. Analyzed the following issues:

1. Identify the problems.
2. What are the major problems?
3. Suggest solutions to the major problems.
4. Recommended the best solution to be implemented.

3. Minimum 5 case questions with answer

Background Information Jim Mullens likes supervising the Customer Service Unit. This unit is re- sponsible for updating customer accounts and filles as well as for providing in- formation to customers and other employees. Typically, the customer service representatives (CSRs) he supervises answer questions about the services of- fered, provide information about the customer's account, and modify the files so that they are up-to-date and correct. This unit was formed only recently, to han- dle the increasing volume of direct customer calls more efficiently by using the newly installed on-line customer information system. Unfortunately, the planning for the new unit was not done well. The on-line computer system was purchased and installed before the actual operations peo- ple were brought in. As a result, Jim was given the responsibility for getting the unit up and running within one week. He had to make some quick personnel se- lections and take care of a lot of administrative details within a short period of time. Now, three weeks after receiving the assignment, Jim feels quite a sense of accomplishment. He has been lucky that things have worked out as well as they have. In fact, the only thing Jim is concerned with now is the way in which his reps handle customers over the phone. Jim knows that good telephone etiquette is essential to the successful ac- complishment of his unit's mission, yet his reps use many different styles in an- swering the phone and do not follow basic rules. For example, the reps commonly neglect to put customers on hold while they search for information. When asking questions, they do not explain the reason for the inquiry; they do not verify information; and, at times, they may react defensively when they don't know the answers. These are the major-but not the only--things they do wrong. Jim knows that he must train them in the techniques of proper phone eti- quette. There is no available training program to which he can send his person- nel. Therefore, he must provide the training and coaching to the reps while they are on the job. ASSIGNMENT Prepare a training plan for Jim to use. CASE DISCUSSION: Answering the Phone Summary Jim Mullens is given the task of staffing the new Customer Service Unit. This unit was created in response to a newly installed on-line customer informa- tion system. Now, the customer service representatives (CSRs) in the unit are expected to handle customer phone calls and answer any of the full range of questions they might have. Unfortunately, the planning of the unit did not include Jim, and he only had one week to complete his assignment. He was fortunate to have recruited enough people to get the operation going, but after three weeks, he is now con- cerned about how the reps are answering the phones. He has noticed that the reps make a variety of mistakes in phone etiquette, such as not putting the caller on hold when necessary, not explaining what they are doing, not verifying in- formation, and acting defensively. He knows they need training but realizes that he must do it himself while the reps are on the job. Assignment Prepare a training plan for Jim to use. There are two fundamental steps Jim should follow in preparing a training plan: defining desired standards of CSR performance, and creating learning experiences to train the CSRs to those standards. Hence, a training plan should contain information on those two broad domains. A more detailed plan could include a job analysis, creation of learning objectives, a needs assessment, a training curriculum, and a means of evaluation. This exercise could be used as a basis for the latter, more detailed plan. However, in a more applied sense, completing the two general steps would be sufficient for Jim's purposes. The particular details of each step are addressed below. Performance Standards. A reasonable set of performance standards for the CSR job would likely include the following. The CSR should: Efficiently access all customer information using the customer infor- mation system Accurately interpret the customer information system to report cus- tomer information Enter information into the system correctly Follow established phone procedures and etiquette Deal constructively with any conflict or dispute. These standards are listed in an approximate order of learning acquisition for a training plan. That is, before acceptable phone performance can be expected, CSRs must first be able to use the customer information system. NOTE: A more detailed training planning approach could include a more formal job analysis. Jim might hold a meeting with the CSRs to define their exact job duties. Further, at this meeting or at a subsequent one, he could complete a needs assessment by identifying what this group needs to learn. In point of fact, though, Jim should expect some turnover in his group; hence, a complete training plan like the one under development here should be prepared for use now and in the future. Training Plan. Jim's training plan must take into account certain parameters: the training will be done at the worksite; the training may occur during regular service hours; the training will need to use the existing system; and, due to practical constraints, the training will probably not be conducted with everyone together at the same time. Considering these parameters, it is important to work out the plan so that the training program can be grafted onto the existing production process. There would be two major subsets of the training: how to use the custo- mer information system and how to use the phone in communicating with customers. A. Using the system Jim could create a series of exercises by using the existing customer files. He could also create a set of "dummy" customer files (clearly identified as such). Either way, he could set up a series of inquiries, interpretations, and input exercises to work the trainees through a progressively more complicated set of assignments. This training could be presented in the form of self-instructional exercises. For example, Jim could prepare a booklet of pages with different assignments. For a brief period of time each day and on a rotating schedule, the trainees could be put "offline" to complete certain exercises. A training schedule reflecting this plan would be easy to create. Jim should make sure to verify the accurate completion of each segment by reviewing the assignments and directly observing the trainees. He could even give each trainee a "final" examthat is, a set of new assignments that they must complete while he watches. B. Using the phones Once mastery of the system is achieved, the CSRs should be trained to standard in using the phones. This would begin by communicating what those phone standards are: Jim should prepare a list of standards and instruct his CSRs in what they are. The basic etiquette problems he's seen would probably be addressed simply by him doing this. He should regularly monitor phone behaviors to make sure these standards are being met. The more involved training process involves how to handle difficult customer calls. Jim should identify what kinds of issues seem to most commonly create conflicts. He should then prepare training vignettes around these issues. He should also identify the skills routine that should be used to respond to these calls. A likely skills routine might include active listening, restating customer requests, offering alternatives, fixing problems quickly, and verifying solutions. The training could proceed as follows: Jim would prepare the skills routine as a training handout. In a general meeting, Jim could review and demonstrate these skills. Either in that meeting or in individualized sessions, either Jim or another CSR would be the "customer" and go through role play exercises, which would be based on the vignettes, with the CSR. He could then coach each CSR on how they used the skills in responding to the situation