The Human Resources School Training Department’s

Telephone Etiquette Course Instructional Plan

A TRAINING PLAN DESIGNED TO IMPROVE CUSTOMER SERVICE WHILE IMPROVING INSTRUCTOR COMMUNICATIONS AND PROFESSIONALISM

AGENDA Purpose Why Telephone Etiquette? Phase I Phase II Phase III Phase IV Conclusion

PURPOSE Purpose: To gain approval of a Telephone Etiquette Instructional

Plan for the HR Training Department (TD) Personnel designed to leave a positive impression with callers regarding our department and its personnel; and to standardize procedures TD personnel on answering and responding to incoming callers

WHY TELEPHONE ETIQUETTE?WHY? - BECAUSE OUR CUSTOMERS DESERVE PROMPT, QUALITY, AND DEDICATED

ATTENTION

WHY? – BECAUSE WE ARE COMMITTED TO PROVIDING QUALITY CUSTOMER SERVICE

WHY? – BECAUSE WE DO UNTO OTHERS AS WE WOULD HAVE OTHERS DO UNTO US

WHY? – BECAUSE WE ARE A REFLECTION OF OUR DEPARTMENT

WHY? - BECAUSE SIMPLY PUT, IT IS THE RIGHT THING TO DO

WHY? – BECAUSE WE ALWAYS STRIVE FOR EXCELLENCE

WHY? – BECAUSE WE ARE PROFESSIONALS

WHY TELEPHONE ETIQUETTE

Because it is Absolutely Essential to an Organization and its Employees Success

Why Telephone Etiquette?

Because Organizational and Individual Performance is Adverely Impacted

PHASE I Couse Description

A 3-hour mandatory training session designed to reinforce telephone etiquette, when answering incoming calls. There are 3 specific areas of concentration:

1 – The appropriate way to answer calls 2 – the appropriate way to respond to a caller’s inquiry 3 – the appropriate way to conclude the conversation

The goals of this training session are: 1 - Leave a positive impression with callers regarding our department and its

personnel 2 - Standardize procedures for answering and responding to incoming callers

Target Audience Every individual assigned or attached to the training department, both military

and civilian Basic knowledge of computers is required; the training audience ranges in age

from 28 to 37 years old

PHASE I (CONT) Delivery Modality

The instructor led training method of delivery in a large group instruction format

Learning Goals Leave a positive impression with callers regarding the HR Training

Department and its personnel Standardize the Training Department’s procedures for answering and

responding to incoming callers

PHASE II Goals with Associated Objectives

Goal #1: Leave a positive impression with callers regarding our department and its personnel

Objectives for Goal #1 are:1 - Given specific and standardized instructions on how to initially

receive an incoming call, the instructor will answer incoming calls with a standardized greeting without error

2 – After obtaining information from the customer, the instructor will provide the appropriate feedback or provide guidance to the customer as to the appropriate individual/office/agency to handle their inquiry- 90% of the time

3 – Given specific and standardized instructions on how to appropriately conclude the call, the instructor will demonstrate the appropriate way to conclude a conversation without error

PHASE II (CONT) Goals with Associated Objectives

Goal #2: Standardize procedures for answering and responding to incoming callers

Objectives for Goal #2 are: 1 - Given specific guidance on telephone etiquette, course

developers will prepare standardized operating procedures/formal instruction on answering, responding to, and concluding incoming calls with estimated time values

2 - Given appropriate training on the mission and responsibilities of the other departments within the Institute and the Points of Contact (POCs) within those departments, the instructor must pass a written exam verifying their knowledge of other departments and department POCs, receiving a minimum passing score of 80

PHASE II (CONT) The Objectives, Instructional Strategies, and Instructional Technologies

Objectives Are performance and knowledge based Require both collaborative learning and critical skills

Collaborative learning for objectives associated with Goal #1 because instructors will conduct role playing with the target audience during the training and testing

Critical Thinking for objectives associated with Goal #2 because instructors have to display effective listening skills and use critical thinking skills in assisting callers with issues that require involvement from other departments

Instructional Strategies Computer Based Training Lecture Reading Role Playing

Instructional Strategies Power Point Web Based

Leave a positive impression with callers regarding our department and its personnel Objectives for Goal #1:

1 - Given specific and standardized instructions on how to initially receive an incoming call, the instructor will answer incoming calls with a standardized greeting without error

2 – After obtaining information from the customer, the instructor will provide the appropriate feedback or provide guidance to the customer as to the appropriate individual/office/agency to handle their inquiry- 90% of the time

3 – Given specific and standardized instructions on how to appropriately conclude the call, the instructor will demonstrate the appropriate way to conclude a conversation without error

Goal #2: Standardize procedures for answering and responding to incoming callers Objectives for Goal #2:

1 - Given specific guidance on telephone etiquette, course developers will prepare standardized operating procedures/formal instruction on answering, responding to, and concluding incoming calls with estimated time values

2 - Given appropriate training on the mission and responsibilities of the other departments within the Institute and the Points of Contact (POCs) within those departments, the instructor must pass a written exam verifying their knowledge of other departments and department POCs, receiving a minimum passing score of 80

PHASE III Who is Involved with the Development of the Training and Education

Products Training Developers Instructors Select Group of Personnel from the Target Audience / Learners (to provide input regarding

what areas they believe need emphasis)

Time Values from Development to Implementation (60+18+12 = 90 hours) For actual classroom courseware (training materials) to be used to train and educate the

target audience there will be 20 hours of development for each academic hour (3 hours) of resident training, totaling 60 hours of courseware / training product development

For Instructor Key Personnel Training (IKPT) materials used to train and educated the instructors / facilitators there will be six hours of development for each hour of scheduled instruction delivery (3 hours), totaling 18 hours of development for products to prepare those delivering the instruction to the target audience

After developing the IKPT materials, there will be an additional 12 hours spent actually training the trainers (instructors / facilitators)

PHASE III (CONT) Required Resources to Conduct Training

Developers Instructor / Facilitators Students (target audience) Facilities (classrooms) Classroom Equipment

Desks Chairs Telephones (classroom must be appropriately equipped with

telephone jacks Computers Printers / Copiers Whiteboard Videography and Recording Equipment Projector & Projector Screen

PHASE III (CONT) Implementation Plan

Plan will be communicated verbally to all instructors during our regularly scheduled weekly meetings written communication (email) to all members of the target audience (all of whom are

located within the training department)

Interest and commitment will be built by allowing members of the target audience to have input throughout the design and

development phases through incentives provided to those who do well in the course and who receive positive

feedback, via the numerous surveys and feedback from our customers

Attendance at the course is for all instructors assigned to the training department new instructors must also attend as part of their in-processing

PHASE III (CONT) Evaluation Plan(s)

Formative (summary) – Observing role play during rehearsals - Role playing, with a caller and instructor will determine if the instructor answers the incoming call as indicated above, following the standardized instruction. Then, objective 2 – after the caller has stated the purpose for the call, the instructor provides the appropriate feedback. So, if the question from the caller is, “I am calling to see if I am eligible for attendance at the Human Resources Plans and Operations Course?” the instructor will provide appropriate feedback such as, “the criteria requires attendees to be in the grade of Sergeant First Class and above; be assigned to an authorized 42 series human resources position; and have a minimum of one- year of active or reserve service remaining on their military contract. If the customer questions who or which office has waiver approving authority, then the instructor must provide an appropriate response such as “All waiver requests must be submitted on a DA For 4187 (Request for Personnel Action) and processed through the requestor’s battalion commander, to the Commandant of the Adjutant General School, ATTN: Operations Office, Fort Jackson, SC 29207

PHASE III (CONT) Summative (summary) - This assessment requires gaining feedback from the

customer (caller) regarding their satisfaction of the service / support they received from the instructor who answered their call. Simply put, was the customer satisfied with the information they received from the training department instructor. This will be measured through Interactive Customer Evaluation (ICE) surveys, telephonic call-back surveys, and general telephone push-button responses (such as, if you were satisfied with the response you received, please press #1 on your telephone; if you were not satisfied, please press the #2 and provide a brief response; you may leave your name and a call-back number if you desire). Additionally, as a part of the training program, instructors will be required to take a written exam as identified in Objective #2 of Goal #2 (“Given appropriate training on the mission and responsibilities of the other departments within the Institute and the Points of Contact (POCs) within those departments, the instructor must pass a written exam verifying their knowledge of other departments and department POCs, receiving a minimum passing score of 80”)

PHASE IV Connecting the Dots (Aligning Phases of the Course to Meet the Educational

Outcomes The training description, goals, objectives, and assignments are all aligned in a sequential manner

The learner is trained and educated, in sequence, on the appropriate way to (1) answer, (2) respond to, and (3) conclude/end incoming calls

To receive a passing score / be certified on telephone etiquette one cannot move on to responding to a call without first being successful (or receive a “GO”) at answering the call; and one cannot conclude/end the call (or receive a “GO”) without properly responding to the call

Through role playing, with instructor/facilitator observation, learners must display proficiency / competency in an area before being allowed to move forward to the next area

Course is aligned to the established learning outcomes Enabling / Terminal Learning Objectives (ELOs /TLOs) are interdependent and mutually contribute

to achieving / attaining the desired end result

Evaluation Tools Used to Assess Level of Effectiveness / Readiness Question and answer session Written Exam Surveys - Interactive Customer Evaluations (ICE); Telephonic (customer call-back / push-button) Responses;

Instructor and Student Verbal Feedback; and Course Observations

PHASE IV (CONT) Collection and Use of Evaluation Data

Evaluation data will be conducted from: Instructor / Facilitator Learner Customers

Type of Data to be collected and Associated Timeframe After Action Written Reports (upon completion of every 3-day training course) Interactive Multi-Media Feedback from ICE (reviewed / collected daily) Surveys – all inclusive (collected and compiled daily; reviewed and analyzed bi-weekly) Discussions / Counseling Sessions with Trainers and Students (routinely) Monthly Hasty Overview of Findings and Analysis to determine if minor revisions are

required Quarterly Deliberate Overview of Findings and Analysis to determine if major revisions

are required Annual Review of Course to Determine Definitive Requirements and Resources

CONCLUSIONEach of us needs the help and support of others. Interacting with people is an intricate and very necessary part of our lives. The expectation should always be to “treat others as you expect to be treated.” We need positive communication and the more we receive, the better we feel. This training plan is designed to improve customer service while also improving instructor communications and professionalism. The end result is to leave a positive impression with callers regarding the HR Training Department and its personnel.