Design Document for

Telephone Operator Training for PJ Enterprise

By: Team Two

Document Description [AW]

The purpose of this design document is to map out what will be developed for the
Telephone Operator training. The document will provide PJ Enterprises with a
description and outline of the training to ensure their expectations are being met
before Team 2 moves to the development phase.

Purpose of the Course [AW]

The purpose of this course is to train telephone operators at PJ Enterprise on how
to handle phone calls and utilize the online product guide while providing
excellent customer service. The course will teach TOs how to navigate through
the new online product guide easily which in turn will help them to answer
customer questions faster leading to improved customer service. This training is
being created to help improve customer service and increase sales at PJ
Enterprise to move the company closer to achieving their annual financial
goals.

Audience Description [AW]

The main audience for the course will consist of Telephone Operators. Telephone
Operator Supervisors may attend as well. Below is a description of the target
audiences:

Telephone Operators range in age between 18-60 and they are all
women. Some have had prior telephone experience but for many, this is
their first job out of school. All TOs have completed high school or a
GED. Some have attended a few college courses but none of them have a
college degree. This role is considered entry level.

Telephone Operator Supervisors have the same background as the

telephone operators. The supervisors are essentially more experienced
telephone operators who have risen through the ranks within the
company by proving themselves through good performance.

Course Description [AW]

This course incorporates all tasks that are required for telephone operators to
complete on a daily basis within their role. The course will be an instructor led
training consisting of six modules. The modules will be split between two days.
Day one will focus on the steps involved in answering phone calls and how to
provide excellent customer service. Day two will focus on the products and how
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to navigate through the new online product guide. Both training days will be
highly interactive and give learners an opportunity to practice what was learned.

Course Seat Time [AW]

The course will consist of two 4-hour training sessions spanning over 2 days. It
will require 8 hours of total course seat time.

Instructional Architecture/Strategy for Course [AW]

The instructional architecture that will be used for the course is primarily
directive with some receptive architecture as well. The receptive architecture is
seen in parts of the course that are lecture based where the instructor will provide
knowledge that the learner will listen and absorb. However, the majority of the
training will provide learners with the specific training followed by a hands-on
demonstration and practice time for the learner (directive). Examples of practice
activities include: role playing, a scavenger hunt game, and jeopardy.

Major Course Objectives [AO]

At the end of this course, the telephone operators will be able to:
1. Locate the new product guide in PJ Enterprises information online
database using any of search parameters like keyword, catalog season,
product features, product name, and product number.
2.

Navigate the new product guide in the online database 30 seconds error
free with easeto identify products based on customer's enquiries or
requests within 120 seconds error free with ease..

3. Identify and use PJ Enterprises telephone etiquette standards to provide

positive and satisfactory services to customers regarding product order
and enquiries.
4. Demonstrate through role play proper phone etiquette when dealing with
a difficult customer in different scenarios
5. Respond to customer product queries satisfactorily within 30 seconds
using the information from the product information database.
6. Identify the 10 top selling products from the string of listings in the
product catalog with no error.
7. Take customer's order and input the information in the order entry error
free in less than 10 minutes.

Learning Assessment for Course [AO]

In order to measure how much the telephone operators have learned during the
training course, Team 2 will conduct non-graded formative assessments.
Formative assessments such as a role play, scavenger hunt, and jeopardy game
will be performed across the training modules or sessions so as to ensure that the
TOs are proficient in the use of the new product guide/information database, and
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provide satisfactory customer service to customers. Towards the end of each
training session or each module, we will provide feedback to the trainees through
Q & A during the review and answers sessions.

Course Outline [CU]

This course was developed for the Telephone Operators at PJ Enterprise to cover
all of their job duties as displayed in the JTA.

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Module
Module 1: Course Introduction
1a. Introductions
1b. PJ Enterprise overview
1c. TO job overview
Module 2: Handling Phone Calls
2a. Introduction
2b. Common Call Types
2c. Active Listening
2d. Entering Customer Information
2e. Exercise
2f. Problem Solving
2g. Review & Questions
Module 3: Providing Customer Service
3a. Introduction
3b. Phone Etiquette
3c. Handling Difficult Callers
3d. Partner Exercise
3e. Administering Surveys
3f. Review & Questions
Module 4: Utilizing the Online Product Guide
4a. Introduction
4b. Hands on Demonstration of Product Guide
4c. Hands on Practice with the Product Guide
4d. Online Product Guide Scavenger Hunt Assessment
4e. Review & Questions

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Module 5: Top 10 Products
5a. Introduction
5b. Review Top 10 Products
5c. Cross-selling products
5d. Jeopardy Quiz Game
5e. Review & Questions
Module 6: Answering Product Questions and Taking Orders
6a. Introduction
6b. Common product questions
6c. Using the ordering system
6d. Practice
6e. Review & Questions
1: Course Introduction
Introductions
PJ Enterprise overview
TO job overview
Module 2: Handling Phone Calls
Introduction
Common Call Types
Active Listening
Entering Customer Information
Exercise
Problem Solving
Review & Questions
Module 3: Providing Customer Service
Introduction
Phone Etiquette
Handling Difficult Callers
Partner Exercise
Administering Surveys
Review & Questions
Module 4: Utilizing the Online Product Guide
Introduction
Hands on Demonstration of Product Guide
Hands on Practice with the Product Guide
Online Product Guide Scavenger Hunt Assessment
Review & Questions
Module 5: Top 10 Products
Introduction
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Review Top 10 Products
Cross-selling products
Jeopardy Quiz Game
Review & Questions
Module 6: Answering Product Questions and Taking Orders
Introduction
Common product questions
Using the ordering system
Practice
Review & Questions

Media [CU]
We will use PowerPoint to train the course, and create activities such as the
Jeopardy Quiz Game. We will also have handouts for the exercises, and an online
product scavenger hunt. The PowerPoint will contain product images as well as
examples of the new Online Product Guide.

Development Tools [CU]

We will be using Microsoft products including Word and PowerPoint to develop
our training modules. In addition, we will have audio recording to show
examples of customer calls.

Development Time [CU]

Based on our project charter, our 2-day course will take 1,124 hours of
development time between our team, PJ Enterprises and our online development
subcontractor, Codebrahma.

Support requirements [CU]

PJ Enterprises will support this project by being the subject matter experts that
provide us with all the necessary information to develop the training material.
They will also provide us with the managers that will learn the material in a
"Train the Trainer" fashion, and will in turn teach future courses. PJ Enterprises
will also provide us with a training room and supplies, as well as computers for
each of the TO's taking the course.

Ownership [CU]
PJ Enterprises will own the material after production is complete. If they require
any material changes, or modifications to the online product guide, we can
perform additional hours of work at the same rate discussed in the project charter.
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Project Sign-off [CU]

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

Kristen Smith
Instructional Designer

8/7/16
Date

Alaba Agbatogun
Project Manager/Sponsor

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Appendix A: Job Task Analysis [CU]

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Appendix B: Detailed Course Outline

Module 3: Providing customer service. [KMS]
Times may vary. 75 minutes have been allotted for this module.
Mins
.
3a

Task / Topic / Key

Concept
Introduction

Objective

N/A

Instructional
Method
Presentation of
facts and overview
of objectives.

Assessment
Method
N/A

Assessment
Description
N/A

Visuals / Media
Support
Slides with
visuals,
agenda and
objectives.
Chart paper
"Parking Lot"
a place to
"park"
questions that
may occur
during the
module.
(sticky notes)

3b

15

Phone etiquette

Describe various
forms of
telephone
etiquette
according to
industry
standards.

Presentation of the
industry standards
of telephone
etiquette.

Anticipatory
survey.

Students will
determine if a
statement is a
standard for
telephone
etiquette, they
will take a pre
and a post
survey.

PowerPoint
presentation.
Anticipatory
guide for each
student.

Given a variety of
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statements learners
will identify the
statements that
represent industry
standards.

The statements
are as follows:
1.Thank you for
your order, have
a nice day.
2.What do you
want?
3.I'm sorry can
you repeat that
please?
4.Hello, this is
___, How can I
help you today?
5.Please hold
while I contact a
supervisor, thank
you.
6.Buh Bye!
The bold
statements are
incorrect.

3c

3d

15

10

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Handling Difficult
callers

Administering
surveys

Given various
scenarios, learners
will apply etiquette
standards that aid
in dealing with
difficult customers.

The learner will

demonstrate the

Presentation of
various scenarios,
guidelines, and
solutions.

Presentation on the
process of
10

Demonstrate
the ability to
successfully
handle a
difficult
customer.
applicatio of
principles

Assessment will
be completed
during the
partner exercise.
(3e)

Slides with
scenarios and
possible
solutions to the
scenarios.

Demonstrate
the ability to

Assessment will
be completed

Slides with the

process of
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Eliminated this lesson.

3e

20

Partner exercise

3d

3f

10

3e

Wrap Up
Review and
questions.
The instructor will
address the questions
and observations that
were posted on the
"parking lot".

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process of
administering a
customer survey
during the order
process.

administering a
survey to a
customer.

administer a
customer survey.
application of
procedure.

during the
partner
exercise. (3e)

Given various
scenarios, learners
will demonstrate
through role play
proper phone
etiquette when
dealing with a
difficult customer.
and how to
administer
customer surveys.

Demonstration of
principle-based
task. competency
in phone etiquette
while dealing with
a difficult customer
and ability to
administer a survey
to a customer.

Demonstration
of the task
through role
play with a
partner.
principles.

Application of
knowledge.

Summarize the
content of the
module through
learner questions
and a review of
the material.

Throughout the
module learners
have written
questions and
observations onto
sticky notes and
have parked them
in the "parking lot",
the instructor will
answer and address
the questions and
observations.

N/A

N/A

11

Demonstration
of the task
through role
play with a
partner.

administering
a customer
survey.

Slides, notes,
and visuals
posted around
the room from
previous
lessons.

Slides, notes,
and visuals
posted around
the room from
previous
lessons.

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Module 4: Utilizing the Online Product Guide [MP]
Times may vary. 60 minutes have been allotted for this module
Mins
.
4a

105

Task / Topic / Key

Concept

Objective

Instructional
Method

Assessment
Method

Assessment
Description

Visuals /
Media
Support

IntroductionProduct
Guide Orientation:

Given a description
of the product guide
the learners will
recognize its utility
and how it differs
from the old product
guide in
functionality.

Presentation of
concepts:

N/A

N/A

PowerPoint
slides showing
screenshots of
the new
product guide
and visually
contrasting the
new and old
guides

A description of the
characteristics of the
new product guide
and how it differs
from the old product
guide.
4b

1015

Hands on
Demonstration of the
Product Guide:
The facilitator will
demonstrate how to
use the product guide
while the learners
follow along using
their individual
workstations.

4c

20

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Hands on Practice
with the Product

Given access to a
digital product guide
and facilitator
demonstrations, the
learner will be able
to identify use key
procedures for using
the product guide.

Given access to a
digital product

Define and give

characteristics

Apply procedures:
Demonstrate tasks

Assessment Method:
Apply procedures: Practice
tasks
Assessment Description:
The facilitator will monitor the class
and, through brief checks for
understanding, ensure that learners
are successfully following along with
the demonstration.

Apply procedures:

Assessment Method:
Apply procedures: Practice

12

Facilitator
workstation
with access to
the product
guide and
connected to a
project
One
workstation
per learner
with access to
the product
guide.
One
workstation
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Guide
Learners will
practice using the
product guide by
individually work
through a series of
scenarios.

guide, learners will

complete key
procedures in
response to
scenarios.

Demonstrate tasks

Assessment Description:
Learners will be given a series of
written scenarios to work through at
their own pace. The facilitator will
visually monitor progress and offer
corrective feedback when necessary or
when requested.

The facilitator will

assist learners with
questions and
provide individual
coaching.

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tasks

13

per learner
with access to
the product
guide.
Packet of
practice
scenarios, one
per learner.

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4d

10

Online Product
Guide Scavenger
Hunt Assessment:
Learners will
complete a scavenger
hunt where they must
solve a series of
scenarios within in a
set amount of time.

Given a list of tasks

that will demonstrate
proficiency with the
product guide to
conduct in the
product guide, the
learner will complete
all tasks within ten
minutes.

Assessment Method:
Apply procedure:
Demonstrate proficiency
Assessment Description:
Each learner will be given a packet
laying out a series of tasks that cover
all the key procedures necessary for
using the product guide.
Each learner will work individually
to complete the packet within the
allotted time in order to demonstrate
proficiency with the product guide.

4e

10

Review and
Questions:
Facilitator will
present learners with
a job aid for using
the new product
guide and use the
product guide to
conduct a brief
review.

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Given a brief job aid

the learners will feel
ready to use the
product guide while
interacting with
customers.

Repeat information

N/A

N/A

One
workstation
per learner
with access to
the product
guide.
Packet of
scavengerhunt tasks,
one per
learner.
PowerPoint
slide with an
embedded
count-down
timer.

Product guide
job aid, one
per learner
PowerPoint
slide of the
job aid.

14

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Learners will ask
final clarifying
questions on how to
use the product
guide.

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Appendix C: Final Assessment [AO]

There will be no formal summative assessments for the training course. The formative assessments
designed for this course are aimed at educating the trainees and improving the performance of the TOs. The
formative assessments will be consistently implemented across the training sessions while opportunity will
be provided for immediate, but constructive feedback.

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