TLE-ICT-Contact Center Services Grade 10 TG

 

10 Information and Communications Technology Teacher’s Guide Contact Center Services GOVERNMENT PROPERTY NOT FOR SALE ALLOTTED TO

District/ School: _________________________________________ Division _________________________________________________ First Year of Use: _________________________________________ Source of Fund (Year included):__________________________

 

 

Department of Education Republic of the Philippines Technology and Livelihood Education – Grade 10 Learner’s Material First Edition, 2014 ISBN: ___________ Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, Ph.D. Assistant Secretary: Lorna Dig Dino, Ph.D. Development Team of the Learner’s Material Authors: Dr. Virgilio O. Guevarra, Jr., Rose Ann M. Sulla, Diana Marie B. Dagli, and Maria Angelica G. Mates Editors: Dr. Paraluman R. Giron, Ofelia C. Flojo, and Perla H. Cuanzon Reviewers: Romeo B. Gacutan, Simfroso C. Robles II, Marion I. Alinas, Bobby Caoagdan Illustrator and Layout Artists: Marc Anthony M. Pagoyo Subject Specialist: Owen M. Milambiling Management Team: Dr. Lolita M. Andrada, Jocelyn DR Andaya, Bella O. Mariñas, and Dr. Jose D. Tuguinayo, Jr.

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K to12 BASIC EDUCATION CURRICULUM Information and Communications Technology CONTACT CENTER SERVICES (CCS) (SPECIALIZATION) GRADE 10 – MODULE 1 Personal Entrepreneurial Competencies (PECs) Teacher’s Guide Quarter I

4 hrs.

Grade Level Standard This is a specialization course which leads to Contact Center Services National Certificate Level II (NC II). It covers two (2) core competencies that a Grade 10 Technology and Livelihood Education (TLE) student ought to possess, namely: 1) communicate effectively using the English language and 2) deliver quality customer service. The preliminaries of this specialization course include the following: 1) discussion on the relevance of the course, 2) explanation of key concepts relative to the course, and 3) exploration of career opportunities. Content Standard The learner demonstrates understanding of one’s Entrepreneurial Competencies in Contact Center Services.

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Performance Standard The learner independently creates a plan of action that strengthens and or further develops his/her PECs in Contact Center Services. Learning Competencies Develop and strengthen PECs needed in Contact Center Services. I. Introduction This teacher’s guide will lead you to effectively and efficiently teach Module 1. Moreover, this will guide you in determining relevant and appropriate teaching techniques and strategies that will fit the learning needs and demands of the learners to make them best understand and appreciate the importance of entrepreneurship and the entrepreneurial ICT- CONTACT CENTER SERVICES- Grade 10 1

competencies related to Contact Center Services. This module will also provide learners an opportunity to know that individuals possess different PECs. These PECs include characteristics, attributes, lifestyles, skills, or traits. Likewise, when one aligns these competencies with the competencies of successful practitioners or entrepreneurs, he or she will be ready to face the experiences of starting a business or being employed. Moreover, the module is designed to stimulate the learners to think about entrepreneurship and its role in the business community and in economic and social development. II. Objectives With your assistance and the guidance of this module, learners are expected to understand the underlying principles and concepts of PECs, particularly in: - identifying areas for improvement, development, and growth, - aligning learners’ PECs according to their business or career choice, and - creating a plan of action that ensures success in their business or career choice. III. Presentation of Content Introduction 

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Guide learners in appreciating and understanding PECs for them to be successful in business or in the workforce by sharing inspiring real-life stories of successful businessman and or well-known employees in the field of Contact Center Services in the province. Explain to learners the importance of assessing their PECs. Guide learners in understanding the importance of entrepreneurs and entrepreneurship. Objectives

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Guide learners in identifying and understanding the objectives of Module 1.

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Pre-Assessment 

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Use the sample pre-assessment test available in the learners’ materials or craft a comprehensive teacher-made test to assess learner’s prior knowledge and skills in PECs. Evaluate the result of the pre-assessment and prepare a plan of action to strategically address the learning needs and requirements of the learners. Guide Questions

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Have learners actively perform task 2, and let them share their answers and relevant experiences with the class. Process learners’ understanding of the guide questions presented on task 2. Learning Goals and Target

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Help learners utilize available technologies / resources in planning their own learning goals and targets as reflected on page 4. Group Activity

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Group the learners, then ask them perform task 3. Let them share their thoughts with the class. Process learners’ understanding and guide them in arriving at a relevant and acceptable generalization.

IV. Know, Process, Reflect and Understand, and Transfer 

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Know Discuss / present the importance of assessing personal entrepreneurial competencies (PECs) and skills vis-à-vis a practicing entrepreneur or employee; provide an actual example of an entrepreneur or employee existing in your province. Expand learner’s curiosity by asking essential questions on the important characteristics / traits / attributes, and skills of a good entrepreneur. Assist / Guide learners in understanding the entrepreneurial competencies (characteristics, traits, attributes) and skills of a good entrepreneur. Have an appropriate, relevant, and timely learning activity for the learners to appreciate the best entrepreneurial competencies. ICT- CONTACT CENTER SERVICES- Grade 10 3

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Assess learner’s knowledge and skills on understanding of topic. Use the result of the pre-assessment to improve their learning. Process

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Ask the learners accomplish task 4 (PECs Checklist) on page 8-9. Let them make their interpretation or personal insights based on the accomplished task. Facilitate student-to-student interactions and process learners understanding. Reflect and Understand

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Deepen learners’ understanding of PECs by guiding them in accomplishing task 5 (Interview) on page 9-12. Facilitate appropriate learning activities to finish the task. Encourage learners to report their accomplishments to the class. Process learners’ understanding. Transfer

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Assist learners in individually accomplishing task 6 (Preparation of a Plan of Action) on page 12. Let them craft their own plan of action intelligently. Have learners present this in class. Process their understanding. Guide learners in answering the essential questions presented in task 7 on page 13. Have learners share their answers with the class, and then process their understanding. Provide learners more concrete example and enrichment activities to further deepen their understanding about PECs and its importance in day-to-day living as future entrepreneurs or employees. Provide learners applicable activities whereby they can transfer to the community what they have learned. Let learners use available resources in the community to accomplish the task.

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K to12 BASIC EDUCATION CURRICULUM Information and Communications Technology CONTACT CENTER SERVICES (CCS) (SPECIALIZATION) GRADE 10 – MODULE 2 Environment and Market (EM) Teacher’s Guide Quarter I

4 hrs.

Grade Level Standard This is a specialization course which leads to Contact Center Services National Certificate Level II (NC II). It covers two (2) core competencies that a Grade 10 Technology and Livelihood Education (TLE) student ought to possess, namely: 1) communicate effectively using the English language and 2) deliver quality customer service. The preliminaries of this specialization course include the following: 1) discussion on the relevance of the course, 2) explanation of key concepts relative to the course, and 3) exploration on career opportunities. Content Standard The learner demonstrates understanding of environment and market in Contact Center Services in one’s province. Performance Standard The learner independently creates a business vicinity map reflective of potential market in Contact Center Services in a province. Learning Competencies  Develop a quality and marketable product or service in Contact Center Services  Select a business idea based on the criteria and techniques set  Develop a brand for the product I. Introduction People who aspire to start a business need to explore the economic, cultural, and social conditions prevailing in an area. Needs and wants of the people in a certain area that are not met may be considered as business ICT-CONTACT CENTER SERVICES- Grade 10 5

opportunities. Identifying the needs of the community, its resources, available raw materials, skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity. To be successful in any kind of business venture, potential entrepreneurs should always look closely at the environment and market. They should always be watchful on the existing opportunities and constraints. The opportunities in the business environment are those factors that provide possibilities for a business to expand and make more profits. Constraints, on the other hand, are those factors that limit the business to grow, hence reduce the chance of generating profit. One of the best ways to evaluate the opportunities and constraints is to conduct Strengths, Weakness, Opportunities and Threats (SWOT) Analysis. II. Objectives With your assistance and guidance in facilitating this module, learners are expected to understand the underlying principles and concepts of environment and market more particularly in: -

identifying what is of “value” to the customer, identifying the customer to sell to, explaining what makes a product unique and competitive, applying creativity and innovative techniques to develop marketable product, and - employing a unique selling proposition (USP) to the product and or service. III. Presentation of Content 

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Introduction Using appropriate activities, lead learners in giving value to environment and market and its implication to be successful in a business related to Contact Center Services. Guide learners in understanding the importance of environment and market; likewise, lead them in appreciating the value of SWOT Analysis. Provide relevant, appropriate, and meaningful examples of SWOT Analysis pertaining to Contact Center Services. Help learners in presenting the importance of assessing their immediate environment and market pertaining to Contact Center Services. ICT-CONTACT CENTER SERVICES- Grade 10 6

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Using your processing and questioning skills, guide learners in coming up with a generalization about the environment and market and its relationship to a successful field of Contact Center Services. Objectives

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Guide learners in identifying and understanding the objectives of this module. Pre-assessment Use the sample pre-assessment test available in the learner’s materials or craft a comprehensive teacher-made test to assess learner’s prior knowledge and skills in environment and market. Evaluate the result of the pre-assessment and prepare a plan of action to strategically address the learning needs and requirements of the learners. Guide Questions

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Ask learners to perform task 2 and guide them in presenting their answers to the class. Process learners’ responses and guide them in making appropriate generalizations. Learning Goals and Target

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Help learners in planning their own learning goals and target as reflected on page 18. Provide enrichment activities and guide them in analyzing available resources and technology in the community to be used in accomplishing their learning goals and targets.

IV. Know, Process, Reflect and Understand, and Transfer Product development Know  Discuss product development, concept of developing a product, finding value, innovation, unique selling proposition, and its relationship to environment and market and business at large.  Let learners participate in the discussion on the aforementioned topics. Assist and/or guide learners in presenting their ideas and relevant experiences.  Design varied levels of learning activities for the learners to better understand the topics related above. ICT-CONTACT CENTER SERVICES- Grade 10 7

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Guide learners in reflecting on the importance of product development, concept of developing a product, finding value, innovation, and unique selling proposition.  Design an assessment to evaluate learners’ knowledge, skills, and understanding of the previous topics.  Use the result of the assessment in designing / developing learning activities that will enrich learners’ understanding. Process  Guide learners in accomplishing task 3 on pages 24 to 25. Let them conduct a research by interviewing a successful entrepreneur or practitioner within the province.  Have learners present their research to the class. Process their understanding in relation to the objectives of this module. Reflect and Understand 

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Inspire learners to deepen their understanding about the environment and market by carefully watching the videos related to the prescribed topics on task 4 on page 25. After watching the videos, let them prepare a comprehensive narrative report on the topics they watched. Encourage learners to present their accomplishments to the class. Process learners’ understanding in relation to the objectives of this module.

Transfer     

Guide learners in developing concepts for their own product or service as reflected on task 5 on page 26. Assist learners in analyzing and utilizing available resources in developing their concept of their own product or service. Evaluate learners’ output by referring to teacher-made rubrics which is aligned to the performance standards. Let learners eloquently share and present their output with the class. Lead learners in reflecting on the importance of product conceptualization.

Generating Ideas for Business Know ICT-CONTACT CENTER SERVICES- Grade 10 8

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Let learners read and understand topics related to generating ideas for business, selecting a business idea, and branding.  Let learners undergo varied levels of learning activities to better appreciate the importance of generating ideas for business, selecting a business idea, and branding.  Process learners’ understanding relative to the objectives of this module. Process  Lead learners in reflecting on their SWOT Analysis and its importance in generating business ideas by engaging them in learning opportunities for interaction with others outside the classroom and with the use of technology.  Instruct learners to enrich their knowledge on SWOT Analysis by conducting researches.  Provide an appropriate type of assessment to evaluate learners’ understanding of the SWOT Analysis. Use the result of the assessment to craft more appropriate and productive learning activities.  Assist learners in performing task 6 (SWOT Analysis).  Evaluate / Assess learners’ output and check it against the objectives of this module. Reflect and Understand 

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Let learners work on an independent learning activity or cooperative learning (ICL) in accomplishing task 7 (Extra Readings and Video Viewing) on page 33. Assist learners in presenting their output. Assess the evidence of learning and provide useful input to improve their output.

Transfer  Have learners prepare task 8 (Designing a Logo). Assist learners in accomplishing this task by letting them adhere to their real life experience.  Assess learners’ output using teacher-made rubrics following the standards and objectives of this module.  Have learners prepare task 9 (Making My Own Vicinity Map). Guide learners in creating their own vicinity map reflective of potential market in contact center services in your province. Ask them to present their output and process their understanding by ICT-CONTACT CENTER SERVICES- Grade 10 9

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asking relevant and essential questions. Assess learners’ output using teacher-made rubrics following the standards and objectives of this module.

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K to 12 BASIC EDUCATION CURRICULUM Information and Communications Technology CONTACT CENTER SERVICES (SPECIALIZATION) GRADE 10- MODULE 3 TEACHER’S GUIDE Grade Level Standard Information and Communication Technology (ICT) is one of the four components of Technology and Livelihood Education (TLE). This module focuses on the ICT specialization Contact Center Services. It covers the following: 1. Personal Entrepreneurial Competencies; 2. Environment and Market; 3. Communicate Effectively in English; and 4. Deliver Quality Customer Service CONTENT STANDARD The learner demonstrates understanding of the concepts and underlying principles in communicating effectively in English. PERFORMANCE STANDARD The learner independently demonstrates the proper skills of communicating effectively in English in accordance with company policies. LEARNING COMPETENCIES The competencies expressed as learning outcomes in this teaching guide are the exact competencies that will be used to assess the learners / trainees for them to secure COC or NC in Contact Center Service. This teaching guide would allow teachers / instructors to strategically teach the competencies spread out in the module; guide the learners in performing the activities; process learners’ understanding; and assist the learners in applying what they have learned to an entirely new context. Utilizing effective teaching methodology and strategies suitable to the learning ICT- CONTACT CENTER SERVICES- Grade 9 11

needs and requirements of the learners, the following are the competencies that should be mastered by learners after finishing this module. 1. Communicate effectively in English  Analyze communication process  Communicate and listen effectively  Use paralanguage communication cues I. INTRODUCTION The primary purpose of this course is to provide the learners with the knowledge and skills that will help them become Contact Center Service providers. Upon completion of this module, learners are expected to: 1. analyze communication process; 2. communicate and listen effectively; and 3. use paralanguage communication cues. Orient learners on the following:  Entrepreneurship-based Technology and Livelihood Education curriculum  Parts of the module  How to use the module II. Learning Competencies/ Objectives The competencies expressed as learning outcomes in this teacher’s guide are the exact competencies that will be used to assess the learners for them to secure a Certificate of Competency or a National Certificate in Contact Center Service. This teacher’s guide allows teachers to strategically teach the competencies spread out in the module; guide the learners in performing the activities; process learners’ understanding; and assist the learners in applying what they have learned to an entirely new context. Utilizing effective teaching methodology and strategies suitable to the learning needs and requirements of the learners, the following are the competencies that should be mastered by learners after finishing this module.

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LESSON 1: COMMUNICATE EFFECTIVELY IN ENGLISH (CE)   

Analyzing communication process; Communicating and listening effectively; and Using paralanguage communication cues.

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III. Pre- Assessment  Guide learners in assessing their actual communication skills by answering Survey 1 for oral communication and Survey 2 for written communication.  Assess learners’ prior knowledge and skills in Contact Center Services using:  paper and pencil test  performance test  other appropriate tools  Check their answers using the answer key on this Teachers Guide. IV. Reading Resources and Instructional Activities  Guide learners in answering the guide questions and in performing the activities that will measure how much they know about the topic.  Let learners share their experiences to the class.  Process learners’ responses, let them reflect, revise or rethink their understanding.

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Lesson 1.1- Communication Pathways A. What to KNOW  Guide learners in answering the Preliminary Activities.  Ask learners what they think are the different ways to communicate in the workplace and the different people they might communicate with.  Discuss the meaning of communication pathway.  Use creative and innovative strategies on educating the learners about the different communication pathway.  Have a brainstorming on the best time to use a particular communication pathway.  Utilize creative and innovative strategies on the discussion of the different characteristics needed in establishing good communication among their customers and other people in the workplace. B. What to PROCESS Task 1: Modified True or False  Have the learners determine whether the given statements are true or false  Ask the learners to rewrite the incorrect statements to correct them.  Process the learner’s responses. C. What to REFLECT and UNDERSTAND Task 2: Choose the Best!  Guide learners in deepening their understanding by Identifying the best type or pathway of communication to use in each of the given situation.  Ask them to provide reasons for choosing the specific communication pathway.  Process the students’ answers.

Lesson 1.2. Elements of Communication A. What to KNOW  Guide learners in answering the Preliminary Activity.  Utilize creative and innovative strategies on discussing the different elements of communication.  Guide the learners in understanding the communication process. ICT- CONTACT CENTER SERVICES- Grade 9 14

 Have a brainstorming of how each elements contribute to the success or failure of the communication process. B. What to PROCESS Task 1: Pool Up!  Ask the learners to complete the crossword puzzle by identifying the element of communication described in each number.  Check their answers based on the Answer Key included in this teaching guide. C. What to Reflect and Understand  Enhance their learning further by having them do the following activities: Task 2: Elements of Communication  Guide the learners in analyzing the given example of piece of communication.  Have the learners identify elements of communication.

Lesson 1.3: Barriers to Communication

What to Know    

Assist the learners in accomplishing the Preliminary Activity. Utilize creative and innovative ways in teaching barriers to communication. Ask the learners to cite examples for each type of barrier to communication. Guide the students in understanding how these barriers affect the communication process.

What to Process Task 1: Matching Type  Guide the learners to identify the different barriers in communication through the given matching type test.

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What to Reflect and Understand Task 2: Let’s Get Updated!  Assist the students in sourcing for a copy of the article.  You may also provide the students with a copy of the article.  Guide them in answering the questions provided.  Process the students answer.

What to Transfer Task 3: In the Real World    

Group the students into five. Guide the students in choosing whom to interview. Assist them in creating questions for their impromptu interview. Remind the students to be courteous and polite while talking with their interviewee.  Guide the students in sharing their findings and insights in front of the class.

Lesson 2: Communicate and listen effectively Lesson 2.1: Oral Skills What to Know  Assist the learners in accomplishing the Preliminary Activity.  Provide the students with an option to record themselves as they read the excerpt in the Preliminary Activity.  Encourage the students to be ready with any device that can be used to record their voice (voice recorder or their cellphones). A. Phonemes  Utilize creative and innovative ways in teaching phonemes.  Ensure understanding of what phonemes are.  Apply the proper pronunciation of vowel and consonant sounds in front of the class. ICT- CONTACT CENTER SERVICES- Grade 9 16

 Demonstrate or illustrate the proper positioning of the vocal apparatus to ensure correct production of phonemes.  Guide the learners in proper articulation of each phonemes. B. Sentence Construction  Use creative and innovative ways in teaching the principles in sentence construction.  Establish clear understanding on how to construct grammatically correct sentences.  Differentiate the group of learners who still need more enhancements on the previous performance among those who are ready to move forward.

What to Process Task 1: Vowel Phonemes  Assist the students in pronouncing the given words correctly.  Guide the students in identifying the vowel phoneme used in each of the given words.  Check the students’ answers based on the Answer key provided at the end of the Teacher’s Guide. Task 2: Critical Vowel Sounds  Assist the students in the articulation of the critical vowel sounds used in the given sets.  Use the scoring guide in evaluating the students. Task 3: Critical Consonant Sounds  Guide the students in their production of the critical consonant sounds used in the given sets.  Use the scoring guide in evaluating the students.

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Task 4: Read. Pair. Critique. Guide the students as they look for a partner. Assist the students in performing the steps in the task. Guide the students in sharing their comments. Process the students comments.

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What to Reflect and Understand Assist the students in sourcing for a copy of the article. You may also provide the students with a copy. Guide them in answering the questions. Process the students answer.

Lesson 2.2: Listening Skills 

What to Know  Establish clear understanding of the difference between hearing and listening.  Utilize creative and innovative way in teaching the listening skills.  Guide the students in understanding the different ways to improve their listening skills.

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What to Process Task 1: Acrostics Discuss with the students what an acrostic is. Guide them in making and acrostic of the word LISTEN. You may provide examples to enlighten the students. Ask volunteers to present their work in front of the class. Process the students’ answers. What to Transfer

Task 1: This is Their Story Part 1: The Interview  Assist the learner in identifying their interviewee.  Help the learners understand the interview questions.  Clarify with the students that they cannot remove questions from the list.  Remind the students to be polite and courteous while conducting the interview. Part 2: The Transcription  Ask the students to transcribe their interview from beginning to end.

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Part 3: The Reflection  Ask the students to identify parts of the interview where they did not fully understand each other.  Ask them to identify the cause.  Ask them to suggest ways to resolve it.  Be guided by the rubric in grading the students. Lesson 2.3: Grammar What to Know 

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Utilize creative and innovative ways in teaching grammar topics such as subject-verb agreement, tense and aspect of verbs, preposition, modifiers, and conditionals. Cite additional examples to reinforce students understanding of the topics.

What to Process Task 1: Subject-Verb Agreement  Provide a short review about the rules on subject-verb agreement.  Ask the learners to underline the verb that will agree with the subject of the sentence. Task 2: Preposition  Provide a short review about pronouns.  Ask the learners to choose the pronoun that will best complete the sentence. Task 3: Modifiers  Review the students on modifiers.  Ask them identify the word that modifies or describes the underlined word. Task 4: Conditionals  Provide a review about conditionals.  Ask the students to complete the given conditional sentences by supplying the correct phrase.

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Lesson 2.4: Writing Skills What to Know  Establish a connection of this lesson with the past lesson.  Use creative and innovative ways in teaching topics in writing skills.  Guide them in understanding the rules in spelling, paragraphing, punctuation and transition markers.  Provide a review of the lessons in sentence construction and jargons.  Provide an opportunity for students to apply what they learned in short selfcheck exercises.

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What to Process Task 1: Spell me  Carefully read the following words in front of the class.  Read the words one at a time.  Ask the students to spell the words and write them down on a ¼ sheet of paper.  Below is the spelling list: 1. receipt 2. fiery 3. dumbbell 4. immediate 5. judgment 6. occurrence 7. questionnaire 8. rhythm 9. repetition 10. Interrupt

Task 2: Correct Me  Provide a short review of the topics included in writing skills.  Ask the students to correct the paragraphs by rewriting them on a one whole sheet of paper.

What to Transfer Task 1: Can You Please Share With Us? A. The Invitation  Guide the students in selecting a date for the open sharing discussion with their invited guest.  Inform the students about the proper format of writing a letter.  Guide the students in writing their letter.  Grade the students’ letters based on the given rubric. B. My Insights  Assist the students as they entertain their guest speaker.  Thank and welcome the guest speaker for spending time with your class. ICT- CONTACT CENTER SERVICES- Grade 9 21

 Guide the students as they listen to stories shared by the speakers.  Encourage the students to ask questions related to the topic.  Provide ample time for the students to write their essay that includes their insights and realizations.  Be guided by the rubric in grading the students’ output.

Lesson 3. Use paralanguage cues This lesson marks the beginning of Quarter 3. It focuses on the use of paralanguage cues that will help Contact Center Services provider become more efficient in carrying out their tasks. Lesson 3.1: Voice    

What to Know This lesson marks the start of the Third quarter. Use creative and innovative ways in teaching topics in writing skills. Guide them in understanding the different paralanguage cues in the speaking voice such as rate, volume, pitch, and tone. Expound the lesson by citing additional examples especially those in the real life scenario.

What to Process Task 1. Matching Type  Ask the students to in answering the task.  Process the students answer. Task 2. Modified True or False  Guide the students in answering the task.  Process the students answers. What to Reflect and Understand

Task 3. Spot the Difference  Assist the students in accessing the URL.  Guide them in navigating through the website.  Provide ample time for them to listen and study the content of the audio recording. ICT- CONTACT CENTER SERVICES- Grade 9 22

 Process the students answer to the guide questions. Lesson 3.2: Accent What to Know  Use creative and innovative ways in teaching the topics included in the lesson.  Provide plenty of examples that the students can imitate for practice. What to Process Task 1: Pool up!  Guide the students in answering the task.  Process the students answers. Task 2: The Last Man Standing  Explain the mechanics of the game.  Choose a phrase or statement to use.  Assist them in practicing the pronunciation of the statement.  Implement the rules of the game. Task 3: Read! Speak up!  Guide the students in choosing a partner.  Ask the students to take turns in reading the given sentences and in giving comments on their classmate.  Remind the students that comments should be based on the principles of accent discussed in the previous lesson.  Remind the students to be constructive in giving their comments.

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What to Reflect and Understand Task 4: Getting Updated! Assist the students in using a functional computer with internet service. Otherwise, provide a copy of the article. Ask the students to read the feature article from philstar.com. Ask them to gather data based on the guide questions. Be ready to process the students’ responses.

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Task 5: 1,2,3 Assist the students in using a functional computer with internet service. Ask the students to listen to the voice recording. Ask them to gather data based on the guide questions. Be ready to process the students’ responses.

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Task 6: SIXportant Assist the students in using a functional computer with internet service. Guide them in reading the article. Ask them to read the article. Ask them to answer the guide questions. Be ready to process the students’ responses.

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Task 7: Read. Speak. Check. Assist the students in using the computer. Guide them in recording their voices. Remind them to apply the lesson that they have learned about voice and accent. Allow them to pratice and re-record their voices if necessary. Lesson 3.3 : Conversational Cues

What to Know  Guide the students in understanding the lesson.  Ask them to cite situations wherein they were able to decode conversational cues. What to Process Task 1: Complete the table  Guide the students in accomplishing the task.  Be ready to process the students’ answers.  Provide additional examples of conversational cues and ask the students to decode it. What to Transfer Task 2: Mock Call  Guide the students in choosing a partner.  Encourage the students to be relaxed and calm while presenting in front of the ICT- CONTACT CENTER SERVICES- Grade 9 24

class.  Apply the scoring rubrics to assess the learners’ ability. VI – Summary / Synthesis / Feedback Plenty of companies, not only local ones but international ones as well, have chosen to outsource their call centers in our country primarily because Filipinos are highly trainable in terms of speaking and communication skills. The contact center service industry, as of today, is still one of the major job provider in the country. Hence, it is upright to train learners as early as now to become possible members of this industry. A good communication skill is the primary requirement to become a contact center service provider. This module gave the students a boost on their oral and wriiten communication skills. Lessons 1, 2 and 3 provided the students with an overview of the process of communication and the different things that may directly affect the quality of communication. If students are able to identify barriers in communication, there will be a greater possibility for a successful communication. Lesson 4 ensured the enhancement of the learners’ production of phonemes. This will help them pronounce English words more clearly and in a way that will be more understandable to clients from other countries. Lesson 5 provided the students tips on how to become active listeners - a skill that will help them survive in the production floor of the contact centers. Lesson 6 offered learners a comprehensive review of grammar rules which includes subject-verb agreement, tense and aspect of verbs, preposition, modifiers, and conditionals. Lesson 7 helped improve the learners’ ability to communicate in written forms. It focused on improving their spelling, paragraphing, use of punctuations and transition markers, construction of sentences, and use of jargons. Lesson 8 allowed the students to explore the flexibility of the speaking voice. It provided them with insights on how voice constitutes to the message conveyed by a speaker. Lesson 9 assisted the learners in neutralizing their accent to make them more ICT- CONTACT CENTER SERVICES- Grade 9 25

marketable in the field of contact center. Lastly, Lesson 10 gave them a clear understanding of conversational cues. It helped them learn how to interpret certain cues that may be used by customers. It also developed their sensitivity to their use of conversational cues. After finishing Module 3, learners are expected to be more confident in communicating either orally or written.

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K to 12 BASIC EDUCATION CURRICULUM Information and Communications Technology CONTACT CENTER SERVICES (SPECIALIZATION) GRADE 10- MODULE 4 TEACHER’S GUIDE Grade Level Standard Information and Communication Technology (ICT) is one of the four components of Technology and Livelihood Education (TLE). This module focuses on the ICT specialization Contact Center Services. It covers the following: 1. Personal Entrepreneurial Competencies; 2. Environment and Market; 3. Communicating Effectively in English; and 4. Delivering Quality Customer Services. CONTENT STANDARD The learner demonstrates understanding of concepts and underlying principles in delivering quality customer services. PERFORMANCE STANDARD The learner independently demonstrates appropriate approaches in delivering quality customer services in accordance with call center industry policies. I. INTRODUCTION The primary purpose of this course is to provide the learners with the knowledge and skills that will help them become Contact Center Service providers. Upon completion of this module, learners are expected to: 1. demonstrate understanding of the BPO/Call Center industry; 2. transmit/receive calls to or from customers; 3. handle customers’ complaints; and 4. apply knowledge of common cultural variables as well as local and international geography. Orient learners on the following:  Entrepreneurship-based Technology and Livelihood Education curriculum ICT-CONTACT CENTER SERVICES- Grade 10 27

 

Parts of the module How to use the module

II. Learning Competencies/ Objectives The competencies expressed as learning outcomes in this teaching guide are the exact competencies that will be used to assess the learners for them to secure a Certificate of Competency or a National Certificate in Contact Center Service. This teaching guide allows teachers to strategically teach the competencies spread out in the module; guide the learners in performing the activities; process learners’ understanding; and assist the learners in applying what they have learned to an entirely new context. Utilizing effective teaching methodology and strategies suitable to the learning needs and requirements of the learners, the following are the competencies that should be mastered by learners after finishing this module. Lesson 1: The BPO/Call Center Industry  Describing the BPO/ Call Center Industry  Describing the basic services related to customer service, sales and technical support within the BPO/ Call Center Industry  Explaining the basic performance metrics of a call center agent Lesson 2: Transmitting / Receiving Calls To or From Customers  Identifying types of calls in accordance with the client or customer’s needs  Using interactive communication in accordance with customer – management relationship standards  Addressing customers’ inquiries and concerns  Providing courteous service to the customer in accordance with customer relationship management  Establishing rapport in accordance with customer or client relationship  Identifying inquiries and concerns required for transfer and or hold in accordance with the enterprise policy  Summarizing the information and confirming that the objectives are met when ending calls  Observing proper telephone etiquette in closing the conversation  Protecting customer information ICT-CONTACT CENTER SERVICES- Grade 10 28

Lesson 3: Handling Customers’ Complaints  Responding to complaints promptly and empathetically.  Addressing customers’ complaints with clear, direct, accurate and timely response  Establishing details of complaints and using basic remedies in accordance with enterprise policy  Implementing appropriate referral or hands-off procedures as required  Referring complicated concerns to higher authority Lesson 4: Providing After-Sales Support and Documenting Events  Ensuring customer satisfaction by making a return call  Discussing action/s necessary to resolve complaint/s and confirming with the customer  Recording agreements reached with the customer and implementing within agreed timeframe  Initiating follow-up action/s to ensure that agreements with customers are implemented  Documenting actions and resolutions agreed-upon with the customer in accordance with company procedures Pre-Assessment  Assess learners’ prior knowledge and skills in Contact Center Services using:  paper and pencil test  performance test  other appropriate tools  Guide learners in assessing their prior knowledge by answering the pretest.  Check their answers using the answer key in this Teacher’s Guide.  Ask your students to read and reflect on the introduction and objectives of the module. Conduct an active discussion about the module. Have the students accomplish the Goals and Targets using the provided graphic organizer on the page. Reading Resources and Instructional Activities  Guide learners in answering the guide questions and performing the activities to measure how much they know about the topic.  Let learners share their experiences to the class. ICT-CONTACT CENTER SERVICES- Grade 10 29

 Process learners’ responses, let them reflect, revise, or rethink their understanding. What to KNOW Lesson 1: The BPO/Call Center Industry  Guide learners in answering the preliminary activity.  Ask learners to define terms related to BPO such as customers, clients, agents, outsourcing, telemarketing and the likes.  Use creative and innovative strategies in discussing the benefits of outsourcing.  Have learners reflect on the perceived benefits of outsourcing. Let them discuss each benefit as seen in the module.  Discuss the implications of BPOs in the local and global economy. What to PROCESS TASK 1: Business Process Outsourcing  Guide students in accomplishing the graphic organizer. TASK 2: BPO Industry in the Philippines  Let them write a short composition on why the Philippines is a better BPO market compared to other nations. Process their answers by asking students to present their reasons to the class.

What to REFLECT AND UNDERSTAND TASK 3: Video Presentation  Download the video presentation on Youtube URL: http://www.youtube.com/watch?v=9w1MJnz-vbg Video title: Phoning from the Philippines  Remind the students to take down notes as they watch the video.  Encourage learners to create a functional and creative graphic organizer in presenting the data they have gathered. TASK 4: Cooperative Learning – Reflection on the Video Presentation  Conduct a group activity for the class. Follow the guidelines presented in the task. Construct your own rubrics based on the type of activity of the learners. TASK 5: Oral Presentation- Economic Implications of the BPO Industry  Conduct an oral activity in the form of extemporaneous speech, or prepared ICT-CONTACT CENTER SERVICES- Grade 10 30

speech as the case may be. The type of activity you will ask your students to do will depend on their capabilities. Prior to the speech delivery, have them read the document entitled “Philippine IT BPO Roadmap 2016: Driving to Global Leadership” as a reference for the content. What to TRANSFER TASK 6: Research Activity  Instruct the students to conduct the research activity presented in the learner’s module.  Have the students present the activity.  Prepare questions relevant to the student’s ability to process the presented information.  Ask them for implications of the report they accomplished to their lives as students of contact center services .

What to KNOW Lesson 2: Types of Industry  Have students accomplish the Preliminary Activity. Let them write down as many examples as they can. After finishing the task, have them present their output to the class. Encourage interaction between the students so that they will learn from one another.  Let the students define and give examples of ITES, IT outsourcing, and KPO. 2.1 Types of BPO Industries  Discuss the types and categories of BPO industries.  Search for specific examples of BPO industries. What to PROCESS TASK 1: Identifying BPO Industries  Evaluate students’ learning using appropriate evaluation tool.  Process students’ learning and let them reflect on their understanding of the topic. TASK 2: BPO Terminologies  Familiarize students with the BPO terminologies. Evaluate learner’s learning by having them answer Task 2. What to KNOW ICT-CONTACT CENTER SERVICES- Grade 10 31

Lesson 3: Basic Services within BPO Industry  Discuss the categories under the Business Process Outsourcing industry.  Enumerate the call center services and give specific examples of available call center firms here in the country.  Explore more on the different BPO firms in the country through online research and call center agent interviews. What to PROCESS TASK 1: Identification of BPO Services  Familiarize students with the BPO services by having them identify the services described in Task 1. TASK 2: Basic Services within the BPO Industry  Elicit students’ understanding of the lesson by having them answer the essay type questions in Task 2. What to REFLECT AND UNDERSTAND TASK 3: BPO Services: Explored  Have learners identify a call center agent whom they can interview about the different job descriptions in their work place. Encourage them to generate good outputs by focusing on questions that describe the services the interviewee render in the call center firm.  Explore more on the services by letting them conduct an online research. TASK 4: BPO Services: Career Graph of an Agent  Familiarize students with the career track of a call center/ customer service representative.  Explore on the said job roles by researching about the duties and responsibilities of each. What to KNOW Lesson 4: Call Center Agents’ Performance Metrics  Have the students answer the preliminary activity. Discuss the concept of Venn diagram. Have them predict the different means of maintaining quality service by listing the down then plotting them in the Venn diagram.  Define the word “competencies.” Ask the learners for their ideas of the qualifications of a competent call center representative.  Stress that there are two different qualities that the employer look for in prospective employee: ICT-CONTACT CENTER SERVICES- Grade 10 32

a. Personal qualities-the personality, attitude and behaviour of the person that affects his/ her performance at work b. Professional qualities-work related qualities which directly affect the performance at work Discuss that both of these are important. One would not work without the other. Typical Customer Service Representatives’ Competencies 

Discuss the competencies that would most likely fit in the BPO industry.

 Have a brainstorming on how students see these competencies from their perspective. Correct and align their understanding to the correct description afterwards. 

Give specific examples on how each competency could be observed in a call center workplace.

What to PROCESS TASK 1: Customer Service Representatives’ Competencies 

Identify the customer contact representatives’ competencies being referred to by the items given.

TASK 2: Recognizing the CSR Competencies  Have the students act out short skits on how these competencies may be demonstrated in the conduct of one’s responsibilities as a contact center service representative.  Hone their assessment skills by criticizing critically the competencies shown during the presentation.

What to REFLECT AND UNDERSTAND TASK 3: Rating CSR Competencies Based on their Importance  Let the students appraise the competencies and guide them in weighing their importance.  Supervise the cooperative learning activity and give assistance to those who need it.  Guide them in realizing that each of the competencies have their own value and they go hand in hand. They need to develop them all to become the best ICT-CONTACT CENTER SERVICES- Grade 10 33

in the field. What to TRANSFER TASK 4: Observing The CSR Competencies in the Workplace  Simulate a call center scenario where in your student would assume the role of a customer service representative and you as the caller.  Present the sample assessment sheet to class and discuss how it will be filled in.  Remind them to be observant and to take down notes if needed so that all observations will be based on what was shown. 4.2 Performance Metrics  Define terminologies related to call center metrics. Discuss each term thoroughly to facilitate understanding of the concept.  Guide students in discussing the different call center metric tracks.  Provide the students specific examples on how these metrics are observed. What to PROCESS TASK 1: Call Center Metrics Acronyms  Familiarize students with the acronyms used in call center metrics by letting them answer Task 1. TASK 2: Identifying Call Center Metrics  Strengthen learners’ perspective on call center metrics by having them answer Task 2. What to REFLECT AND UNDERSTAND TASK 3 : Video Presentation  Download the video clip in this URL: : http://www.youtube.com/watch?v=kudxLVJRmM0 “A Day in the Life: Call Center Agent” http://www.youtube.com/watch?v=-Xhy9V7V-90 “A Day in the Life of a Modern Philippines Contact Center BPO”  Let your students process their understanding of the video clip by having them answer the guide questions following the activity. What to TRANSFER TASK 4: Call Center Simulation  Guide the students in accomplishing Task 1. Explain the instructions clearly. ICT-CONTACT CENTER SERVICES- Grade 10 34

Give examples if necessary.  Assess learners’ understanding by thoroughly discussing all possible answers. What to KNOW Lesson 5: Transmit and Receive Calls to or from Customers  Activate prior schema by letting the students answer the preliminary activity.  Enumerate the different tasks that a call center agent performs. 5.1 Client’s / Customer’s Needs  Establish clear understanding of the most common customer service and related functions provided by call or customer contact center employees by discussing the types of calls in accordance to the customer’s needs.  Widen student’s perspective on the different call center services by discussing: 5.1.1 Counseling; 5.1.2 Directory; 5.1.3 Booking; 5.1.4 Technical Support; 5.1.5 Academic Instruction; 5.1.6 Travel Advisories; 5.1.7 Sales; and 5.1.8 Data gathering. What to PROCESS TASK 1: Types of Call in Accordance with the Customer’s Needs  Have the students enumerate the type of calls in a typical call center. TASK 2: Identifying Client’s / Customer’s Needs  Familiarize students with the client’s / customer’s needs in the BPO industry. What to KNOW Lesson 6: Products and Services  Facilitate proper mind set by letting the students do the preliminary activity. ICT-CONTACT CENTER SERVICES- Grade 10 35

 Discuss the different products and services offered by call centers like: 6.1 Financial Services 6.2 Technical Support/ Help Desk; 6.3 Sales Support; and 6.4 Client-Specific Products.  Widen learners’ knowledge by researching and giving examples of the said services. What to PROCESS TASK 1: Products and Services  Draw out learners’ analysis skills by letting them accomplish Task 1. What to KNOW Lesson 7: Interactive Communication  Orient learners on the purpose of interactive communication. Let them realize that the ultimate goal of interactive communication is to satisfy the customers.  Use creative and innovative strategies in the discussion of inbound call centers.  Discuss the two types of inbound call centers. Give examples of conversations being entertained in each type. 7.1 Gathering Information in a Courteous, Professional Manner Best Practices  Guide the students in learning about the best practices in gathering information.  Conduct oral activities which will demonstrate how these guidelines will be put into practice.

7.1.1 Call Structure  Introduce the parts of a call. Stress the importance of completing the necessary information in each part. Note that companies have their unique protocols in receiving or sending out a call. Remind them that these are general guidelines which they may use to develop their communication skills.  Provide generous amount of examples in taking and receiving calls.  Provide opportunities for students to practice and master this communication ICT-CONTACT CENTER SERVICES- Grade 10 36

skill. What to Process TASK 1: Enumerate the Best Practices in Interactive Communication  Let the students put into their own words the best practices they have learned in this lesson.  Process students’ responses to retain n their memory the best way of taking and making calls. TASK 2: Enumerating the Call Structure  Identify the correct parts of a call. Have them describe each part.  Ask the students to give examples orally. Encourage everyone to participate. What to REFLECT AND UNDERSTAND TASK 3: Role playing: Best Practices in Making/Taking Calls  Supervise an actual outbound or inbound call that displays the best practices in the conduct of the said activity.  Guide the processing of the activity. Identify the best practices shown in the presentation and pinpoint where it was shown in the conversation. TASK 4: Interactive Communication  Download this video clip on Youtube. Use the URL below: http://www.youtube.com/watch?v=EaPn_FcKSW0 “Customer Support Philippines , Sample Order Taking”  Have them watch the video twice. Let them observe the first time they watch it. Encourage them to take down notes to answer the guide questions in the module. 7.2 Active Listening  Discuss active listening.  Assist learners in becoming active listeners by practicing the tips in the module.  Role play situations that best describe how active listening is carried out.  Create situations that would require application of students’ active listening skills. What to Process TASK 1: Benefits of Active Listening ICT-CONTACT CENTER SERVICES- Grade 10 37

 Have the students enumerate the beneficial factors of active listening.  Discuss the relevance of these benefits to their tasks as future contact center representatives. TASK 2: Internal and External Barriers  This is a self-assessment test. Guide the students in writing their internal and external barriers that interfere with effective listening skills.  Have the learners identify their personal barriers to listening.  Stress that knowing these barriers will help them improve their listening skills.  Have them prepare a checklist which they will visit once in a while to check their improvement regarding these barriers.  Assess the students’ work by critiquing and suggest ways on how to improve their listening skills.

What to REFLECT AND UNDERSTAND TASK 3: Listening Exercise  The following is a sample message for the message relay activity: (Ms. Marilyn Monroe, 45, of 65 Crestwood St. SunnyVille Los Angeles California, will be ordering 8 sets of chestnut brown filing cabinets and 10 Model 345 safety boxes to be delivered in her place of residence a week from now. ) Create your own messages. Just make sure that it is appropriate for a call center setting.  Supervise the students in seeing and comparing the subtle changes in word use, and slight additions or eliminations, that significantly alter the meaning of any message.  Stress the importance of active listening as an integral part of good communication. Let them create their conclusion based on the outcome of the activity. TASK 4: Selective Listening Exercises  Prepare the themed set of words ahead of time. Using terms that are related ICT-CONTACT CENTER SERVICES- Grade 10 38

to contact center services would greatly help in familiarization with the career. Sample: Alaska, New Jersey, Alaska, New Jersey, New York, Colorado, Illinois, Minnesota, Mississippi, Wyoming, Kansas, Pennsylvania, Nevada, California, Minnesota (Note that you may repeat the words. This will serve as distractors.)  Let the students read carefully the words they have listed on their notebook. Check how many words match with that of the list given. Notice how many have been added which are not part of the original set of words.  Let them create their conclusion based on the outcome of the activity. Guide them into a realization that selective listening causes minor and sometimes, major complications in communication. TASK 5: Online Listening Exercises  Conduct an online listening activity by following this link: http://www.esl-lab.com/market/marketrd1.htm What to TRANSFER Task 3: Role Playing Assessment  Assess students’ listening skill through moderating this activity. Observe how the student does it and process the activity by providing feedback.  Let the learners play the following role: 1. speaker, 2. listener, and 3. observer.  Have them follow the instructions.  Guide the flow of discussion. Observe how each learner carries out his/ her task.  Supervise the critiquing stage. This area is one of the most essential since this will process the learners’ ability to listen and respond to create a meaningful conversation.  Point out the positive points to emulate from this activity. Inform students on the do’s and dont’s. 7.3.0 Probing skills  Have students define the term “probing.” Role play situations that clearly depict the suggestions given in the module in formulating probing questions.  Differentiate probing from quotes. 7.3.1 Paraphrasing ICT-CONTACT CENTER SERVICES- Grade 10 39

 Discuss what paraphrasing is. Discuss the effective paraphrasing steps in the module.  Call on students who will re-enact the examples given in Table 16.  Have the rest of the class reflect on the intonation and delivery of the sentences. Point out the difference between correct and incorrect paraphrasing. 7.3.2 Summarizing  Discuss what summarizing is. Give specific examples. You may have your students watch an interesting video clip, then ask them to say or retell what had transpired in the video.  Have them differentiate summarizing and paraphrasing. Let them identify their similarities. 7.3.3 Clarifying  Stress the importance of clarifying as one of the most important skills of a call center agent.  Provide guided instructions and supervision on the proper clarification procedures as shown in Table 17. What to PROCESS TASK 1: Paraphrasing Exercise  Practice the learner’s paraphrasing skills by letting them do Task 1. What to REFLECT AND UNDERSTAND Task 2: Tips on Effective Paraphrasing  Provide a guided instruction on how these websites can be used inside the classroom.  If these activities would take much of the teaching learning time in the classroom, assign specific activities which they will accomplish at home. Give them a definite timeframe on when to accomplish the said activity. Task 3 : Online Paraphrasing Exercise  Let them do the activity presented on the website.  Check the learner’s work instantaneously to correct misconceptions. What to TRANSFER ICT-CONTACT CENTER SERVICES- Grade 10 40

TASK 4: Actual Paraphrasing Exercises  Act as a moderator of a call center simulation. Instructions are already written in the Learners’ Module. You may adapt the criteria provided or you may opt to create your own rubrics. 7.4 Ensuring consistent quality service for all types of customers  Conduct an interactive discussion about the following means of ensuring consistent quality service: Reporting Packages ACD Integration Trends Quality Monitoring and Recording Contact Management Systems 7.5 Avoiding Sensitive Topics  Have a brainstorming activity on how call center agents come across sensitive topics as they converse with customers.  Discuss the importance of distinguishing topics that are related to one’s work and those that they should not dwell so much on, such as sensitive topics that might cause discomfort and are offensive.  Go about the specific sensitive topics enumerated in the module. Discuss them and try to give examples through recorded voice clips or video clips.  Make students realize that people are unique in their own way. How they perceive a conversation depends on a lot of factors. Therefore, we will never know who can tolerate such sensitive topics and those who can’t. Avoiding them is the best way to go on with the business transaction.  Discuss the instances where these may pose sensitivity: 7.5.1. Racial and Ethnic groups 7.5.2. Gender 7.5.3. Age 7.5.4. Illness and Disability 7.5.5. Sexual Preference 7.5.6. Titles 7.5.7. Politics 7.5.8. Religion What to PROCESS TASK 1: Identifying Sensitive Issues  Elicit from the learners the sensitive issues presented. Have them give ICT-CONTACT CENTER SERVICES- Grade 10 41

relevant examples.

What to REFLECT AND UNDERSTAND TASK 2: Addressing Sensitive Issues  Ask how each situation may be addressed. The more responses you get from your students, the better. Make sure to discuss the validity of each response. Explain why some are acceptable answers, while some are not.

What to TRANSFER TASK 3: CSR / Agent Interview  Evaluate students’ output based on the given criteria.  Select the best output and ask these students to present their work to the class.  Process student’s output so that they will get an idea of what is really going on in the actual field. What to KNOW LESSON 8: Phone Etiquette  Orient learners on the proper use of telephones.  Elicit from students the importance of phone etiquette.  Draw out suggestions from students on what they think a good phone conversation is.  Provide guided instructions and supervision on the proper phone etiquette. 8.1 Creating a Good First Impression  Discuss the procedures in handling a telephone conversation.  Demonstrate correct procedures as discussed in Table 18.  Have the learners practice the correct procedures in receiving a phone call.  Have them identify the reason of the call. Demonstrate how the contents of Table 19 will be delivered efficiently. What to Process TASK 1: Create an Appropriate Opening Spiel  Let learners process their understanding by letting them do Task 1.  Have them react on the work of their classmates. Assess which answers are ICT-CONTACT CENTER SERVICES- Grade 10 42

acceptable and which should be improved. Stress the importance of reviewing and correcting their responses. Remember that in a call center setting, everything is done orally. TASK 2: Role Playing Activity  Reinforce learners’ understanding by accomplishing Task 2. Make sure that everyone has a partner. Ask commendable students to demonstrate their performance in front of their classmates. What to KNOW 8. 2 Following the Standard Hold Procedure  Orient learners on the standard hold procedure one must follow in carrying out tasks as an agent.  Demonstrate how this will be done through a role playing activity.  Create different situations that would require the learners to use the standard hold procedure. 8.3 Transferring a call  Discuss the different conditions that require a call transfer.  Discuss the different types of call transfer.  Give appropriate examples for each type. 8.4 Taking Notes During a Call  Elicit from learners the importance of documenting a call.  Instruct students on how to take notes during a call. 8.5 Making a Last Impression  Have a brainstorming on how a regular call should be ended. Discuss the difference between ending a regular call and ending a business call, like in the case of call centers.  Discuss the step-by-step procedure in closing a call, as stated in Table 20. Discuss the closing call structure and the examples given. Make sure you highlight the appropriate tone, volume, voice projection, and enunciation of the words.

ICT-CONTACT CENTER SERVICES- Grade 10 43

What to PROCESS TASK 1: Standard Hold Procedures  Have the students enumerate the standard hold procedures.  Ask them to give examples of calls using the procedures enumerated. TASK 2: Reasons for Transferring a Call  Let the students read the transcript loudly. Encourage them to practice good pronunciation and enunciation. Let them identify the reasons afterwards. What to KNOW LESSON 9: HOLD PROCESS Answering the Telephone  Create appropriate activities to suit the learning needs and requirements of the learners.  Discuss the different situations that require call holding. 9.1 Why Call Hold is Necessary  Guide learners in understanding the necessity of call holding. 9.2 Permission Before Placing Customers on Hold  Provide guided instructions and supervision on how to place customers on hold. Proper Closing  Widen learners’ perspective on proper closing of calls. 9.3 Hold Estimates  Let the students explore the guidelines in predicting call estimates.  Explore the different techniques in handling hold estimates by asking industry employees. 9.4 Returning the call  Stress the importance of honest service in the field of BPO. This will help attain customer satisfaction which in turn will prompt them to repeat the transaction with your company.

ICT-CONTACT CENTER SERVICES- Grade 10 44

9.5 Acknowledge the customer  Stress the importance of acknowledging the customer as an important part of the business. What to REFLECT AND UNDERSTAND TASK 1: Interactive Communication  Download the video on Youtube: Customer Support Philippines use this URL: www. youtube.com/watch?v=hpZFJctBUHQ  Have them summarize the interactive communication skills and telephone etiquette as seen in the video.  Conduct an interactive reporting to class on their observations. Distinguish which among the skills should be emulated and which need to be improved. What to TRANSFER TASK 2: Call Simulation  Reinforce learners’ understanding by conducting a call simulation as written in Task 2.  Use the sample coaching form to assess students’ performance.

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Lesson 10: Handling Customers’ Complaints What to KNOW 10.1 10.2 10.3

Protocols for Handling Difficult or Irate Customers Process of Handling Customer Inquiries Acknowledging the Situation and Providing Appropriate Response

 This lesson marks the beginning of the fourth (4th) quarter of the school year.  Guide learners to prevent customer complaints by emphasizing the three top most issues or concerns of customers to be satisfied in enterprise services.  On the other hand, guide learners so that they may be able to realize the significance of customer complaints to company’s success.  Facilitate classroom discussion to understand the process of handling customer complaints.  Learners should be able to grasp the idea that preserving the relationship is always the main concern in handling complaints. Thus, assist learners on how to respond to customer complaints with empathy.  Let the students practise the delivery of the magic question found in lesson 10.2, if solution is becoming difficult.  Discuss with the learners that once they have all the list of the complaints, act immediately in accordance with the procedures of customer service policy of a BPO. What to PROCESS Task 1: Review Handling Customer Complaints  The activity will measure learners’ knowledge on empathizing with and remedying customer complaints.  Direct the learners to match the ideas in both columns. Task 2: Research Work  In the second task, learners are given an opportunity to be familiar with BPO policies on responding to customer complaints.  Assist the learners to form a group and task them to do an online ICT- CONTACT CENTER SERVICES- Grade 10 46

research of policies of a well-known BPO company in their community.  Guide the learners to finish the checklist. What to REFLECT and UNDERSTAND Task 3: Film Viewing  In the internet, there are numerous short films or videos that learners may download to further improve their skills in handling customer complaints.  Ask the learners to do the downloading individually or by group.  Assist the learners on how to respond in complaints using the guide found in Task 3.  Facilitate the exchange of notes through a socialized discussion to assess learners’ reflection and understanding of the lesson. What to TRANSFER Task 4: Simulation  The next activity is an actual practice of responding to customers using the available props or materials for a contact center office. Thus, you are tasked to facilitate the cooperative learning process.  Learners will experience the real scenario of acknowledging the situation and providing appropriate response by preparing the following: 1. script of the simulation, 2. materials to complete a contact center office, and 3. recording device such as video camera or cell phone for documentation and assessment.  Use the scoring rubrics found after the directions of the activity to assess the transfer of learning.  Suggestions for differentiating instruction is shown in the following table. Differentiating Instruction: Meeting Students Where They Are  Differentiate instruction according to multiple intelligences by profiling how students learn best.  Facilitate for the learners the division of the simulation task into smaller assignments such as the sample table below. ICT- CONTACT CENTER SERVICES- Grade 10 47

Logic Smart Learners Word Smart Learners Picture Smart Learners Self Smart Learners People Smart Body Smart Music Smart

Plan the sequence of the simulation. Prepare the script. Plan the setting of a contact center office Record / video the simulation. Narrator of the role-play simulation. Role-play and dramatize how to respond to customer complaint. Enhance the simulation output with sound effects.

What to KNOW 10.4

Process of Referral or Handing Off Customers to Supervisors

 During the learning process, let the CCS students practise how to find someone else who may help if they are not able to answer the customer’s complaint.  Moreover, emphasize during the discussion the best person to help in handling complicated concerns.  Train the learners with the simple procedure of referring a concern to a supervisor or higher authority. What to PROCESS Task 1: Review Handing Off Customers  Measure the knowledge of learners through the assessment tool in Task 1.  Listed in the activity are the statements and dialogue that may help or not in handing off customer concerns. Hence, guide the CCS learners to accomplish the True or False task. What to REFLECT and UNDERSTAND Task 2: Interview of a Contact Center Representative  The group activity will help the learners how to implement ICT- CONTACT CENTER SERVICES- Grade 10 48

appropriate referral or handoff procedure.  Assist the learners to conduct an interview with a contact center representative.  Discuss the instruction with the learners, and let them use the guide questions found in task 2, before conducting an interview.  Facilitate learning during the sharing of gathered information. What to TRANSFER Task 3: Proposed Action Plan of Handling Customer Complaints  A sample proposed action plan will help learners develop customer service skills, particularly in handling complaints. Thus, guide the students in accomplishing the table shown in Task 3.  Furthermore, discuss the scoring rubrics to assess the preparation of the action plan.  Plan a schedule of presentation and facilitate the learning process.  Suggestion for differentiating instruction is written below. Differentiating Instruction: Meeting Students Where They Are  Create activities that vary in level of complexity and degree of thinking required.  Assess learners’ readiness to learn how to prepare an action plan of developing skills in handling customer complaints.  Assign learners according to tiered assignments indicated below. Beginning Present an action plan that will inform your classmates on how to handle customer complaints.

Approaching Proficiency Present an action plan that will inform your classmates on how to handle customer complaints according to different point of views of the following: 1. Contact center representative 2. Manager 3. Customer

Advanced Present an action plan according to different point of views and determine your position among the suggestions and present convincing argument of the plan.

ICT- CONTACT CENTER SERVICES- Grade 10 49

4. Contact center student Lesson 11: Provide After-Sales Support and Document Events What to KNOW 11.1 Ensure customer satisfaction by making a return call 11.2 Discuss actions necessary to resolve complaints and confirm with the customer  In this lesson, ensure that learners understand that doing customer support service is simply a continuous work at every level of the business.  Create an opportunity of learning where learners develop the skills required of a customer support position.  Schedule another interview with a contact center representative so that the learners may accomplish the preliminary activity.  Require learners to practice return calls and exceed customer expectations to minimize complaints. What to PROCESS Task 1: Frequently Asked Questions (FAQs) Webpage  Assist learners to search for FAQs site of two well-known enterprises.  Require learners to compare FAQs of well-known enterprises, and find out how they educate customers on their products and services.  Let the learners list down the differences and similarities of FAQs sites using the graphic organizer found after the instruction.  Discuss the findings and analyze its advantages to both the customer and the enterprise. What to REFLECT and UNDERSTAND Task 2: Reaction from an Underground Customer Revolution  Ask the learners to read the story of Paul Cooper entitled Underground Customer Revolution.  Learners will answer the question that follow. ICT- CONTACT CENTER SERVICES- Grade 10 50

 Facilitate the exchange of ideas among students and ensure that learners gain an understanding of how to respond to a customer concern immediately.  Suggestion for differentiating instruction is written below. Differentiating Instruction: Meeting Students Where They Are  Differentiate instruction according to multiple intelligences by profiling how students learn best.  Facilitate each group of learners to process their reactions according to interest.  The table below indicates the suggestions for using the eight multiple intelligences. Musical/Rhythmic Verbal/Linguistic Logical/Mathematical Visual/Spatial Body/Kinesthetic Intrapersonal Interpersonal Naturalist

Create a jingle, cheer, or rap it Use words, write, or tell them Make a pattern of ideas, chart, or use statistics Visualize or create a poster graphic organizer Role-play or perform a skit, use body language or perform a dance Journalize, connect to real experience Dramatize, debate, demonstrate cooperative learning, give feedback Investigate other related issue, form hypothesis, or categorize

What to TRANSFER Task 3: Short Skit of Customer Service Satisfaction  Learners as a call center practitioner will show how to do the extra mile just to be able to show their sincere concern to customer.  In the learners’ short skit, they will demonstrate at least three of the given ideas of customer satisfaction listed found in Task 3.  Discuss the scoring rubrics to access the group task.

ICT- CONTACT CENTER SERVICES- Grade 10 51

What to KNOW 11.3 11.4

Documentation procedures Initiate follow-up action to ensure that agreements with customers are Implemented 11.5 Document actions and resolutions agreed-upon with the customer in accordance with company procedures  Use the sample log of incident in Figure 17 to guide the learners on how to write a clear and concise record of agreement with customer.  Plan a learning process where learners may practise follow-up action to see if the arrangements made have been carried out as promised.  Make sure that learners appreciate the benefits of feedback across the business.  Facilitate a brainstorming of the benefits of documentation of actions and resolutions for customer concerns. What to PROCESS Task 1: Log of Incident  Prepare a customer complaint situation to use in the accomplishment of the task.  Complaint situations maybe adopted from a call center conversation scripts found on the Internet.  An outline after the direction is provided. Thus, assist the learners record the agreement reached with the customer.  Present the output before the class and improve the skills in recording agreements made with customer. Task 2: Document an Agreement  You or the learners may download a customer complaint video to view and complete Task 2.  Guide the learners to prepare a log of incident after viewing the video.  Present the log using a PowerPoint presentation to be discussed by each group.

ICT- CONTACT CENTER SERVICES- Grade 10 52

What to REFLECT and UNDERSTAND Task 3: Interview of a Contact Center Representative  Guide learners in preparing an interview schedule with a contact center representative to gain further understanding on how a contact center agency initiate follow-up action and document agreement.  Instruct learners to use the guide questions during the interview session.  Encourage each group to secure a video record of the interview to show before the class and for future reference.  Facilitate the exchange of ideas gathered and compare how contact center agency performs the required competencies of documenting agreements.  Suggestion for differentiating instruction is written below. Differentiating Instruction: Meeting Students Where They Are  Differentiate instruction according to learners’ readiness to foster student responsibility in a group task.  Differentiating will help students become more independent hence reflect what the learner knows, understands, and is able to do.  Ensure in each group that interview task is divided into smaller assignments as indicated in the table below.

Logic Smart Learners Word Smart Learners Picture Smart Learners Self Smart Learners People Smart Body Smart Music Smart

Plan the sequence of the interview. Write a letter of request for an interview. Prepare the script. Plan the setting of interview session. Record / video the simulation. Document the activity and organize a portfolio or newsletter. Communicate with the contact center agency or representative. Enhance the interview video with sound effects.

What to TRANSFER Task 4: Simulation  Provide learners an opportunity of imitating after-sales support and ICT- CONTACT CENTER SERVICES- Grade 10 53

documentation events.  Divide the topics listed in the table among groups.  Discuss the scoring rubrics to assess learners presentation. Summative Test  Prepare a comprehensive fourth quarter summative assessment that covers all the important topics in the quarter.  Guide learners in assessing their knowledge and skill using:  paper and pencil test,  performance test, and  other appropriate tools.  Check their answers using the answer key. V. Summary/ Synthesis/ Feedback Training learners to deliver quality customer services is very significant in the success of attaining the competencies of the module. Since the demands for a contact center representative are very relevant in the modern world, this Teacher’s Guide will assist you to facilitate the comprehensive tasks in the module. For this reason, additional methods of differentiating instruction for learners are provided to meet the learners where they are. The suggested instruction is a collection of approaches that respond to the diverse learning needs in the classroom to increase the probability of student success.

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Contact Center Services – ICT Grade 10 Modules 1 and 2 Answer Key

MODULE 1: PERSONAL ENTREPRENEURIAL COMPETENCIES – PECS Feedback Pre / Post Assessment  

1. 2. 3. 4. 5.

E K H A J

6. B  7. C 8. I 9. D 10. F

-END of MODULE 1-

MODULE 2: ENVIRONMENT AND MARKET (EM) Feedback Pre / Post Assessment 1. 2. 3. 4. 5.

D C A B A

6. D 7. B 8. C 9. D 10. D

-END of MODULE 2-

ICT- CONTACT CENTER SERVICES- Grade 10 55

Contact Center Services- ICT Grade 10 Module 3 Answer Key

Lesson 1 Analyze Communication Process Lesson 1.1 Communication Pathways Process- Task 1: Modified True or False (p. 41) 1. 2. 3. 4.

The fastest way to get a response is through oral communication. Written communication is asynchronous. True The primary communication pathway used in the contact center service industry is from agent to customer. 5. True 6. True 7. E-mail and other electronic forms of messages can be classified as written communication. 8. Examples of written communication are as memos, proposals, training manuals, and company policies. 9. True 10. One disadvantage of oral communication is the lack of time for the speaker to process the message before delivery. Reflect and Understand- Task 2: Choose the Best! (pp. 42) SITUATION

TYPE OF REASON COMMUNICATION CHOOSING

FOR

1. You exceeded Wriiten communication It is best to send a letter of explanation because the allowed (letter) the notice was received number of through a letter too. minutes for late in a month. You received a written warning ICT- CONTACT CENTER SERVICES- Grade 10 56

asking you to provide an explanation. 2. Mrs. Smith Electronic requested to be communication or text/sms) regularly updated with the sale events and promotions of the Yellow Star, which is an online store.

It is easier to place Mrs. (email Smith on the list of customers who receives regular email about the promotions of the store.

communication 1. You were in Oral the middle of a (telephone call) call when all of a sudden the line got disconnected.

It is best to call the customer back and apologize for losing her on the line.

Lesson 1.2 Elements of Communication Process- Task 1: POOL UP (p. 46) 1. 2. 3. 4. 5. 6.

CONTEXT RECIPIENT MEDIUM MESSAGE SENDER NOISE

ICT- CONTACT CENTER SERVICES- Grade 10 57

Reflect and Understand Task 2: Elements of Communication (pp 45-47) Elements of Communication Sender

Liza Mcneil

Recipient

Mr. Jack Hunt

Message

Request for refund

Transmission medium

Wriiten letter

Lesson 1.3 Barriers to Communication Process- Task 1: MATCHING TYPE (p. 51) 1. B 2. C 3. A 4. D 5. F 6. E

Lesson 2: Communicate and Listen Effectively Lesson 2.1 Oral Skills Process- Task 1: Vowel Phonemes (p. 62-63)

Word

Vowel Phoneme Used

Stand

a ICT- CONTACT CENTER SERVICES- Grade 10 58

Roof

u

Relate

E and ei

Concentrate

O, e, ei

Name

ei

Skip

Short i

Internet

Shoprt i, and e

Process- TASK 2: Critical vowel sounds (pp.63)

Scoring Guide: 10 pts. – no mistake in articulation of critical consonant sounds 6 pts. - 1-2 mistakes in articulation of critical consonant sounds 3 pts. – 3-4 mistakes in articulation of critical consonant sounds 0 pts. – more than 4 mistakes in articulation of critical consonant Be guided by the scoring guide in grading the learners. Process - TASK 3: Critical consonant sounds (p 63-64) Be guided by the scoring guide in grading the learners.

Scoring Guide: 10 pts. – no mistake in articulation of critical consonant sounds 6 pts. - 1-2 mistakes in articulation of critical consonant sounds 3 pts. – 3-4 mistakes in articulation of critical consonant sounds 0 pts. – more than 4 mistakes in articulation of critical consonant

ICT- CONTACT CENTER SERVICES- Grade 10 59

Process-Task 4: Read. Pair. Critique (p. 64) Allow the students to provide comments on each other. This will serve as their evaluation. Process- Task 5: Grammatical or Ungrammatical? (p. 64-65) 1. 2. 3. 4. 5.

Ungrammatical – word order Ungrammatical – completeness Grammatical Ungrammatical – word combination Ungrammatical – completeness

Lesson 2.3 Grammar Process- Task 1: Subject-Verb Agreement (p. 81-82) A. Call centers within the pharmaceutical industry (is, are) increasingly being challenged to satisfy customer inquiries while simultaneously cutting costs. In today's ever-changing marketplace, call centers (modernizes, modernize) their technology and (expands, expand) connectivity options in order to support a growing variety of customer interaction channels and tools. According to recent research by benchmarking firm, there (is, are) many gaps in adoption of social media platforms within consumer health call centers. Sixty-three percent of respondents (identifies, identify) issues such as regulations, privacy and lack of knowledge on usability as key challenges to social media adoption. Despite this, forty-three percent of the OTC segment (reports, report) using Facebook as a customer interaction channel. (Adapted from “Consumer Health Call Centers Exploring New Social Media Channels” http://www.marketwatch.com/story/consumer-health-call-centers-exploring-new-social-mediachannels-2014-07-03)

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B. A call center agent (talks, talk) to a client in the U.S. as she (works, work) the overnight shift in Manila's Makati financial district February 6, 2012. The number of Filipinos who work on graveyard shifts to answer calls on behalf of big multinational companies like Citigroup and JPMorgan Chase (is, are) now greater than India's 350,000, earning the Philippines the title - Call Center Capital of the World. By 2016, the Philippines (wants, want) to double the size of the local BPO market to $25 billion, employing 1.3 million workers from 640,000 at the end of 2011. But to be able to do that the Southeast Asian nation must convince investors that it (has, have) more to offer than a huge pool of English-speaking talent. (Adapted from “Philippines, call center capital of the world” by Erik de Castro http://www.gmanetwork.com/news/photo/16747/philippines-call-center-capital-of-theworld)

Process - Task 2: Preposition (p. 82) 1. Of - in 2. From – to 3. At – with 4. For – from 5. Of – to Process - Task 3: Modifier (p. 82) 1. Easy 2. Many 3. Quickly and correctly 4. Who can learn and retain information 5. To speak a second language Process - Task 4: Conditionals (p. 83) 1. Will have 2. Looked 3. Had called 4. Would understand 5. Would arrive 6. Would have had 7. Order ICT- CONTACT CENTER SERVICES- Grade 10 61

8. Ask 9. Asked 10. Will call

Lesson 2.4 Writing Skills Process – Task 1: Spell Me (p. 97) 1. Receipt 2. Fiery 3. Dumbbell 4. Immediate 5. Judgment 6. Occurrence 7. Questionnaire 8. Rhythm 9. Occurrence 10. Interrupt Process – Task 2: Correct Me (p. 97) Outsourced call centers or contact centers is a group of individuals handling a large volume of calls to the company. Call center employees or contact center staff is usually known as call center agents, telemarketers, customer service representatives (CSR), customer support, customer service and the like. They could either take in inbound calls to customer queries or call customers and prospective clients as outbound telemarketers on a telemarketing company. In addition, call center and contact center agents may also be tasked for directory assistance to generating leads for finance and mortgaging companies and these calls come from foreign based mother companies. Call centers are the most common form of a Business Process Outsourcing or BPO companies from the Philippines. Of course, there are pros and cons and yet outsourcing call center agents have numerous benefits for small and medium

ICT- CONTACT CENTER SERVICES- Grade 10 62

scale businesses that would help the growth of their business by achieving short and long term goals. Many developing countries such as Philippines, India, and places in South America are most common destinations for low-cost outsourcing: from these outsource locations, companies top choice would be the Philippines.

Lesson 3 : Use Paralanguage Communication Cues Lesson 3.1 Voice Process – Task 1: Matching Type 1. B 2. C 3. E 4. D 5. A Process – Task 2: Modified True or False 1. Communication is not all about words. 2. A monotonous tone is a sign of boredom. 3. T 4. If you smile while you speak, the tone of your voice will encourage interaction. 5. Slow and deep breathing will help you when confronted with a difficult call. Lesson 3.2 Accent Process – Task 1: Pool Up! 1. Stress 2. Syllable 3. 5 4. Intonation 5. Rising intonation 6. Falling intonation 7. Blending 8. Phrasing ICT- CONTACT CENTER SERVICES- Grade 10 63

9. Thought groups 10. Catching breath Task 2: Read! Speak up! The students’ comments towards each other will serve as their evaluation.

-END of MODULE 3-

ICT- CONTACT CENTER SERVICES- Grade 10 64

Contact Center Services- ICT Grade 10 Module 4 Answer Key PRE-TEST / POST TEST 1. A 2. C 3. B 4. A 5. D 6. C 7. B 8. C 9. B 10.B

11. B 12. B 13. C 14. D 15. B 16. B 17. C 18. B 19. D 20. A

21. A 22. B 23. C 24. A 25. B 26. D 27. C 28. D 29. C 30. A

Lesson 1: The BPO/Call Center Industry 1.1 What is BPO? 1.2 Why Outsource? 1.3 Profile of the BPO Industry (Global and Local)

Process TASK 1: Business Process Outsourcing BPO Defined: refers to the management of one or more specific business processes or functions by a third party.

Perceived benefits of the BPO Industry Reduce or control operating costs 

Provide higher level of service for the same or even lower cost service

Focus on your core business   

Gain access to world-class expertise and those not available internally

ICT- CONTACT CENTER SERVICES- Grade 9 65

Enhanced efficiency and productivity while reducing labor cost

Additional Answers:  Predictability of costs  Utilization of common applications; freeing up of some financial and human capital TASK 2: BPO Industry in the Philippines What makes the Philippines a better BPO market compared to other nations? Learners’ answers may differ. Their answers may include the following key points:  the strength of industry effort  increasing government support on IT investment  large pool of graduates with English communication skills and knowledge in ICT far superior to India which has led many companies to close down Indian operations and move them to the Philippines  reliable and reasonably priced telecommunication infrastructure  low cost high quality locations, growing buyer trends on outsourcing.

Reflect and Understand TASK 3: Video Presentation Refer to the video for the answers. (URL: http://www.youtube.com/watch?v=9w1MJnz-vbg ) TASK 4: Cooperative Learning – Reflection on the Video Presentation Let the students decide for the format of their presentation. Create a rubrics/criteria for evaluation based on type of presentation. TASK 5: Oral Presentation- Economic Implications of the BPO Industry Assess students’ performance based on his rubrics: Criteria Voice: clarity,

Very Good Presenter spoke

Good Presenter usually

Fair Presenter

ICT- CONTACT CENTER SERVICES- Grade 9 66

pace, fluency (20%)

Vocabulary, sentence structure, grammar (15%)

Pronunciation (15%)

Development of the topic (50%)

clearly and at a good pace to ensure audience comprehension. Delivery was fluent and expressive The vocabulary of the presentation was appropriate for the topic. Variety of phrases and sentence structures were used. The presentation content was grammatically correct. Pronunciation and intonation is correct. Has confidence in the delivery. A very good understanding of the topic was evidently shown. Links and connections between ideas were clear. Information was relevant and well expressed in own words. Points were wellorganized and

spoke clearly to ensure audience comprehension. Delivery was usually fluent.

occasionally spoke clearly and at a good pace.

The vocabulary of the presentation was appropriate for the topic. Sentence structures were usually correct. The presentation content was usually grammatically correct.

The vocabulary was appropriate for the topic. The presentation content was occasionally grammatically correct.

Pronunciation and intonation is usually correct.

Pronunciation occasionally correct, but often hesitant and inaccurate. Understanding of topic shown. Some links and connections were made between ideas. Points were usually developed with minimum detail. Information was usually relevant.

Good understanding of topic was evidently shown. Links and connections between ideas were made clear. Information was relevant and expressed in own words. Points were developed with sufficient and

ICT- CONTACT CENTER SERVICES- Grade 9 67

developed with sufficient and appropriate details.

appropriate details.

TOTAL: 100%

TASK 6: Research Activity You may use the rubrics below in assessing student’s output. Written Report: Criteria 5 4 3 2 Outstanding

Very Satisfactory

Satisfactory

Fair

Content of the research work: Validity Reliability Coherence Relevance to the topic ComputerGenerated Presentation: Visual appeal Completeness of Information Over-all Impact

ICT- CONTACT CENTER SERVICES- Grade 9 68

1 Needs improvement

Lesson 2: Types of Industry 2.1 Types of BPO Industries

Process TASK 1: BPO Industries 1. FOO 2. BOO 3. FOO 4. FOO 5. BOO 6. BOO 7. BOO 8. FOO 9. BOO 10. FOO TASK 2: BPO Terminologies 1. G

6. D

2. E

7. F

3. B

8. C

4. E

9. B

5. A

10. A

ICT- CONTACT CENTER SERVICES- Grade 9 69

Lesson 3: Basic Services within BPO Industry

TASK 1: Identification of BPO Services 1. Telemarketing and telesales (out-bound calls) 2. Procurement 3. Legal Services 4. Customer Services (in-bound calls) 5. Data cleansing TASK 2: Basic Services within BPO Industry 1. The basic services within the BPO industry are:  Finance and accounting- services that are related to managing the finances of a company/ business entity such as payroll, purchase orders and bank reconciliation  Document Management- deals with recording and storing data  Procurement- This involves looking for appropriate suppliers, monitoring supplier performance, implementing appropriate processes and procedures, managing requests for information or proposals and recommending the best potential suppliers, selecting suppliers and issuing or managing legal contracts.  Software development- is hiring a team of people to do create client specified programs.  Call Centers- is a centralized office that facilitates large amounts of inbound and outbound telephone calls a. Customer Services (in-bound calls) b. Telemarketing and telesales (out-bound calls)- Selling some products and services are much easier to sell via the phone and do not require ‘face to face’ meeting. As a result, the costs for marketing and selling such a product will be drastically reduced. c. Data cleansing- a system where an individual or individuals phone the contacts within a database in order to ensure that all the details such as contacts, phone numbers and the like are correct 

Legal Services- Legal offshoring is also gaining popularity nowadays. This is a good example of KPO. Lawyers commonly ICT- CONTACT CENTER SERVICES- Grade 9 70

handle this type of a job. This may involve monitoring old contracts and licensing agreements to managing documentary evidence for product-liability cases. 

Other BPO industries include:

 Customer Service  Technical Support  Administrative Support  Accounting  Bookkeeping  Virtual Assistant  Telemarketing  Programming  Call Center Agents  Sales  Data Entry  Internet Research  Web Development  Content Management  Graphics Design  Direct Mail  Email Marketing  2. Business Process Outsourcing or BPO is a general term that refers to the management of one or more specific business processes or functions by a third party. A call center is a centralized office that facilitates large amounts of inbound and outbound telephone calls. It is just one of the many services being offered by BPOs. Alike in such a way that call center is a subset of BPO. 3. Answer depends on the student’s choice. 4. Advantages may include: 

wide variety of job opportunities to choose from



good compensation/ salary



flexible time schedule which may be good for some people who have time preferences. ICT- CONTACT CENTER SERVICES- Grade 9 71



Opportunity for job promotion



Bonuses and other perks such as being assigned to work abroad, travelling incentives etc.



Endless learning opportunities

Disadvantages may include: 

Changes in work shift, where in one may be assigned to work on a graveyard shift



Monotonous work conditions, such as staying on the same sitting position for hours and doing the same thing over and over again



High stress factor which may lead to emotional breakdown due to difficult or irate customers.

5. Answer varies.

Reflect and Understand TASK 3: BPO Services: Explored! Results of the learners’ interview may vary. Assess learners’ work based on the provided rubrics. Rubric Scoring Content (50%)

Written Report (25%)

5

3

Full of relevant, useful and up-todate information

1

Has considerable amount of relevant, useful and up-to-date information Written report has Written report has

Has limited amount of relevant, useful and up-to-date information Written report has

insightful content

good content and

limited content

and was

was presented

and was

presented in a

comprehensively,

presented in a

comprehensive,

with a few errors.

brief manner.

and error- proof

Report has a lot

manner.

of errors.

Presentation style Creative and

Creative and

Appropriate

ICT- CONTACT CENTER SERVICES- Grade 9 72

(25%)

appropriate

appropriate

presentation

presentation

presentation

technique was

technique was

technique was

used but

used. Information

used. However,

information was

was clearly

information was

not clearly

relayed to the

not clearly

imparted through

audience.

relayed to the

it.

audience

Lesson 4: Call Center Agents’ Performance Metrics 4.1 Typical Customer Contact Representatives’ Competencies 4.2 Performance Metrics

Process TASK 1: Customer Service Representatives’ Competencies 1. Technical literacy 2. Stress Management 3. Decision making 4. Peer coaching 5. Multitasking 6. Interpersonal communication 7. Teaming with others 8. Change management 9. Cross selling 10. Time management TASK 2: Recognizing the CSR Competencies Assess the group’s work by using this rubrics: ICT- CONTACT CENTER SERVICES- Grade 9 73

5 Presentation

4

3

2

(70%)

clarity of the message appropriate portrayal of roles clarity in speech and action availability of props and sound effects Cooperation and teamwork TOTAL

(30%) (100%)

5- Outstanding

3- Satisfactory

4- Very Satisfactory

2- Fair

Reflect and Understand TASK 3: Rating CSR Competencies Based on their Importance Process students’ understanding by examining the group’s consolidated CSR competencies ranking. Have them justify how they come up with their final decision. Rate the group by using a scoring sheet integrated to the sample rubric given below

Criteria

Fair

Provided a simple introduction Introduction of topic

Good

Provided a clear introduction,

Very Good

Provided a clear introduction in an engaging and interesting way. Outline of points was given.

ICT- CONTACT CENTER SERVICES- Grade 9 74

Development of topic

Ability to engage and involve audience

Suitability of presentation for purpose and audience

Voice: clarity, pace, fluency

Some links and connections made between ideas. Points are usually developed with minimum detail. Information is usually relevant.

Links and connections between ideas made clear. Information was relevant and expressed in own words. Points were developed with sufficient and appropriate details.

A very good understanding of the topic shown. Links and connections between ideas made clear. Information was relevant and well expressed in own words. Points were well-organized and developed with sufficient and appropriate details.

Eye contact was made.

An interesting approach taken to topic. Speaker used techniques such as visual aids and props, anecdote, surprising facts, direct audience participation.

Speaker monitored audience and adapts presentation accordingly. An interesting or original approach taken to the topic. Speaker used techniques such as visual aids and props, anecdote, humour, surprising facts, direct audience participation.

Attempts were made to tailor the presentation content to the intended purpose of informing, interesting or persuading.

The presentation content and structure was tailored to the audience and to the intended purpose of informing, interesting or persuading.

The presentation content, structure and delivery were closely tailored to the audience and to the intended purpose of informing, interesting or persuading.

Presenter occasionally spoke clearly and at a good pace.

Presenter usually spoke clearly to ensure audience comprehension. Delivery was usually fluent.

Presenter spoke clearly and at a good pace to ensure audience comprehension. Delivery was fluent and expressive.

Techniques used to engage audience were minimal, or mainly ineffective.

ICT- CONTACT CENTER SERVICES- Grade 9 75

Vocabulary, sentence structure, grammar

Pronunciation

Use of visual aids

Conclusion of topic

Answering questions from audience

The vocabulary of the presentation was mainly appropriate for the topic. The presentation content was occasionally grammatically correct.

The vocabulary of the presentation was appropriate for the topic. Sentence structures were usually correct. The presentation content was usually grammatically correct.

The vocabulary of the presentation was appropriate for the topic. A variety of phrases and sentence structures were used. The presentation content was grammatically correct.

Pronunciation occasionally correct, but often hesitant and inaccurate.

Pronunciation and intonation is usually correct.

Pronunciation and intonation is correct and confident.

No visual aids were used; OR

Visual aids supported the presentation effectively. They clarified and reinforced the spoken message.

Visual aids were carefully prepared and supported the presentation effectively. They clarified and reinforced the spoken message. The aids added impact and interest to the presentation.

An attempt was made to conclude the presentation.

The presentation was summed up clearly.

The presentation was summed up clearly and effectively, with key points emphasized.

Not all questions could be answered. Questions answered with difficulty, and little knowledge of the topic was demonstrated.

Most questions answered.

Questions answered with little difficulty. Very good knowledge of the topic was demonstrated. Language was correct and fluent.

Visual aids were occasionally appropriate and related to the spoken message.

Answers showed good knowledge and understanding of the topic. Language was mainly correct.

ICT- CONTACT CENTER SERVICES- Grade 9 76

TASK 4: Observing The CSR Competencies in the workplace Engage the students in an oral critiquing of the performance shown. Give positive feedbacks first before giving points for improvement. 4.2 Performance Metrics

TASK 1: Call Center Metrics Acronyms 1. ACD- Average call duration / Automatic Call Distributor 2. CSAT- Customer Service Satisfaction Score 3. TTR- Time – to – Resolution 4. QA- Quality Assurance 5. FCR- First Call/ Contact Resolution TASK 2: Identifying Call Center Metrics 6. 1. J

A

2. I

7.

F

3. H

8.

D

4. C

9. G 10. E

5. B

Reflect and Understand TASK 3 : Video Presentation “A Day in the Life: Call Center Agent”: 3 mins 7 sec URL: http://www.youtube.com/watch?v=kudxLVJRmM0 1. Reasons why they took the call center job 2. Advantages of being in the job ICT- CONTACT CENTER SERVICES- Grade 9 77

3. Economic implications of the BPO industry 4. Ways and means of maintaining quality call center service

TASK 4: Call Center Simulation Let the students create their own their own Internet related scenario. Have them enumerate the qualities of a good internet service and from there, let them think of possible problems they may encounter. Consider the following guidelines as you check your student’s output:  characteristics of a good internet service were well defined  Possible problems encountered with the service were relevant, valid and appropriate  Satisfied and dissatisfied customers were well-described

Lesson 5: Transmit and Receive Calls to or from Customers 5.1 Client’s’ / Customer’s Needs 5.1.1 Counseling; 5.1.2 Directory; 5.1.3 Booking; 5.1.4 Technical Support; 5.1.5 Academic Instruction; 5.1.6 Travel Advisories; 5.1.7 Sales; and 5.1.8 Data gathering.

Process TASK 1: Type of calls are in Accordance with the Customer’s Needs 1. Complaint resolution 2. Document / order processing ICT- CONTACT CENTER SERVICES- Grade 9 78

3. Inquiry services 4. Telemarketing or teleservice TASK 2: Identifying Client/ Customer’s Needs 1. Directory 2. Technical 3. Data gathering 4. Sales 5. Booking 6. Academic Instruction 7. Counselling 8. Sales 9. Technical 10. Inquiry services

Lesson 6.0 Products and Services 6.1 Financial Services 6. 2 Technical Support/ Help Desk 6.3 Sales Support 6. 4 Client-Specific Products

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Process TASK 1: Products and Services

DIRECTIONS: Complete the diagram to summarize the knowledge learned. Products and Services

3. Sales Support 

2.  Technical

4. ClientSpecific Products

Support/ Help Desk

 

 

B.

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Keeping track of sales targets

 

Monitoring customer accounts

Managing the correspondence between the sales team and their clients

 

Collections

Processing new sales leads

A. Billing support 

Providing data and reports to help the sales team

1. Financial Services 

Lesson 7: Interactive Communication A. Handling Queries B. Handling Transactions C. Both types of Calls 7.1 Gathering Information in a Courteous, Professional Manner

TASK 1: Enumerate the Best Practices in Interactive Communication Best Practices include: 1. Clear and polite prompts and greetings 2. Being nice, courteous, appreciative and thankful. 3. Confirming critical entries with ease and efficiency. 4. Having redundant solutions for unexpected solutions such as having an IVR channels that are available for serving customers. 5. Having a secure solution that helps safe guard customer data 6. Number Clarification for improved customer experience 7. Limit the menu items to five or less options. 8. The use of temporary messages is only effective when the information is presented in an urgent and timely manner. 9. Have accurate and up-to-date information available to your callers at all times. 10. Be objective and business like at all times. Deal with matters in a professional manner

TASK 2: Enumerating the Call Structure Please refer to Table 13: Call Structure on pp. 199-200.

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Reflect and Understand TASK 3: Role playing: Best Practices in Making/Taking Calls Assess student’s performance based on the following criteria: Role Playing Presentation: Voice Quality of the agent and the customer (Tone, speed, clarity) Correct use of the English language Consistency in handling the matters of the call Application of the best practices in making and taking calls

20% 30 30 20

Total: 100% Processing what has transpired in the activity: Number of best practices observed Citing when exactly they were shown

50% 50 Total: 100%

TASK 1: Interactive Communication “Customer Support Philippines , Sample Order Taking “ 2 mins 56 sec URL: http://www.youtube.com/watch?v=EaPn_FcKSW0 1. How did she greet the customer? 2. How did she get the customer’s details? 3. In what manner did she handle the call? 4. How did she confirm the veracity of the details? 5. How did she end the conversation? 6. What other observations can you add? 7. On a scale of 1 to 10, how would you rate the call center agent in the video? 7.2 Active Listening

TASK 1: Benefits of Active Listening 1. By becoming a better listener, you will improve your productivity, as well as your ability to influence, persuade and negotiate. ICT- CONTACT CENTER SERVICES- Grade 9 82

2. 3. 4. 5.

You will avoid conflict and misunderstandings. You will be able to gain information and perspective which will enable you to respond appropriately. You will be able to process the complete thought of the message being relayed be the speaker. You will gain confidence.

TASK 2: Internal and External Barriers Answers of students may include but not limited to the following: Internal Barriers (These are hindrances that occur within yourself.) 1. Physiological state such as problems related to the nervous system 2. psychological state 3. stress 4. current mental state

5. distractions, sense of focus 6. hearing conditions (e.g., deafness, weak sense of hearing) 7. current emotional state 8. physical and mental exhaustion

External Barriers (These are hindrances that occur around you or in your surroundings.) 1. extrinsic factors such as environmental noise like weather disturbances, turned on television or radio, etc. 2. manner of speaking 3. volume of speaking 4. technical glitches such as when using dysfunctional telephone units or headphones, intermittent signals, etc. 5. language being used by the speaker 6. side conversations 7. eavesdropping 8. pace of speaking

TASK 3: Listening Exercise Processing: The teacher will ask the students to post the cards sequentially by group so everyone could see the slight changes in the message. The team will then have the opportunity to study how subtle changes in word use, slight additions or eliminations, can significantly alter the meaning of any message. ICT- CONTACT CENTER SERVICES- Grade 9 83

TASK 4: Selective Listening Exercises Processing: Read carefully the words you have listed down on your notebook. Check how many words match with that of the list given by the teacher. Notice how many have been added which are not part of the original set of words.

TASK 5: Online Listening Exercises Please refer to the link provided.

Task 6: Role Playing Assessment This activity will be done simultaneously. Position your students in a small circle, all three of them, and assign them roles as stated in the directions. Facilitate active participation in the conduct of this activity. Observe how the students are doing the activity by roaming around and listening attentively to them. After a few minutes( depending on how fast they can carry it out), stop the activity to give way to the processing stage. Processing stage will give the observers the time give feedback to the listener about his or her attentive posture and paraphrasing. Hearing the observations, guide students in identifying similarities and differences on how they handled the listening activity. Afterwards, ask the class to share their noteworthy observations. Have them formulate a conclusion and let them create appropriate recommendations and suggestions to improve their listening skills.

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7.3 Probing skills 7.3.1 Paraphrasing 7.3.2 Summarizing 7.3.3 Clarifying

Process TASK 1: Paraphrasing Exercise Customer says:

Sample Answers

1. “I want to cancel my “As I understand it, you are cancelling your flight booking because a flight due to the passing away of your relative, is close relative of mine has that right Mrs. Goodman? ” just passed away “ 2. “I’d like to have my ATM “I am sorry to hear that Sir. So you want to account blocked. My wallet block all ATM transactions because your card had been stolen with my was stolen, am I correct?” ATM cards in it.” 3. “I would like to make a follow- up on my orders. I was expecting it yesterday but until now It hasn’t arrived yet!”

“So you are expecting a delivery yesterday that has not yet come? I am sorry for the inconvenience this incident has caused you. I’ll be glad to take care of this for you.””

4. “I‘d like to know if my “ What you want to confirm is the termination of Internet Service your Internet Service subscription, is that subscription has been correct? I’d be glad to assist you.” terminated? I called up last week for stoppage since I lost my job.” 5. “May I ask if your “If I understood you correctly Ms. Conner, you products are suitable for would like to know if our product suits your skin sensitive skin? My skin type, is that right? I’d be happy to assist you.” easily gets irritated by cosmetic products.”

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TASK 2: Tips on Effective Paraphrasing TASK 3: Online Paraphrasing Exercise Please follow the websites indicated in the module.

TASK 4: Actual Paraphrasing Exercises Please refer to the given criteria on page 216 7.4 Ensuring consistent quality service for all types of customers Reporting Packages 7.5 Avoiding Sensitive Topics

Process TASK 1: Identifying Sensitive Issues 1. Religion 2. Racial and Ethnic groups 3. Politics 4. Illness and Disability 5. Age

TASK 2: Addressing Sensitive Issues Supervise the student’s activity carefully. It is expected that the responses will vary. Encourage praises and positive criticisms so that the students would know the observations of their classmate. Make the necessary corrections should you feel the need to do so. Make sure that all ICT- CONTACT CENTER SERVICES- Grade 9 86

corrections and suggestions have been applied so that the students would be aware of it next time.

TASK 3: CSR / Agent Interview Refer to the following criteria for evaluation: Validity and Reliability of the gathered information: 60% Implication and Conclusion: 40% 100% You may create your own rubric if you wish.

LESSON 8: PHONE ETIQUETTE 8.1 Creating a Good First Impression TASK 1: Create an Appropriate Opening Spiel •

Opening call spiel sample: Good morning, this is Diane from RRD Software Company. How may I help you? (Inbound)

•

Thank you for calling RRD Software company, this is Diane Logan, may I help you? (Inbound)

•

Good day. Hi. This is Diane calling on behalf of RRD Software Company May I speak to Brad Cooper? (Outbound)

Situation a. “I ordered 50 boxes of floor tiles last week. Upon opening the delivered boxes, I found out that 30 boxes have broken tiles, 2 have mixed designs and 5 boxes have incomplete quantity.”

Your response (Kindly assess the student’s responses based on the guidelines presented. You may or may not consider their answer/s. Do not declare a response as “wrong”, rather, let the students improve their own answer. )

b. “This is Madeline. I need 20 sets of screwdrivers and wrenches to be delivered as soon as possible.” ICT- CONTACT CENTER SERVICES- Grade 9 87

c. “I just would like to make a follow up on the status of my order last week. When will it be delivered? I’ve been waiting for it since last Monday. You said it will arrive in 5 working days! ” d. “Mr. Williams here. I would like to know what colors of paint would match a 9-year old girl’s bedroom?”

TASK 2: Role Playing Activity 5

4

3

2

Tone Energy Pronunciation Inflection

8. 2 Following the Standard Hold Procedure 8.3 Transferring a call 8.4 Taking Notes During a Call 8.5 Making a Last Impression

Process TASK 1: Standard Hold Procedures 1. Explain why the customer will be put on hold. 2. Thank the customer for agreeing. 3. Thank the customer for holding.

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1

TASK 2: Reasons for Transferring a Call 1. the concern is outside your support service 2. you have explained to the customer that you will be transferring them

due to specific reasons 3. you have already exhausted all possible means for helping the

customer 4. the concern is outside your support service

LESSON 9: HOLD PROCESS 9.1 Why Call Hold is Necessary 9.2 Permission before Placing Customers on Hold

TASK 1: Interactive Communication 1. Have the students enumerate the interactive communication skills shown by call center agent. 2. Have them identify the telephone etiquette shown in the video.

TASK 2: Call Simulation Assess student’s Performance using the coaching session form on page 236.

Lesson 10: Handle Customers’ Complaints 10.1 Respond to Complaints Promptly with Empathy 10.2 Address Customers’ Complaints with Clear, Direct, Accurate and Timely Response 10.3 Establish Details of Complaints and Use Basic Remedies in Accordance with Enterprise Policy

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Process Task 3: Review Handling Customer Complaints 1. E 6. B

10.4 10.5

2. C

7. A

3. D

8. I

4. F

9. J

5. G

10.H

Implement Appropriate Referral or Handoff Procedures as Required Refer Complicated Concerns to Higher Authority

Process Task 1: Review Handing Off Customers 1. True 6. True 2. True

7. True

3. False

8. True

4. False

9. False

5. True

10.True

Summative Test Lesson 10 -11 1. A

6. A

11. B

16. B

2. B

7. B

12. A

17. D

3. A

8. D

13. D

18. A

4. D

9. C

14. C

19. C

5. C

10. A

15. A

20. B

-END of MODULE 4ICT- CONTACT CENTER SERVICES- Grade 9 90

REFERENCES: 1. Module 5, Project EASE, Effective and Affordable Secondary Education 2. http://www.entrepreneur.com/article/77408#ixzz2twpYG49A 3. http://www.thetimes100.co.uk/theory/theory--opportunities-constraintsbusiness-environment--165.php#ixzz1PVjUuaWu 4. http://www.thetimes100.co.uk/theory/theory--constraints-421.php#ixzz1PVki8a36 5. http://www.thetimes100.co.uk/theory/theory--constraints-on-production-303.php#ixzz1PVkyDy8k 6. http://www.thetimes100.co.uk/theory/theory--production-and-resourcerequirements--354.php#ixzz1PVlGG7zv 7. http://www.thetimes100.co.uk/theory/theory--nature-and-role-ofmarketing--245.php#ixzz1PVlc88gR 8. http://www.education.vic.gov.au/languagesonline

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Acknowledgement This Teacher’s Guide on Contact Center Services was developed for the Information and Communication Technology Course in Technology and Livelihood Education, Grade 10 of the K to 12 Curriculum with the assistance of the following persons: MODULE WRITERS

Dr. VIRGILIO O. GUEVARRA, Jr. Division Coordinator Dasmariñas, Cavite Region IV – A CALABARZON

DIANA MARIE B. DAGLI Head Teacher III Nagpayong High School Division of Pasig City NCR

MARIA ANGELICA G. MATES Teacher II Jose Abad Santos High School Division of Manila NCR

ROSE ANN M. SULLA Teacher I Parang High School Division of Marikina City NCR

REVIEWERS

DOCUMENTORS / SECRETARIAT

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