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Design Document forCatalog Training for PJ Enterprises

By Team #1, Fantastic Five

Document DescriptionThe Design Document contains design plans for the Catalog Training and is presented to the project sponsor, project owner, and SMEs of PJ Enterprises. The design document outlines the framework for the Catalog Training giving the project sponsor and key stakeholders an opportunity to review the training objectives, course outline, instructional strategy, and content. The training will be delivered to the PJ Enterprises staff during August 2016.

Purpose of the CourseThe purpose of this course is to train the customer service staff to utilize the product information database to conduct searches and locate information on requested products by the customer and to familiarize customer service staff with upselling and cross-selling. This course will familiarize the trainees with the new catalog products by highlighting key information about the products and detailing specific sales opportunities and techniques. The training will focus on skills most critical to interacting with customers in order to manage customer requests effectively and efficiently.

The purpose of this course is to enhance and improve the performance of the telephone operators and customer service supervisors.

Audience DescriptionThe audience for this course includes both the telephone operators and customer service supervisors of PJ Enterprises. All the employees are women between the ages of 18 and 65 with a basic level of education. Past training experiences have been less than adequate for the customer service staff of PJ Enterprises.

Learner Characteristics:

Primary Audience: Telephone Operators

Secondary Audience: Customer Service Supervisors

Age: 85% are 18, 5% are 35-55, and 10% are 60+ years old.

Gender: All female.

Education: Completed high school or a GED.

Work experience: A majority of the telephone operators have been at PJ Enterprises between 2 and 10 months and this is their first experience at a call center.

Customer Service Supervisors: 2-6 years.

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“PJ Enterprises Catalog Training” Design Document, cont;d.

For many new hires, this is their first full-time employment experience.

Prerequisites: Basic computer skills.

Basic understanding of how to use the current telephone system and answer calls.

Background knowledge of the company’s business goals and target.

Telephone etiquette and customer service experience.

Learning Styles: Most are hands-on, auditory, and visual learners.

Course DescriptionThis course is to be delivered in two parts over two days.

Day 1: Includes a demo and hands-on practice for the new product database that will be used by the staff to search for product related information. The hands-on practice with the database will prepare the staff of PJ Enterprises to search for the product related information in the database and answer all customer questions.

Day 2: Includes an overview of the new catalog products and their benefits and features. Also includes role play to provide an opportunity for the staff to identify the benefits and features of the new products and practice upselling and cross-selling related items, bundled items, and upgraded items.

The overall training will include numerous opportunities for demo, hands-on practice, role play scenarios, assessments, and question and answer sessions to help familiarize the staff with the new product database as well as recognize opportunities for upselling and cross-selling. A facilitator guide and a job aid will be offered as a part of this training.

Course Seat TimeThe course is instructor led and covers eight hours seat time. The entire training will be broken down into a two-day workshop and delivered to the PJ Enterprises customer service staff.

Instructional Architecture/Strategy for CourseThe primary instructional strategy is Directive. The course will be an eight hour instructor led training course with slide presentations and many activities. Role plays will be used for upsell/cross-sell activities. In addition, demo and hands-on practice will be provided for the staff to get acquainted with the electronic product information database. The following methods will be employed at various places in the course:

● Demonstration

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● Role play

● Q&A sessions and feedback

● Assessment

Major Course ObjectivesAt the end of this course, the customer service staff will be able to:

Locate catalog products in the product information database given any of the following search parameters: keyword, product number, product name, feature, and catalog season.

Answer customer questions about catalog products using information from the product information database with no errors.

Identify the features and benefits of new catalog products with no errors.

Identify related, bundled, or upgraded products with no errors.

Recognize and utilize opportunities for cross-selling and upselling during a customer call.

Learning Assessment for CourseTwo types of assessment will be conducted during the course: Formative and Summative.

Formative assessments are the various activities (hands-on, role play, Q&A sessions, Customer Services Communication). These are not scored. Feedback will be provided to trainees through Q&A sessions right after completion of the activities in each lesson.

The end of course final assessment will be the summative assessment. Trainees will be assessed on the new knowledge and skills that they have acquired through the course to handle customer inquiries. It will be a simulation activity based on a real life scenario. This assessment is evaluated through a rating scale and criteria.

Course OutlineTraining Outline

The SMART SALE

COURSE TITLE: The SMART sale: know your product - help your customer buy well and buy more

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Day/Time Topic Duration

MON 8:30AM

Introduction and Ice-Breaker. 20 minutes

8:50 AM Overview of the SMART SALE 4-Lesson training. 15 minutes

Lesson 1: Using the database

9:05 AM 1.1. Trainers will conduct live demo of conducting searches

10 minutes

9:15 AM 1.2. Learners will complete a hands-on exercise on searching the database.

20 minutes

9:35 AM 1.3. Learners will use the database in order to answer customer questions.

30 minutes

10:05 AM Debrief – trainers will facilitate a note-taking debrief session with learners where they will ask learners for top three takeaways from Lesson 1.

10 minutes

10:15 AM End of Lesson 1.

Break 15 minutes

Lesson 2: Providing customers with product information

10:30 AM 2.1. Presentation – Trainers will give presentation on common customer product questions.

10 minutes

10:40 AM 2.2. Role play – Learners will practice having telephone conversations that provide customers with further product information.

50 minutes

11:50 AM Debrief – Q&A session and feedback. Trainers will facilitate a note-taking debrief session with learners where they will ask learners for top three takeaways from Lesson 2.

10 minutes

12:00 PM End of Lesson 2. End of Day 1 training.

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TUES8:30AM

Introduction

Overview of what training will cover:

Lesson 3: New catalog products

Lesson 4: Upselling and cross-selling

10 minutes

Lesson 3: New catalog products

8:40 AM 3.1. Trainers will do live presentation of new products.

50 minutes

9:30 AM 3.2. In pairs, the learners will move to different “speed-dating” stations set up in the room where they will practice “speed selling” the benefits and features of new products to each other.

30 minutes

10:00 AM Debrief: Q&A session and feedback. Trainers will facilitate a note-taking debrief session with learners where they will ask learners for top three takeaways from Lesson 3.

10 minutes

10:10 AM End of Lesson 3.

Break 15 minutes

Lesson 4: Upselling and cross-selling

10:25 AM 4.1. Presentation on upselling and cross-selling – what is it? What opportunities are there to offer related items, bundled items, and upgraded items in a customer engagement? Large group brainstorm identifying upgraded and related products. Show process-flow job aid on where learners can offer cross-selling or upselling in the course of a telephone call.

25 minutes

10:50 AM 4.2. Role play: Learners will complete a role play (while using a process flow job aid) to practice what interventions they can make during a telephone call in order to suggest related items, bundled items, and upgraded items.

40 minutes

11:30 AM 4.3. Questions: Trainers will invite learners to ask questions on using the job aid and pose further questions on cross-selling and upselling.

10 minutes

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11:40 AM ASSESSMENT: Learners will be assessed on all content covered in all four lessons of the training.

45 minutes

12:25 PM Debrief: Q&A session and feedback. Trainers will facilitate a note-taking debrief session with learners where they will ask learners for top three takeaways from Lesson 4.

10 minutes

12:35 PM Learners: Complete a brief training evaluation survey.

5 minutes

12:40 PM End of Lesson 4. End of Day 2 training.

Total training time 7 hours and 40 minutes

MediaThis course will make use of the following media:

Images of catalog products.

Slides containing instructional content where appropriate.

Projected live-demonstrations of the database where appropriate.

Audio of customer calls.

New catalog copies, job aid, evaluation survey, and case study-activity handouts.

Development Tools This course will be developed using Microsoft Word, PowerPoint, Sway, Visio, Microsoft Office 365-Publisher, Adobe InDesign, and Photoshop. In addition, the audio recording and editing software Audacity will be used to create example customer telephone calls.

Development TimeFantastic Five will require 350 hours to develop the catalog product training course. The development time includes developing the facilitator guide, job aids, the learner guide, and the evaluation plan, and pre-design needs assessment and performance analysis.

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Support requirementsPJ Enterprises will assist Fantastic Five in developing and delivering the course in the following ways:

SME input on catalog product information, database search steps and techniques, common types of customer questions regarding catalog products, and new catalog product sales opportunities.

Access to new catalog products for development and delivery of training.

Provide copies of new catalog for use in developing and delivering training.

Review all documents in a timely manner, giving feedback on accuracy and completeness of materials, including steps, guidelines, techniques, role-play scenarios, and other knowledge.

Work with Fantastic Five to schedule training dates.

Determine trainees and ensure that they are scheduled to attend training.

Provide a training room with an LCD projector, screen, flip chart or white board, and telephone operator hardware with catalog product information database access.

Provide training room supplies including post-it notes, markers, and pens.

Manage the printing and assembly of training documents.

OwnershipFantastic Five will maintain ownership and make any necessary modifications to the catalog training course The SMART sale: know your product - help your customer buy well and buy more for the duration of their time working on the Catalog Training Project. PJ Enterprises will take over ownership and modifications of the catalog training course when the project sponsor and project manager determine that Fantastic Five’s work on the project is complete. If PJ Enterprises would like Fantastic Five to maintain any course documents after the project is determined complete, Fantastic Five would be happy to submit a proposal as to the scope and cost of the services to be provided.

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

Valliammai Chidambaram 5/1/2016 Instructional Designer Date

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Nicole Suri 5/1/2016 Project Manager Date

Jane MacKenzie 5/1/2016 Project Sponsor Date

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Appendix A: Job Task Analysis

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Appendix B: Detailed Course Outline

Mins. Task / Topic / Key Concept

Objective Instructional Method

Assessment Method

Assessment Description Visuals / Media Support

Note: Times may vary depending on number of trainees

20 Introduction and Ice-Breaker.

N/A Large group activity.

Nametags, flipchart, post-its, markers.

15 Overview of the SMART SALE 4-lesson training.

N/A Presentation of facts.

Agenda.

Slides.

1.1 10 Intro to Lesson 1: State objectives.

Demo of the new product database.

Given access to the database, learners will search the database for products.

Demonstration of procedure.

Database.

Projector.





Assessment Method


1.2 20 Exercise: Using database search parameters.

Given adequate information about a product, learners will identify a correct search parameter and locate the product in the database in less than two minutes with no errors.


Application of procedure.

Formative assessment.

Learners will imitate trainer modeling/demo at their own training workstation/PC, using new search parameters relevant from usual customer calls as per handout scenario instructions.

Trainees/learners will be observed during the activity. One-to-one coaching from trainer will be provided as and when required. Feedback will be given to trainees through Q&A sessions at the end of lesson.

Database.

Handout with product parameters.





Assessment Method


1.3 30 Exercise: Using the database to answer customer questions.

Given a customer’s question, learners will find the necessary information in the product information database and answer the question in less than five minutes with no errors.


Application of procedure.


Learners will listen to recorded customer telephone call questions and locate product information from the database to answer customer questions.

Learners will be observed during the activity. Feedback will be given to trainees through Q&A sessions at the end of lesson.

Recorded telephone calls.

Database.

10 Conclusion of Lesson 1: Debrief.


Flipchart, markers.

4.1 25 Intro to Lesson 4: State objectives. Students will be introduced to upselling and cross-selling and the process-flow job aid on cross-selling and upselling opportunities.

Given a customer service call transcript, learners will identify cross-selling and upselling opportunities with no errors.

Definition of concept.


Learners will be given a worksheet with scenarios and will individually identify whether a scenario is an opportunity for cross-selling, upselling, or neither.

Slides.

Process-flow job aid.

Worksheet with scenarios.





Assessment Method


4.2 40 Role play: the upsell and cross-sell.

Given a customer call to place an order, learners will use the process-flow job aid to correctly identify and present related, bundled, or upgraded products.

Demonstration of principle-based task.

Application of principle-based task.


Learners will complete role plays (while using a process-flow job aid) to practice interventions they can make during a phone call in order to suggest related items, bundled items, and upgraded items. Learners will take turns being the customer, telephone operator, and an observer.

Learners will be observed during the activity. Feedback will be given to trainees through Q&A sessions at the end of lesson.

Mock telephone call scenarios handout.

Database.


Observation checklist.

10 Questions.

Conclusion of Lesson 4.


Flipchart, markers, post its.





Assessment Method


45 Final Assessment: Putting it all together.

Real life scenario based role play.

Given a customer service scenario, learners will use the product information database to help the customer buy a product to satisfy their needs with no errors.

D Application of principle-based task.

Summative assessment.

Learners will complete a role play (while using a process-flow job aid) within a set time frame to demonstrate selling techniques to suggest related items, bundled items, and upgraded items.

Learners will be assessed one by one by a trainer in a real life scenario based simulation activity using an actual TO workstation in the training room. Other learners will observe.

Learners will be observed during the activity (using observation checklist). Trainees will be graded as per rating scale and criteria.

Feedback will be given to trainees through Q&A sessions at the end of lesson.

Database.


Handout.





Assessment Method


10 Conclusion to Course: Debrief and Course Evaluation Survey.


Flipchart, markers.



Appendix C: Final AssessmentScenario:

On September 30, 2016, a female customer calls PJ Enterprises customer service to inquire about a seasonal new product which she would like to buy for her five year old granddaughter’s room.

It also happens to be her daughter’s birthday on November 28. So, she would like to buy something unique for her daughter as well.

The customer requests suggestions on any new product(s) PJ Enterprises is selling in Fall season which would meet her two needs as stated above.

Instructions: Using the job aid and the product information database, role play this scenario with the trainer acting as the customer and you acting as the telephone operator to answer to customer inquiry.

Use the database search for appropriate products (including bundled/related/upgraded products, if necessary).

Demonstrate selling techniques (upsell/cross-sell, if necessary). Courteously help with suggestions.

Activity: Role play: One on one: Three to five minutes for each trainee.

Trainer 1 will act as the customer. Trainee will act as TO.

The pair will use an actual TO workstation inside the training room during this activity.

Trainer 2 will use below checklist to make notes. Trainer 2 will also use stop watch to time each role play.

Trainees who are waiting to be assessed will be observers during the trainee who is being assessed. Observer trainees can take their own notes in order to prepare themselves for their final assessment. Silence must be maintained by observer-trainees at all times during the final assessment phase.

Trainee Observation Checklist – Yes/No/Somewhat

1. TO greet customer politely to initiate a conversation/dialog.

2. TO handles customer questions (checks back with customer if TO didn’t understand the question, or couldn’t hear the customer clearly, etc.).

3. TO finds an answer to customer question using the product catalog database.

4. TO ask additional questions to find out more information about the customer and his/her specific needs.

5. TO uses new product knowledge to answer specific customer questions.

6. TO refers to Job Aid.

7. TO recognizes opportunities to use cross-sell and up sell techniques.



8. TO uses cross-sell and upsell techniques to provide information to customer on related/upgrade/bundled items appropriately.

9. TO searches in database for information on related/upgrade/bundled items.

Overview of expectation/Assessment criteria for evaluating process:

Trainees are observed on the following skills:

1. Higher order thinking skills – critical thinking and creative thinking.

2. Problem solving skills.

3. Decision making skills

4. Database searching skills

5. Selling skills – cross sell, upsell (bundled/upgraded/related products).

6. Multi-tasking skills.



Job Aid – Upselling and Cross-Selling

Customer Call

Return Customer New Customer

Greeting

Customer Question Clarification

New product Old product

Search Database

Provide Product Description

Ask more questions

Up Selling Cross Selling

Search Database

Suggest more products

Provide Product Description

Related product Bundled Product Upgraded Product

Create your own bundle-as per Customer need

Customer Interested Customer Not Interested

Proceed to Sale Ask more questions

Suggest alternates

Customer not interested anymore

Goodbye Call us again Visit our retail storeDesign Document 18 5/26/2023

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JLS Normal templatevalliammai.weebly.com/.../5/4/8/5/54854117/team1_mod6… · Web viewDesign Document forCatalog Training for PJ Enterprises. By Team #1, Fantastic Five. Document