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10

Information and
Communications
Technology
Teachers Guide
ContactCenterServices
GOVERNMENT PROPERTY
NOT FOR SALE
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Division _________________________________________________
First Year of Use: _________________________________________
Source of Fund (Year included):__________________________

Department of Education
Republic of the Philippines
Technology and Livelihood Education Grade 10
Learners Material
First Edition, 2014
ISBN: ___________
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, Ph.D.
Assistant Secretary: Lorna Dig Dino, Ph.D.
Development Team of the Learners Material
Authors:
Dr. Virgilio O. Guevarra, Jr., Rose Ann M. Sulla, Diana Marie B. Dagli, and
Maria Angelica G. Mates
Editors: Dr. Paraluman R. Giron, Ofelia C. Flojo, and Perla H. Cuanzon
Reviewers: Romeo B. Gacutan, Simfroso C. Robles II, Marion I. Alinas, Bobby
Caoagdan
Illustrator and Layout Artists: Marc Anthony M. Pagoyo
Subject Specialist: Owen M. Milambiling
Management Team: Dr. Lolita M. Andrada, Jocelyn DR Andaya, Bella O. Marias,
and Dr. Jose D. Tuguinayo, Jr.

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Office Address:
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ii

K to12 BASIC EDUCATION CURRICULUM


Information and Communications Technology
CONTACT CENTER SERVICES (CCS)
(SPECIALIZATION)
GRADE 10 MODULE 1
Personal Entrepreneurial Competencies (PECs)
Teachers Guide
Quarter I

4 hrs.

Grade Level Standard


This is a specialization course which leads to Contact Center
Services National Certificate Level II (NC II). It covers two (2) core
competencies that a Grade 10 Technology and Livelihood Education (TLE)
student ought to possess, namely: 1) communicate effectively using the
English language and 2) deliver quality customer service.
The preliminaries of this specialization course include the following:
1) discussion on the relevance of the course, 2) explanation of key
concepts relative to the course, and 3) exploration of career opportunities.
Content Standard
The learner demonstrates understanding of ones
Entrepreneurial Competencies in Contact Center Services.

Personal

Performance Standard
The learner independently creates a plan of action that strengthens
and or further develops his/her PECs in Contact Center Services.
Learning Competencies
Develop and strengthen PECs needed in Contact Center Services.
I. Introduction
This teachers guide will lead you to effectively and efficiently teach
Module 1. Moreover, this will guide you in determining relevant and
appropriate teaching techniques and strategies that will fit the learning
needs and demands of the learners to make them best understand and
appreciate the importance of entrepreneurship and the entrepreneurial
ICT- CONTACT CENTER SERVICES- Grade 10
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competencies related to Contact Center Services.


This module will also provide learners an opportunity to know that
individuals possess different PECs. These PECs include characteristics,
attributes, lifestyles, skills, or traits. Likewise, when one aligns these
competencies with the competencies of successful practitioners or
entrepreneurs, he or she will be ready to face the experiences of starting a
business or being employed.
Moreover, the module is designed to stimulate the learners to think
about entrepreneurship and its role in the business community and in
economic and social development.
II. Objectives
With your assistance and the guidance of this module, learners
are expected to understand the underlying principles and concepts of
PECs, particularly in:
- identifying areas for improvement, development, and growth,
- aligning learners PECs according to their business or career choice,
and
- creating a plan of action that ensures success in their business or
career choice.
III. Presentation of Content
Introduction

Guide learners in appreciating and understanding PECs for them to


be successful in business or in the workforce by sharing inspiring
real-life stories of successful businessman and or well-known
employees in the field of Contact Center Services in the province.
Explain to learners the importance of assessing their PECs.
Guide learners in understanding the importance of entrepreneurs
and entrepreneurship.
Objectives

Guide learners in identifying and understanding the objectives of


Module 1.

ICT- CONTACT CENTER SERVICES- Grade 10


2

Pre-Assessment

Use the sample pre-assessment test available in the learners


materials or craft a comprehensive teacher-made test to assess
learners prior knowledge and skills in PECs.
Evaluate the result of the pre-assessment and prepare a plan of
action to strategically address the learning needs and requirements
of the learners.
Guide Questions

Have learners actively perform task 2, and let them share their
answers and relevant experiences with the class.
Process learners understanding of the guide questions presented
on task 2.
Learning Goals and Target

Help learners utilize available technologies / resources in planning


their own learning goals and targets as reflected on page 4.
Group Activity

Group the learners, then ask them perform task 3. Let them share
their thoughts with the class.
Process learners understanding and guide them in arriving at a
relevant and acceptable generalization.

IV. Know, Process, Reflect and Understand, and Transfer

Know
Discuss / present the importance of assessing personal
entrepreneurial competencies (PECs) and skills vis--vis a
practicing entrepreneur or employee; provide an actual example of
an entrepreneur or employee existing in your province.
Expand learners curiosity by asking essential questions on the
important characteristics / traits / attributes, and skills of a good
entrepreneur.
Assist / Guide learners in understanding the entrepreneurial
competencies (characteristics, traits, attributes) and skills of a good
entrepreneur.
Have an appropriate, relevant, and timely learning activity for the
learners to appreciate the best entrepreneurial competencies.
ICT- CONTACT CENTER SERVICES- Grade 10
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Assess learners knowledge and skills on understanding of topic.


Use the result of the pre-assessment to improve their learning.
Process

Ask the learners accomplish task 4 (PECs Checklist) on page 8-9.


Let them make their interpretation or personal insights based on the
accomplished task.
Facilitate student-to-student interactions and process learners
understanding.
Reflect and Understand

Deepen learners understanding of PECs by guiding them in


accomplishing task 5 (Interview) on page 9-12.
Facilitate appropriate learning activities to finish the task.
Encourage learners to report their accomplishments to the class.
Process learners understanding.
Transfer

Assist learners in individually accomplishing task 6 (Preparation of a


Plan of Action) on page 12. Let them craft their own plan of action
intelligently. Have learners present this in class.
Process their understanding.
Guide learners in answering the essential questions presented in
task 7 on page 13.
Have learners share their answers with the class, and then process
their understanding.
Provide learners more concrete example and enrichment activities
to further deepen their understanding about PECs and its
importance in day-to-day living as future entrepreneurs or
employees.
Provide learners applicable activities whereby they can transfer to
the community what they have learned.
Let learners use available resources in the community to accomplish
the task.

ICT- CONTACT CENTER SERVICES- Grade 10


4

K to12 BASIC EDUCATION CURRICULUM


Information and Communications Technology
CONTACT CENTER SERVICES (CCS)
(SPECIALIZATION)
GRADE 10 MODULE 2
Environment and Market (EM)
Teachers Guide
Quarter I

4 hrs.

Grade Level Standard


This is a specialization course which leads to Contact Center
Services National Certificate Level II (NC II). It covers two (2) core
competencies that a Grade 10 Technology and Livelihood Education (TLE)
student ought to possess, namely: 1) communicate effectively using the
English language and 2) deliver quality customer service.
The preliminaries of this specialization course include the following:
1) discussion on the relevance of the course, 2) explanation of key concepts
relative to the course, and 3) exploration on career opportunities.
Content Standard
The learner demonstrates understanding of environment and market
in Contact Center Services in ones province.
Performance Standard
The learner independently creates a business vicinity map reflective
of potential market in Contact Center Services in a province.
Learning Competencies
Develop a quality and marketable product or service in Contact Center
Services
Select a business idea based on the criteria and techniques set
Develop a brand for the product
I. Introduction
People who aspire to start a business need to explore the economic,
cultural, and social conditions prevailing in an area. Needs and wants of the
people in a certain area that are not met may be considered as business
ICT-CONTACT CENTER SERVICES- Grade 10
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opportunities. Identifying the needs of the community, its resources,


available raw materials, skills, and appropriate technology can help a new
entrepreneur in seizing a business opportunity.
To be successful in any kind of business venture, potential
entrepreneurs should always look closely at the environment and market.
They should always be watchful on the existing opportunities and
constraints. The opportunities in the business environment are those factors
that provide possibilities for a business to expand and make more profits.
Constraints, on the other hand, are those factors that limit the business to
grow, hence reduce the chance of generating profit. One of the best ways to
evaluate the opportunities and constraints is to conduct Strengths,
Weakness, Opportunities and Threats (SWOT) Analysis.
II. Objectives
With your assistance and guidance in facilitating this module,
learners are expected to understand the underlying principles and
concepts of environment and market more particularly in:
-

identifying what is of value to the customer,


identifying the customer to sell to,
explaining what makes a product unique and competitive,
applying creativity and innovative techniques to develop marketable
product, and
- employing a unique selling proposition (USP) to the product and or
service.
III. Presentation of Content

Introduction
Using appropriate activities, lead learners in giving value to
environment and market and its implication to be successful in a
business related to Contact Center Services.
Guide learners in understanding the importance of environment and
market; likewise, lead them in appreciating the value of SWOT
Analysis.
Provide relevant, appropriate, and meaningful examples of SWOT
Analysis pertaining to Contact Center Services.
Help learners in presenting the importance of assessing their
immediate environment and market pertaining to Contact Center
Services.
ICT-CONTACT CENTER SERVICES- Grade 10
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Using your processing and questioning skills, guide learners in


coming up with a generalization about the environment and market
and its relationship to a successful field of Contact Center Services.
Objectives

Guide learners in identifying and understanding the objectives of this


module.
Pre-assessment
Use the sample pre-assessment test available in the learners
materials or craft a comprehensive teacher-made test to assess
learners prior knowledge and skills in environment and market.
Evaluate the result of the pre-assessment and prepare a plan of
action to strategically address the learning needs and requirements
of the learners.
Guide Questions

Ask learners to perform task 2 and guide them in presenting their


answers to the class.
Process learners responses and guide them in making appropriate
generalizations.
Learning Goals and Target

Help learners in planning their own learning goals and target as


reflected on page 18.
Provide enrichment activities and guide them in analyzing available
resources and technology in the community to be used in
accomplishing their learning goals and targets.

IV. Know, Process, Reflect and Understand, and Transfer


Product development
Know
Discuss product development, concept of developing a product,
finding value, innovation, unique selling proposition, and its
relationship to environment and market and business at large.
Let learners participate in the discussion on the aforementioned
topics. Assist and/or guide learners in presenting their ideas and
relevant experiences.
Design varied levels of learning activities for the learners to better
understand the topics related above.
ICT-CONTACT CENTER SERVICES- Grade 10
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Guide learners in reflecting on the importance of product


development, concept of developing a product, finding value,
innovation, and unique selling proposition.
Design an assessment to evaluate learners knowledge, skills,
and understanding of the previous topics.
Use the result of the assessment in designing / developing
learning activities that will enrich learners understanding.
Process
Guide learners in accomplishing task 3 on pages 24 to 25. Let
them conduct a research by interviewing a successful
entrepreneur or practitioner within the province.
Have learners present their research to the class. Process their
understanding in relation to the objectives of this module.
Reflect and Understand

Inspire learners to deepen their understanding about the


environment and market by carefully watching the videos related
to the prescribed topics on task 4 on page 25.
After watching the videos, let them prepare a comprehensive
narrative report on the topics they watched.
Encourage learners to present their accomplishments to the
class.
Process learners understanding in relation to the objectives of
this module.

Transfer

Guide learners in developing concepts for their own product or


service as reflected on task 5 on page 26.
Assist learners in analyzing and utilizing available resources in
developing their concept of their own product or service.
Evaluate learners output by referring to teacher-made rubrics
which is aligned to the performance standards.
Let learners eloquently share and present their output with the
class.
Lead learners in reflecting on the importance of product
conceptualization.

Generating Ideas for Business


Know
ICT-CONTACT CENTER SERVICES- Grade 10
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Let learners read and understand topics related to generating


ideas for business, selecting a business idea, and branding.
Let learners undergo varied levels of learning activities to better
appreciate the importance of generating ideas for business,
selecting a business idea, and branding.
Process learners understanding relative to the objectives of this
module.
Process
Lead learners in reflecting on their SWOT Analysis and its
importance in generating business ideas by engaging them in
learning opportunities for interaction with others outside the
classroom and with the use of technology.
Instruct learners to enrich their knowledge on SWOT Analysis by
conducting researches.
Provide an appropriate type of assessment to evaluate learners
understanding of the SWOT Analysis. Use the result of the
assessment to craft more appropriate and productive learning
activities.
Assist learners in performing task 6 (SWOT Analysis).
Evaluate / Assess learners output and check it against the
objectives of this module.
Reflect and Understand

Let learners work on an independent learning activity or


cooperative learning (ICL) in accomplishing task 7 (Extra
Readings and Video Viewing) on page 33.
Assist learners in presenting their output. Assess the evidence of
learning and provide useful input to improve their output.

Transfer
Have learners prepare task 8 (Designing a Logo). Assist learners
in accomplishing this task by letting them adhere to their real life
experience.
Assess learners output using teacher-made rubrics following the
standards and objectives of this module.
Have learners prepare task 9 (Making My Own Vicinity Map).
Guide learners in creating their own vicinity map reflective of
potential market in contact center services in your province. Ask
them to present their output and process their understanding by
ICT-CONTACT CENTER SERVICES- Grade 10
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asking relevant and essential questions.


Assess learners output using teacher-made rubrics following the
standards and objectives of this module.

ICT-CONTACT CENTER SERVICES- Grade 10


10

K to 12 BASIC EDUCATION CURRICULUM


Information and Communications Technology
CONTACT CENTER SERVICES
(SPECIALIZATION)
GRADE 10- MODULE 3
TEACHERS GUIDE
Grade Level Standard
Information and Communication Technology (ICT) is one of the four components of
Technology and Livelihood Education (TLE). This module focuses on the ICT
specialization Contact Center Services. It covers the following:
1. Personal Entrepreneurial Competencies;
2. Environment and Market;
3. Communicate Effectively in English; and
4. Deliver Quality Customer Service
CONTENT STANDARD
The learner demonstrates understanding of the concepts and underlying
principles in communicating effectively in English.
PERFORMANCE STANDARD
The learner independently demonstrates the proper skills of communicating
effectively in English in accordance with company policies.
LEARNING COMPETENCIES
The competencies expressed as learning outcomes in this teaching guide are
the exact competencies that will be used to assess the learners / trainees for them to
secure COC or NC in Contact Center Service.
This teaching guide would allow teachers / instructors to strategically teach the
competencies spread out in the module; guide the learners in performing the
activities; process learners understanding; and assist the learners in applying what
they have learned to an entirely new context.
Utilizing effective teaching methodology and strategies suitable to the learning
ICT- CONTACT CENTER SERVICES- Grade 9
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needs and requirements of the learners, the following are the competencies that
should be mastered by learners after finishing this module.
1. Communicate effectively in English
Analyze communication process
Communicate and listen effectively
Use paralanguage communication cues
I. INTRODUCTION
The primary purpose of this course is to provide the learners with the
knowledge and skills that will help them become Contact Center Service providers.
Upon completion of this module, learners are expected to: 1. analyze
communication process; 2. communicate and listen effectively; and 3. use
paralanguage communication cues.
Orient learners on the following:
Entrepreneurship-based Technology and Livelihood Education
curriculum
Parts of the module
How to use the module
II. Learning Competencies/ Objectives
The competencies expressed as learning outcomes in this teachers guide are
the exact competencies that will be used to assess the learners for them to secure a
Certificate of Competency or a National Certificate in Contact Center Service.
This teachers guide allows teachers to strategically teach the competencies
spread out in the module; guide the learners in performing the activities; process
learners understanding; and assist the learners in applying what they have learned
to an entirely new context.
Utilizing effective teaching methodology and strategies suitable to the learning
needs and requirements of the learners, the following are the competencies that
should be mastered by learners after finishing this module.

ICT- CONTACT CENTER SERVICES- Grade 9


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LESSON 1: COMMUNICATE EFFECTIVELY IN ENGLISH (CE)

Analyzing communication process;


Communicating and listening effectively; and
Using paralanguage communication cues.

III. Pre- Assessment


Guide learners in assessing their actual communication skills by
answering Survey 1 for oral communication and Survey 2 for written
communication.
Assess learners prior knowledge and skills in Contact Center Services
using:
paper and pencil test
performance test
other appropriate tools
Check their answers using the answer key on this Teachers Guide.
IV. Reading Resources and Instructional Activities
Guide learners in answering the guide questions and in performing the
activities that will measure how much they know about the topic.
Let learners share their experiences to the class.
Process learners responses, let them reflect, revise or rethink their
understanding.

ICT- CONTACT CENTER SERVICES- Grade 9


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Lesson 1.1- Communication Pathways


A. What to KNOW
Guide learners in answering the Preliminary Activities.
Ask learners what they think are the different ways to communicate in the
workplace and the different people they might communicate with.
Discuss the meaning of communication pathway.
Use creative and innovative strategies on educating the learners about the
different communication pathway.
Have a brainstorming on the best time to use a particular communication
pathway.
Utilize creative and innovative strategies on the discussion of the different
characteristics needed in establishing good communication among their
customers and other people in the workplace.
B. What to PROCESS
Task 1: Modified True or False
Have the learners determine whether the given statements are true or false
Ask the learners to rewrite the incorrect statements to correct them.
Process the learners responses.
C. What to REFLECT and UNDERSTAND
Task 2: Choose the Best!
Guide learners in deepening their understanding by Identifying the best type
or pathway of communication to use in each of the given situation.
Ask them to provide reasons for choosing the specific communication
pathway.
Process the students answers.

Lesson 1.2. Elements of Communication


A. What to KNOW
Guide learners in answering the Preliminary Activity.
Utilize creative and innovative strategies on discussing the different elements
of communication.
Guide the learners in understanding the communication process.
ICT- CONTACT CENTER SERVICES- Grade 9
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Have a brainstorming of how each elements contribute to the success or


failure of the communication process.
B. What to PROCESS
Task 1: Pool Up!
Ask the learners to complete the crossword puzzle by identifying the
element of communication described in each number.
Check their answers based on the Answer Key included in this
teaching guide.
C. What to Reflect and Understand
Enhance their learning further by having them do the following activities:
Task 2: Elements of Communication
Guide the learners in analyzing the given example of piece of communication.
Have the learners identify elements of communication.

Lesson 1.3: Barriers to Communication

What to Know

Assist the learners in accomplishing the Preliminary Activity.


Utilize creative and innovative ways in teaching barriers to communication.
Ask the learners to cite examples for each type of barrier to communication.
Guide the students in understanding how these barriers affect the
communication process.

What to Process
Task 1: Matching Type
Guide the learners to identify the different barriers in communication through
the given matching type test.

ICT- CONTACT CENTER SERVICES- Grade 9


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What to Reflect and Understand


Task 2: Lets Get Updated!
Assist the students in sourcing for a copy of the article.
You may also provide the students with a copy of the article.
Guide them in answering the questions provided.
Process the students answer.

What to Transfer
Task 3: In the Real World

Group the students into five.


Guide the students in choosing whom to interview.
Assist them in creating questions for their impromptu interview.
Remind the students to be courteous and polite while talking with their
interviewee.
Guide the students in sharing their findings and insights in front of the class.

Lesson 2: Communicate and listen effectively


Lesson 2.1: Oral Skills
What to Know
Assist the learners in accomplishing the Preliminary Activity.
Provide the students with an option to record themselves as they read the
excerpt in the Preliminary Activity.
Encourage the students to be ready with any device that can be used to
record their voice (voice recorder or their cellphones).
A. Phonemes
Utilize creative and innovative ways in teaching phonemes.
Ensure understanding of what phonemes are.
Apply the proper pronunciation of vowel and consonant sounds in front of the
class.
ICT- CONTACT CENTER SERVICES- Grade 9
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Demonstrate or illustrate the proper positioning of the vocal apparatus to


ensure correct production of phonemes.
Guide the learners in proper articulation of each phonemes.
B. Sentence Construction
Use creative and innovative ways in teaching the principles in sentence
construction.
Establish clear understanding on how to construct grammatically correct
sentences.
Differentiate the group of learners who still need more enhancements on the
previous performance among those who are ready to move forward.

What to Process
Task 1: Vowel Phonemes
Assist the students in pronouncing the given words correctly.
Guide the students in identifying the vowel phoneme used in each of the given
words.
Check the students answers based on the Answer key provided at the end of
the Teachers Guide.
Task 2: Critical Vowel Sounds
Assist the students in the articulation of the critical vowel sounds used in the
given sets.
Use the scoring guide in evaluating the students.
Task 3: Critical Consonant Sounds
Guide the students in their production of the critical consonant sounds used in
the given sets.
Use the scoring guide in evaluating the students.

Task 4: Read. Pair. Critique.


Guide the students as they look for a partner.
Assist the students in performing the steps in the task.
Guide the students in sharing their comments.
Process the students comments.

ICT- CONTACT CENTER SERVICES- Grade 9


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What to Reflect and Understand


Assist the students in sourcing for a copy of the article.
You may also provide the students with a copy.
Guide them in answering the questions.
Process the students answer.

Lesson 2.2: Listening Skills

What to Know
Establish clear understanding of the difference between hearing and listening.
Utilize creative and innovative way in teaching the listening skills.
Guide the students in understanding the different ways to improve their
listening skills.

What to Process
Task 1: Acrostics
Discuss with the students what an acrostic is.
Guide them in making and acrostic of the word LISTEN.
You may provide examples to enlighten the students.
Ask volunteers to present their work in front of the class.
Process the students answers.
What to Transfer

Task 1: This is Their Story


Part 1: The Interview
Assist the learner in identifying their interviewee.
Help the learners understand the interview questions.
Clarify with the students that they cannot remove questions from the list.
Remind the students to be polite and courteous while conducting the
interview.
Part 2: The Transcription
Ask the students to transcribe their interview from beginning to end.

ICT- CONTACT CENTER SERVICES- Grade 9


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Part 3: The Reflection


Ask the students to identify parts of the interview where they did not fully
understand each other.
Ask them to identify the cause.
Ask them to suggest ways to resolve it.
Be guided by the rubric in grading the students.
Lesson 2.3: Grammar
What to Know

Utilize creative and innovative ways in teaching grammar topics such as


subject-verb agreement, tense and aspect of verbs, preposition, modifiers,
and conditionals.
Cite additional examples to reinforce students understanding of the topics.

What to Process
Task 1: Subject-Verb Agreement
Provide a short review about the rules on subject-verb agreement.
Ask the learners to underline the verb that will agree with the subject of the
sentence.
Task 2: Preposition
Provide a short review about pronouns.
Ask the learners to choose the pronoun that will best complete the
sentence.
Task 3: Modifiers
Review the students on modifiers.
Ask them identify the word that modifies or describes the underlined word.
Task 4: Conditionals
Provide a review about conditionals.
Ask the students to complete the given conditional sentences by supplying
the correct phrase.

ICT- CONTACT CENTER SERVICES- Grade 9


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Lesson 2.4: Writing Skills


What to Know
Establish a connection of this lesson with the past lesson.
Use creative and innovative ways in teaching topics in writing skills.
Guide them in understanding the rules in spelling, paragraphing, punctuation
and transition markers.
Provide a review of the lessons in sentence construction and jargons.
Provide an opportunity for students to apply what they learned in short selfcheck exercises.

ICT- CONTACT CENTER SERVICES- Grade 9


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What to Process
Task 1: Spell me
Carefully read the following words in front of the class.
Read the words one at a time.
Ask the students to spell the words and write them down on a sheet of
paper.
Below is the spelling list:
1. receipt
2. fiery
3. dumbbell
4. immediate
5. judgment
6. occurrence
7. questionnaire
8. rhythm
9. repetition
10. Interrupt

Task 2: Correct Me
Provide a short review of the topics included in writing skills.
Ask the students to correct the paragraphs by rewriting them on a one whole
sheet of paper.

What to Transfer
Task 1: Can You Please Share With Us?
A. The Invitation
Guide the students in selecting a date for the open sharing discussion with
their invited guest.
Inform the students about the proper format of writing a letter.
Guide the students in writing their letter.
Grade the students letters based on the given rubric.
B. My Insights
Assist the students as they entertain their guest speaker.
Thank and welcome the guest speaker for spending time with your class.
ICT- CONTACT CENTER SERVICES- Grade 9
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Guide the students as they listen to stories shared by the speakers.


Encourage the students to ask questions related to the topic.
Provide ample time for the students to write their essay that includes their
insights and realizations.
Be guided by the rubric in grading the students output.

Lesson 3. Use paralanguage cues


This lesson marks the beginning of Quarter 3. It focuses on the use of
paralanguage cues that will help Contact Center Services provider
become more efficient in carrying out their tasks.
Lesson 3.1: Voice

What to Know
This lesson marks the start of the Third quarter.
Use creative and innovative ways in teaching topics in writing skills.
Guide them in understanding the different paralanguage cues in the speaking
voice such as rate, volume, pitch, and tone.
Expound the lesson by citing additional examples especially those in the real
life scenario.

What to Process
Task 1. Matching Type
Ask the students to in answering the task.
Process the students answer.
Task 2. Modified True or False
Guide the students in answering the task.
Process the students answers.
What to Reflect and Understand

Task 3. Spot the Difference


Assist the students in accessing the URL.
Guide them in navigating through the website.
Provide ample time for them to listen and study the content of the audio
recording.
ICT- CONTACT CENTER SERVICES- Grade 9
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Process the students answer to the guide questions.


Lesson 3.2: Accent
What to Know
Use creative and innovative ways in teaching the topics included in the
lesson.
Provide plenty of examples that the students can imitate for practice.
What to Process
Task 1: Pool up!
Guide the students in answering the task.
Process the students answers.
Task 2: The Last Man Standing
Explain the mechanics of the game.
Choose a phrase or statement to use.
Assist them in practicing the pronunciation of the statement.
Implement the rules of the game.
Task 3: Read! Speak up!
Guide the students in choosing a partner.
Ask the students to take turns in reading the given sentences and in giving
comments on their classmate.
Remind the students that comments should be based on the principles of
accent discussed in the previous lesson.
Remind the students to be constructive in giving their comments.

What to Reflect and Understand


Task 4: Getting Updated!
Assist the students in using a functional computer with internet service.
Otherwise, provide a copy of the article.
Ask the students to read the feature article from philstar.com.
Ask them to gather data based on the guide questions.
Be ready to process the students responses.

ICT- CONTACT CENTER SERVICES- Grade 9


23

Task 5: 1,2,3
Assist the students in using a functional computer with internet service.
Ask the students to listen to the voice recording.
Ask them to gather data based on the guide questions.
Be ready to process the students responses.

Task 6: SIXportant
Assist the students in using a functional computer with internet service.
Guide them in reading the article.
Ask them to read the article.
Ask them to answer the guide questions.
Be ready to process the students responses.

Task 7: Read. Speak. Check.


Assist the students in using the computer.
Guide them in recording their voices.
Remind them to apply the lesson that they have learned about voice and
accent.
Allow them to pratice and re-record their voices if necessary.
Lesson 3.3 : Conversational Cues

What to Know
Guide the students in understanding the lesson.
Ask them to cite situations wherein they were able to decode conversational
cues.
What to Process
Task 1: Complete the table

Guide the students in accomplishing the task.

Be ready to process the students answers.

Provide additional examples of conversational cues and ask the


students to decode it.
What to Transfer
Task 2: Mock Call
Guide the students in choosing a partner.
Encourage the students to be relaxed and calm while presenting in front of the
ICT- CONTACT CENTER SERVICES- Grade 9
24

class.
Apply the scoring rubrics to assess the learners ability.
VI Summary / Synthesis / Feedback
Plenty of companies, not only local ones but international ones as well, have
chosen to outsource their call centers in our country primarily because Filipinos are
highly trainable in terms of speaking and communication skills. The contact center
service industry, as of today, is still one of the major job provider in the country.
Hence, it is upright to train learners as early as now to become possible members of
this industry.
A good communication skill is the primary requirement to become a contact
center service provider. This module gave the students a boost on their oral and
wriiten communication skills.
Lessons 1, 2 and 3 provided the students with an overview of the process of
communication and the different things that may directly affect the quality of
communication. If students are able to identify barriers in communication, there will
be a greater possibility for a successful communication.
Lesson 4 ensured the enhancement of the learners production of phonemes.
This will help them pronounce English words more clearly and in a way that will be
more understandable to clients from other countries.
Lesson 5 provided the students tips on how to become active listeners - a skill
that will help them survive in the production floor of the contact centers.
Lesson 6 offered learners a comprehensive review of grammar rules which
includes subject-verb agreement, tense and aspect of verbs, preposition, modifiers,
and conditionals.
Lesson 7 helped improve the learners ability to communicate in written forms.
It focused on improving their spelling, paragraphing, use of punctuations and
transition markers, construction of sentences, and use of jargons.
Lesson 8 allowed the students to explore the flexibility of the speaking voice.
It provided them with insights on how voice constitutes to the message conveyed by
a speaker.
Lesson 9 assisted the learners in neutralizing their accent to make them more
ICT- CONTACT CENTER SERVICES- Grade 9
25

marketable in the field of contact center.


Lastly, Lesson 10 gave them a clear understanding of conversational cues. It
helped them learn how to interpret certain cues that may be used by customers. It
also developed their sensitivity to their use of conversational cues.
After finishing Module 3, learners are expected to be more confident in
communicating either orally or written.

ICT- CONTACT CENTER SERVICES- Grade 9


26

K to 12 BASIC EDUCATION CURRICULUM


Information and Communications Technology
CONTACT CENTER SERVICES
(SPECIALIZATION)
GRADE 10- MODULE 4
TEACHERS GUIDE
Grade Level Standard
Information and Communication Technology (ICT) is one of the four components of
Technology and Livelihood Education (TLE). This module focuses on the ICT
specialization Contact Center Services. It covers the following:
1. Personal Entrepreneurial Competencies;
2. Environment and Market;
3. Communicating Effectively in English; and
4. Delivering Quality Customer Services.
CONTENT STANDARD
The learner demonstrates understanding of concepts and underlying
principles in delivering quality customer services.
PERFORMANCE STANDARD
The learner independently demonstrates appropriate approaches in delivering
quality customer services in accordance with call center industry policies.
I. INTRODUCTION
The primary purpose of this course is to provide the learners with the
knowledge and skills that will help them become Contact Center Service providers.
Upon completion of this module, learners are expected to: 1. demonstrate
understanding of the BPO/Call Center industry; 2. transmit/receive calls to or from
customers; 3. handle customers complaints; and 4. apply knowledge of common
cultural variables as well as local and international geography.
Orient learners on the following:
Entrepreneurship-based Technology and Livelihood Education
curriculum
ICT-CONTACT CENTER SERVICES- Grade 10
27

Parts of the module


How to use the module

II. Learning Competencies/ Objectives


The competencies expressed as learning outcomes in this teaching guide are
the exact competencies that will be used to assess the learners for them to secure a
Certificate of Competency or a National Certificate in Contact Center Service.
This teaching guide allows teachers to strategically teach the competencies
spread out in the module; guide the learners in performing the activities; process
learners understanding; and assist the learners in applying what they have learned
to an entirely new context.
Utilizing effective teaching methodology and strategies suitable to the
learning needs and requirements of the learners, the following are the
competencies that should be mastered by learners after finishing this module.
Lesson 1: The BPO/Call Center Industry
Describing the BPO/ Call Center Industry
Describing the basic services related to customer service, sales and
technical support within the BPO/ Call Center Industry
Explaining the basic performance metrics of a call center agent
Lesson 2: Transmitting / Receiving Calls To or From Customers
Identifying types of calls in accordance with the client or customers needs
Using interactive communication in accordance with customer
management relationship standards
Addressing customers inquiries and concerns
Providing courteous service to the customer in accordance with customer
relationship management
Establishing rapport in accordance with customer or client relationship
Identifying inquiries and concerns required for transfer and or hold in
accordance with the enterprise policy
Summarizing the information and confirming that the objectives are met when
ending calls
Observing proper telephone etiquette in closing the conversation
Protecting customer information
ICT-CONTACT CENTER SERVICES- Grade 10
28

Lesson 3: Handling Customers Complaints


Responding to complaints promptly and empathetically.
Addressing customers complaints with clear, direct, accurate and timely
response
Establishing details of complaints and using basic remedies in accordance
with enterprise policy
Implementing appropriate referral or hands-off procedures as required
Referring complicated concerns to higher authority
Lesson 4: Providing After-Sales Support and Documenting Events
Ensuring customer satisfaction by making a return call
Discussing action/s necessary to resolve complaint/s and confirming with the
customer
Recording agreements reached with the customer and implementing within
agreed timeframe
Initiating follow-up action/s to ensure that agreements with customers are
implemented
Documenting actions and resolutions agreed-upon with the customer in
accordance with company procedures
Pre-Assessment
Assess learners prior knowledge and skills in Contact Center Services
using:
paper and pencil test
performance test
other appropriate tools
Guide learners in assessing their prior knowledge by answering the pretest.
Check their answers using the answer key in this Teachers Guide.
Ask your students to read and reflect on the introduction and objectives of
the module. Conduct an active discussion about the module. Have the
students accomplish the Goals and Targets using the provided graphic
organizer on the page.
Reading Resources and Instructional Activities
Guide learners in answering the guide questions and performing the activities
to measure how much they know about the topic.
Let learners share their experiences to the class.
ICT-CONTACT CENTER SERVICES- Grade 10
29

Process learners responses, let them reflect, revise, or rethink their


understanding.
What to KNOW
Lesson 1: The BPO/Call Center Industry
Guide learners in answering the preliminary activity.
Ask learners to define terms related to BPO such as customers, clients,
agents, outsourcing, telemarketing and the likes.
Use creative and innovative strategies in discussing the benefits of
outsourcing.
Have learners reflect on the perceived benefits of outsourcing. Let them
discuss each benefit as seen in the module.
Discuss the implications of BPOs in the local and global economy.
What to PROCESS
TASK 1: Business Process Outsourcing
Guide students in accomplishing the graphic organizer.
TASK 2: BPO Industry in the Philippines
Let them write a short composition on why the Philippines is a better BPO
market compared to other nations. Process their answers by asking students
to present their reasons to the class.

What to REFLECT AND UNDERSTAND


TASK 3: Video Presentation
Download the video presentation on Youtube
URL: http://www.youtube.com/watch?v=9w1MJnz-vbg
Video title: Phoning from the Philippines
Remind the students to take down notes as they watch the video.
Encourage learners to create a functional and creative graphic organizer in
presenting the data they have gathered.
TASK 4: Cooperative Learning Reflection on the Video Presentation
Conduct a group activity for the class. Follow the guidelines presented in the
task. Construct your own rubrics based on the type of activity of the learners.
TASK 5: Oral Presentation- Economic Implications of the BPO Industry
Conduct an oral activity in the form of extemporaneous speech, or prepared
ICT-CONTACT CENTER SERVICES- Grade 10
30

speech as the case may be. The type of activity you will ask your students to
do will depend on their capabilities. Prior to the speech delivery, have them
read the document entitled Philippine IT BPO Roadmap 2016: Driving to
Global Leadership as a reference for the content.
What to TRANSFER
TASK 6: Research Activity
Instruct the students to conduct the research activity presented in the
learners module.
Have the students present the activity.
Prepare questions relevant to the students ability to process the presented
information.
Ask them for implications of the report they accomplished to their lives as
students of contact center services .

What to KNOW
Lesson 2: Types of Industry
Have students accomplish the Preliminary Activity. Let them write down as
many examples as they can. After finishing the task, have them present their
output to the class. Encourage interaction between the students so that they
will learn from one another.
Let the students define and give examples of ITES, IT outsourcing, and KPO.
2.1 Types of BPO Industries
Discuss the types and categories of BPO industries.
Search for specific examples of BPO industries.
What to PROCESS
TASK 1: Identifying BPO Industries
Evaluate students learning using appropriate evaluation tool.
Process students learning and let them reflect on their understanding of the
topic.
TASK 2: BPO Terminologies
Familiarize students with the BPO terminologies. Evaluate learners learning
by having them answer Task 2.
What to KNOW
ICT-CONTACT CENTER SERVICES- Grade 10
31

Lesson 3: Basic Services within BPO Industry


Discuss the categories under the Business Process Outsourcing industry.
Enumerate the call center services and give specific examples of available
call center firms here in the country.
Explore more on the different BPO firms in the country through online
research and call center agent interviews.
What to PROCESS
TASK 1: Identification of BPO Services
Familiarize students with the BPO services by having them identify the
services described in Task 1.
TASK 2: Basic Services within the BPO Industry
Elicit students understanding of the lesson by having them answer the essay
type questions in Task 2.
What to REFLECT AND UNDERSTAND
TASK 3: BPO Services: Explored
Have learners identify a call center agent whom they can interview about the
different job descriptions in their work place. Encourage them to generate
good outputs by focusing on questions that describe the services the
interviewee render in the call center firm.
Explore more on the services by letting them conduct an online research.
TASK 4: BPO Services: Career Graph of an Agent
Familiarize students with the career track of a call center/ customer service
representative.
Explore on the said job roles by researching about the duties and
responsibilities of each.
What to KNOW
Lesson 4: Call Center Agents Performance Metrics
Have the students answer the preliminary activity. Discuss the concept of
Venn diagram. Have them predict the different means of maintaining quality
service by listing the down then plotting them in the Venn diagram.
Define the word competencies. Ask the learners for their ideas of the
qualifications of a competent call center representative.
Stress that there are two different qualities that the employer look for in
prospective employee:
ICT-CONTACT CENTER SERVICES- Grade 10
32

a. Personal qualities-the personality, attitude and behaviour of the person


that affects his/ her performance at work
b. Professional qualities-work related qualities which directly affect the
performance at work
Discuss that both of these are important. One would not work without the
other.
Typical Customer Service Representatives Competencies

Discuss the competencies that would most likely fit in the BPO industry.

Have a brainstorming on how students see these competencies from their


perspective. Correct and align their understanding to the correct description
afterwards.

Give specific examples on how each competency could be observed in a


call center workplace.

What to PROCESS
TASK 1: Customer Service Representatives Competencies

Identify the customer contact representatives competencies being referred


to by the items given.

TASK 2: Recognizing the CSR Competencies


Have the students act out short skits on how these competencies may be
demonstrated in the conduct of ones responsibilities as a contact center
service representative.
Hone their assessment skills by criticizing critically the competencies shown
during the presentation.

What to REFLECT AND UNDERSTAND


TASK 3: Rating CSR Competencies Based on their Importance
Let the students appraise the competencies and guide them in weighing their
importance.
Supervise the cooperative learning activity and give assistance to those who
need it.
Guide them in realizing that each of the competencies have their own value
and they go hand in hand. They need to develop them all to become the best
ICT-CONTACT CENTER SERVICES- Grade 10
33

in the field.
What to TRANSFER
TASK 4: Observing The CSR Competencies in the Workplace
Simulate a call center scenario where in your student would assume the role
of a customer service representative and you as the caller.
Present the sample assessment sheet to class and discuss how it will be
filled in.
Remind them to be observant and to take down notes if needed so that all
observations will be based on what was shown.
4.2 Performance Metrics
Define terminologies related to call center metrics. Discuss each term
thoroughly to facilitate understanding of the concept.
Guide students in discussing the different call center metric tracks.
Provide the students specific examples on how these metrics are observed.
What to PROCESS
TASK 1: Call Center Metrics Acronyms
Familiarize students with the acronyms used in call center metrics by letting
them answer Task 1.
TASK 2: Identifying Call Center Metrics
Strengthen learners perspective on call center metrics by having them
answer Task 2.
What to REFLECT AND UNDERSTAND
TASK 3 : Video Presentation
Download the video clip in this URL: :
http://www.youtube.com/watch?v=kudxLVJRmM0
A Day in the Life: Call Center Agent
http://www.youtube.com/watch?v=-Xhy9V7V-90
A Day in the Life of a Modern Philippines Contact Center BPO
Let your students process their understanding of the video clip by having
them answer the guide questions following the activity.
What to TRANSFER
TASK 4: Call Center Simulation
Guide the students in accomplishing Task 1. Explain the instructions clearly.
ICT-CONTACT CENTER SERVICES- Grade 10
34

Give examples if necessary.


Assess learners understanding by thoroughly discussing all possible
answers.
What to KNOW
Lesson 5: Transmit and Receive Calls to or from Customers
Activate prior schema by letting the students answer the preliminary activity.
Enumerate the different tasks that a call center agent performs.
5.1 Clients / Customers Needs
Establish clear understanding of the most common customer service and
related functions provided by call or customer contact center employees by
discussing the types of calls in accordance to the customers needs.
Widen students perspective on the different call center services by
discussing:
5.1.1 Counseling;
5.1.2 Directory;
5.1.3 Booking;
5.1.4 Technical Support;
5.1.5 Academic Instruction;
5.1.6 Travel Advisories;
5.1.7 Sales; and
5.1.8 Data gathering.
What to PROCESS
TASK 1: Types of Call in Accordance with the Customers Needs
Have the students enumerate the type of calls in a typical call center.
TASK 2: Identifying Clients / Customers Needs
Familiarize students with the clients / customers needs in the BPO industry.
What to KNOW
Lesson 6: Products and Services
Facilitate proper mind set by letting the students do the preliminary activity.
ICT-CONTACT CENTER SERVICES- Grade 10
35

Discuss the different products and services offered by call centers like:
6.1 Financial Services
6.2 Technical Support/ Help Desk;
6.3 Sales Support; and
6.4 Client-Specific Products.
Widen learners knowledge by researching and giving examples of the said
services.
What to PROCESS
TASK 1: Products and Services
Draw out learners analysis skills by letting them accomplish Task 1.
What to KNOW
Lesson 7: Interactive Communication
Orient learners on the purpose of interactive communication. Let them
realize that the ultimate goal of interactive communication is to satisfy the
customers.
Use creative and innovative strategies in the discussion of inbound call
centers.
Discuss the two types of inbound call centers. Give examples of
conversations being entertained in each type.
7.1 Gathering Information in a Courteous, Professional Manner
Best Practices
Guide the students in learning about the best practices in gathering
information.
Conduct oral activities which will demonstrate how these guidelines will be
put into practice.

7.1.1 Call Structure


Introduce the parts of a call. Stress the importance of completing the
necessary information in each part. Note that companies have their unique
protocols in receiving or sending out a call. Remind them that these are
general guidelines which they may use to develop their communication skills.
Provide generous amount of examples in taking and receiving calls.
Provide opportunities for students to practice and master this communication
ICT-CONTACT CENTER SERVICES- Grade 10
36

skill.
What to Process
TASK 1: Enumerate the Best Practices in Interactive Communication
Let the students put into their own words the best practices they have
learned in this lesson.
Process students responses to retain n their memory the best way of taking
and making calls.
TASK 2: Enumerating the Call Structure
Identify the correct parts of a call. Have them describe each part.
Ask the students to give examples orally. Encourage everyone to
participate.
What to REFLECT AND UNDERSTAND
TASK 3: Role playing: Best Practices in Making/Taking Calls
Supervise an actual outbound or inbound call that displays the best
practices in the conduct of the said activity.
Guide the processing of the activity. Identify the best practices shown in the
presentation and pinpoint where it was shown in the conversation.
TASK 4: Interactive Communication
Download this video clip on Youtube. Use the URL below:
http://www.youtube.com/watch?v=EaPn_FcKSW0
Customer Support Philippines , Sample Order Taking
Have them watch the video twice. Let them observe the first time they watch
it. Encourage them to take down notes to answer the guide questions in the
module.
7.2 Active Listening
Discuss active listening.
Assist learners in becoming active listeners by practicing the tips in the
module.
Role play situations that best describe how active listening is carried out.
Create situations that would require application of students active listening
skills.
What to Process
TASK 1: Benefits of Active Listening
ICT-CONTACT CENTER SERVICES- Grade 10
37

Have the students enumerate the beneficial factors of active listening.


Discuss the relevance of these benefits to their tasks as future contact center
representatives.
TASK 2: Internal and External Barriers
This is a self-assessment test. Guide the students in writing their internal and
external barriers that interfere with effective listening skills.
Have the learners identify their personal barriers to listening.
Stress that knowing these barriers will help them improve their listening skills.
Have them prepare a checklist which they will visit once in a while to check
their improvement regarding these barriers.
Assess the students work by critiquing and suggest ways on how to improve
their listening skills.

What to REFLECT AND UNDERSTAND


TASK 3: Listening Exercise
The following is a sample message for the message relay activity:
(Ms. Marilyn Monroe, 45, of 65 Crestwood St. SunnyVille Los Angeles
California, will be ordering 8 sets of chestnut brown filing cabinets and 10
Model 345 safety boxes to be delivered in her place of residence a week
from now. )
Create your own messages. Just make sure that it is appropriate for a call
center setting.
Supervise the students in seeing and comparing the subtle changes in word
use, and slight additions or eliminations, that significantly alter the meaning
of any message.
Stress the importance of active listening as an integral part of good
communication. Let them create their conclusion based on the outcome of
the activity.
TASK 4: Selective Listening Exercises
Prepare the themed set of words ahead of time. Using terms that are related
ICT-CONTACT CENTER SERVICES- Grade 10
38

to contact center services would greatly help in familiarization with the career.
Sample: Alaska, New Jersey, Alaska, New Jersey, New York, Colorado,
Illinois, Minnesota, Mississippi, Wyoming, Kansas, Pennsylvania, Nevada,
California, Minnesota (Note that you may repeat the words. This will serve as
distractors.)
Let the students read carefully the words they have listed on their notebook.
Check how many words match with that of the list given. Notice how many
have been added which are not part of the original set of words.
Let them create their conclusion based on the outcome of the activity. Guide
them into a realization that selective listening causes minor and sometimes,
major complications in communication.
TASK 5: Online Listening Exercises
Conduct an online listening activity by following this link:
http://www.esl-lab.com/market/marketrd1.htm
What to TRANSFER
Task 3: Role Playing Assessment
Assess students listening skill through moderating this activity. Observe how
the student does it and process the activity by providing feedback.
Let the learners play the following role: 1. speaker, 2. listener, and 3.
observer.
Have them follow the instructions.
Guide the flow of discussion. Observe how each learner carries out his/ her
task.
Supervise the critiquing stage. This area is one of the most essential since
this will process the learners ability to listen and respond to create a
meaningful conversation.
Point out the positive points to emulate from this activity. Inform students on
the dos and donts.
7.3.0 Probing skills
Have students define the term probing. Role play situations that clearly
depict the suggestions given in the module in formulating probing questions.
Differentiate probing from quotes.
7.3.1 Paraphrasing
ICT-CONTACT CENTER SERVICES- Grade 10
39

Discuss what paraphrasing is. Discuss the effective paraphrasing steps in the
module.
Call on students who will re-enact the examples given in Table 16.
Have the rest of the class reflect on the intonation and delivery of the
sentences. Point out the difference between correct and incorrect
paraphrasing.
7.3.2 Summarizing
Discuss what summarizing is. Give specific examples. You may have your
students watch an interesting video clip, then ask them to say or retell what
had transpired in the video.
Have them differentiate summarizing and paraphrasing. Let them identify
their similarities.
7.3.3 Clarifying
Stress the importance of clarifying as one of the most important skills of a call
center agent.
Provide guided instructions and supervision on the proper clarification
procedures as shown in Table 17.
What to PROCESS
TASK 1: Paraphrasing Exercise
Practice the learners paraphrasing skills by letting them do Task 1.
What to REFLECT AND UNDERSTAND
Task 2: Tips on Effective Paraphrasing
Provide a guided instruction on how these websites can be used inside the
classroom.
If these activities would take much of the teaching learning time in the
classroom, assign specific activities which they will accomplish at home. Give
them a definite timeframe on when to accomplish the said activity.
Task 3 : Online Paraphrasing Exercise
Let them do the activity presented on the website.
Check the learners work instantaneously to correct misconceptions.
What to TRANSFER
ICT-CONTACT CENTER SERVICES- Grade 10
40

TASK 4: Actual Paraphrasing Exercises


Act as a moderator of a call center simulation. Instructions are already written
in the Learners Module. You may adapt the criteria provided or you may opt
to create your own rubrics.
7.4 Ensuring consistent quality service for all types of customers
Conduct an interactive discussion about the following means of ensuring
consistent quality service:
Reporting Packages
ACD Integration Trends
Quality Monitoring and Recording
Contact Management Systems
7.5 Avoiding Sensitive Topics
Have a brainstorming activity on how call center agents come across
sensitive topics as they converse with customers.
Discuss the importance of distinguishing topics that are related to ones work
and those that they should not dwell so much on, such as sensitive topics
that might cause discomfort and are offensive.
Go about the specific sensitive topics enumerated in the module. Discuss
them and try to give examples through recorded voice clips or video clips.
Make students realize that people are unique in their own way. How they
perceive a conversation depends on a lot of factors. Therefore, we will never
know who can tolerate such sensitive topics and those who cant. Avoiding
them is the best way to go on with the business transaction.
Discuss the instances where these may pose sensitivity:
7.5.1. Racial and Ethnic groups
7.5.2. Gender
7.5.3. Age
7.5.4. Illness and Disability
7.5.5. Sexual Preference
7.5.6. Titles
7.5.7. Politics
7.5.8. Religion
What to PROCESS
TASK 1: Identifying Sensitive Issues
Elicit from the learners the sensitive issues presented. Have them give
ICT-CONTACT CENTER SERVICES- Grade 10
41

relevant examples.

What to REFLECT AND UNDERSTAND


TASK 2: Addressing Sensitive Issues
Ask how each situation may be addressed. The more responses you get
from your students, the better. Make sure to discuss the validity of each
response. Explain why some are acceptable answers, while some are not.

What to TRANSFER
TASK 3: CSR / Agent Interview
Evaluate students output based on the given criteria.
Select the best output and ask these students to present their work to the
class.
Process students output so that they will get an idea of what is really going
on in the actual field.
What to KNOW
LESSON 8: Phone Etiquette
Orient learners on the proper use of telephones.
Elicit from students the importance of phone etiquette.
Draw out suggestions from students on what they think a good phone
conversation is.
Provide guided instructions and supervision on the proper phone etiquette.
8.1 Creating a Good First Impression
Discuss the procedures in handling a telephone conversation.
Demonstrate correct procedures as discussed in Table 18.
Have the learners practice the correct procedures in receiving a phone call.
Have them identify the reason of the call. Demonstrate how the contents of
Table 19 will be delivered efficiently.
What to Process
TASK 1: Create an Appropriate Opening Spiel
Let learners process their understanding by letting them do Task 1.
Have them react on the work of their classmates. Assess which answers are
ICT-CONTACT CENTER SERVICES- Grade 10
42

acceptable and which should be improved. Stress the importance of


reviewing and correcting their responses. Remember that in a call center
setting, everything is done orally.
TASK 2: Role Playing Activity
Reinforce learners understanding by accomplishing Task 2. Make sure that
everyone has a partner. Ask commendable students to demonstrate their
performance in front of their classmates.
What to KNOW
8. 2 Following the Standard Hold Procedure
Orient learners on the standard hold procedure one must follow in carrying
out tasks as an agent.
Demonstrate how this will be done through a role playing activity.
Create different situations that would require the learners to use the standard
hold procedure.
8.3 Transferring a call
Discuss the different conditions that require a call transfer.
Discuss the different types of call transfer.
Give appropriate examples for each type.
8.4 Taking Notes During a Call
Elicit from learners the importance of documenting a call.
Instruct students on how to take notes during a call.
8.5 Making a Last Impression
Have a brainstorming on how a regular call should be ended. Discuss the
difference between ending a regular call and ending a business call, like in
the case of call centers.
Discuss the step-by-step procedure in closing a call, as stated in Table 20.
Discuss the closing call structure and the examples given. Make sure you
highlight the appropriate tone, volume, voice projection, and enunciation of
the words.

ICT-CONTACT CENTER SERVICES- Grade 10


43

What to PROCESS
TASK 1: Standard Hold Procedures
Have the students enumerate the standard hold procedures.
Ask them to give examples of calls using the procedures enumerated.
TASK 2: Reasons for Transferring a Call
Let the students read the transcript loudly. Encourage them to practice good
pronunciation and enunciation. Let them identify the reasons afterwards.
What to KNOW
LESSON 9: HOLD PROCESS
Answering the Telephone
Create appropriate activities to suit the learning needs and requirements of
the learners.
Discuss the different situations that require call holding.
9.1 Why Call Hold is Necessary
Guide learners in understanding the necessity of call holding.
9.2 Permission Before Placing Customers on Hold
Provide guided instructions and supervision on how to place customers on
hold.
Proper Closing
Widen learners perspective on proper closing of calls.
9.3 Hold Estimates
Let the students explore the guidelines in predicting call estimates.
Explore the different techniques in handling hold estimates by asking industry
employees.
9.4 Returning the call
Stress the importance of honest service in the field of BPO. This will help
attain customer satisfaction which in turn will prompt them to repeat the
transaction with your company.

ICT-CONTACT CENTER SERVICES- Grade 10


44

9.5 Acknowledge the customer


Stress the importance of acknowledging the customer as an important part of
the business.
What to REFLECT AND UNDERSTAND
TASK 1: Interactive Communication
Download the video on Youtube: Customer Support Philippines
use this URL: www. youtube.com/watch?v=hpZFJctBUHQ
Have them summarize the interactive communication skills and telephone
etiquette as seen in the video.
Conduct an interactive reporting to class on their observations. Distinguish
which among the skills should be emulated and which need to be improved.
What to TRANSFER
TASK 2: Call Simulation
Reinforce learners understanding by conducting a call simulation as written
in Task 2.
Use the sample coaching form to assess students performance.

ICT-CONTACT CENTER SERVICES- Grade 10


45

Lesson 10: Handling Customers Complaints


What to KNOW
10.1
10.2
10.3

Protocols for Handling Difficult or Irate Customers


Process of Handling Customer Inquiries
Acknowledging the Situation and Providing Appropriate Response

This lesson marks the beginning of the fourth (4th) quarter of the
school year.
Guide learners to prevent customer complaints by emphasizing the
three top most issues or concerns of customers to be satisfied in
enterprise services.
On the other hand, guide learners so that they may be able to realize
the significance of customer complaints to companys success.
Facilitate classroom discussion to understand the process of
handling customer complaints.
Learners should be able to grasp the idea that preserving the
relationship is always the main concern in handling complaints.
Thus, assist learners on how to respond to customer complaints with
empathy.
Let the students practise the delivery of the magic question found in
lesson 10.2, if solution is becoming difficult.
Discuss with the learners that once they have all the list of the
complaints, act immediately in accordance with the procedures of
customer service policy of a BPO.
What to PROCESS
Task 1: Review Handling Customer Complaints
The activity will measure learners knowledge on empathizing with
and remedying customer complaints.
Direct the learners to match the ideas in both columns.
Task 2: Research Work
In the second task, learners are given an opportunity to be familiar
with BPO policies on responding to customer complaints.
Assist the learners to form a group and task them to do an online
ICT- CONTACT CENTER SERVICES- Grade 10
46

research of policies of a well-known BPO company in their


community.
Guide the learners to finish the checklist.
What to REFLECT and UNDERSTAND
Task 3: Film Viewing
In the internet, there are numerous short films or videos that learners
may download to further improve their skills in handling customer
complaints.
Ask the learners to do the downloading individually or by group.
Assist the learners on how to respond in complaints using the guide
found in Task 3.
Facilitate the exchange of notes through a socialized discussion to
assess learners reflection and understanding of the lesson.
What to TRANSFER
Task 4: Simulation
The next activity is an actual practice of responding to customers
using the available props or materials for a contact center office.
Thus, you are tasked to facilitate the cooperative learning process.
Learners will experience the real scenario of acknowledging the
situation and providing appropriate response by preparing the
following:
1. script of the simulation,
2. materials to complete a contact center office, and
3. recording device such as video camera or cell phone for
documentation and assessment.
Use the scoring rubrics found after the directions of the activity to
assess the transfer of learning.
Suggestions for differentiating instruction is shown in the following
table.
Differentiating Instruction: Meeting Students Where They Are
Differentiate instruction according to multiple intelligences by profiling
how students learn best.
Facilitate for the learners the division of the simulation task into
smaller assignments such as the sample table below.
ICT- CONTACT CENTER SERVICES- Grade 10
47

Logic Smart Learners


Word Smart Learners
Picture Smart
Learners
Self Smart Learners
People Smart
Body Smart
Music Smart

Plan the sequence of the simulation.


Prepare the script.
Plan the setting of a contact center office
Record / video the simulation.
Narrator of the role-play simulation.
Role-play and dramatize how to respond to
customer complaint.
Enhance the simulation output with sound
effects.

What to KNOW
10.4

Process of Referral or Handing Off Customers to Supervisors

During the learning process, let the CCS students practise how to
find someone else who may help if they are not able to answer the
customers complaint.
Moreover, emphasize during the discussion the best person to help
in handling complicated concerns.
Train the learners with the simple procedure of referring a concern to
a supervisor or higher authority.
What to PROCESS
Task 1: Review Handing Off Customers
Measure the knowledge of learners through the assessment tool in
Task 1.
Listed in the activity are the statements and dialogue that may help
or not in handing off customer concerns. Hence, guide the CCS
learners to accomplish the True or False task.
What to REFLECT and UNDERSTAND
Task 2: Interview of a Contact Center Representative
The group activity will help the learners how to implement
ICT- CONTACT CENTER SERVICES- Grade 10
48

appropriate referral or handoff procedure.


Assist the learners to conduct an interview with a contact center
representative.
Discuss the instruction with the learners, and let them use the guide
questions found in task 2, before conducting an interview.
Facilitate learning during the sharing of gathered information.
What to TRANSFER
Task 3: Proposed Action Plan of Handling Customer Complaints
A sample proposed action plan will help learners develop customer
service skills, particularly in handling complaints. Thus, guide the
students in accomplishing the table shown in Task 3.
Furthermore, discuss the scoring rubrics to assess the preparation of
the action plan.
Plan a schedule of presentation and facilitate the learning process.
Suggestion for differentiating instruction is written below.
Differentiating Instruction: Meeting Students Where They Are
Create activities that vary in level of complexity and degree of
thinking required.
Assess learners readiness to learn how to prepare an action plan of
developing skills in handling customer complaints.
Assign learners according to tiered assignments indicated below.
Beginning
Present an action
plan that will inform
your classmates on
how to handle
customer complaints.

Approaching
Proficiency
Present an action
plan that will inform
your classmates on
how to handle
customer complaints
according to different
point of views of the
following:
1. Contact center
representative
2. Manager
3. Customer

Advanced
Present an action
plan according to
different point of
views and determine
your position among
the suggestions and
present convincing
argument of the plan.

ICT- CONTACT CENTER SERVICES- Grade 10


49

4. Contact center
student
Lesson 11: Provide After-Sales Support and Document Events
What to KNOW
11.1 Ensure customer satisfaction by making a return call
11.2 Discuss actions necessary to resolve complaints and confirm with
the customer
In this lesson, ensure that learners understand that doing customer
support service is simply a continuous work at every level of the
business.
Create an opportunity of learning where learners develop the skills
required of a customer support position.
Schedule another interview with a contact center representative so
that the learners may accomplish the preliminary activity.
Require learners to practice return calls and exceed customer
expectations to minimize complaints.
What to PROCESS
Task 1: Frequently Asked Questions (FAQs) Webpage
Assist learners to search for FAQs site of two well-known
enterprises.
Require learners to compare FAQs of well-known enterprises, and
find out how they educate customers on their products and services.
Let the learners list down the differences and similarities of FAQs
sites using the graphic organizer found after the instruction.
Discuss the findings and analyze its advantages to both the
customer and the enterprise.
What to REFLECT and UNDERSTAND
Task 2: Reaction from an Underground Customer Revolution
Ask the learners to read the story of Paul Cooper entitled
Underground Customer Revolution.
Learners will answer the question that follow.
ICT- CONTACT CENTER SERVICES- Grade 10
50

Facilitate the exchange of ideas among students and ensure that


learners gain an understanding of how to respond to a customer
concern immediately.
Suggestion for differentiating instruction is written below.
Differentiating Instruction: Meeting Students Where They Are
Differentiate instruction according to multiple intelligences by profiling
how students learn best.
Facilitate each group of learners to process their reactions according
to interest.
The table below indicates the suggestions for using the eight multiple
intelligences.
Musical/Rhythmic
Verbal/Linguistic
Logical/Mathematical
Visual/Spatial
Body/Kinesthetic
Intrapersonal
Interpersonal
Naturalist

Create a jingle, cheer, or rap it


Use words, write, or tell them
Make a pattern of ideas, chart, or use
statistics
Visualize or create a poster graphic
organizer
Role-play or perform a skit, use body
language or perform a dance
Journalize, connect to real experience
Dramatize, debate, demonstrate cooperative
learning, give feedback
Investigate other related issue, form
hypothesis, or categorize

What to TRANSFER
Task 3: Short Skit of Customer Service Satisfaction
Learners as a call center practitioner will show how to do the extra
mile just to be able to show their sincere concern to customer.
In the learners short skit, they will demonstrate at least three of the
given ideas of customer satisfaction listed found in Task 3.
Discuss the scoring rubrics to access the group task.

ICT- CONTACT CENTER SERVICES- Grade 10


51

What to KNOW
11.3
11.4

Documentation procedures
Initiate follow-up action to ensure that agreements with customers
are Implemented
11.5 Document actions and resolutions agreed-upon with the customer in
accordance with company procedures
Use the sample log of incident in Figure 17 to guide the learners on
how to write a clear and concise record of agreement with customer.
Plan a learning process where learners may practise follow-up action
to see if the arrangements made have been carried out as promised.
Make sure that learners appreciate the benefits of feedback across
the business.
Facilitate a brainstorming of the benefits of documentation of actions
and resolutions for customer concerns.
What to PROCESS
Task 1: Log of Incident
Prepare a customer complaint situation to use in the accomplishment
of the task.
Complaint situations maybe adopted from a call center conversation
scripts found on the Internet.
An outline after the direction is provided. Thus, assist the learners
record the agreement reached with the customer.
Present the output before the class and improve the skills in
recording agreements made with customer.
Task 2: Document an Agreement
You or the learners may download a customer complaint video to
view and complete Task 2.
Guide the learners to prepare a log of incident after viewing the
video.
Present the log using a PowerPoint presentation to be discussed by
each group.

ICT- CONTACT CENTER SERVICES- Grade 10


52

What to REFLECT and UNDERSTAND


Task 3: Interview of a Contact Center Representative
Guide learners in preparing an interview schedule with a contact
center representative to gain further understanding on how a contact
center agency initiate follow-up action and document agreement.
Instruct learners to use the guide questions during the interview
session.
Encourage each group to secure a video record of the interview to
show before the class and for future reference.
Facilitate the exchange of ideas gathered and compare how contact
center agency performs the required competencies of documenting
agreements.
Suggestion for differentiating instruction is written below.
Differentiating Instruction: Meeting Students Where They Are
Differentiate instruction according to learners readiness to foster
student responsibility in a group task.
Differentiating will help students become more independent hence
reflect what the learner knows, understands, and is able to do.
Ensure in each group that interview task is divided into smaller
assignments as indicated in the table below.

Logic Smart Learners


Word Smart Learners
Picture Smart
Learners
Self Smart Learners
People Smart
Body Smart
Music Smart

Plan the sequence of the interview.


Write a letter of request for an interview.
Prepare the script.
Plan the setting of interview session.
Record / video the simulation.
Document the activity and organize a
portfolio or newsletter.
Communicate with the contact center
agency or representative.
Enhance the interview video with sound
effects.

What to TRANSFER
Task 4: Simulation
Provide learners an opportunity of imitating after-sales support and
ICT- CONTACT CENTER SERVICES- Grade 10
53

documentation events.
Divide the topics listed in the table among groups.
Discuss the scoring rubrics to assess learners presentation.
Summative Test
Prepare a comprehensive fourth quarter summative assessment that
covers all the important topics in the quarter.
Guide learners in assessing their knowledge and skill using:
paper and pencil test,
performance test, and
other appropriate tools.
Check their answers using the answer key.
V. Summary/ Synthesis/ Feedback
Training learners to deliver quality customer services is very
significant in the success of attaining the competencies of the module.
Since the demands for a contact center representative are very relevant in
the modern world, this Teachers Guide will assist you to facilitate the
comprehensive tasks in the module.
For this reason, additional methods of differentiating instruction for
learners are provided to meet the learners where they are. The suggested
instruction is a collection of approaches that respond to the diverse learning
needs in the classroom to increase the probability of student success.

ICT- CONTACT CENTER SERVICES- Grade 10


54

Contact Center Services ICT Grade 10


Modules 1 and 2 Answer Key

MODULE 1: PERSONAL ENTREPRENEURIAL COMPETENCIES PECS


Feedback
Pre / Post Assessment

1.
2.
3.
4.
5.

E
K
H
A
J

6. B
7. C
8. I
9. D
10. F

-END of MODULE 1-

MODULE 2: ENVIRONMENT AND MARKET (EM)


Feedback
Pre / Post Assessment
1.
2.
3.
4.
5.

D
C
A
B
A

6. D
7. B
8. C
9. D
10. D

-END of MODULE 2-

ICT- CONTACT CENTER SERVICES- Grade 10


55

Contact Center Services- ICT Grade 10


Module 3 Answer Key

Lesson 1 Analyze Communication Process


Lesson 1.1 Communication Pathways
Process- Task 1: Modified True or False (p. 41)
1.
2.
3.
4.

The fastest way to get a response is through oral communication.


Written communication is asynchronous.
True
The primary communication pathway used in the contact center
service industry is from agent to customer.
5. True
6. True
7. E-mail and other electronic forms of messages can be classified as
written communication.
8. Examples of written communication are as memos, proposals, training
manuals, and company policies.
9. True
10. One disadvantage of oral communication is the lack of time for the
speaker to process the message before delivery.
Reflect and Understand- Task 2: Choose the Best! (pp. 42)
SITUATION

TYPE
OF REASON
COMMUNICATION
CHOOSING

FOR

1. You exceeded Wriiten communication It is best to send a letter


of explanation because
the
allowed (letter)
the notice was received
number
of
through a letter too.
minutes for late
in a month. You
received
a
written warning
ICT- CONTACT CENTER SERVICES- Grade 10
56

asking you to
provide
an
explanation.
2. Mrs.
Smith Electronic
requested to be communication
or text/sms)
regularly
updated
with
the sale events
and promotions
of the Yellow
Star, which is
an online store.

It is easier to place Mrs.


(email Smith on the list of
customers
who
receives regular email
about the promotions of
the store.

communication
1. You were in Oral
the middle of a (telephone call)
call when all of
a sudden the
line
got
disconnected.

It is best to call the


customer back and
apologize for losing her
on the line.

Lesson 1.2 Elements of Communication


Process- Task 1: POOL UP (p. 46)
1.
2.
3.
4.
5.
6.

CONTEXT
RECIPIENT
MEDIUM
MESSAGE
SENDER
NOISE

ICT- CONTACT CENTER SERVICES- Grade 10


57

Reflect and Understand


Task 2: Elements of Communication (pp 45-47)
Elements of Communication
Sender

Liza Mcneil

Recipient

Mr. Jack Hunt

Message

Request for refund

Transmission
medium

Wriiten letter

Lesson 1.3 Barriers to Communication


Process- Task 1: MATCHING TYPE (p. 51)
1. B
2. C
3. A
4. D
5. F
6. E

Lesson 2: Communicate and Listen Effectively


Lesson 2.1 Oral Skills
Process- Task 1: Vowel Phonemes (p. 62-63)

Word

Vowel Phoneme Used

Stand

a
ICT- CONTACT CENTER SERVICES- Grade 10
58

Roof

Relate

E and ei

Concentrate

O, e, ei

Name

ei

Skip

Short i

Internet

Shoprt i, and e

Process- TASK 2: Critical vowel sounds (pp.63)

Scoring Guide:
10 pts. no mistake in articulation of critical consonant sounds
6 pts. - 1-2 mistakes in articulation of critical consonant sounds
3 pts. 3-4 mistakes in articulation of critical consonant sounds
0 pts. more than 4 mistakes in articulation of critical consonant
Be guided by the scoring guide in grading the learners.
Process - TASK 3: Critical consonant sounds (p 63-64)
Be guided by the scoring guide in grading the learners.

Scoring Guide:
10 pts. no mistake in articulation of critical consonant sounds
6 pts. - 1-2 mistakes in articulation of critical consonant sounds
3 pts. 3-4 mistakes in articulation of critical consonant sounds
0 pts. more than 4 mistakes in articulation of critical consonant

ICT- CONTACT CENTER SERVICES- Grade 10


59

Process-Task 4: Read. Pair. Critique (p. 64)


Allow the students to provide comments on each other. This will serve as their
evaluation.
Process- Task 5: Grammatical or Ungrammatical? (p. 64-65)
1.
2.
3.
4.
5.

Ungrammatical word order


Ungrammatical completeness
Grammatical
Ungrammatical word combination
Ungrammatical completeness

Lesson 2.3 Grammar


Process- Task 1: Subject-Verb Agreement (p. 81-82)
A.
Call centers within the pharmaceutical industry (is, are)
increasingly being challenged to satisfy customer inquiries while
simultaneously cutting costs. In today's ever-changing marketplace,
call centers (modernizes, modernize) their technology and (expands,
expand) connectivity options in order to support a growing variety of
customer interaction channels and tools.
According to recent research by benchmarking firm, there (is,
are) many gaps in adoption of social media platforms within consumer
health call centers. Sixty-three percent of respondents (identifies,
identify) issues such as regulations, privacy and lack of knowledge on
usability as key challenges to social media adoption. Despite this,
forty-three percent of the OTC segment (reports, report) using
Facebook as a customer interaction channel.
(Adapted from Consumer Health Call Centers Exploring New Social Media Channels
http://www.marketwatch.com/story/consumer-health-call-centers-exploring-new-social-mediachannels-2014-07-03)

ICT- CONTACT CENTER SERVICES- Grade 10


60

B.
A call center agent (talks, talk) to a client in the U.S. as she
(works, work) the overnight shift in Manila's Makati financial district
February 6, 2012. The number of Filipinos who work on graveyard
shifts to answer calls on behalf of big multinational companies like
Citigroup and JPMorgan Chase (is, are) now greater than India's
350,000, earning the Philippines the title - Call Center Capital of the
World. By 2016, the Philippines (wants, want) to double the size of the
local BPO market to $25 billion, employing 1.3 million workers from
640,000 at the end of 2011. But to be able to do that the Southeast
Asian nation must convince investors that it (has, have) more to offer
than a huge pool of English-speaking talent.
(Adapted from Philippines, call center capital of the world by Erik de Castro
http://www.gmanetwork.com/news/photo/16747/philippines-call-center-capital-of-theworld)

Process - Task 2: Preposition (p. 82)


1. Of - in
2. From to
3. At with
4. For from
5. Of to
Process - Task 3: Modifier (p. 82)
1. Easy
2. Many
3. Quickly and correctly
4. Who can learn and retain information
5. To speak a second language
Process - Task 4: Conditionals (p. 83)
1. Will have
2. Looked
3. Had called
4. Would understand
5. Would arrive
6. Would have had
7. Order
ICT- CONTACT CENTER SERVICES- Grade 10
61

8. Ask
9. Asked
10. Will call

Lesson 2.4 Writing Skills


Process Task 1: Spell Me (p. 97)
1. Receipt
2. Fiery
3. Dumbbell
4. Immediate
5. Judgment
6. Occurrence
7. Questionnaire
8. Rhythm
9. Occurrence
10. Interrupt
Process Task 2: Correct Me (p. 97)
Outsourced call centers or contact centers is a group of
individuals handling a large volume of calls to the company. Call
center employees or contact center staff is usually known as call
center agents, telemarketers, customer service representatives
(CSR), customer support, customer service and the like.
They could either take in inbound calls to customer
queries or call customers and prospective clients as outbound
telemarketers on a telemarketing company. In addition, call
center and contact center agents may also be tasked for
directory assistance to generating leads for finance and
mortgaging companies and these calls come from foreign based
mother companies.
Call centers are the most common form of a Business
Process Outsourcing or BPO companies from the Philippines.
Of course, there are pros and cons and yet outsourcing call
center agents have numerous benefits for small and medium

ICT- CONTACT CENTER SERVICES- Grade 10


62

scale businesses that would help the growth of their business by


achieving short and long term goals.
Many developing countries such as Philippines, India,
and places in South America are most common destinations for
low-cost outsourcing: from these outsource locations,
companies top choice would be the Philippines.

Lesson 3 : Use Paralanguage Communication Cues


Lesson 3.1 Voice
Process Task 1: Matching Type
1. B
2. C
3. E
4. D
5. A
Process Task 2: Modified True or False
1. Communication is not all about words.
2. A monotonous tone is a sign of boredom.
3. T
4. If you smile while you speak, the tone of your voice will
encourage interaction.
5. Slow and deep breathing will help you when confronted with a
difficult call.
Lesson 3.2 Accent
Process Task 1: Pool Up!
1. Stress
2. Syllable
3. 5
4. Intonation
5. Rising intonation
6. Falling intonation
7. Blending
8. Phrasing
ICT- CONTACT CENTER SERVICES- Grade 10
63

9. Thought groups
10. Catching breath
Task 2: Read! Speak up!
The students comments towards each other will serve as their evaluation.

-END of MODULE 3-

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64

Contact Center Services- ICT Grade 10


Module 4 Answer Key
PRE-TEST / POST TEST
1. A
2. C
3. B
4. A
5. D
6. C
7. B
8. C
9. B
10.B

11. B
12. B
13. C
14. D
15. B
16. B
17. C
18. B
19. D
20. A

21. A
22. B
23. C
24. A
25. B
26. D
27. C
28. D
29. C
30. A

Lesson 1: The BPO/Call Center Industry


1.1 What is BPO?
1.2 Why Outsource?
1.3 Profile of the BPO Industry (Global and Local)

Process
TASK 1: Business Process Outsourcing
BPO Defined:
refers to the
management of
one or more
specific business
processes or
functions by a third
party.

Perceived benefits of the BPO Industry


Reduce or
control
operating
costs

Provide
higher level of
service for the
same or even
lower cost
service

Focus on
your core
business

Gain access
to world-class
expertise and
those not
available
internally

ICT- CONTACT CENTER SERVICES- Grade 9


65

Enhanced
efficiency and
productivity
while reducing
labor cost

Additional Answers:
Predictability of costs
Utilization of common applications; freeing up of some financial
and human capital
TASK 2: BPO Industry in the Philippines
What makes the Philippines a better BPO market compared to
other nations?
Learners answers may differ. Their answers may include the
following key points:
the strength of industry effort
increasing government support on IT investment
large pool of graduates withEnglish communication skills
and knowledge in ICT far superior to India which has led
many companies to close down Indian operations and move
them to the Philippines
reliable
and
reasonably
priced
telecommunication
infrastructure
low cost high quality locations, growing buyer trends on
outsourcing.

Reflect and Understand


TASK 3: Video Presentation
Refer to the video for the answers.
(URL: http://www.youtube.com/watch?v=9w1MJnz-vbg )
TASK 4: Cooperative Learning Reflection on the Video Presentation
Let the students decide for the format of their presentation. Create a
rubrics/criteria for evaluation based on type of presentation.
TASK 5: Oral Presentation- Economic Implications of the BPO Industry
Assess students performance based on his rubrics:
Criteria
Voice: clarity,

Very Good
Presenter spoke

Good
Presenter usually

Fair
Presenter

ICT- CONTACT CENTER SERVICES- Grade 9


66

pace, fluency
(20%)

Vocabulary,
sentence
structure,
grammar (15%)

Pronunciation
(15%)

Development of
the topic (50%)

clearly and at a
good pace to
ensure audience
comprehension.
Delivery was
fluent and
expressive
The vocabulary of
the presentation
was appropriate
for the topic.
Variety of
phrases and
sentence
structures were
used. The
presentation
content was
grammatically
correct.
Pronunciation
and intonation is
correct. Has
confidence in the
delivery.
A very good
understanding of
the topic was
evidently shown.
Links and
connections
between ideas
were clear.
Information was
relevant and well
expressed in own
words. Points
were wellorganized and

spoke clearly to
ensure audience
comprehension.
Delivery was
usually fluent.

occasionally
spoke clearly and
at a good pace.

The vocabulary of
the presentation
was appropriate
for the topic.
Sentence
structures were
usually correct.
The presentation
content was
usually
grammatically
correct.

The vocabulary
was appropriate
for the topic. The
presentation
content was
occasionally
grammatically
correct.

Pronunciation
and intonation is
usually correct.

Pronunciation
occasionally
correct, but often
hesitant and
inaccurate.
Understanding of
topic shown.
Some links and
connections were
made between
ideas. Points
were usually
developed with
minimum detail.
Information was
usually relevant.

Good
understanding of
topic was
evidently shown.
Links and
connections
between ideas
were made clear.
Information was
relevant and
expressed in own
words. Points
were developed
with sufficient and

ICT- CONTACT CENTER SERVICES- Grade 9


67

developed with
sufficient and
appropriate
details.

appropriate
details.

TOTAL: 100%

TASK 6: Research Activity


You may use the rubrics below in assessing students output.
Written Report:
Criteria
5
4
3
2
Outstanding

Very
Satisfactory

Satisfactory

Fair

Content of the
research work:
Validity
Reliability
Coherence
Relevance to the
topic
ComputerGenerated
Presentation:
Visual appeal
Completeness of
Information
Over-all Impact

ICT- CONTACT CENTER SERVICES- Grade 9


68

1
Needs
improvement

Lesson 2: Types of Industry


2.1 Types of BPO Industries

Process
TASK 1: BPO Industries
1. FOO
2. BOO
3. FOO
4. FOO
5. BOO
6. BOO
7. BOO
8. FOO
9. BOO
10. FOO
TASK 2: BPO Terminologies
1. G

6. D

2. E

7. F

3. B

8. C

4. E

9. B

5. A

10. A

ICT- CONTACT CENTER SERVICES- Grade 9


69

Lesson 3: Basic Services within BPO Industry

TASK 1: Identification of BPO Services


1. Telemarketing and telesales (out-bound calls)
2. Procurement
3. Legal Services
4. Customer Services (in-bound calls)
5. Data cleansing
TASK 2: Basic Services within BPO Industry
1. The basic services within the BPO industry are:
Finance and accounting- services that are related to managing the
finances of a company/ business entity such as payroll, purchase
orders and bank reconciliation
Document Management- deals with recording and storing data
Procurement- This involves looking for appropriate suppliers,
monitoring supplier performance, implementing appropriate
processes and procedures, managing requests for information or
proposals and recommending the best potential suppliers, selecting
suppliers and issuing or managing legal contracts.
Software development- is hiring a team of people to do create client
specified programs.
Call Centers- is a centralized office that facilitates large amounts of
inbound and outbound telephone calls
a. Customer Services (in-bound calls)
b. Telemarketing and telesales (out-bound calls)- Selling some
products and services are much easier to sell via the phone
and do not require face to face meeting. As a result, the
costs for marketing and selling such a product will be
drastically reduced.
c. Data cleansing- a system where an individual or individuals
phone the contacts within a database in order to ensure that
all the details such as contacts, phone numbers and the like
are correct

Legal Services- Legal offshoring is also gaining popularity


nowadays. This is a good example of KPO. Lawyers commonly
ICT- CONTACT CENTER SERVICES- Grade 9
70

handle this type of a job. This may involve monitoring old


contracts and licensing agreements to managing documentary
evidence for product-liability cases.

Other BPO industries include:

Customer Service
Technical Support
Administrative Support
Accounting
Bookkeeping
Virtual Assistant
Telemarketing
Programming
Call Center Agents
Sales
Data Entry
Internet Research
Web Development
Content Management
Graphics Design
Direct Mail
Email Marketing

2. Business Process Outsourcing or BPO is a general term that refers to


the management of one or more specific business processes or
functions by a third party.
A call center is a centralized office that facilitates large amounts
of inbound and outbound telephone calls. It is just one of the many
services being offered by BPOs.
Alike in such a way that call center is a subset of BPO.
3. Answer depends on the students choice.
4. Advantages may include:

wide variety of job opportunities to choose from

good compensation/ salary

flexible time schedule which may be good for some people who
have time preferences.
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Opportunity for job promotion

Bonuses and other perks such as being assigned to work abroad,


travelling incentives etc.

Endless learning opportunities

Disadvantages may include:

Changes in work shift, where in one may be assigned to work on a


graveyard shift

Monotonous work conditions, such as staying on the same sitting


position for hours and doing the same thing over and over again

High stress factor which may lead to emotional breakdown due to


difficult or irate customers.

5. Answer varies.

Reflect and Understand


TASK 3: BPO Services: Explored!
Results of the learners interview may vary. Assess learners work based on
the provided rubrics.
Rubric Scoring
Content (50%)

Written Report
(25%)

Full of relevant,
useful and up-todate information

Has considerable
amount of
relevant, useful
and up-to-date
information
Written report has Written report has

Has limited
amount of
relevant, useful
and up-to-date
information
Written report has

insightful content

good content and

limited content

and was

was presented

and was

presented in a

comprehensively,

presented in a

comprehensive,

with a few errors.

brief manner.

and error- proof

Report has a lot

manner.

of errors.

Presentation style Creative and

Creative and

Appropriate

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(25%)

appropriate

appropriate

presentation

presentation

presentation

technique was

technique was

technique was

used but

used. Information

used. However,

information was

was clearly

information was

not clearly

relayed to the

not clearly

imparted through

audience.

relayed to the

it.

audience

Lesson 4: Call Center Agents Performance Metrics


4.1 Typical Customer Contact Representatives Competencies
4.2 Performance Metrics

Process
TASK 1: Customer Service Representatives Competencies
1. Technical literacy
2. Stress Management
3. Decision making
4. Peer coaching
5. Multitasking
6. Interpersonal communication
7. Teaming with others
8. Change management
9. Cross selling
10. Time management
TASK 2: Recognizing the CSR Competencies
Assess the groups work by using this rubrics:
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5
Presentation

(70%)

clarity of the message


appropriate portrayal of roles
clarity in speech and action
availability of props and sound
effects
Cooperation and teamwork
TOTAL

(30%)
(100%)

5- Outstanding

3- Satisfactory

4- Very Satisfactory

2- Fair

Reflect and Understand


TASK 3: Rating CSR Competencies Based on their Importance
Process students understanding by examining the groups consolidated CSR
competencies ranking. Have them justify how they come up with their final
decision. Rate the group by using a scoring sheet integrated to the sample
rubric given below

Criteria

Fair

Provided a simple
introduction
Introduction of
topic

Good

Provided a clear
introduction,

Very Good

Provided a clear
introduction in an
engaging and
interesting way.
Outline of points was
given.

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Development of
topic

Ability to engage
and involve
audience

Suitability of
presentation for
purpose and
audience

Voice: clarity,
pace, fluency

Some links and


connections made
between ideas. Points
are usually developed
with minimum detail.
Information is usually
relevant.

Links and connections


between ideas made
clear. Information was
relevant and
expressed in own
words. Points were
developed with
sufficient and
appropriate details.

A very good
understanding of the
topic shown. Links and
connections between
ideas made clear.
Information was
relevant and well
expressed in own
words. Points were
well-organized and
developed with
sufficient and
appropriate details.

Eye contact was


made.

An interesting
approach taken to
topic. Speaker used
techniques such as
visual aids and props,
anecdote, surprising
facts, direct audience
participation.

Speaker monitored
audience and adapts
presentation
accordingly. An
interesting or original
approach taken to the
topic. Speaker used
techniques such as
visual aids and props,
anecdote, humour,
surprising facts, direct
audience participation.

Attempts were made


to tailor the
presentation content
to the intended
purpose of informing,
interesting or
persuading.

The presentation
content and structure
was tailored to the
audience and to the
intended purpose of
informing, interesting
or persuading.

The presentation
content, structure and
delivery were closely
tailored to the
audience and to the
intended purpose of
informing, interesting
or persuading.

Presenter
occasionally spoke
clearly and at a good
pace.

Presenter usually
spoke clearly to ensure
audience
comprehension.
Delivery was usually
fluent.

Presenter spoke
clearly and at a good
pace to ensure
audience
comprehension.
Delivery was fluent and
expressive.

Techniques used to
engage audience
were minimal, or
mainly ineffective.

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Vocabulary,
sentence
structure,
grammar

Pronunciation

Use of visual
aids

Conclusion of
topic

Answering
questions from
audience

The vocabulary of the


presentation was
mainly appropriate for
the topic. The
presentation content
was occasionally
grammatically correct.

The vocabulary of the


presentation was
appropriate for the
topic. Sentence
structures were usually
correct. The
presentation content
was usually
grammatically correct.

The vocabulary of the


presentation was
appropriate for the
topic. A variety of
phrases and sentence
structures were used.
The presentation
content was
grammatically correct.

Pronunciation
occasionally correct,
but often hesitant and
inaccurate.

Pronunciation and
intonation is usually
correct.

Pronunciation and
intonation is correct
and confident.

No visual aids were


used; OR

Visual aids supported


the presentation
effectively. They
clarified and reinforced
the spoken message.

Visual aids were


carefully prepared and
supported the
presentation
effectively. They
clarified and reinforced
the spoken message.
The aids added impact
and interest to the
presentation.

An attempt was made


to conclude the
presentation.

The presentation was


summed up clearly.

The presentation was


summed up clearly and
effectively, with key
points emphasized.

Not all questions


could be answered.
Questions answered
with difficulty, and
little knowledge of the
topic was
demonstrated.

Most questions
answered.

Questions answered
with little difficulty. Very
good knowledge of the
topic was
demonstrated.
Language was correct
and fluent.

Visual aids were


occasionally
appropriate and
related to the spoken
message.

Answers showed good


knowledge and
understanding of the
topic. Language was
mainly correct.

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TASK 4: Observing The CSR Competencies in the workplace


Engage the students in an oral critiquing of the performance shown. Give
positive feedbacks first before giving points for improvement.
4.2 Performance Metrics

TASK 1: Call Center Metrics Acronyms


1. ACD- Average call duration / Automatic Call Distributor
2. CSAT- Customer Service Satisfaction Score
3. TTR- Time to Resolution
4. QA- Quality Assurance
5. FCR- First Call/ Contact Resolution
TASK 2: Identifying Call Center Metrics
6.
1. J

2. I

7.

3. H

8.

4. C

9. G
10. E

5. B

Reflect and Understand


TASK 3 : Video Presentation
A Day in the Life: Call Center Agent: 3 mins 7 sec
URL: http://www.youtube.com/watch?v=kudxLVJRmM0
1. Reasons why they took the call center job
2. Advantages of being in the job
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3. Economic implications of the BPO industry


4. Ways and means of maintaining quality call center service

TASK 4: Call Center Simulation


Let the students create their own their own Internet related scenario. Have
them enumerate the qualities of a good internet service and from there, let
them think of possible problems they may encounter.
Consider the following guidelines as you check your students output:
characteristics of a good internet service were well defined
Possible problems encountered with the service were relevant, valid
and appropriate
Satisfied and dissatisfied customers were well-described

Lesson 5: Transmit and Receive Calls to or from Customers


5.1 Clients / Customers Needs
5.1.1 Counseling;
5.1.2 Directory;
5.1.3 Booking;
5.1.4 Technical Support;
5.1.5 Academic Instruction;
5.1.6 Travel Advisories;
5.1.7 Sales; and
5.1.8 Data gathering.

Process
TASK 1: Type of calls are in Accordance with the Customers Needs
1. Complaint resolution
2. Document / order processing
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3. Inquiry services
4. Telemarketing or teleservice
TASK 2: Identifying Client/ Customers Needs
1. Directory
2. Technical
3. Data gathering
4. Sales
5. Booking
6. Academic Instruction
7. Counselling
8. Sales
9. Technical
10. Inquiry services

Lesson 6.0 Products and Services


6.1 Financial Services
6. 2 Technical Support/ Help Desk
6.3 Sales Support
6. 4 Client-Specific Products

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Process
TASK 1: Products and Services

DIRECTIONS: Complete the diagram to summarize the knowledge learned.


Products and Services

3.Sales Support

2. Technical

4. ClientSpecific
Products

Support/ Help
Desk

B.

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Keeping track of sales targets

Monitoring customer accounts

Managing the correspondence


between the sales team and their
clients

Collections

Processing new sales leads

A.Billing
support

Providing data and reports to help


the sales team

1.Financial
Services

Lesson 7: Interactive Communication


A. Handling Queries
B. Handling Transactions
C. Both types of Calls
7.1 Gathering Information in a Courteous, Professional Manner

TASK 1: Enumerate the Best Practices in Interactive Communication


Best Practices include:
1. Clear and polite prompts and greetings
2. Being nice, courteous, appreciative and thankful.
3. Confirming critical entries with ease and efficiency.
4. Having redundant solutions for unexpected solutions such as having an
IVR channels that are available for serving customers.
5. Having a secure solution that helps safe guard customer data
6. Number Clarification for improved customer experience
7. Limit the menu items to five or less options.
8. The use of temporary messages is only effective when the information is
presented in an urgent and timely manner.
9. Have accurate and up-to-date information available to your callers at all
times.
10. Be objective and business like at all times. Deal with matters in a
professional manner

TASK 2: Enumerating the Call Structure


Please refer to Table 13: Call Structure on pp. 199-200.

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Reflect and Understand


TASK 3: Role playing: Best Practices in Making/Taking Calls
Assess students performance based on the following criteria:
Role Playing Presentation:
Voice Quality of the agent and the customer
(Tone, speed, clarity)
Correct use of the English language
Consistency in handling the matters of the call
Application of the best practices in making and taking calls

20%
30
30
20

Total: 100%
Processing what has transpired in the activity:
Number of best practices observed
Citing when exactly they were shown

50%
50
Total: 100%

TASK 1: Interactive Communication


Customer Support Philippines , Sample Order Taking
2 mins 56 sec
URL: http://www.youtube.com/watch?v=EaPn_FcKSW0
1. How did she greet the customer?
2. How did she get the customers details?
3. In what manner did she handle the call?
4. How did she confirm the veracity of the details?
5. How did she end the conversation?
6. What other observations can you add?
7. On a scale of 1 to 10, how would you rate the call
center agent in the video?
7.2 Active Listening

TASK 1: Benefits of Active Listening


1. By becoming a better listener, you will improve your productivity, as well
as your ability to influence, persuade and negotiate.
ICT- CONTACT CENTER SERVICES- Grade 9
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2.
3.
4.
5.

You will avoid conflict and misunderstandings.


You will be able to gain information and perspective which will enable you
to respond appropriately.
You will be able to process the complete thought of the message being
relayed be the speaker.
You will gain confidence.

TASK 2: Internal and External Barriers


Answers of students may include but not limited to the following:
Internal Barriers
(These are hindrances that occur
within yourself.)
1. Physiological state such as
problems related to the nervous
system
2. psychological state
3. stress
4. current mental state

5. distractions, sense of focus


6. hearing conditions (e.g., deafness,
weak sense of hearing)
7. current emotional state
8. physical and mental exhaustion

External Barriers
(These are hindrances that occur
around you or in your surroundings.)
1. extrinsic factors such as
environmental noise like weather
disturbances, turned on television
or radio, etc.
2. manner of speaking
3. volume of speaking
4. technical glitches such as when
using dysfunctional telephone
units or headphones, intermittent
signals, etc.
5. language being used by the
speaker
6. side conversations
7. eavesdropping
8. pace of speaking

TASK 3: Listening Exercise


Processing:
The teacher will ask the students to post the cards sequentially by
group so everyone could see the slight changes in the message. The team
will then have the opportunity to study how subtle changes in word use, slight
additions or eliminations, can significantly alter the meaning of any message.
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TASK 4: Selective Listening Exercises


Processing:
Read carefully the words you have listed down on your notebook.
Check how many words match with that of the list given by the teacher.
Notice how many have been added which are not part of the original set of
words.

TASK 5: Online Listening Exercises


Please refer to the link provided.

Task 6: Role Playing Assessment


This activity will be done simultaneously. Position your students in a
small circle, all three of them, and assign them roles as stated in the
directions. Facilitate active participation in the conduct of this activity.
Observe how the students are doing the activity by roaming around and
listening attentively to them. After a few minutes( depending on how fast they
can carry it out), stop the activity to give way to the processing stage.
Processing stage will give the observers the time give feedback to the
listener about his or her attentive posture and paraphrasing.
Hearing the observations, guide students in identifying similarities and
differences on how they handled the listening activity.
Afterwards, ask the class to share their noteworthy observations. Have
them formulate a conclusion and let them create appropriate
recommendations and suggestions to improve their listening skills.

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7.3 Probing skills


7.3.1 Paraphrasing
7.3.2 Summarizing
7.3.3 Clarifying

Process
TASK 1: Paraphrasing Exercise
Customer says:

Sample Answers

1. I want to cancel my As I understand it, you are cancelling your


flight booking because a flight due to the passing away of your relative, is
close relative of mine has that right Mrs. Goodman?
just passed away
2. Id like to have my ATM I am sorry to hear that Sir. So you want to
account blocked. My wallet block all ATM transactions because your card
had been stolen with my was stolen, am I correct?
ATM cards in it.
3. I would like to make a
follow- up on my orders. I
was expecting it yesterday
but until now It hasnt
arrived yet!

So you are expecting a delivery yesterday that


has not yet come? I am sorry for the
inconvenience this incident has caused you. Ill
be glad to take care of this for you.

4. Id like to know if my What you want to confirm is the termination of


Internet
Service your Internet Service subscription, is that
subscription
has
been correct? Id be glad to assist you.
terminated? I called up last
week for stoppage since I
lost my job.
5. May I ask if your If I understood you correctly Ms. Conner, you
products are suitable for would like to know if our product suits your skin
sensitive skin? My skin type, is that right? Id be happy to assist you.
easily gets irritated by
cosmetic products.

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TASK 2: Tips on Effective Paraphrasing


TASK 3: Online Paraphrasing Exercise
Please follow the websites indicated in the module.

TASK 4: Actual Paraphrasing Exercises


Please refer to the given criteria on page 216
7.4 Ensuring consistent quality service for all types of customers
Reporting Packages
7.5 Avoiding Sensitive Topics

Process
TASK 1: Identifying Sensitive Issues
1. Religion
2. Racial and Ethnic groups
3. Politics
4. Illness and Disability
5. Age

TASK 2: Addressing Sensitive Issues


Supervise the students activity carefully. It is expected that the
responses will vary. Encourage praises and positive criticisms so that the
students would know the observations of their classmate. Make the
necessary corrections should you feel the need to do so. Make sure that all
ICT- CONTACT CENTER SERVICES- Grade 9
86

corrections and suggestions have been applied so that the students would be
aware of it next time.

TASK 3: CSR / Agent Interview


Refer to the following criteria for evaluation:
Validity and Reliability of the gathered information: 60%
Implication and Conclusion:
40%
100%
You may create your own rubric if you wish.

LESSON 8: PHONE ETIQUETTE


8.1 Creating a Good First Impression
TASK 1: Create an Appropriate Opening Spiel

Opening call spiel sample: Good morning, this is Diane from RRD
Software Company. How may I help you? (Inbound)

Thank you for calling RRD Software company, this is Diane Logan,
may I help you? (Inbound)

Good day. Hi. This is Diane calling on behalf of RRD Software


Company May I speak to Brad Cooper? (Outbound)

Situation
a. I ordered 50 boxes of floor tiles
last week. Upon opening the
delivered boxes, I found out that 30
boxes have broken tiles, 2 have
mixed designs and 5 boxes have
incomplete quantity.

Your response
(Kindly assess the students
responses based on the guidelines
presented. You may or may not
consider their answer/s. Do not
declare a response as wrong,
rather, let the students improve their
own answer. )

b. This is Madeline. I need 20 sets of


screwdrivers and wrenches to be
delivered as soon as possible.
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c. I just would like to make a follow


up on the status of my order last
week. When will it be delivered? Ive
been waiting for it since last Monday.
You said it will arrive in 5 working
days!
d. Mr. Williams here. I would like to
know what colors of paint would
match a 9-year old girls bedroom?

TASK 2: Role Playing Activity


5

Tone
Energy
Pronunciation
Inflection

8. 2 Following the Standard Hold Procedure


8.3 Transferring a call
8.4 Taking Notes During a Call
8.5 Making a Last Impression

Process
TASK 1: Standard Hold Procedures
1. Explain why the customer will be put on hold.
2. Thank the customer for agreeing.
3. Thank the customer for holding.

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TASK 2: Reasons for Transferring a Call


1. the concern is outside your support service
2. you have explained to the customer that you will be transferring them

due to specific reasons


3. you have already exhausted all possible means for helping the

customer
4. the concern is outside your support service

LESSON 9: HOLD PROCESS


9.1 Why Call Hold is Necessary
9.2 Permission before Placing Customers on Hold

TASK 1: Interactive Communication


1. Have the students enumerate the interactive communication skills
shown by call center agent.
2. Have them identify the telephone etiquette shown in the video.

TASK 2: Call Simulation


Assess students Performance using the coaching session form on page 236.

Lesson 10: Handle Customers Complaints


10.1 Respond to Complaints Promptly with Empathy
10.2 Address Customers Complaints with Clear, Direct, Accurate and Timely
Response
10.3 Establish Details of Complaints and Use Basic Remedies in
Accordance with Enterprise Policy

ICT- CONTACT CENTER SERVICES- Grade 9


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Process
Task 3: Review Handling Customer Complaints
1. E
6. B

10.4
10.5

2. C

7. A

3. D

8. I

4. F

9. J

5. G

10.H

Implement Appropriate Referral or Handoff Procedures as Required


Refer Complicated Concerns to Higher Authority

Process
Task 1: Review Handing Off Customers
1. True
6. True
2. True

7. True

3. False

8. True

4. False

9. False

5. True

10.True

Summative Test Lesson 10 -11


1. A

6. A

11. B

16. B

2. B

7. B

12. A

17. D

3. A

8. D

13. D

18. A

4. D

9. C

14. C

19. C

5. C

10. A

15. A

20. B

-END of MODULE 4ICT- CONTACT CENTER SERVICES- Grade 9


90

REFERENCES:
1. Module 5, Project EASE, Effective and Affordable Secondary
Education
2. http://www.entrepreneur.com/article/77408#ixzz2twpYG49A
3. http://www.thetimes100.co.uk/theory/theory--opportunities-constraintsbusiness-environment--165.php#ixzz1PVjUuaWu
4. http://www.thetimes100.co.uk/theory/theory--constraints-421.php#ixzz1PVki8a36
5. http://www.thetimes100.co.uk/theory/theory--constraints-on-production-303.php#ixzz1PVkyDy8k
6. http://www.thetimes100.co.uk/theory/theory--production-and-resourcerequirements--354.php#ixzz1PVlGG7zv
7. http://www.thetimes100.co.uk/theory/theory--nature-and-role-ofmarketing--245.php#ixzz1PVlc88gR
8. http://www.education.vic.gov.au/languagesonline

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Acknowledgement
This Teachers Guide on Contact Center Services was developed for the
Information and Communication Technology Course in Technology and Livelihood
Education, Grade 10 of the K to 12 Curriculum with the assistance of the following
persons:
MODULE WRITERS

Dr. VIRGILIO O. GUEVARRA, Jr.


Division Coordinator
Dasmarias, Cavite
Region IV A CALABARZON

DIANA MARIE B. DAGLI


Head Teacher III
Nagpayong High School
Division of Pasig City
NCR

MARIA ANGELICA G. MATES


Teacher II
Jose Abad Santos High School
Division of Manila
NCR

ROSE ANN M. SULLA


Teacher I
Parang High School
Division of Marikina City
NCR

REVIEWERS

DOCUMENTORS / SECRETARIAT

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