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Knock your socks off service doesnt just happen. It requires coaching on an ongoing basis. Now, thanks to authors Kristin Anderson and Ron Zemke, supervisors have a practical guide to the day-to-day challenges that arise in training superior customer service people. This newest Knock Your Socks Off book explains how to help frontline employees hone their skills, maintain the motivation to perform, and meet new situations head-on. The authors present a model for successfully coaching anyone, anywhere, and they show readers how to apply it in familiar coaching situations. Everyone can appreciate Zemke and Andersons strategies for handling the toughest coaching problems. And they will learn a most important new skill- teaching employees to be peer coaches, a growing need in the current era of teams and of doing more with less.
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Customer services, Supervision of employees, Mentoring in business, Employee motivation, Employees--Counseling of.
publication date
:
1997
lcc
:
HF5415.5.Z459 1997eb
ddc
:
658.3/14
subject
:
Customer services, Supervision of employees, Mentoring in business, Employee motivation, Employees--Counseling of.
Page 1
1 Thinking and Acting Like a Coach
It is easy to get the players. Gettin' 'em to play together, that's the hardest part. Casey Stengel
Chances are pretty good that you didn't become a manager or supervisor by accident. You didn't just stumble into work one day and find a title change on your time card, someone new sitting at your old desk, and your personal possessions moved to a new office with your name, followed by the word manager, on the door.
More than likely, you aimed and angled, trained and studied, made your aspirations well known, and spent time quizzing everyone within friendly earshot about what it would take to make the leap to the managerial ranks. And chances are that from time to time, your boss asked you to fill in, gave you opportunities to manage projects, put you in front of his or her boss to show your mettle, and generally mentored you along the road from worker bee to manager. You aspired, you worked, and you attained your goal.
And one of the first things you learned when you became a manager, after everyone had shaken your hand and wished you well, was that nobody is crazy about bosseseven if the boss is good old lovable you! That probably came as a surprise, although it shouldn't have. The concept of boss takes shape for most of us long before we enter the workforce. Encounters, good and bad, with authority figuresparents and teachers, ministers
Page 10
Charlene, there are a lot of demands in your job. Tell me how you see the importance of your various duties.
Are you, for instance, inadvertently demanding quality without explaining how to meet both quality and quantity goals? Or when and how to make the trade-off between the two?
3. Competence. Failure can sometimes be due to a simple lack of skill. People can't do well if they don't know how. Learning psychologist Robert Mager offers an easy test to determine whether you're facing a skill problem or a motivation issue: Could he do the job if his life depended on it? If no, you have a training problem. If yes, you may have a performance gap that no amount of training can affect. Sitting next to or riding along with the employee, watching and listening, can give you insight into competence. So can simply asking something like, Charlie, can you show me how you go about cutting off an overly long-winded customer? and doing a little role-play.
4. Obstacles. Real or imagined physical and procedural barriers can interfere with good performance. Being told by a fellow employee, Don't spend more than seventy seconds on a call. Long phone calls are the easiest way to get fired around here, makes that rule real in the employee's eyes, whether it is in fact real or simply hearsay. To the extent that you, as the coach, can modify or remove such barriers, you can free your people to perform better.
5. Reward for failure. Sometimes there's more reward for poor performance than for good performance. People who get attention (however negative) when they do poorly and are ignored when they do well may stop doing well just to get a reaction. You need to emphasize and comment on good performance and ignore small instances of poor performance when possible. Rule of thumb: Give three bits of positive recognition for every
Page 100
1. Have you ever seen Charlene doing anything resembling the behavior described in the complaint?
2. Is there an opportunity here for you to gather your own information before talking to Charlene?
3. Is the problem that has been reported just too minor to warrant any sort of investigation?
Let's suppose that the offense is important and you can and do verify the details. You decide that it's an opportunity to do some coaching with Charlene. The dialogue might go something like this:
You:
Charlene, do you remember waiting on the Snodgrass party last night? They were at table 22.
Charlene:
Sure, party of six. Looked like a business dinner. They ran up a good bill, but didn't tip well. Was there a problem?
You:
Well, Mr. Snodgrass left me a note saying that his waitress was abrupt and rushed him through the wine selection.
Charlene:
I remember that he really dawdled. Took him a while to chooseand the entres were coming pretty fast last night.
You:
I called his officethe number was in the reservations bookand he's still a little hot. Not mad, but a little annoyed. I comped his bar bill and apologized.
How would you feel about giving him a call, and talking with him a little bit yourself?
Charlene:
Well, I suppose I should. Yes, okay.
You:
Good. Here's his number. Now, let's rehearse what you're going to say to him. Maybe we can learn something about what he would have preferred you to do in that situation.
Situation 3: That Charlene Stinks. I'm Never Coming Back to This Stupid Restaurant Again. Signed, An Ex-Customer
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