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Learning Manual (P2) - Synel UK

General Information

Course Timings

  • Morning Session: 09:30 - 12:45 | Afternoon Session: 13:30 - 16:45

Health & Safety and Comfort Fire alarms | Room temperature | Refreshments and food requirements | Toilets

Etiquette and Participation Mobiles on silent | Mutual respect | Maximum participation | Ask questions

Making Notes

  • Please complete the manual throughout the training programme.

Course Overview

Factors of the Voice Proactively Saying "No" to Requests Tactfully Highlighting People's Mistakes

Desired Learning and Performance Outcomes Develop Uplift Enhance Improve Increase Service People Customer Customer Organisation Culture Performance Experience Feedback Performance

Module Three

Factors of the Voice

Introduction

According to countless studies on the impact of communication skills, someone's voice (tone) is more influential than the words they use - "It's not what you say, it's how you say it". Becoming a persuasive communicator requires full control of the voice to send the desired message. Interestingly, physiology (body language) plays a key role in how the voice sounds.

Considerations

Believability of Communication Professor Albert Mehrabian's research reveals how communication is interpreted from a believability perspective. Face to Face Telephone Body Language % Voice Voice % % Words Words % % Total 1 00%

Enthusiastic Tone Purpose = Positivity / Welcoming. Voice Sound Physiology Upbeat (in terms of speed). Higher pitched (helped by smiling). Variable tone (not monotone). Smile. Upright posture. Head up.

Relate

  • Greeting callers
  • Presenting solutions
  • Responding to a request for help

Apply Speaker: Read the following phrase using an enthusiastic tone: "I would be happy to look in to this for you." Listener: Using the scoring system listed below, evaluate the speaker's attempt: 1st Attempt: 1 = Unacceptable | 2 = Development Needed | 3 = High Achiever 2nd Attempt: 1 = Unacceptable | 2 = Development Needed | 3 = High Achiever

Empathetic Tone Purpose = Caring / Acknowledging. Voice Sound Physiology Softer / lower tone. Slower pace. Concerned facial expressions. Slight tilting of the head / Open gestures.

Relate

  • Delivering bad news
  • Acknowledging frustration or the importance of a request

Apply Speaker: Read the following phrase using an empathetic tone: "I understand your frustration. You have every right to make us aware of this issue." Listener: Using the scoring system listed below, evaluate the speaker's attempt. 1st Attempt: 1 = Unacceptable | 2 = Development Needed | 3 = High Achiever 2nd Attempt: 1 = Unacceptable | 2 = Development Needed | 3 = High Achiever

Upward Inflection Purpose = Questioning / Encourage Input or Attention. Voice Sound Physiology Voice rises on a word, or throughout a sentence. Raised eyebrows. Open hand gestures.

Relate

  • Asking questions
  • Showing interest in what a person's saying

Apply Speaker: Read the below phrase applying Upward Inflection on the last words: "Would you prefer for my colleague to email you or call you back?" Listener: Using the scoring system listed below, evaluate the speaker's attempt: 1st Attempt: 1 = Unacceptable | 2 = Development Needed | 3 = High Achiever 2nd Attempt: 1 = Unacceptable | 2 = Development Needed | 3 = High Achiever

Downward Inflection Purpose = Confidence / Certainty. Voice Sound Physiology Voice lowers on a word, or throughout the sentence (especially at the end). Downward gestures / Nod the head.

Relate

  • Confirming non-negotiable timescales
  • Anything factual/final e.g. procedures, pricing etc.

Apply Speaker: Read the below phrase applying Downward Inflection on the last word: "The next step from here is for me to investigate and call you back in one hour." Listener: Using the scoring system listed below, evaluate the speaker's attempt: 1st Attempt: 1 = Unacceptable | 2 = Development Needed | 3 = High Achiever 2nd Attempt: 1 = Unacceptable | 2 = Development Needed | 3 = High Achiever

Volume Purpose = Clarity / Assertion. Voice Sound Physiology (1-3/10): Passive. (4/10): Empathy. (5-6/10): Confidence / Approachability. (7/10): Enthusiasm / Escalation assertion. (8-10/10): Aggressive. Upright posture. Head up.

Relate

  • At all times

Apply Speaker: Read the below phrase applying a level 5-6 volume to demonstrate confidence: "I am confident I can help you." Listener: Using the scoring system listed below, evaluate the speaker's attempt: 1st Attempt: 1 = Unacceptable | 2 = Development Needed | 3 = High Achiever 2nd Attempt: 1 = Unacceptable | 2 = Development Needed | 3 = High Achiever

Pace Purpose = Adapted to suit the recipients intended message. Voice Sound Physiology Steady when answering the telephone. Increase to acknowledge urgency. Slow to empathise / for language barriers. Upright posture. Head up. Speed of gestures

Relate

  • At all times

Apply Speaker: Read the below phrase applying a steady pace to demonstrate composure: "Yes, I have enough time to look in to this issue for you." Listener: Using the scoring system listed below, evaluate the speaker's attempt: 1st Attempt: 1 = Unacceptable | 2 = Development Needed | 3 = High Achiever 2nd Attempt: 1 = Unacceptable | 2 = Development Needed | 3 = High Achiever

Decide

Consider the Pros and Cons of Applying the Methodology Pros Cons Greater self-awareness. Increased confidence. Gain full control of the voice to send the desired message. Become a more 'believable' / persuasive / influential communicator. Become self-conscious. Taking ownership for the voice, opposed to thinking "that's just how I sound". Sounding staged or insincere by trying too hard to control the voice.

Plan

Train Your Brain to Form New Habits Cause "When I encounter [situation/behaviour]" Response "I will apply [skill/mindset]" e.g. When I confirm a policy or timescale... e.g. I will use Downward Inflection to sound confident... Begin When You Return to Work

Introduction

Everyone reacts differently to feedback. Highlighting even the smallest of mistakes can result in people feeling blamed or embarrassed. A tactful person carefully selects the correct levels of assertion to highlight mistakes in a way that avoids humiliating people or causing communications to unnecessarily escalate.

Considerations

  • Personality and Mindset Some people welcome feedback about their behaviour and can 'take it on the chin'. Others might prefer indirect feedback focused only on the issue. When people are under pressure, their willingness to receive feedback may significantly reduce.
  • Nature of Feedback Sensitive / significant matters, e.g. challenging a person's professional credentials, requires timing and the correct level of assertion if you are to make your point convincingly.
  • Avoid Giving "We" Feedback "We" implies you are partly responsible for the mistake, which sends mixed signals to the person. They might even use this 'shared responsibility' against you by failing to make changes that in truth were wholly their responsibility.
  • Language Barriers When working with a language barrier, direct communication is essential to avoid confusion. For absolute clarity, in this case you might wish to highlight not just the issue but also the person's behaviour. However, if you think behavioural feedback will be taken negatively and become an obstacle to finding a solution, keep your focus firmly on the issue and any solution.
  • Key Learning Opportunities The requirement to give people feedback based on the mistakes they've made also creates a key learning opportunity to prevent similar mistakes being made in the future.

Relate

a.) List examples of work-based scenarios requiring you to highlight people's mistakes e.g. 'A customer or colleague has given me incorrect details'.

Methodology

Behavioural-Focused Referencing the person when highlighting mistakes by using the word "you". e.g. "You provided incorrect information". Pros Cons Seen as informative feedback. People recognise the impact of their behaviour Prevents similar mistakes in the future. Seen as blaming feedback. Causes escalations (especially when the word "You" is emphasised).

Issue-Focused Referencing the mistake when highlighting mistakes. e.g. "The information provided is incorrect". Pros Cons Seen as diplomatic feedback. Useful if unsure who made the mistake, the mistake is minor, or the person is sensitive to receiving feedback. Seen as passive-aggressive feedback. Indirect communication causes confusion and doesn't highlight the mistake.

Solution-Focused Giving options to overcome/solve the mistake. e.g. "Please provide the following information". Pros Cons Seen as supportive feedback. Creates a positive and seamless approach to handling people's mistakes. Seen as side-stepping feedback.

Relate / Apply

Select a daily interaction listed in the previous 'Relate' exercise. Provide examples of the wording that would be used by the Behavioural-Focused, Issue-Focused and SolutionFocused feedback approaches. Example Mistake e.g. 'The person has provided incorrect information. Behavioural-Focused e.g. "You provided incorrect information". Issue-Focused e.g. "The information provided is incorrect". Solution-Focused e.g. "Please provide the following information".

Decide

Consider the Pros and Cons of Applying the Methodology Pros Cons Enables the correct level of assertion to be selected. Increases people's willingness to cooperate. Improves communications with colleagues and customers. Overthinks language too much - 'just say what you feel is right'. Lets people off lightly. Can't use guilt to encourage behaviour change. Some of the techniques are submissive.

Plan

Train Your Brain to Form New Habits Cause "When I encounter [situation/behaviour]" Response "I will apply [skill/mindset]" e.g. When making a sensitive person aware they have provided incorrect information... e.g. I will use issue-focused feedback - "The information provided is incorrect..." Begin When You Return to Work

Knowledge Quiz

Factors of the Voice Select the corresponding term to describe the voice sounds listed below.

Qu1. Voice rises on a word, or throughout a sentence.

  • A. Enthusiastic Tone
  • B. Empathetic Tone
  • C. Upward Inflection
  • D. Downward Inflection

Qu2. Voice lowers on a word, or throughout the sentence (especially at the end).

  • A. Enthusiastic Tone
  • B. Empathetic Tone
  • C. Upward Inflection
  • D. Downward Inflection

Qu3. Softer/lower tone and slower pace.

  • A. Enthusiastic Tone
  • B. Empathetic Tone
  • C. Upward Inflection
  • D. Downward Inflection

Qu4. Upbeat, higher pitched and variable tone.

  • A. Enthusiastic Tone
  • B. Empathetic Tone
  • C. Upward Inflection
  • D. Downward Inflection

Tactfully Highlighting People's Mistakes Select the corresponding term to describe the approaches detailed below.

Qu1. Referencing the mistake when highlighting mistakes.

  • A. Behavioural-Focused
  • B. Issue-Focused
  • C. Solution-Focused

Qu2. Referencing the person when highlighting mistakes by using the word "you".

  • A. Behavioural-Focused
  • B. Issue-Focused
  • C. Solution-Focused

Qu3. Giving options to overcome/solve the mistake.

  • A. Behavioural-Focused
  • B. Issue-Focused
  • C. Solution-Focused

Introduction

Saying "no" to a customer's request can be tricky. They will have their own reasons for making the request, which means any form of rejection can be difficult for them to accept. Customers' expectations must be managed carefully, and a proactive approach to finding alternative solutions demonstrated.

Considerations

'Curiosity Killed the Cat, But Satisfaction Brought It Back' - Never Assume the Customer's Competence Customers often get things wrong. This might be due to a lack of knowledge, misinformation, or having unrealistic expectations. Remember, you are the expert. Before saying "no" to a customer's request, first assess the practicality / suitability of that request against their desired outcome. Sometimes you may be able to point out that their request will not help towards that outcome. In these cases, they will drop their demand and you can avoid saying "No" altogether!

But Also Question Your Own Motivations for Saying "No" The following factors play a key role in the way we approach customer interactions:

  • Discretion - Representatives decide the amount of effort they apply to help the customer. Most of us have learned that a little politeness can go a long way in getting a representative to actively help us.
  • Motivation - Have you ever asked a retail assistant if they have an alternative size 'out the back' and been told "No, everything we have is on display"? Is there a slight possibility the assistant couldn't be bothered to check? At the least, they should be able to explain how they know everything is on display e.g. "I've just checked out the back for another customer and can confirm everything we have is on the shop floor".
  • Self-Limitations - Representatives can easily reject a request if they haven't heard it before e.g. the customer asks for a slight change to an existing process, requiring the representative to speak with another department for approval. If the representative doesn't think the department will say yes or doesn't feel comfortable asking, they might reject the request without even checking.

Relate

List examples of customer requests you often have to say "no" to e.g. unrealistic timeframes.

What signs indicate the person being told "no" thinks the representative has not understood their individual needs or worked hard enough to achieve the desired outcome? For example, they ask Doubting questions such as "Have you tried?" or "Are you sure?" or "There must be a way to?".

Methodology

  • L1: Self-Focused Say "no" when the answer is "yes".
  • L2: Task-Focused Say "no" without providing alternatives.
  • L3: Option-Focused Say "no" + offer generic alternatives.

L4: Outcome-Focused

Step One: Qualify the Request (Curiosity) Avoid saying "no" too quickly Demonstrate a Willingness to Help Limit the chances of seeming dismissive. e.g. "Let me check / look that up." (Creates time to ask questions). Confidently Identify the customer's Desired Outcome e.g. "Was there a particular/specific reason for requesting / requiring?" Avoid Confrontational questions e.g. "Why". Avoid Uncertain language e.g. Umms and errs and "I'm not sure". Smile and use upward inflection to demonstrate interest. Validate the Practicality / Suitability of the customer's request "Did you request 'XYZ' to achieve 'ABC'?"

Step Two: Informatively Say "No" Option A: Option B: Provide credible reasons for saying "no". Bypass the "no" to suggest alternatives. Avoid Negative Priming language Align with Qualifying language e.g. "Unfortunately" or "I'm afraid". e.g. "Currently" or "On this occasion".

Step Three: Suggest Alternatives Tailor suggestions e.g. "To achieve your desired outcome of 'ABC' I would suggest 'DEF'". Offer future support Demonstrate a willingness to help with future requests when alternatives aren't available.

Apply

Select a daily interaction listed in the previous 'Relate' exercise. Provide examples of how the Proactively Saying "No" to Customer Requests Methodology would work in the interaction.

Step One: Qualify the Request 'Identify the desired outcome' and 'Validate the request's practicality / suitability'. Questions to Ask Anticipated Customer Response e.g. "Let me check our availability for a Thursday delivery. Was there a particular reason for needing it by then?" e.g. "I wanted to ensure we received it before the weekend as we will be using it first thing on Monday morning."

Apply Step Two: Informatively Say "No" 'Provide credible reasons for saying "no"' or 'Bypass saying "no" to suggest alternatives'. e.g. "We wouldn't be able to deliver it by Thursday due to dispatch restrictions."

Step Three: Suggest Alternatives (Use Validation to get the customer closer to their desired outcome) Tailored Suggestions Anticipated Customer Response e.g. "What I can guarantee is delivery by 12pm on Friday to meet your requirement of needing it before the weekend." e.g. "As long as you can guarantee delivery by 12pm on Friday, I would be happy to go ahead."

Decide

Consider the Pros and Cons of Applying the Methodology Pros Cons All Service Levels Framework™ Pros. Demonstrates curiosity and a willingness to help. Reduces mistakes by validating the practicality / suitability of requests. Alternatives can be tailored to the customers desired outcome. Increase sales by recommending suitable (tailored) alternatives. All Service Levels Framework™ Cons. Seems nosey and confrontational. Exposes the representative's lack of motivation, self-limitations or unfavourable discretion if they don't qualify request. The recipient might not accept the "no" answer given to them and ask to speak with somebody else.

Plan

Train Your Brain to Form New Habits Cause "When I encounter [situation/behaviour]" Response "I will apply [skill/mindset]" e.g. When the customer has a specific deadline in mind... e.g. I will ask "Is there a particular reason for that deadline?" Begin When You Return to Work

Knowledge Quiz

Proactively Saying "No" to Customer Requests For each approach listed below, select the corresponding Service Level.

Qu1. Say "no" + offer generic alternatives.

  • A. Level 1
  • B. Level 2
  • C. Level 3

Qu2. Say "no" without providing alternatives.

  • D. Level 4
  • A. Level 1
  • B. Level 2
  • C. Level 3
  • D. Level 4

Qu3. Qualify requests, informatively say "no" and suggest tailored alternatives.

  • A. Level 1
  • B. Level 2

Qu4. Say "no" when the answer is "yes".

  • C. Level 3
  • D. Level 4
  • A. Level 1
  • B. Level 2
  • C. Level 3
  • D. Level 4