Design Document for

Simply Service Call Center Training

By Learning Gurus, Inc.

Document Description
The purpose of this design document is to provide Best Products, Inc. with a
detailed guide for the development and execution of the Simply Service training
to be delivered in June 2018.

Purpose of the Course

The purpose of Simply Service by Best Products, Inc. is to improve the customer
service skills of telephone operators by teaching the operators how to efficiently
navigate through the new SimplyOrder entry system and courteously
communicate the needed information, thus reducing the wait time for customers
and improving the customer's experience. This newfound efficiency and courtesy
will improve customer opinion and encourage customer loyalty resulting in
increased customer retention to ensure Best Products, Inc. meets their financial
targets.

Audience Description
The intended audience for the Simply Service training includes call center
supervisors and telephone operators. Individuals in either role may attend the
same training.
 Best Products, Inc. Call Center Supervisors
BPI employs four call center supervisors who average 2 to 6 years of
service with the company. The supervisors are scheduled for eight-hour
shifts.
Supervisors are all previous call center operators who have been
promoted based on their exceptional customer service skills and ability to
use the order entry system. The supervisors have a high school-level
education.
The supervisors also handle all call escalations when operators cannot
complete customer requests.
 Best Products, Inc. Call Center Telephone Operators
BPI employs 25 call center telephone operators. Their primary
responsibilities are to answer customer calls related to existing orders or
to enter a new order into the system. The operators average 2-10 months
of service at the company and are scheduled for eight-hour shifts.
Operators are all female and range in ages from 18 to mid-60s with the
majority being under 35 years old. All telephone operators have
completed high school, some have completed college level courses. For
many operators, this is their first job.

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The majority of telephone operators indicated that they prefer to learn by

doing and seeing.

Course Description
The Simply Service training will be provided to telephone operators and call
center supervisors to better equip them with knowledge and skills. Teaching the
operators and supervisors to be proficient in their use of the SimplyOrder system
as well as proper phone etiquette will help reduce call times and decrease the
number of poor customer service ratings, thereby increasing sales. The training
will involve interactive activities and demonstrations, as well as job aids and
facilitator guides so that the training can continue to be built upon and given to
new employees.

Course Seat Time

The course seat time is eight hours of a single day. The course is comprised of
seven hours of learning with a 30-minute break for lunch and two evenly-spaced
15-minute breaks.

Instructional Architecture/Strategy for Course

This course will primarily use directive instructional techniques. Directive
techniques will focus on near-transfer cognitive processes related to procedures
and tasks. Directive instructional techniques will be implemented for locating
products within the SimplyOrder system and for comparing customer service
scenarios.
Techniques used to facilitate learning and retention include:
 Instruction/Presentation
 Group question and answer
 Software simulation
 Role-play exercises with feedback

Major Course Objectives

At the end of this course, BPI telephone operators will be able to perform the
following tasks:
 Use customer service skills to engage customers in a polite and
professional manner.
 Employ learned customer service principles to de-escalate irate or
impatient customers.
 Use the SimplyOrder system to retrieve customer and product
information.
 Use the SimplyOrder system to locate catalog products and details in less
than 3 minutes.

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 Use the SimplyOrder system to complete a customer order.

 Resolve customer order issues or escalate the issue to a supervisor in a
prompt and courteous manner.
At the end of this course, BPI supervisory staff will be able to perform the
following tasks:
 Use customer service skills to engage customers in a polite and
professional manner.
 Employ learned principles to de-escalate irate or impatient customers.
 Use the SimplyOrder system to retrieve customer and product
information.
 Use the SimplyOrder system to locate catalog products and details in less
than 6 minutes.
 Use the SimplyOrder system to complete a customer order.
 Resolve customer order issues or escalate escalated issues in a prompt
and courteous manner.
 Conduct future Simply Service training for future BPI staff who are hired
into the telephone operator role.

Learning Assessment for Course

There will not be a final formal learning assessment for this course. This course
will include an informal assessment of the operators’ ability to use the product
database in the SimplyOrder system. Operators will engage in a simulation of the
SimplyOrder system that provides iterative feedback as they progress through the
simulation. During this exercise, participants will be required to locate product
information through a variety of available search methods. These methods
include keyword search, use of a category navigation hierarchy, and searching by
catalog item number.
Another informal assessment for this course will be a role-play activity between
two students. Students will be grouped into teams of four (or more if necessary).
One student will role-play a catalog customer and the other will role-play as the
telephone operator. The student role-playing the customer will be provided a
script that contains details describing a challenging customer. The two students
will act out the call while the other two students observe and take notes on the
operator’s performance during the scenario. When the scenario is complete, the
two observers will communicate their feedback on the operator’s performance.
The observers will give feedback on three items:
1. What was challenging in this scenario?
2. What customer service principles did you use in this scenario? Were they
effective? Why or why not?
3. How will you apply what you learned in this role-play scenario to future
customer calls?

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The role-play scenarios will continue until each student has acted as an operator
in a role-play and received peer feedback.

Course Outline
The course outline was developed by Learning Gurus, Inc. as a road map that
shows the topics, sequence, and flow of each lesson that will be covered in the
Simply Service training. The training is specifically designed to be delivered to
telephone operators and supervisors and a more detailed outline of the lessons
can be found in Appendix B.
Module 1: Course Introduction
A. Introduction & Overview
B. Company Values
C. Course Implications
D. Course Objectives

Module 2: Locating Products in the SimplyOrder System

A. Introduction
a. Overview of SimplyOrder System
b. Importance of accurate and efficient searches
B. Getting Started
a. Logging on
b. Locating the category navigation
c. Locating the Search field
C. How to Locate Products
a. Search by product number
b. Search by product description
c. Search by catalog page number
d. Using the product category navigation
D. Finding a Product
a. Demonstration: instructor demonstrates each method
of locating a product in the system
b. Exercise: Learners will complete a scavenger hunt
measuring efficiency and accuracy by using the
category navigation and search feature
E. Review and Summary

Module 3: Entering Orders in the SimplyOrder System

A. Introduction
a. Review of SimplyOrder System
b. Importance of accurate and efficient data entry
B. SimplyOrder Product Order Overview
a. Review product hierarchy and categories
b. Basic Screen Navigation and Shortcut Keys in
SimplyOrder

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C. Taking an Order in SimplyOrder

a. Screen Navigation and shortcut keys used for
entering an order
D. Practice ordering in the test database
a. Scenario of order entry
b. Exercise: Learners will spilt into groups of two and
role play different scenarios for order entry.
E. Review and Summary

Module 4: Using Excellent Customer Service Etiquette

A. Introduction
B. Overview of Basic Customer Service Principles
a. Define and provide examples of consistency
b. Define and provide examples of responsiveness to
customer’s needs
c. Define and give examples of increased customer
retention
a. Customer service principles identification exercise
reviewing archived calls and pointing to the
principle issues
C. Using Customer Service Scripts
a. Answering a Call/Customer Greeting
b. Closing a Call/Thanking the Customer
D. Handling Customer Requests/Questions
a. Demonstration of role-play
b. Practice role-play and peer review assessment within
groups
E. Review and Summary

Module 5: Handling an Escalated Customer Call

A. Introduction
B. Overview of Call Escalation Process
C. Handling Frustrated Customers
D. Examples of Situations Warranting Escalation
E. Practice exercise determining call escalation scenarios
F. Practice role-play with groups of two telephone operators
and one supervisor

Module 6: Bringing it All Together

A. Introduction
B. Overview of Interplay between customer service etiquette
and SimplyOrder proficiency

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C. Facilitator sets up role-playing scenarios for teams to answer

calls, use Simply Order, and to have team members critique
one another.
D. Facilitator participates and observes to verify each telephone
operator now has proficient skills in both SimplyOrder and
customer service etiquette
E. Review and Summary
F. Questions

Media
The media that will be incorporated into the course includes audio examples of
both successful and unsuccessful calls made by operators. This will demonstrate
both poor and proper etiquette. Slides will also be used with relevant graphics,
pictures, and screenshots of the SimplyOrder system that help the students to
visualize the process and remain engaged throughout the training.

Development Tools
Learning Gurus, Inc. will use several software platforms to develop the course.
Both Microsoft PowerPoint and Word will be utilized to create presentations and
documents for the course and course materials. The SimplyOrder system
sandbox, as well as programs such as SnagIt and Adobe Photoshop, will be used
to create snapshots of the SimplyOrder program. Audio recording and editing
software will be used to present examples of customer service calls for training
purposes.

Development Time
Learning Gurus, Inc. will require 402-436 hours of development time for
training.

Support requirements
To complete the course, Best Products, Inc. management will help Learning
Guru’s, Inc. in the following ways via SMEs, written, electronic, or audio
sources:
 Provide audio files from BPI to cull examples for training purposes.
 Detailed steps and guidelines for tasks
 Any relevant documents electronically
 Adherence to additional research schedule
 Management of training materials and provider of training room space
and supplies

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 Review of all documents in a timely manner for giving feedback on

accuracy and completeness of materials. This feedback should cover;
steps, guidelines, scenarios, concepts, and other relevant knowledge
 Scheduling of the training and ensure trainees are present

Ownership
Best Products, Inc. will have complete rights to all course content created by
Learning Gurus, Inc. during the development of the training. The course content
will be managed by the Call Center Supervisors who will be instructed on
effective delivery of the course and course activities by Learning Gurus, Inc.
Best Products, Inc owns the course after delivery

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

_________________________________________________________
Instructional Designer Date

Project Manager/Sponsor Date

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Appendix A: Job Task Analysis

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Appendix B: Detailed Course Outline

Mins. Task / Topic / Key Concept Objective Instructional Assessment Assessment Visuals /
Method Method Description Media
Support

2A 10 Lesson Introduction: NA Presentation of NA NA Slides with

facts text/graphics
 Overview of SimplyOrder System
 Importance of accurate and
efficient searches

2B 15 Getting Started Given the Demonstration NA NA Slides with

SimplyOrder of procedure text and
 Logging on
system, graphics
 Locating the Category Navigation learners will including
Icon successfully screenshots
log on and of relevant
 Locating the Search field Icon locate the screens and
category fields
navigation icon
and search box
with zero
errors.
2C 45 How to Locate Products Given the Instructional Assessment Method: Activity
 Search by product number SimplyOrder Method:
Application/demonstration of
sheet in
 Search by product description system and Demonstrate learner guide
procedure
 Search by catalog page number examples of each of the and
typical product Practice locating catalog items SimplyOrder
 Using the category navigation
customer location using procedural steps in the system
inquiries, procedures SimplyOrder product database. access.
learners will Assessment Description:
Instructional
identify
Description:
product

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The instructor Learners are given a worksheet

demonstrates (included in learner’s guide)
each method of that contains 5 entries which
searching in include various product
the system information/descriptions. The
using short entries include a range of
samples of product descriptors from least
customer specific (vague product
inquiries to characteristics) to most specific
drive each (the item number in the
search. catalog). Learners attempt to
use each description to locate
the correct product and record
the item number. Instructor
verifies when complete.

2D 10 Finding a Product Given the Instructional Assessment Method: Activity

SimplyOrder Method: Application of product location sheet in
system and Demonstrate procedures. learner guide
examples of the application and
Assessment Description:
typical of product SimplyOrder
customer location Learners are given a worksheet system
inquiries, the procedures. (included in learner’s guide) access.
learner will that contains 3 entries which
Instructional
locate the include various product
Description:
desired information/descriptions. These
product The instructor descriptions are slightly more
information in demonstrates complicated and challenging
less than 6 and guides than the scenarios described in
minutes. group the practice exercise (2C).
discussion on Learners are expected to locate
how to locate a the three items and record the
product in the item number.
SimplyOrder
system, based
on the

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information
provided by the
customer.
2E 10 Review and Summary NA Presentation of NA NA Slides with
information text/graphics
4A 15 Lesson Introduction NA Presentation of NA NA Slides with
facts text and
 Customer Service Overview product and
 Customer Service Importance stock
customer
 Lesson Objectives graphics

4B 35 Basic Customer Service Principles Given Definition of Assessment Method: Ask to List of
examples of principles and label or classify instances of customer
1. Consistency [in language and tone] various customer service strategies.
examples of service
customer call associated principles on
 Use a consistent style of language Assessment Description:
strategies, behaviors of slides and in
in greeting Participants will be shown
participants each customer student
examples of telephone operator
 Address customers with respect will identify
service call strategies and will have to guide.
(e.g., Mr. or Ms.) the associated
principle. classify them as associated with
company
one of the three customer
 Show patience in answering customer
service principles or as a non-
questions service
example.
principle with
 Use a positive and friendly tone no errors.
during the call

 Use a consistent style of language

in closing
2. Responsiveness to customer needs.

 Repeat details provided by the

customer (e.g., size, type,

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color, product number, etc.) to

ensure accuracy

 Ask questions of the customer

to determine what
kind/style/size, etc. customer
is looking for

 Help customer find desired

product in a timely manner

3. Customer retention Same Same Same Same Same

 Use active listening to build

trust

 Show interest in what

customer is saying

 Use a personalized
conversational style of
communicating, including
calling the customer by name

 Use affirmations to build

confidence that inquiries and
orders will be addressed and
delivered on in a timely
manner

4C 25 Using Call Scripts: NA Presentation of NA NA Short audio

information files for
 Answering a Call/Customer examples of
Greeting call greeting
and closing

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 Closing a Call/Thanking the Copy of call

Customer greeting and
closing
scripts for
the student
guide

4D 45 Handling Customer Requests/Questions Given a Instructional Assessment Method: Application Audio file of
scenario of a Method: of principle-based task. a successful
typical Demonstration customer
customer call, Assessment Description:
of the service call
learners will Participants will be divided into
principle-based from greeting
demonstrate groups of four: one peer will act as
task. the customer calling in, one peer to closing
how to handle
customer Instructional will act as the telephone operator Two customer
inquiries using Description: and the other two will act as inquiry
the three observers. The role-playing peers
scenarios are
customer The facilitator will be provided with background
written in the
service will information for their specific
customer service scenario and will student guide
principles. demonstrate
have to apply that information in a for peer
completion of
reenactment of a customer call. review
the peer review
Observers will evaluate the quality exercise
exercise by
of customer service in this
introducing an interaction using the peer review Peer review
audio scenario feedback form. Scenarios will form
of a customer involve role play situations that
call. Through include a customer calling to order
guided an item without a catalogue, and
instruction, the customer that is angry that his
group will order was not received and has not
evaluate the been shipped. Each role-play
call using the session will be followed by a
peer review debriefing amongst the group
form. members. The exercise will be
repeated with a different scenario,
so each member has an

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opportunity to participate in the

role-play and the observation
exercises.
4E 10 Review and summary NA NA NA Slides with
text/graphics

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Appendix C: Final Assessment

N/A

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