be offered encouragement to inquire again if other questions or needs arise. 2) To Be Understood. Too often, ineffective frontliners develop the attitude that the burden of understanding falls upon the customer. That is a myth. It is the frontliner’s job to find out what the customer is attempting to communicate. If obstacles to understanding appear impenetrable, it may be time to start the conversation again or possibly enlist the assistance of a co-worker. However, never is it appropriate to offer lesser service merely because the customer was difficult or not understandable. 40
3) To Retain Dignity. The customer service manager of a large organization once remarked that the most frequent complaint he received from walk-in customers about a particular service representative was that she “looked over her glasses at me.” The visitors to this particular department were being made to feel as if they were in the principal’s office – simply for showing up with their questions. Customers should not have to feel belittled by an over-comfortable frontliner. In fact, service representatives need to possess an attitude of humility. When they do, a loss of dignity on anyone’s part is less likely to occur. 4) To Obtain Assistance. We must remember that rarely will customers contact a school or school district simply to let the frontliner know that they are enjoying a splendid day! No, there is a need. If they could figure out the solution or in some way handle it themselves, they wouldn’t approach the frontliner. It is important to note that even what would seem to be the simplest, most basic of needs is still something that drove the customer to call out for help.
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Appendix C Seven Rules for Strong Frontliners 1. Always be on time. This does not mean be at your desk promptly at your assigned starting time. While that is important too, this rule refers to being on time with the delivery of promises. For instance, if a customer has been told (even in passing or in a light-hearted conversation) that an email containing requested information would be sent by 2:00 p.m., then an email sent at 2:05 p.m. is a broken promise. Frontliners must never promise what cannot be delivered. 2. Over-deliver on promises. Using that same example, think of the impression made upon that same customer when the email arrives at 1:00 p.m. It will not take long for a frontliner (and consequently the school/department represented by the frontliner) to gain tremendous favor with the customer when overdelivery becomes a habit. 3. Offer choices. Customers, particularly belligerent ones, like to make decisions, or at least feel like they are in charge of the situation. As taxpayers, they may have some justification in approaching the school district with that attitude. However, a wise frontliner can utilize choices to both keep control of the interaction and satisfy the customer’s need for authority at the same time. Imagine the frontliner stating, “I can fax that to you after school lets out this afternoon, I can send it to 42
you in tomorrow morning’s mail or I can email it to you within the next 15 minutes.” The customer gets to choose, and thus is in control. However, you will notice the frontliner did not offer to glue it to his or her hair and crawl down the street to deliver it. Why? Because that was not an acceptable option for the frontliner. When the frontliner offers options that he or she deems reasonable and the customer selects from those options, everybody wins. 4. Keep Customers the Priority. Locate an ineffective customer service representative and you will probably be staring at a person who has lost sight of the order of priorities. When budget reports, purchase orders, timesheets and warehouse requisitions elevate to a seat of greater importance than the need of a customer, service can go nowhere but down. Priorities are established by leadership. 5. Make Yourself “Accessapproachable.” This is not a typographical error – at least not unintentionally. Offering multiple methods of contact and being available to serve customers is important, but mere accessibility is not enough. Frontliners must be recognized as approachable. Customers must believe that it is okay to bring their needs to every person representing the school/department.
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6. Live In the Realm of Logic. Many of our customers dump their needs into our laps. As school and school district representatives, we have come to expect and meet those needs. However, many customers attach an amplified sense of emotion to their needs. That is where it gets difficult. The customer is emotionally attached to the fact that a school bus just ran over his or her mailbox. The frontliner is probably not quite as devastated by this news. However, over the course of conversation and ultimately relationship-building with this customer, it is easy to get emotionally involved with the situation. Either the frontliner can “see the point� of the customer and become an advocate for the customer at the expense of the school system, or become so incensed at the customer that all the emotions are negative. Either way, trouble ensues. It is best that the frontliner avoid the realm of emotion and reside in the realm of logic where problems can be solved and sensible solutions applied. 7. Be a Real Person. Having just coerced the frontliner to remain void of emotion, we now must insist that robots have no business replacing people when it comes to public relations. School and school district representatives must remember that the school system is not a group of buildings. It is people. People have the capability to smile and weep. These emotions are very helpful in building REAL relationships with customers. Don’t pretend to be concerned. Be concerned. When a 44
parent brings horrific news that will permanently affect the life of a child, do not be so calloused as to subscribe some psychobabble response with the hopes of quickly getting them off the phone or out of the office. Be the shoulder they need. Represent the school system, but also represent humankind. Be genuine. Be real!
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Notes