Learning Program Framework for PCSS Call Centre Order Instructions: In this assignment, you apply the knowledge you have gained from this module of human resource planning: identifying learning needs and designing learning programmes.
It is a practical assignment that tests the application of theory to practice, and as such you are not expected to produce a long list of references, although you should ensure that you have done the required reading for the module as this will be reflected in your work.
For this assignment, imagine that you have been appointed to lead a group of external consultants to devise and deliver a new learning programme for a new service center (call center) employing a staff of 250. You may choose to locate this fictional call centre in any place of your choosing, but you must justify your choice based on sound human resource planning grounds. For example, think about the availability of potential employees with the appropriate skills.
The programme which you are to devise is aimed at a group of 36 newly appointed supervisors who work in the call center which operates 24 hours a day, 7 days a week.
Produce a document showing the framework of a learning programme that takes place during the supervisors’ first month of employment. You should set out a plan for the month’s training, including a set of learning objectives, content and a justification of the learning methods adopted. You should aim to ensure that the majority of training takes place in a simulated or actual work environment. Up to 3 days (or 6 half days) could take place off the job.
There is no word limit for this assignment, but you should produce a matrix showing the various timings and activities. Please try to keep paperwork to a minimum, although you will need to write a short justification of your choice of content and methods. Remember that not all the learning needs to take place in a classroom, which leaves room for creativity. Marks will also be given for showing that you understand the needs of the group of learners and the organization; research into call centre environments will help improve your work.
Presentation and justification for your selection of a location for the call center. This is most likely to be in a location with which you are familiar, so please give some background information and do not assume that your Instructor will be familiar with your country or region (NOTE: MY COUNTRY EYGEPT)
A set of learning objectives for the programme (up to 10 objectives for this section).
Think about a potential learning programme aimed at fulfilling a set of specific skills for a group of people within your organization. For example:
Delegation Skills for Middle Managers
Dealing with Difficult Clients for Front-Line Staff
Interviewing Skills in Employee Selection for All Levels.
Write a set of learning objectives and propose strategies and methods for the learning programme. Justify your selection.
Learning Program Framework for PCSS Call Centre Sample Answer
LEARNING PROGRAM FRAMEWORK FOR PCSS CALL CENTRE
Professional Call Support Service Centre (PCSS Centre) is a call centre located in Alexandria, Egypt, employing a total of 250 employees. Being Egypt’s second-largest city, Alexandria is rich in resources necessary for the call centre to flourish; including availability of highly qualified personnel with appropriate skills, as well as adequate business opportunities from the high number of organisations in the city. The call centre operates every day of the week for 24 hours each day and this ensures that client needs are effectively addressed.
The call centre is expected to be among the most professional service centres in the city, providing high quality services and the best value for clients. In order to achieve this objective, a learning programme has been designed to ensure that the 36 newly appointed supervisors acquire the necessary skills to promote efficiency at the call centre. The month-long training is designed in such a way that most of the training is conducted within the actual work environment. Supervisors will be trained for six days a week, with a break given on Sundays. To enhance the effectiveness of this programme and enhance the learning process, the training will be highly interactive, to ensure that the supervisors participate as much as possible as opposed to conducting trainer-led sessions only.
This document consists of the framework of a learning program, which supervisors will go through during the first month following their recruitment.
| LEARNING PROGRAM FRAMEWORK FOR PROFESSIONAL CALL SUPPORT SERVICE CENTRE | |||||
| Main objective: Training for PCSS Centre supervisors | |||||
| Expected outcome: To equip supervisors with necessary skills to manage the call centre activities and hence ensure quality service provision for clients | |||||
| Period of training: One month | |||||
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LEARNING PROGRAMME FRAMEWORK |
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| Objective | Training issues | Expected outcomes | Strategies and methods | Methods justification | Scheduled training period |
| 1. To promote effective technology use to promote efficiency | · Telephone and computer technology – telephony equipment, interactive voice response, speech recognition software, automatic call distribution, cloud computing | Perfect understanding of how equipment, telephony technology and software in the call centre operate | This training is expected to be practical and will be guided by a telephone service engineer
Supervisors will test and make use of all equipment and technology available at the call centre |
Understanding technology to be used at the call centre will ensure supervisors are familiar with their work environment and can handle any form of mishap | Day 1 – 2 |
| 2. To equip supervisors with professional customer care skills | · Understanding customer needs
· Talking to customers – language of communication, tone and voice control, empathy e.t.c. · Guiding customers to get the right information · Directing customers to the most appropriate help desk |
Satisfied clients and good services as a result of understanding and helpful call centre employees | This will include lectures on customer service as well as practical examples.
Supervisors will receive staged as well as real calls to test their customer care skills |
A theoretical class is necessary for supervisors to acquire the required knowledge
Practical lessons will ensure they can effectively handle clients and pass on the skills to front office staff |
Day 3 – Theory class
Day 4 – Practical class |
| 3. To instill phone etiquette and work ethics | · Phone etiquette, including how to pick calls, respond to calls and talk to customers
· Professionalism in communication · Official language of communication
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Satisfied clients and professional handling of telephone conversations | Team work, combined with interactive sessions with trainers will be used to identify the best practices when talking to clients on phone | Supervisors will make suggestions on best etiquette and ethics and this will ensure that they will be more committed to promoting the set standards | Day 5 – 6 |
| Day 7 – Sunday | |||||
| 3. To equip supervisors with adequate skills to deal with difficult clients | · Dealing with difficult clients for front line staff
· Responding to difficult clients · Use of professional language · Dealing with issues while making the customer feel important |
Supervisors to guide customer service staff to ensure that they can handle difficult clients; by providing them with skills and proper language to use to enhance customer experience | Real world settings with difficult or rude customers will be used, and supervisors will be required to make suggestions on how best to handle such clients.
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The use of real-world examples and involvement of supervisors ensures that that realistic solutions can be made | Day 8 – 9 |
| 4. To train supervisors on how to transform staff into service sellers | · How to sell PCSS Centre to potential clients
· Encourage repeat clients |
Attract potential and retain existing clients through quality and professional service | Combined interactive practical and theory training to include general office etiquette and training on courtesy and customer care language.
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Interactive learning ensures participation from participants and hence promotes efficiency in learning | Day 10 – Theory class (Morning hours)
Practical class (Afternoon) |
| 5. To provide supervisors with skills on how to develop a motivated team | · Reduce staff turnover
· Combat absenteeism |
High staff retention and effective customer service | Supervisor-led discussions on best ways to motivate staff. To be done in teams and best suggestions discussed together with trainers. These will be compared with professional standards and best methods selected | Allowing supervisors to suggest best ways of motivating staff will promote practical solutions as the supervisors are responsible for motivating employees | Day 11 – Team discussions
Day 12 – 13 Discussion of best practices based on discussions and professional standards |
| Day 14 – Sunday | |||||
| 6. To promote skills on how to maintain high employee performance | · What leads to poor performance?
· How to approach employees with poor performance records · How to promote performance · Staff motivation |
High employee performance and hence quality work delivered to clients
Increased customer loyalty |
Half day training on best practices to promote employee performance followed by team discussions on how best to enhance performance
Survey to be done on employees to determine what motivates them and what their expectations are |
Theory class will ensure managers acquire effective skills in maintaining employee performance
The survey will give supervisors a better understanding of what employees really desire at their work places |
Day 15 –
Theory class (Morning hours)
Practical class (Afternoon)
Day 14 – 15 – survey and results discussion |
| 7. To instil knowledge on delegation | · Why delegate?
· When to delegate · What jobs must be done by the supervisor and what can be delegated? |
Reduced supervisor burn out through delegation and enhanced efficiency as work is performed faster in team settings
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With guidance of trainer, supervisors to identify critical activities within the call centre; determine what can be delegated and what may not be delegated | A practical lesson will ensure that supervisors delegate appropriately by creating a gap between what can be delegated and what needs to be strictly done by them | Day 16 |
| 8. To equip supervisors with interview and staff selection skills | · Selecting best candidates based on skills and capabilities
· Best institutions to get skilled candidates · Identifying needs of the call centre · Interview skills to get best candidates |
Ensure that PCSS Centre achieves best possible standards in terms of service provision and client satisfaction | Theory classes on best human resource management practices
Identification of best skill sets for the call centre to be identified in teams
Conduct dummy interviews in teams and selection of ‘candidates’ |
Combining theory with practice ensures that what is learned is well implemented. This will ensure that the supervisors can identify best skills for the centre and conduct interviews that ensure the best candidates are selected | Day 17 – Half day theory class; Identification of best skills
Day 18 – 19 – Dummy interviews and selection of ‘candidates’ |
| 9. To promote continuous learning and development through performance management | · Staff monitoring
· Coaching · Mentoring and training |
High employee skill set and experience
Quality service and more clients |
Practical performance management plans to be set up by managers – Identify skill sets of the newly employed employees, assess their capabilities and possible ways of improving performance at PCSS Centre | As a hands-on undertaking, development of performance plans by the supervisors will test their understanding of the training and also set pace for performance management at the call centre | Day 20 – Theory training (half day) on performance management
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| Day 21 – Sunday | |||||
| Objective 9 cont’… | Day 22 – 23- Identification of PCSS Centre skills set
Day 24 – 25 Development of performance management plan |
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| 10. To evaluate skills acquired by supervisors following the training conducted | · Have adequate skills been assimilated by supervisors
· Can supervisors pass on the acquired knowledge to subordinates?
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Skills taught over the month well understood and stimulated
Ability of supervisors to undertake the role of effectively managing the call centre |
Evaluation based on skills taught – Evaluation test
Team-based practical evaluations where best team will be selected
Perform 2-day training for front office staff on basic customer service skills, telephone etiquette and handling difficult clients |
These methods will ensure that all skills taught have been well understood by supervisors
Practical execution through the 2-day training will ensure taught skills are utilised |
Day 26 – Evaluation tests on various topics
Day 27 – 28 – Team evaluation on different subjects (practical sessions)
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| Day 28 – Sunday | |||||
| Objective 10 cont’ … | Day 29 – 30 – Training for front office staff | ||||
Learning Program Framework for PCSS Call Centre
References
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