CSTP Trainer's Guide Version 3.0 Jan 10

TRAINER’S GUIDECustomer Service Training Program

TABLE OF CONTENTS

I. How to Use this Trainer’s Guide

Introduction................................................................................................... 2How to use the Trainers’ Guide.................................................................... 2Key learning points....................................................................................... 3

II. Training AdministrationPreparation Checklist................................................................................... 4Delivery Tips................................................................................................. 6Feedback and Evaluation............................................................................. 8

III. CSTP Modules

Opening Program......................................................................................... 9Module 1 – Who am I? (Self Discovery and Affirmation).............................. 12Module 2 – What’s happening? (A Closer Look at our Business)................ 20Module 3 – Where are we going? (PAGCOR Vision and Mission).............. 23Module 4 – What is inside us? (Our Core Values)....................................... 26Module 5 – This is it! (Asia’s Friendliest Experience)................................... 30Module 6 – I am a Top Rater (Steps to becoming Asia’s Friendliest Service Provider)........... 36Module 7 – Winning the Raise ................................................................... 42Closing Program........................................................................................... 44

IV. Reporting and Monitoring Policy

V. Annexes Annex A: Materials for Further Reading

The Challenge of Service: Are Services Really Different? Excerpts of AFEDS-TWC Terminal Report The Real Meaning of Brand Leadership The Six Elements of Total Quality Customer Service Program Vegas vs. Macau: Who Will Win? Defining Casino Filipino Products Winning the Singapore Bid: A Lesson in Product Attributes and Positioning How Does a Casino Make Money?

Annex B: Various Forms Activity Handout 5-B: What Casino Customers Want Activity Handout 5-D: Customer Service Assessment Form (High Five) Activity Handout 6-A: Fantastic Five (Take 1 and Take 2) Activity Handout 6-F: I LAUGH (Service Failure Scenarios) Attendance Sheet Meal and Snacks Form Trainee Evaluation of Trainer Program Evaluation Form

Annex C: Guide to Ethical Conduct for PAGCOR Trainers

Notes

HOW TO USE THIS TRAINER’S GUIDEHuman Resource and Development Department Training and Development Unit 1


© All Rights ReservedTraining and DevelopmentPhilippine Amusement and Gaming Corporation28 December 2006 v3

INTRODUCTION

The Customer Service Training Program is a competency development program on customer service. It is one of the component programs of the Asia’s Friendliest Experience Delivery System, in support of PAGCOR’s vision of becoming a globally-competitive gaming firm with our unique customer service capabilities–being Asia’s Friendliest--as a competitive advantage.

HOW TO USE THIS GUIDE

Before beginning the Customer Service Training Program (CSTP), read through this guide. It gives the Trainer all that he/she needs to implement the program--from training preparations, discussions of the modules, managing the participants, and preparing after-training reports. A supplementary portion, Further Readings, gives the trainer very helpful materials to read on as references.

This guide is for Trainers use only. Your participants are not entitled to get hold of a copy of, or even browse through this guide.

Please note that you may present the material using the accompanying presentation in PowerPoint CD or in overheads. The worksheets (Activity Handouts), Evaluation Forms, and flip chart / overhead layouts may be duplicated for use only in training sessions with the program. No other section of the guide may be duplicated or used for any other reason.

Any learning is a positive experience when everyone has enjoyed being there or has felt positive about the training. The Trainer’s Guide is to help you feel relaxed and to have fun during the program. This way, the whole learning experience will be enjoyable for the participants and trainers. Good preparation will achieve this goal.

Further questions about the program may be directed to HRDD- Training and Development Unit through:

[email protected] [email protected]

(02) 522- 5296 (0917) 7027662 memo to the SMH, HRDD- TDU

Human Resource and Development Department Training and Development Unit 2


KEY LEARNING POINTS

Using these five steps to becoming Asia’s Friendliest Service Provider, we can provide a more effective and personalized service.

Be Responsive. Customers want your full undivided attention.

Give Assurance. Find out what customers want first. Double check and deliver what customers ask for.

Manage Tangibles.Appearance is always the customer’s primary basis of excellent customer service.

EmpathizeCustomers appreciate it when you care for them.

Be Reliable.A service promise is not meant to be broken.If you don’t know something, find out before a customer asks you about it.

PREPARATION CHECKLISTHuman Resource and Development Department Training and Development Unit 3

ACKNOWLEDGMENTS

VISITACION F. MENDOZASenior Managing Head, HRDD

LILIBETH L. LAZAROAMH, Training and Development

EDITORArnold Cesar Romero

LAYOUT ARTISTJeffrey Rozal

GRAPHICS DESIGN AND MULTIMEDIA ARTISTZoilo Sarin Jr.

CONTRIBUTORS

Emmanuel Aure Dennis CalambaMa. Victoria Gutierrez Dondi OrlinaRafael Paterno Rodil de los Reyes Shiela Solis Alfredo YabutMa. Dolores Violan

AFEDS- TWC TRAIN THE TRAINERS BATCH

2006- A

THANKS TOMarketing and Casino Customer

Relations DepartmentCorporate Communication

Services Department

REFERENCESTraining Leaders Guide

One-Page Coach Facilitator’s Course Notes


1. Find an appropriate location with...

Comfortable seating

Easy viewing of visuals

Good lighting

Adequate writing surface

Good acoustics

Quiet and free from interruptions

Ample space for movement about the room

Cool and good ventilation

2. Make sure all equipment is working by...

Checking the VCD player and speaker system

Testing the video before showing

Checking overhead/ multi media projector (check availability of a spare bulb) and

any additional equipment

Checking compatibility of computer/laptop with the presentation material

3. Organize and prepare all materials, including...

Attendance sheet

Trainer’s Guide

PowerPoint CD presentation

Whiteboard, markers, eraser, adhesive tapes and laser pointer

Paper and pencils/pens

Name tags for trainers and participants

Worksheets or Activity Handouts photocopied for participants

Materials for each of the Learning Activities

Prizes for individual and group activities

4. Coordinate with appropriate division heads on…

List and shift schedule of training participants

List and shift schedule of Trainers

Availability of training venue and training equipment

Set up of training venue

Meals for participants and trainers

Appropriate cash advances, when necessary

PREPARATION CHECKLISTHuman Resource and Development Department Training and Development Unit 4


Setting up the Room

An open plan seating arrangement (classroom or U-shape) is recommended for easy regrouping and

displaying of visual materials. This also gives enough space for learning activities. The room set up

must comfortably accommodate 25 participants.

The Trainer’s Work Space

Participants expect the trainers to be the center of attention and to be highly organized. For this reason,

the trainers should be in control of the room, all training materials, all training equipment, and most

importantly, themselves.

A well- organized work space will include:

A table for course notes and/or the Trainer’s Guide at the front corner of the room

A separate table for handouts, extra paper, and other supplies at the other corner of the room

A clock on the trainer’s table to ensure that the program stays on schedule

Registration desk

Set up a table near the room entrance to serve as a registration desk. Ask participants to sign in upon

arrival at the training venue, and later before leaving the venue.

Meals and Refreshments

Meals and refreshments should be provided at the least disruptive time and at logical break times.

Water, coffee and candies should be available inside the training room. Meals should be light and

reasonably fast to serve and consume. Remember that sessions after lunch have their fair share of

sleepy or distracted participants so prepare some short icebreakers to wake them up.

As much as possible, control the participants from going out of the training room, either to relieve

themselves or for smoke breaks. Use the allotted break time for these purposes. No participant should

be allowed to leave the training room and miss the sessions.

DELIVERY TIPS



Creating the Right Climate

Remember that this training program is all about customer service, and we don’t want you to be caught

off guard by being unfriendly to our customers--the training participants. Always walk the talk, so to

speak, and it all starts with creating the right climate.

Just as the trainer expects the participants to be interested in the training topic, the participants expect

the trainer to know what he or she is talking about--and to be enthusiastic and to have some personal

experience to share.

All training participants look for at least two things when they attend a training course. The first is,

“What’s in it for me?” This means that in preparing and presenting the topic, course objectives and

learning outcomes must be discussed and checked. Second, participants expect to be able to transfer

what they will learn to real situations in the workplace. This entails involving the participants as much as

possible in the course, and exploring the issues and problems that each participant might be facing.

What’s in it for me?

Here are some answers to this most ubiquitous question:

This is like upgrading a computer. But this time, it is my competence that will get

upgraded.

The new skills I have acquired from this training will make my job easier and

manageable

I can now deal with any type of customer with patience and confidence.

I have improved the way I view myself, other people and my job.

This is an opportunity to be heard out about the difficulties I experience in performing

my job.

This is an opportunity to gather the thoughts of my colleagues on how we can eliminate

the difficulties we encounter in performing our job.

This is an opportunity to get together and know my colleagues.

This is a welcome break from my routine.

I realized that the company values our services.

You may add some more of your own answers to this…

DELIVERY TIPS



Focusing on your group

The experience of the group determines the pace and amount of information you present. That is why it

is important to go through the list of participants days before the training and be familiar with the

characteristics of the group.

If your audience is relatively unfamiliar with the topic/s:

Emphasize key points and reinforce them by using different words (translate to local language).

Summarize frequently.

Allow a lot of audience participation and encourage questions.

Be sure to illustrate and exemplify. Use clear and simple sentences and plenty of practical

examples.

Think realistically about what you can accomplish in the available time.

Be aware of information overload.

Regularly pause and check the learning at any time.

If your group has some previous understanding of the topics:

Don’t assume that participants will automatically understand the issues; learning checks are still

necessary.

Identify and address the gaps in the participants’ knowledge and understanding. Allow some

time to unlearn previous misconceptions.

Eliminate long and complex discussions especially when not all participants are interested with

the arguments. Make yourself available for after-session discussions.

Re- Grouping

The course requires the trainer to re-group the participants. Below is an effective procedure that can be

practiced for setting up and introducing every activity.

Ask the participants to re-group for an activity. Vary the grouping as much as possible so the

same participants are not always together (otherwise sessions will become predictable and

interaction will be limited).

Methods for determining groups are:

o Allocating numbers (count off) then all 1s form a group, etc.

o Use odd/ even for dividing the group into two, or creating pairs

o Group according to last digit of ID number (0-1 = Group A; 2-3 (Group B, etc.)

o Use the game “boat is sinking” for a more exciting grouping

Once participants have re-grouped and settled down, explain what the activity is all about and

what the participants will be required to do. Always check that your directions are well

understood.



Finally, distribute the materials just before starting the activity.

Bowl of fate

The bowl of fate is a method for assigning order of group or individual presentations. Similar to the wheel

of fate, this may be used to randomly determine who presents first by adding a little fun to it. See Activity

Sheet 1. The group that possesses the description in the bowl goes first, and so on.

If the groups are having problems looking for volunteer speakers, same description--the most senior or

the youngest or the tallest, etc. --can become the speaker. (When using this to appoint a speaker, be

sure to use one criteria for all groups).

Dealing with learning resistance

Trainers may occasionally encounter resistance from one or more participants. Signs of resistance

include:

Excessive questioning to the point of embarrassing the trainer

Numerous side conversation between or among participants

Reluctant participation in group activities

Disruptive or inappropriate behavior

Questions that challenge the relevance of the training and/or the competence of the trainer

When you encounter resistance, your first task is to discover the cause. Ask yourself these questions:

Could anything I am doing or saying be construed as controlling?

Is my attitude one of supportiveness?

Talk to the resistant learner and find out

What the participant think is the reason for his presence in the training

What would make the training useful

What is not meaningful to him

What are his/her suggestions to make the training more meaningful

Solicit his/ her support

If all else fails, ask the disruptive participant to leave.

Feedback and evaluation

Allow sufficient time for the participants to complete a feedback form (Training Evaluation Form) and

ensure that it is returned before participants leave the room.

Jotting down participant involvement throughout the course can prove valuable later on when assessing

the participant’s progress. The notes you keep can provide specific information on behaviors and skills

that the participant exhibit. This will enable you to give specific performance report rather than just

general impressions of the whole group.

OPENING PROGRAM



Time Allotment: 30 minutes

Materials Needed:

- Background music during the Invocation

- Lupang Hinirang Audio/Video- PAGCOR Hymn Audio/Video- Name tags- Pentel pens or color pens- PowerPoint Presentation (Slides 1 to 8- Idea cards (strips of paper measuring

8’X4’)

Icebreaker 1: Kumusta Ka

Suggested Time Frame00:02 Invocation00:02 National Anthem00:03 Pagcor Hymn00:05 Opening Remarks00:15 Icebreaker 1:

Kumusta Ka 00:03 Presentation of Course

Objectives

This symbol is a prompt to remind you that an accompanying audio or video material should be used at this point.

A. Invocation

Prepare an Opening Prayer beforehand. This can be flashed on the screen using an overhead projector so everybody can recite the prayer together. Make the prayer more personal and ecumenical.

Alternatively, a prayer may also be sung by the group. Choose a spiritual song and flash the lyrics on the screen while playing the music.

B. National Anthem

C. PAGCOR Hymn D. Opening Remarks

A member of the Branch Management Panel, or the Lead Trainer may give a very short speech to welcome the participants to the training program.

E. Icebreaker 1: “Kumusta Ka” Song

Kumusta ka., tayo ay magsaya! Pumalakpak, pumalakpak Ituro ang paa. Padyak sa kanan, padyak sa kaliwa! Umikot ng umikot at humanap ng iba!

Show slides # 2- 4 as you go through this activity.

Ask each participant to think of an adjective that best describes him or herself. This adjective will be written under his/her nickname on the name tag.

Ask the participants to stand up in the middle of thee room.

Demonstrate the action while singing the song.

Ask the participants to sing the song with action.

Tell them to move around and greet as many participants as they can.

This song may be repeated 5 times or until such time that each participant has met or greeted a substantial number of co-participants.

Ask the participants to sing faster after each round.

F. Activity 1: Leveling of Expectations

This activity will set the parameters of what the Human Resource and Development Department Training and Development Unit 9

Important

To ensure participation of participants, you may mark the chairs with colored tags before the session starts. Those with marked chairs are first to present in front.


seminar aims to achieve. It will also set the minimum and maximum of participants’ expectations.

Each participant will be given a chance to introduce himself/ herself. Participants will also be asked to explain the description/ adjective he gave himself.

After all have introduced themselves, distribute a blank sheet of paper (idea cards) to write their answers to the following questions:

1. What do you expect to accomplish, acquire or learn from this seminar?

2. What do you expect from the facilitators?

Give them 2 minutes to think it over. After that, ask them to post their answers on the board. One side of the board for question # 1 and the other side for question # 2.

When all participants have posted their expectations, the facilitator processes the responses and acknowledges their expectations. Clarify whenever necessary.

When done with processing, it is the facilitator’s turn to present his/her own expectations for the class.

o What do the facilitators expect from you? (In this portion, you may discuss the training rules using Slide 6)

o As an alternative, you may ask the class to draw up the training rules themselves and make them reach a consensus.

Objectives of the Training Program (Show Slides 7-8). Ask a participant to read aloud each of the objectives.

Acquire and apply various concepts, principles, tools and techniques on delivering quality customer service consistent with the company’s Asia’s Friendliest Experience framework;

Know and understand the company’s vision, mission and core values; align these to one’s personal vision, mission and values;

Gain functional knowledge on the company’s

products and services, including marketing programs and other relevant information;

Recognize the value of oneself as a person and as a PAGCORian through self-discovery and affirmation;



Appreciate the importance of consistently practicing appropriate behavior, correct posture and grooming during contact with customers adhering to company standards; and

Proactively contribute improvement in company systems and processes by identifying ‘customer irritants’ and recommending appropriate actions.

MODULE 1: Who am I? (A Journey to Self Discovery and Affirmation)



Time Allotment: 2.5 hours

Materials Needed:

- Caricatures of faces with various emotions posted on the walls of the room (sad, happy, frightened, angry, nervous, sleepy, etc.)

- Pentel pens- Whiteboard and marker- 5 sets of Shapes Puzzle Toys- Blindfolds for all participants- “FISH” Video- Powerpoint Presentation

(Slides 9 to 15)

Learning Activity

Activity 1-A: “Shapes” (Do I Fit In?) Activity 1-B: Let’s talk about your passion

Suggested Time Frame00:02 Learning Objectives

01:00Activity 1-A: Shapes – Do I Fit In?

00:20Activity 1-B: Let’s talk about your passion

00:20Evocative Discussion: JoHari Window

00:30 Film Viewing: “FISH!”00:03 Wrap up00:15 Allowance for delay

OVERVIEW

The first module encourages the participants to go back to their inner selves and try to draw out from them what is innately good in them.

It also identifies and processes the existing work attitudes and values that impede the delivery of total quality customer service.

OBJECTIVES

At the end of the module, the participants should be able to:

1. affirm one’s self worth and improve self-concept.

2. understand the importance of one’s behavior and attitude in relating with co-employees and customers.

3. identify and correct work attitudes that impede the delivery of total quality customer service.

METHODOLOGIES

A. Learning Objectives Show Slide 10 with the learning objectives of the first

module. You may ask any of the participants to read them aloud for the class.

B. Activity 1-A: “Shapes” (Do I Fit In?)

This activity will serve as a jumping board for the topic on self-discovery and self-awareness. The things they will experience from this activity can be related to their experiences in the casino.

Participants will be divided into 5 groups. All participants will be blindfolded. Each group will be given a puzzle toy consisting of

a sphere and pieces of different sizes, shapes and dimensions.

The object of the game is for every member of the group to insert his piece/s into its respective holes or slots in the sphere.

There is only one rule: At the end of 3 minutes or at the end of the music, everyone should have found a place for his/her piece.

Points to consider or to observe: Look for participant who strayed from his

original group Check those who have finished/did not finish

the task Anyone who removed the blindfold

Anyone who peeped or lifted the blindfold



A group that forced the pieces into the sphere Anyone who was left holding his/her piece Anyone who transferred to another group and

found a place for his piece

During the processing of the activity, the participants will stay with their group and remain in their places.

An assistant facilitator may write their answers on the whiteboard.

Recommended powerful and evocative questions: How would you describe your experience while

doing the exercise? What did you do as a group that made you

successfully accomplish you goals? What happened in the group that did not

complete the exercise? Why are you not in your original group? When someone went to your group, what was

your reaction? Why did you remove your blindfold? You have the complete number of pieces but

one does not really belong. How is it so? How come no one asked for clarifications or

explanations with regard to the rule? You removed your blindfold. Why did you just

stand there and watch the rest of the participants?

How would you describe your experience in trying to accomplish something while “in the dark”?

What do you think is the significance of this exercise?

What does the shapes, numbers, letters and colors represent?

What does the sphere represent?

The sphere represents the Customer Service Training Program. It is multi-faceted and consists of different pieces with different sizes, shapes, colors, textures, weight and dimensions. The pieces represent each and every employee who has different backgrounds, concerns, attitudes, priorities, mindsets, purpose and outlook towards their jobs and towards this program.

Inasmuch as the sphere is incomplete without the right pieces coming in the right places, so is the CSTP incomplete without the presence, participation and cooperation of each and every employee. Although we have different purpose, educational, religious, economic, political and geographical backgrounds, we have a place and a space to fill in within the whole context of the CSTP.

The only thing that is important is to discover our piece, our shape, our talents and what we can contribute



towards the success of the program. Through the process of knowing one’s self, either through self-discovery or with the assistance of our friends and peers, we also discover how we can best put ourselves in shape and fit into the whole process.

Our experiences in the exercise will help us situate ourselves in the bigger picture and we also discover the reasons why we are not fitted or out of shape. Either we are indifferent or we lack enthusiasm to actively participate, or the rules are not clear which prevented us from exploring other avenues and other possibilities on how we can achieve our goals.

It can also happen that in our desire to produce the expected results, we go to the extent of bending or operating outside the rules and procedures. We create shortcuts. Being so, others are deprived of the opportunity to participate because they discovered that their place has already been allotted or taken by someone who, though not fitted, completes the requirements.

Meanwhile, there are those of us who, realizing that they are misplaced in their own group exerted extra efforts to find out where and how they can fit. By doing so, they discovered that one should not only be confined to the walls he is presently confined. There are doors to go out of and there are doors to go into.

In the meantime, most of us were kept in the dark. Although there is no rule that prevents us from removing our blindfolds, we assumed that doing so is prohibited. Thus, we were deprived of the opportunity to achieve our goals under the light and seeing our actions and the actions of the rest of the participants.

With eyes, ears, hearts and minds open, any work, job, assignment, task or activity becomes easy and fun to complete. In the same way, we are always afraid to explore different ways and means that might make our jobs easier and more systematic. We stick to traditions and the attitude that “that’s the way it has always been.” That’s a form of blindness.

This particular segment may be ended with the following story: The Parable of the Soup stone

Once there was a well-dressed gentleman who passed by a very poor farming community at the foot of a mountain. Knocking on the door of one of the small huts, he asked the homeowner if he can have something to

eat. The homeowner said, “We are very poor and we have no food to share with you. Whatever food we have is not even enough to feed all of us here in this



household.”

The stranger, seeing the sincerity of the homeowner then said, “Don’t worry. I have a soup stone with me. All I need is a very large pot and some water to boil my soup stone with.” The homeowner prepared the pot and as the stranger started to boil his soup stone, she went out and told her neighbors about the stranger and his soup stone. Soon, the house was surrounded by the residents of that community.

While the stranger was stirring the boiling water and his soup stone, he shouted, “This soup is good. But it could be better if it has some meat.” Then, from among the crowd someone shouted, “I have some meat in my house. “ Then he went out and returned with the meat. A few moments later, the stranger shouted, ”Some potatoes would make this soup really good.” A woman shouted, “I have some leftover potatoes!” rushing out to get the potatoes. Again and again, the stranger would shout, “salt”, “pepper”, “vegetable” and each time, someone would shout back and bring the requested ingredients. Some went home and brought back fruits, bread, cups, plates and more.

After a while, the stranger gave a bowl of soup to the homeowner which in turn gladly shared it with the members of the community. And as they share the food and share their stories, they realize that this is the first time that they felt happy together. They also realized that by sharing what they have, they discovered the richness that each of them possesses.

Emphasize the morale of the story. You may advise the participants to reflect on this story during their quiet times at home or at work.

C. Activity 1-B: Let’s talk about your passion

This activity will lead every participant to discover more about oneself through a dialogue with another participant.

Ask each participant to find a partner. If the number of participants is an odd number, the facilitator may become the partner of the odd one.

Direct each pair to sit comfortably together for this activity.

Then, tell them that within 5 minutes, everyone must be able to discover/explore the passion/ desire/ ambition of his/her partner.

Process the activity using the following guide questions:



- How did you find the activity?- Any interesting discovery about your partner?- Did you have apprehensions to share your

passion with your partner? Why?- Were you comfortable sharing a part of

yourself to other people? - What significant learning did you get from the

activity?

D. Evocative Discussion: Johari Window

Use the Johari Window for the participants to further understand their experiences as they went through the shapes and passion activities.

In the Shapes activity, we went through the experience of trying to search for the space where our unique shape would fit in. The shape we held in our hands represent ourselves, our talents, skills and giftedness.

We possess different shapes, sizes, colors and dimensions. This is what makes us unique and what sets us up as individuals. I cannot say that I am better than others because each person has a part to fill-in and a place to fit into.

Thus, thru the Customer Service Program, everybody is invited to share the richness of one’s self, regardless of one’s position, title, economic, political, religious or cultural mindset. And for us to belong or to fit-in, we need to go through the process of self-assessment or self-discovery.

In our attempt to make a journey towards this self-discovery, we would use the JoHari Window as model and guide.

Show Slide 13 with the JoHari Window, revealing each quadrant as they are discussed or described.

1 . “ I know- You know.” This window describes us in terms of our name, position, address, ID number, age, sex and everything else that can be included in our bio-data or resume. This is what is known as the open window. However, we know from our own experiences that we are more than just our name, title, position or ID.

2. “You know – I don’t know.”The second window describes the things about us that we don’t know or we are not aware of.



Unpleasant odor may be coming from you without you knowing it. We may be bossy, rude, domineering, showy or self-centered. In this aspect, it is the other person who knows something about us. The values of humility and acceptance are much needed here because we have to be humble enough to accept that we are not perfect and that we have so much to learn and discover about us that can only be known through others.

3. “I know - You don’t know.”This window represents the part of us that is not known to others. Our dreams, aspirations, ambitions, fears and secrets belong to this area of us. Our hidden talents and skills are also part of this window. Sometimes, we keep these things to ourselves because we are afraid that we might be rejected, laughed at or ridiculed if we bring them out in the open. We make ourselves vulnerable and open to criticism if we allow others to view or see these aspects of us. In this window, the values of trust and openness play a great part. But by allowing other people to know and see us through our self-disclosure and sharing, we get affirmed and we discover even more the richness that is within ourselves.

4. “I don’t know – You don’t know.” This is the aspect of ourselves that we don’t know. There is still something in us that needs to be discovered. The value of cooperation plays a vital part in this aspect because it is only through and with other people do we discover more about ourselves. It is also in this window that we discover or we realize that to really discover one’s self is to discover the other. As one philosopher puts it, “to be is to be with”.

You may end the discussion on the Johari Window with the Story of the Chicken and the Eagle.

While walking down from the mountain, a farmer found a large egg lying along the path. He picked up the egg and brought it home with him. Upon reaching his farm, he placed the egg alongside the eggs of his chicken. Weeks after, the eggs started to hatch and he discovered that one of the chicks is quite different from the rest. It is bigger, has a greater wing span, very sharp beak and powerful feet. But still, the farmer considered it as just another chicken. It walks like a

chicken, drinks like a chicken, pecks like a chicken, flies low like a chicken. In short, it lives like a chicken, the way all chicken around him do.



One day, a hunter passed by the farm and noticed that this unusual chicken is actually an eagle. After convincing the farmer that an eagle’s place is not in a farm with chickens but high up in the mountains where it can soar to the sky and hunt down below, the farmer gave the eagle to the hunter. The hunter brought the eagle to the foot of the mountain to let him fly. But the eagle, which has lived like a chicken all his life just stood and pecked around. So the hunter took it again and brought it to a higher place and released the eagle. For the first time, the eagle felt the power of his wings as he glided down towards the mountain side. But then, feeling intense fear, he looked around and below until he found a familiar and secured place--the farm. So down he went, and feeling safe and secured again with his former companions, he returned acting and living like a chicken again.

Days after, the hunter returned and convinced the farmer to give him another chance to take the eagle. This time, the hunter brought the eagle to the peak of the mountain and released it. Then the eagle spread out its wings and although it was afraid at first, he felt the excitement and thrill of being greater than what he was before. He discovered the vastness of the sky around him where he can stretch out his wings and can see places outside the farm where he grew up. He saw the farm and the chickens but he no longer went down to join them because he realized that he is not a chicken. He didn’t want to return to his former life as a chicken but he wants to be the best that he is and the best that he can be. This is because he discovered what he truly is and what he is capable of. He is an eagle.

You may then ask the participants, “If you were the eagle, will you live like a chicken all your life or you will decide to live as an eagle soaring above the sky?”

Encourage the participants to go out of comfort zones in order to discover the wonderful things about themselves, about other people and about the goodness and richness of life.

E. Film Viewing – “FISH!” “FISH!” features a marketplace where the fish vendors are highly motivated and dynamic in their jobs. It highlights the “FISH” Philosophy as important ingredient in creating an ideal workplace.

You may start the discussion about the film by asking, With the kind of business that we are in, do you think we can still create an ideal workplace?



Continue the discussion using the following questions:- Did you enjoy the film? - What did you realize after watching the film?- What are the four ingredients in creating an

ideal workplace based on the FISH Philosophy?

Emphasize on the point that even in a wet, noisy, crowded and fish-smelling work environment, the fish vendors still manage to enjoy their work. Each one of them exudes a vibrant energy that positively affects their customers.

F. Wrap-up Wrap-up the discussion on the first module. Review the main points. Point out the four ingredients in creating an ideal

workplace as presented in Fish! Ask the participants if there is any question or

clarification regarding the previous discussions.

MODULE 2: What’s happening? (A Closer Look At Our Business)



Time Allotment: 1.5 hour

Materials Needed:

- Whiteboard and marker- PowerPoint Presentations (Slide 17 to 38) - Poster size illustration of the Casino

Filipino Product Model- Post it pad- 3 pcs. manila paper (1/4 size each)- The Race Without a Finish Line (VCD)

Learning Activity

Activity 2-A: Figure it Out!Activity 2-B: Post it!

Suggested Time Frame

00:05Icebreaker 2: Community Song

00:02 Learning Objectives

00:05Presentation of Casino Filipino Product Levels

00:10 Activity 2-A: Figure it Out!00:05 Activity 2-B: Post it!

00:20How does a casino make money?

00:10Presentation of Our Competition

00:05 Trends in Asia-Pacific Gaming00:15 Video00:03 Wrap up00:10 Allowance for delay

Further Reading:

Defining Casino Filipino Products Are services really different?How does a casino make money?

OVERVIEW

The second module discusses the nature of our business and the products that we offer to our customers.

It also presents the current trends in the gaming sector as well as the major developments happening specifically in the Asia Pacific region which may pose major threats to our business.

OBJECTIVES

At the end of the module, the participants should be able to:

1. know and understand the nature of the product that our business offers.

2. recognize the current trends in the gaming sector and the major developments happening specifically in the Asia Pacific Rim.

METHODOLOGIES

A. Icebreaker 2: Community Song Before moving on to the next module, you may first

ask the participants to form a big circle at the center area of the room for the Community Song.

Show Slide #16. Demonstrate the action while singing the song. Ask the participants to sing the song and perform the

action. To add more fun and greater challenge to the

participants, the song maybe repeated with a faster tempo.

Then ask them to go back to their places for the next module.

B. Learning Objectives Show Slide 18 with the learning objectives of the

second module. You may ask any of the participants to read them aloud for the class.

C. Presentation of Casino Filipino Product Levels Now that the right mindset of the participants is in

place, we are now bringing them slowly into our business.

You may start by showing Slide 19 with a model of product levels. Explain that with the tight competition at hand, most companies now use this model to describe their product.

Define and explain the core product, expected product and augmented product.

In preparation for this module, read Defining Casino



Filipino Products, under Materials for Further Reading section of this Trainer’s Guide.

D. Activity 2-A: Figure it out!This activity aims to check the participants’ understanding of the product levels. Given the name of the company or the corporation, they must be able to identify its core product, expected product and the augmented product.

Show Slide 20. Ask the participants to work in groups. They can be

divided into 3 groups. Provide a manila paper and marker pen per group. Assign a firm/ corporation to each group. In 3 minutes, ask them to identify the core product,

expected product and augmented product of the assigned company.

Then ask each group to present their product model. You must be keen on clarifying vague understanding of

the product levels.

E. Activity 2-B: Post it!This activity will encourage the participants to analyze the product that our business offers using the model in the previous activity.

Provide each participant with a Post-it note. You must be ready with a fish bowl with the names of

the participants. Then draw 3 names that will identify the core product

of Casino Filipino. Ask them to write their answers on the Post it notes before sticking them on the poster-size product model.

Then draw 8 to 12 names for the expected product. Then 5 to 10 names for the augmented product. Then proceed to Slide 22 to show the product levels of

Casino Filipino. Explain each level. Check the participants’ answers. Clarify mistakes immediately.

Emphasize that what we actually offer to our customers is the Asia’s Friendliest Experience.

F. How does a casino make money?

To prepare your self for this portion, read “How does a casino make money” under Materials for Further Reading section of this Trainer’s Guide.

Show Slide # 23 to explain how good customer service affects customer behavior, and ultimately the profitability of a business.

G. Presentation of our Competition After defining Casino Filipino product, proceed to the



presentation of our competition using Slide 24, showing the various games that we offer vis-a-vis competitors in Asia- Pacific (Macau). Mention that in terms of variety, we are not behind them since we have games that they don’t offer. Further, we offer the most number of games.

Then use Slide 25 to show our facilities and equipment that we offer to our customers.

Slide 26 on the other hand shows the amenities made available to our customers.

You may relate these to the product levels that was discussed earlier. Our core products are almost the same with competitors. The expected products in most casinos are the same too. The battlefield now is in the quality and uniqueness that an augmented product may offer.

Then show Slide 27 which clearly presents the strengths of our competitors as against what we can offer to our guests. Except in one aspect however that we can strongly use in winning over our competitors which is Customer Service.

H. Major Developments in the Gaming Industry within

the Asia Pacific Region To highlight the competitiveness of casino gaming

especially within the Asia Pacific region, show Slide 28. The illustration clearly shows that the biggest threat in the Philippine casino gaming business is the major developments in Macau.

Then you may present Slides 29 to 36 showing various Macau casinos of sophisticated and elegant designs. Some of them are already operational but some are still under construction.

Gather from the participants 3 to 5 reactions on the Slides. Rub in to the participants that these are threats to our business.

I. Wrap-up Before wrapping up, play video “The Race Without a

Finish Line” Do the wrap-up. Entertain questions and clarifications from the

participants. After wrapping up, you may ask the questions to the

participants, “With the impending competition, where is PAGCOR going? Where does the company lead us?”

These questions will lead the participants to the third module which is about the PAGCOR Vision and Mission.

MODULE 3: Where are we going? (PAGCOR Vision and Mission)



Time Allotment: 1 hour

Materials Needed:

- Whiteboard and marker- PowerPoint Presentations (Slide 36 to 45) - 5 pcs Manila paper (1/4 size each) - 5 pcs Marker

Learning Activity

Activity 3-A: What’s in our vision?Activity 3-B: Across the River

Suggested Time Frame00:02 Learning Objectives

00:15Activity 3-A: What is in our Vision?

00:05 Presentation of the Mission00:35 Activity 3-B: Across the River00:03 Wrap up

OVERVIEW

Recognizing the intense competition in the casino gaming business, the third module leads the participants to the corporate direction of PAGCOR through its Vision. It also focuses on the PAGCOR mission as stipulated in Presidential Decree 1869, also known as the PAGCOR Charter.

OBJECTIVES

At the end of the module, participants should be able to:

1. state, understand and explain PAGCOR vision and mission.

2. realize the importance of aligning one’s personal vision and mission with the company’s vision and mission.

METHODOLOGIES

A. Learning Objectives Show Slide 40 with the learning objectives of the third


Proceed to the definition of a Vision (Slide 41).

B. Activity 3-A: What is in our Vision? You may bring the participants back to the questions

posted at the end of the first module, “With the impending competition, where is PAGCOR going? Where does the company lead us?”

Then show Slide 42 showing the company’s vision. In order to know the participants’ understanding of the

vision, proceed to the activity. Divide the participants into 3 groups. Provide each group with the manila paper and pen. In 10 minutes, each group must be able to discuss the

answers to the following questions: (Show Slide 43.)

Guide Questions:1. What is your understanding of:

a. a Global Corporation?b. a Global Mindset?c. a Filipino Heart?

2. Do you think the company will be able to survive the competition through the realization of its vision? Explain your answer?



Important

Across the River is a strenuous activity. Those who have heart problems may be excused from participating.

After 5 minutes, ask a speaker from each group to present their answers within 1.5 minutes.

Acknowledge the inputs of the speaker and his/her group after each presentation. Write down on the board important insights from the speaker

To clarify their understanding of the vision, show Slide 44. You may include the significant inputs of the groups in explaining the details of the vision.

C. Presentation of the PAGCOR Mission After the discussion on the vision, you may ask the

participants, “What then is the mission of PAGCOR?” To guide the participants, you may explain the definition of mission by showing Slide 45.

You may write the responses on the whiteboard. After 3 to 5 relevant answers, you may show Slide 46 which illustrates the mission of PAGCOR as stipulated in PD1869 also known as the PAGCOR Charter.

D. Activity 3-B: Across the River

At the end of this activity, the participants will have a clearer understanding for the need to align one’s personal vision with a group’s vision.

Mechanics:o Present the scenario : Without engine power,

your class needs to cross to the other side of the river (about 2 meters) in not more than 30 minutes. All of you must cross the river. You are given 5 pieces of foot paddles that you can use to move your “boat” to the other side of the river.

o Rules: The floor is the river-- deep and dangerous (there’s a lurking anaconda waiting at the bottom). Anyone who steps on the floor gets drown in the river (and eaten by the anaconda).

o You are given 5 minutes to meet and strategize.

E. Alignment of the Personal Vision with the PAGCOR Vision Solicit from the participants their insights from the

activity Across the River. How important is it to have a single, non-conflicting purpose to reach a goal? How hard would it be if members of your team do not share your goals or vision? Write on the board important points from the participants.

Some metaphors you can use to explain the concept of Human Resource and Development Department Training and Development Unit 24


alignment:

- the boat is the corporation - the foot paddles are the management and employees

(they need to be closely coordinated; goals must be aligned)

- the other side of the river is the vision- the deep and dangerous river is the turbulent business environment

- the anaconda is the competitor; if you don’t make a move, you’ll get eaten

Now that the participants are well-oriented with the PAGCOR vision and mission, you may ask them about their personal vision and mission. A personal vision represents the picture of one’s true self in the future. Emphasize that our personal vision provides us the direction as to what we want to be and where we want to go. An effective personal vision includes all the important elements of our life and career.

Show Slide 48, ask the participants to evaluate if their personal vision is aligned with that of PAGCOR by asking, “Does the company’s vision support my personal vision (and vice versa)? Will you be there at the other side of the river?”

You may ask the participants by show of hands if their answer is YES or NO.

If their answer is NO, you may advise them to re-examine and re-evaluate the way they feel about the company and their personal life. It is important to have a job that reflects one’s personal vision since it allows a person to create a business life for himself/ herself that truly reflects one’s being. If they feel that alignment is not possible, tell them that they have other options such as to resign and to look for a job or a company whose vision supports their own vision. However, if limitations for them to resign are at hand, they are left with a decision to stay with PAGCOR and learn to embrace its vision. This way, the harmonious realization of personal and the company’s vision towards success will be feasible.

F. Wrap-up Do the wrap-up. You may use Slide 50. Ask if there are any questions or clarifications about the

vision and the mission.

MODULE 4: What is inside us? (PAGCOR Core Values)

Time Allotment: 2 hoursOVERVIEW

This module presents the Core Values of the company with



Materials Needed:

- Puzzle pieces of the images illustrating each of PAGCOR’s Core Values

- Background music for the Visualization Exercise

- Video clip of the Chairman’s Straight from the Heart Message

- PowerPoint Presentations (Slide 51 to 72)

Learning Activity

Activity 4-A: Puzzle GameActivity 4-B: Mega Puzzle GameActivity 4-C: Visualization Exercise

Suggested Time Frame00:02 Learning Objectives00:15 Activity 4-A: Puzzle Game

00:30Evocative Discussion of PAGCOR Core Values

00:15Activity 4-B: Mega Puzzle Game

00:15Activity 4-C: Visualization Exercise

00:10 Straight from the Heart00:03 Wrap up00:30 Allowance for Delay

their dimensions and descriptions.

OBJECTIVES

The module on the Core Values aims for the participants to:

1. know and understand the company’s Core Values.

2. explain the dimension and description of each value and relate each one to the realization of the company’s vision and mission.

3. embrace the company’s core values as their own and practice them in their respective work areas.

METHODOLOGIES

A. Activity 4-A: Puzzle GameThis activity will serve as a springboard for the discussion of PAGCOR Core Values.

While flashing Slide 50, you can ask the participants, “After understanding the company’s vision and mission, what is inside us that may bring us to the realization of our vision and mission?”

You may now start with the activity. Show Slide 51. Divide the participants into 4 groups. Provide each group with the pieces of each set of

puzzle. In 10 minutes, all groups must be able to solve the

puzzle given to them and must be able to figure out the main idea/concept presented in the puzzle.

Ask each group to write on the whiteboard the main idea/concept presented in their puzzle.

Special prizes may be given to the first group to finish the tasks.

Tell the participants that the images in the game and the main ideas/concepts presented in the images are those which are inside us which may bring us to the realization of our vision and mission. Mention that the realization of the vision and mission is dependent on what the values we put into practice.

These are our topics for Module 4, the PAGCOR Core Values (Show Slide 52.)

B. Learning Objectives Show Slide 53 with the learning objectives of the




C. Evocative Discussion: PAGCOR Core Values Before moving into the discussion of the PAGCOR

Core Values, present the definition of values on Slide 54.

As mentioned earlier, the images in the puzzle game presents PAGCOR Core Value.

Tell the participants that you will be using every image in the puzzle game to present each Core Value.

Customer Service Excellence Proceed to the discussion of the first Core Value

through Slide 56 showing Puzzle Image 1. Refer to the main idea/ concept given by the group to

describe their image. Ask the whole group if they agree with the answer of

the group who solved puzzle image 1. If the main idea/concept different from what is

expected, you may ask the rest of the participants about their interpretation of the image until the core value is given.

Present Slide 56 to give the definition of Customer Service Excellence, followed by the description in Slide 57.

Integrity Proceed to the discussion of the second Core Value




expected, you may ask the rest of the participants about their interpretation of the image until the first core value is given.

Present Slide 59 to give the company’s dimension of Integrity.

Then show Slide 60 to discuss its descriptions

Teamwork Proceed to the discussion of the third Core Value



the group who solved puzzle image 3.

If the main idea/concept different from what is expected, you may ask the rest of the participants about their interpretation of the image until the core value is given.

Present Slide 62 to give the company’s dimension of Teamwork.



Then show Slide 63 to discuss its descriptions

Social Responsibility You may present Slide 64 showing Puzzle Image 4. Refer to the main idea/ concept given by the group to



expected, you may ask the rest of the participants about their interpretation of the image until the core value is given.

Present Slide 65 to give the company’s dimension of Social Responsibility.

Then show Slide 66 to discuss its descriptions.

D. Wrap-up Do the wrap-up using Slide 67 showing the CITS

acronym for the four Core Values. Emphasize that we must stick with these values since the realization of our vision highly depends on them when put into practice.

Ask if there are any questions or clarifications from the previous discussion.

E. Activity 4-B: Mega Puzzle Game Tell the participants to hold at least one piece of the

puzzle that they solve earlier. Each participant must have at least one piece. Then ask them to work as one whole group to solve

and figure out the bigger image using the other side of their piece.

An appropriate music shall be played while the whole class is doing this.

Tell them that at the end of the music, the class must be able to finish solving and figuring out the image in the puzzle.

Once the image is formed, show Slide 69 to clearly illustrate the solved puzzle.

Explain that the previous activity simply wants to emphasize that when the four core values are put into practice, this will bring us all to the realization of our vision.

At this point however, encourage the participants to reflect if they have faith in the company’s vision and mission, if they are willing to embrace the core values as their own. Then ask, ARE YOU IN? ARE YOU ALL IN?

F. Activity 4-C: Visualization Exercise This exercise will bring the participants to an imaginative journey towards the realization of the company’s vision. Each participant shall be enjoined to identify one’s self in the new and ideal set-up.



Ask each one to take their most comfortable position for this activity.

For 10 seconds, ask them to focus their attention to the image on the center screen (back to Slide 69)

Then ask them to close their eyes. Remind them to do this for the whole duration of the exercise.

Start playing the accompanying audio material for this activity.

Closely observe the participants especially those who are opening their eyes.

Then slowly, ask them to open their eyes and ask them to focus once again on the center screen simultaneously as you play the Straight from the Heart video clip.

G. Straight from the Heart This is a video clip of Chairman Efraim C. Genuino, rallying the participants to support the vision of PAGCOR and live the PAGCOR core values.

MODULE 5: This is it! (Asia’s Friendliest Experience)

Time Allotment: 2 HoursOVERVIEW

Module 5 discusses briefly the basic principles of customer service.

It presents the company’s commitment to the delivery of



Materials Needed:

- Whiteboard and marker- PowerPoint Presentations (Slide 73 to

102) - Balloons (1 per participant plus 5 extra)- Paper strips with each of the Top 10

Casino Customer Wants (cut out from Activity Handout 5-B)

- Video clip: What Customers Want- Customer Service Assessment Forms

(for High Fives)

Learning Activity

Activity 5-A: Keep it upActivity 5-B: A Picture in a FrameActivity 5-C: Casino Service CycleActivity 5-D High Fives

Suggested Time Frame00:02 Learning Objectives00:20 Activity 5-A: Keep it up00:10 Discussion: The Customer00:30 Activity 5-B: Picture in a

Frame00:10 Discussion: What is Customer

Service?00:15 Activity 5-C: Casino Service

Cycle00:05 Video: What Customers Want00:10 Discussion: AFEDS00:15 Activity 5-D: High Fives00:03 Wrap up

Further Reading:

AFEDS- TWC Terminal ReportThe Real Meaning of Brand Leadership

excellent customer service through the Asia’s Friendliest Experience Delivery System (AFEDS).

OBJECTIVES


1. know who is your customer and his relevance to the organization and to you.

2. understand the basic principles of customer service.

3. appreciate Asia’s Friendliest Experience Delivery System (AFEDS) which concretizes the company’s efforts in ensuring excellent service delivery at all times.

METHODOLOGIES

A. Learning Objectives Show Slide 74 with the learning objectives of the fifth

module. You may ask any of the participants to read them aloud for the whole class.

B. Activity 5-A: Keep it upThis activity highlights the value of having focus, openness, flexibility, creativity, resourcefulness and teamwork.

Ask all the participants to gather at the center of the room.

Then provide each participant with a balloon. They should keep the balloons afloat for five minutes.

If at least one balloon hits the ground, the time goes back to zero.

The facilitator will do everything to distract the participants from accomplishing the task. The rest of the balloons will be added to the rest of the balloons to add confusion.

You may process the activity using the following guide questions: - How did you find the activity?- What did you realize from the activity?

Highlight the values presented in the activity.

C. Discussion : The Customer With emphasis on openness and flexibility, you may

introduce Slide 76 which shows the evolution of competition. Explain that during the indicated years, various companies were open and flexible enough to adapt to the demands of times to survive in the competition. They embraced changes. Some



companies however failed because they closed their doors to the changes happening at that time. Stress the fact that customer service is our ultimate weapon and driving force in surviving in the global competition.

You may mention that most of the global service companies recognize the importance of customer service. However, some of these companies would fail in their efforts to win the customer service battle because they don’t hit their target market, (You may show Slide 77) the CUSTOMER.

Explain each illustration as they appear on the screen. Drive them to a realization that sometimes we fail to talk and actively listen to what our customers say about what they need, want and expect.

Then Show Slide 78 with the definitions of customer and its types, the external and the internal customers.

Based on the definition, ask the participants who specifically are their customers. Then show Slide 79.

After presenting the two types of customers and identifying who their customers are, you may proceed to Slide 80. This will encourage the participants to reflect on the significance of their customers to the company and to them.

Clearly show the importance of the two types of customers in the organization. Illustrate how a frontline internal customer who received a bad service from a co-employee may bring his/her disappointments when he/she interacts with a valued external customer. This could mean another customer leaving our premises and going to the doors of our competitors.

Then show Slide 81 which underscores that value of the external customers.

D. Activity 5-B: “A Picture in a Frame” This activity tackles the Top 10 Casino Customers Wants. In this activity, each group shall be tasked to create a scenario portraying the specific wants of casino customers. Regroup the class. Show Slide 82.

Mechanics:1. Ask the class the question, “What do casino

customers want?”2. Their answer should be portrayed as a picture in a

frame.

3. Ten minutes shall be allotted to all the groups to conceptualize the two pictures that they are going to portray.

4. The facilitator calls “Freeze!” to signal that everyone should stop moving and must now be portraying the customer want.

5. Each group will be evaluated by the other facilitators based on teamwork (2), creativity (3) and accuracy (5) of the portrayal. The winning group may be given



prizes. After all the groups have presented, you

may summarize the top 10 list by showing Slide 83 and Slide 84.

E. Discussion : What is customer service? Now that you have discussed with the participants who

their customers are and what casino customers want, you may lead them to the next topic by asking, “What is customer service?” Show Slide 85. Encourage relevant answers.

Then proceed to Slide 81. You may explain that for most, it is just a matter of satisfying customers. However, based on studies and researches on customer service, experts define customer service as shown on Slide 87. This definition covers all aspects of customer service including features, acts and information.

The acts however play a vital role in the delivery of service since it normally creates a lasting impression to the customers. It is therefore important to refine all our actions whenever we interact with the customers through Service with a Heart.

Show Slide 88 with the meaning of Service with a Heart. Service with a Heart means using our professional competence and wisdom with emotional intelligence to create a service that is meaningful, fulfilling and dynamic for customers. You may use relevant scenarios/examples to illustrate its meaning.

Then proceed to Slide 89 showing the 4Ps. Mention that the real value of Service with a Heart lies in the sincerity of the 4Ps, Passionate, Progressive, Proactive and Positive. You may use relevant scenarios in the workplace to illustrate the meaning of each.

End the discussion on the 4Ps using the “Parable of the Body Parts” in Slides 90-91.

F. Activity 5-C: Casino Service Cycle (Show Slide 92) This activity shall encourage the

participants to analyze the service cycle that the customers go through whenever they visit and play in our casinos.

Mechanics:1. The structure of the casino service cycle shall be

shown to all the groups through Slide 93. You may explain that the service cycle is also called the Moment of Truth cycle. Then explain the meaning of MOT through Slide 94.

2. The group must draw its own structure on a manila paper and must indicate the appropriate MOT at every point of the cycle.



3. Each group must present their service cycle in class.4. The group with the most number of correct MOTs

plotted along the cycle will be the winner. Prizes may be given to the members of the winning group.

After all the groups have presented, you

may reveal the typical Casino Service Cycle through Slide 95 with the MOT at each point. You may ask them about the 13th MOT, “Why go for Lucky 13? What must be asked at this point?”

Emphasize that what was shown is only the typical service cycle. Some customers do not go through the same cycle every time they go to our casinos (VIP, owner driven vehicles that are self-parked, etc.).

Also underscore that a cycle is a chain of satisfying events for the customer. The participants should be able to identify their roles in each of the events. It is very important not to break the cycle. The cycle of satisfying events is broken when a customer experiences breakdown in service- long queues, discourteous service providers, dirty premises, unreasonable waiting time, etc.

Show Slide 96 to reveal the answer--will they come back? Explain the significance of ensuring that the customer will come back after going through the cycle.

Bring them to the discussion on the kind of experience that the employees must provide to the customers using Slide 97. Then click on the ‘view’ link

to show a clip about what customers want. You may emphasize that the more senses

are involved in the customers’ experience, the better. Show them again the Service Cycle through Slide 98.

More senses can be ensured by personalizing the Service Provider’s moment with the customer during any interaction.

Close the discussion through Slide 99 with the Golden Rule, Treat your customers the way you want to be treated if you were the customer.

View a video clip that shows excellent

customer service.

G. Asia’s Friendliest Experience Delivery System (AFEDS) In order for the participants to appreciate the efforts of

the company to implement a total quality customer service program, you may present Slide 100 which illustrates the Asia’s Friendliest Experience Delivery System (AFEDS).

Emphasize on the elements of AFEDS. Relay that the company recognizes that these elements are



necessary in introducing a customer-focused culture. Various initiatives are currently being reviewed, refined, and developed to align these elements as a prerequisite to becoming Asia’s Friendliest.

Note that most of these elements are people-related. Emphasize the importance of employees/service providers in this initiative and the efforts being done by management to address employee concerns.

Highlight the rewards programs that are being formulated to motivate and inspire the employees to deliver excellent customer service at all times.

H. Activity 5-D: High Five This activity is called High Five because it aims, among others, to get the top 5 wants of our service providers in terms of getting rewarded. At the same time, it shall also give management the top 5 service barriers that need to be improved.

Ensure that every one understands this and that cooperation and honesty are very important.

Results of the survey will also give HRDD- TDU an idea of what training programs could still be designed to address specific competencies.

Note however that the High Fives are just inputs to management only. These are not binding and there is no guarantee that these will be implemented soon.

HRDD and branch management however can promise that these inputs will be seriously considered, and be submitted to concerned departments/ higher management for appropriate action.

Tally of the survey should be immediately conducted. Results will be presented during the Closing Program.

Show Slide 101. Distribute the Survey Forms to the participants

(Activity Handout 5-D). Ask them to fill out the form as honestly as possible. The survey aims to get the participants’ feedback on

1. how they view the company’s customer service capabilities

2. how they view their personal customer service capabilities

3. the barriers they experience in delivering excellent customer service

4. suggestions to eliminate the barriers5. how would they want the company reward

them for good performance in customer service, among others

I. Wrap-up Do the wrap-up.



Ask if there are any questions or clarification from the previous discussion.

MODULE 6: I am a Top RATER: (Steps to becoming Asia’s Friendliest Service Provider)

Time Allotment: 3 hours

Materials Needed:

- Whiteboard and marker- Modeling ramp (optional)- PowerPoint Presentation (Slide 103 to

142)

OVERVIEW

The Top R.A.T.E.R. module is about the global qualities that the customers look for in a service. It focuses on the steps in becoming Asia’s friendliest service provider.



- Activity Handout 6-A- Activity Handout 6-B

Learning Activities

Activity 6-A: Fantastic FiveActivity 6-B: Say What?Activity 6-C: On the Spot!Activity 6-D: FTV! You’ve got the looks Activity 6-E: T-chart Making Activity 6-F: I LAUGH

Suggested Time Frame00:02 Learning Objectives00:15 Activity 6-A: Fantastic Five00:15 Activity 6-B: Say What?00:25 Activity 6-C: On the Spot!00:15 Activity 6-D: FTV!00:20 Activity 6-E: T-Chart Making00:30 Activity 6-F: I L.A.U.G.H.00:03 Wrap up

OBJECTIVES


1. understand the service qualities that customers look for in a service firm and strive to possess these qualities when in contact with customers.

2. acquire the skills in becoming Asia’s Friendliest Service Provider.

METHODOLOGIES

A. Icebreaker: FRUIT SALAD Show Slide 104. Ask all the participants to gather at the center of the

room for this icebreaker. Explain the mechanics of the game.

B. Learning Objectives Show Slide 105 with the learning objectives of the fifth

module. You may ask any of the participants to read them aloud for you.

C. Activity 6-A: Fantastic 5 You may relate the Fruit Salad Icebreaker to this

module by comparing the ingredients of the fruit salad to the necessary ingredients of the services that we provide to the customers. If one ingredient is missing, the result of the overall product is not satisfying.

Present Slide 106 to present the first step in becoming the Asia’s Friendliest service provider.

Proceed to Slide 107 to show how the first step is done and what would be its outcome from the customer’s perspective.

Proceed to the activity. The activity is a role play wherein two participants will portray a scenario in Take One and in Take Two. The two scenarios differentiate the implications of the Fantastic Five.

Show Slide 108. Refer to Activity Handout 6-A. Have them distributed

to the volunteer pairs.

Ask for two pairs of volunteers from the participants to do the role play.

Ask the class for the differences in Take 1 and 2. Which take is better? Show Slide 109.

Smile Greet the customer Use open body language Make eye contact Thank the customer




Why do you have to smile to your customer?You’ll put the customer at ease, and you’ll be more relaxed and eager to serve. It is also a way of making the customer feel valued.

One’s facial expression gives your customer an impression of personable you are and how interested you are in assisting him/her. A frowning or non-smiling expression would mean that you are bored and not interested with what you are doing. A smiling expression warms up the customer. Be careful however from smiling when situations do not warrant you to smile. At best, keep a neutral expression (not smiling, not grinning, not frowning) when in difficult situation.

Why do you have to greet the customer?It is common courtesy and it shows your willingness to serve.

What is the importance of using open body language? What are some examples of open body language?A customer can tell you are friendly, confident, and interested if you dress appropriate to your position, if you maintain an open stance, and if you lean back slightly to show you’re relaxed or lean forward slightly to indicate you’re interested. A customer may perceive you as defensive if you close up and cross your arms. A customer may show you that he or she is angry or upset by maintaining a frontal, rigid stance.

Why do have to maintain eye contact during your interaction with the customer?Making eye contact re-assures customers that your attention is focused on them.

Why do you have to thank the customer?It shows courtesy for the customer and reinforces that you value the customer’s business.

Emphasize the importance of always wearing a smile

especially at work in order to project responsiveness.

End the discussion by asking the participants, “What is the first step to becoming Asia’s Friendliest Service Provider, a top RATER?” This is a way of checking if they are into the topic.



D. Learning Activity 6-B: Say What? Introduce the next step in becoming Asia’s

Friendliest Service Provider using Slide 110 and Slide 111.

Then, proceed to the activity. This activity is simply a message relay. Explain to the participants that it is essential to focus on what the customers say in order to avoid errors and misunderstanding. They must always confirm their understanding of a customer’s statement or request.

Divide the participants into two. Prepare a long and confusing message to

be relayed to or read by a member of each group.

Example: We plan to arrive on the 21st of December. We need two adjoining rooms, one for me and my wife and another for my daughter and her Korean friend. No smoking please, I have breathing problem. My wife can’t live without a bath tub, so be sure that there is one. Can we bring our shitzu in the hotel?

The first member of each group will then whisper the message to the next person beside him. This will continue until the message is relayed to the last member of each group. The last member will then repeat the message to the facilitator.

The facilitator will determine which among the two groups relayed the correct message within the fastest time. This group will be declared as the winner.

Special prizes may be given to the winning group.


How did you find the activity? What did you realize from activity?

Emphasize the importance of correctly getting the right message and efficiently relaying it to another. As they go through the process, confirmation is very important.

Then review the steps for confirming understanding from Slide 113.

Four Steps of Confirming• Use a confirming statement• Summarize key facts• Ask if your understanding is correct• Clarify misunderstandings (if necessary)



E. Activity 6-C: On the Spot!In this activity, the knowledge of the participants on the various facilities, events/activities, amenities, games offered and other information about the branch will be challenged. Point out that a way of giving assurance to customers is by being knowledgeable about the branch operations and programs. Show Slide 114. This activity will follow the format of the elimination

round of Pera o Bayong. Prepare sets of multiple choice questions for this

activity. Assign posts for letters A, B and C. When a question is asked, the participants must line up

along the letter of their choice. Those who lined up in the letter of the correct answer

will remain in the game. The rest will be eliminated. You may limit the number of participants who may line

up in a letter to speed up the elimination process. Questioning will continue until only one participant

remains in the game. Special prize may be given to the winner. Close the discussion by asking the participants what

the second step is in becoming Asia’s Friendliest Service Provide, a top RATER.

F. Learning Activity 6-D: FTV! You’ve got the looks… Introduce the next step to becoming Asia’s

Friendliest Service Provider using Slide 115 and Slide 116.

Then show Slide 117 to illustrate what it means by managing the tangibles through personnel appearance.

Run through the Grooming Standards using Slide 118 to Slide 128. Be ready however for clarifications on some items.

Then show Slide 129. This will signal the start of the fashion show.

The branch may set a fashion ramp in the room.

The participants will have their individual moment to walk fashionably along the ramp or at the center stage to display how they carry their uniform.

You may assign a co-participant or a co-facilitator or the branch officers to assess if the modeling participant adheres to the grooming standards.

Numerical or adjectival rating may be noted by the jurors to measure who among all the participants will be PAGCOR’s Next Top Models (Male and Female).

You may take snapshots of the participants while making their poses.

You may close the activity by awarding the Human Resource and Development Department Training and Development Unit 39


.

winners.

J. Activity 6-E: T-Chart Making Introduce the next step to becoming Asia’s Friendliest

Service Provider using Slide 130 and Slide 131. You may ask the participants about the difference

between empathy and sympathy. Proceed to the activity. Show Slide 132. This activity

will teach the participants how to personalize the interactions they have with their customers.

To guide them on how to do the T-chart, show Slide 133 which presents the personalized moment of a waiter whenever a customer calls for order. The participants must be able to come up with their own T-chart using his most crucial interaction (key MOT) with a customer.

Show the format on Slide 134. Considering the two types of customers, the service providers for external customers will use form A while the service providers for internal customers will use form B.

Distribute the T-chart forms to the participants. Give them 10 minutes to personalize their most crucial

interaction (MOT) with their customer. After 10 minutes, you may ask 5 to 7 participants to

share their T-chart. One participant per position will do. After each participant has shared, you may ask the

other participants if they have something more to add to what was shared.

Make them keep their T-Charts for the next module. You may close the discussion by emphasizing that

empathy is essentially about personalizing the services we provide to our customers.

G. Activity 6-F: I L.A.U.G.H. Introduce the next step to becoming Asia’s Friendliest

Service Provider using Slide 135 and Slide 136. You may say that in as much as all service providers

aim for excellent delivery of service as a measure of reliability, the fact remains that service failures may happen. Therefore a good method of recovery must be part of the service promise to concretize reliability.

Then use Slide 137 to show what a Service Promise is. Show Slide 138 to introduce the activity. Proceed to what I. L.A.U.G.H. means. I - introduce your self L - listen A – acknowledge U - understand G – give alternative solutions H - hit home with a follow up



Present Slide139 which illustrates the steps to service recovery. The I. L.A.U.G.H. does not mean that the service provider shall laugh at the complaining/difficult customer. It aims to make the complaining customers feel that we care.

After discussing the details of the steps to recovery (I LAUGH), prepare the groups for the role playing.

Mechanics:1. Group the participants into 5 sub-groups.2. Each of the five groups shall be provided with a

scenario (see Activity Handout 6-F) wherein a service provider is dealing with a difficult customer.

3. The use of I. L.A.U.G.H. must be clearly presented in the role play.

4. Each group shall be given with 10 minutes to prepare for the role play and 2 minutes each to present.

5. The group with the best presentation and effectively used the recovery mnemonic will be declared as winner. Prizes may be given to them.

As you watch the role play, note some of the common mistakes and misconceptions of the participants in the application of the mnemonic. Be sure to clarify all these at the end of the role plays.

In closing, you may ask the participants about the last step to becoming Asia’s Friendliest Service Provider, a top RATER.

H. Wrap-up Do the wrap-up using Slide 140-142. Ask if there are any questions or clarifications from the

previous discussion. Then, end the module by asking all the participants to

shout out the text on Slide 142 (I am Asia’s Friendliest Service Provider, a Top RATER).



MODULE 7: Winning the Raise

Time Allotment: 2 hours

Materials Needed:

- Whiteboard and marker- PowerPoint Presentation (Slide 143-152)- VHS/VCD Player- Customer Service Video- Multi-Media Projector- Video Camera (should you need to

record each SP on video)- Assessment Sheet- Simulated working environment (with

complete paraphernalia)

Important

- When there are only few participants from a particular division, the time allotted for this session may be too much.

- In that case, maximize time until all participants can perform the MOTs with absolute finesse and charm, making it very natural for them to face customers the way we want them to.

- If there are still time left, make them observe how other participants in other divisions perform. Allow them to comment and give suggestions.

- Do not let your participants loiter around, or chat unproductively with other participants while other divisions are still in session.

OVERVIEWWinning the Raise is the final module of this course. It is integrative in the sense that participants will be asked to apply all that they have learned from the 2-day training. It also serves as the assessment module because participants will be asked to demonstrate correct interaction with customers, using the Customer Service Manual as guide.

OBJECTIVESThis module aims to:

1. Measure participant’s grasp of the topics learned from the 2-day training by making them demonstrate correct behavior during a particular moment or episode with a customer

2. Identify strengths and areas for improvement of each of the

participants

3. Present the Winning the Raise: Guide for Asia’s Friendliest Service Provider

4. Identify the best or natural performers

METHODOLOGIES

A. Learning Objectives Show Slide 144 with the learning objectives of the sixth


Conduct a short review of T-chart, Moments of Truth and the RATER.

Play the prepared video to show actual behavior during a

particular MOT. Use Slide 145 to Slide 150 to review the prescribed rules of

engagement with customers, and explain the contents of Winning the Raise: Guide for Asia’s Friendliest Service Provider.

B. Review of previous modules

Emphasize the 4 steps in conducting each MOT, using RATER.

o Engage: remember RESPONSIVENESS and the Fantastic Five; also be conscious of your appearance (TANGIBLES)

o Understand: ASSURANCE (listening and confirming your understanding)

o Support: be RELIABLE in whatever the customer asked you to do; EMPATHIZE

o Check: follow up whether you have served the customer right: Use all RATER



C. Demonstration

Using the T-chart that the participants drew up in Module 6, ask each one of them to demonstrate a set of encounters with customers.

Each participant will be asked to demonstrate the service encounter in one full minute (60 seconds).

The Winning the Raise may be used as a reference. Record the demonstration using a video camera.

After all participants have finished demonstrating, play back the video and ask the demonstrating participant and the class to comment.

Give your own critic. What are the good points; what are the areas that need to be improved.

Accomplish the Assessment Sheet.



CLOSING PROGRAM



Time Allotment: 1 hour

Materials Needed: - Background music- Theme song- Service Promise Pillar (5-foot pillar

made of ply wood, diameter 2.5 feet, painted white or large picture of Entertainment City to symbolize our corporate vision)

- For the pillar, water-based paint colors (red, blue, yellow, green)

- For the Wall of our Future, 1x1 pictures of each of the participants; glue or any adhesive

A. Class Impression(class representative to relay their shared experience regarding the program; lessons learned; commitments)

B. Presentation of the High Fives

C. Acceptance of the High Fives (S/BM to accept the challenges for management from the participants)

D. Pledge: I am a Top Rater

E. Symbolic pledges (participants to stamp their hand prints on the Service Promise Pillar or post their pictures on the “Wall of our Future” as they sing the theme song)

F. Distribute Certificates

G. Closing Remarks


Documents

CSTP Trainer's Guide Version 3.0 Jan 10