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LEARNER GUIDE
INTERACT WITH CLIENTS
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TABLE OF CONTENTS
PAGE
Introduction....................................................................................................................................1
Welcome ..............................................................................................................................1
Before you start....................................................................................................................2
Planning your learning programme .....................................................................................2
Self-Assessment Checklist..................................................................................................3
How did you do?..................................................................................................................4
How to use this Learner Guide ............................................................................................4
Using the Computer and Other Resources...........................................................................6
Method of Assessment.........................................................................................................6
Quality Assurance................................................................................................................6
Self-Assessment Checklis..................................................................................................11
Self-Assessment Checklist.................................................................................................22
Self-Assessment Checklist.................................................................................................26
ITICOR1341A
INTERACT WITH CLIENTS
INTRODUCTION
Welcome
Welcome to the Learner Guide for competency Standard “Interact with Clients”.
This is just one of a number of Learner Guides produced for the Data Operations
Skills stream of the Information and Communication Industry, and is designed to
guide you, the learner, through a series of learning processes and activities that will
enable you to achieve the specified learning outcomes for the competency units.
The content of this guide was developed from the Competency Standard
ITICOR1314A, which is one of the basic building blocks for the National Vocational
Qualification of Jamaica (NVQ-J) certification within the industry. Please refer to
your Learner Handbook for a thorough explanation of standards and competencies,
and how these relate to the NVQ-J certification.
You are also advised to consult the Competency Standard for a better understanding
of what is required to master the competency.
“Interact with Clients” addresses the knowledge and skills requirements for
effectively interacting with clients. There are three main areas or elements:
As you go through each element you will find critical information relating to each
one. You are advised to study them carefully so that you will be able to develop the
necessary knowledge, skills and attitudes for interacting with clients.
a. Obtain a Learner’s Logbook. You will use it to record evidence of your new
skills/competence. As you demonstrate your new skills, record your activities and
have your learning facilitator sign off on them. This will allow you to provide
evidence of your competence when you are being assessed against the
competency standard.
b. Ensure that you have access to the facilities and equipment necessary for learning.
d. Ensure that tools and equipment are safe, and that the correct safety equipment is
used.
The self-assessment checklist on the following page will assist you in planning your
training programme as it will help you to think about the knowledge and skills needed
to demonstrate competency in this unit. As you go through the checklist you will be
able to find out what competencies you have already mastered and which ones you
will need to pay more attention to as you go through the learning process.
To complete the self-assessment checklist simply read the statements and tick the
‘Yes’ or ‘No’ box. You should do this exercise now.
Self-Assessment Checklist
- Interact with clients
If you ticked most of the ‘Yes’ boxes then you might not need to go through the entire
guide.
Ask your learning facilitator to assist you in determining the most appropriate
direction for this competency.
If you ticked few of the ‘Yes” boxes or none at all then you should work through all
of the guide, even though some of the material might be familiar to you.
Plan your learning based on your answers. Be sure to involve your learning facilitator
in the planning process.
This Learner Guide is designed to assist you in working and learning at your own
pace. We suggest that you:
• Check your progress at each checkpoint to ensure that you have understood the
material.
• Observe the icons and special graphics used throughout this guide to remind you
of what you have to do to enhance your learning. The icons and their meanings are
as follows:
Definition Box
Words/phrases are defined or explained in this box. The
words/phrases being explained are in bold print.
Checkpoint
This denotes a brain teaser and is used to check your
understanding of the materials presented. No answers are
provided for the questions asked.
Activity
This denotes something for you to do either alone or with the
assistance of your trainer/supervisor.
Reference
This points you to the reference materials and other support
documents or resources used in compiling the unit content.
• Ask your learning facilitator for help if you have any problems with the
interpretation of the contents, the procedures, or the availability.
• Complete each activity as you come to it. If the activity requires you to perform an
actual task, be sure to tell your learning facilitator when you get to that activity so
that he/she can make arrangements, if necessary.
• Get your learning facilitator to sign and date the Learner’s Logbook when you
have completed an activity.
When you have worked through all elements of the guide, and when you can tick
every ‘Yes’ box, you are ready for assessment and may ask your learning facilitator to
assist you in making the arrangements to have your performance assessed.
Where your activities refer you to the library, computer and Internet resources, ask
your learning facilitator to assist you with locating these resources. If you are getting
your training in an institution, there may be a library and computer laboratory. If this
is not the case, visit the local library and find out what resources are available.
If you are new to the computer and the Internet, someone should be able to show you
how to use these resources.
Please note that in many of your activities you have been referred to information on
the Internet. This is because the Internet has a vast amount of information that can
help you in acquiring the particular competencies. We would like to advise you,
however, that we cannot guarantee that all the sites will be available when you need
them. If this happens, ask your learning facilitator to assist you with locating other
sites that have the information you require.
Method of Assessment
Competency will be assessed while work is being undertaken under direct supervision
with regular checks, but may include some autonomy when working as a team. You
are advised to consult the associated competency standard for further details relating
to the assessment strategies.
Quality Assurance
A feedback form is included at the back of each learner guide, to give users an
opportunity to document their concerns about any aspect of the guide. Such feedback
will assist in the review of the guide. Users are encouraged to complete the form and
send it to the address given.
You may now start your learning. Have fun while you work!
LEARNING OUTCOMES
As you go through this element, you will acquire the necessary skills, knowledge and
attitudes to deliver support to clients. Your learning facilitator is there to assist you
with the various activities, so that on completion you will be able to:
Note: For best results, use this Learner Guide in conjunction with
LG- ITICOR0041A Communicate in the Workplace. It provides detailed
information on communication skills.
Your communication with clients should be easy to understand, clear and delivered in
a pleasant manner and tone of voice. Communication can be reinforced in the
following ways:
• Appearance
• Posture and body orientation
• Gestures and body movements
• Head movements
• Facial expressions
• Eye contact
• Use of distance and pace
• Non-verbal communication
Courtesy will also be a part of your communication norm when interacting with
clients. Courtesy includes:
CHECKPOINT
ACTIVITY
Group Activity
Set up and man a mock ‘help desk’. Have your colleagues act as
clients and practise communicating with them in a courteous and
professional manner.
Routine support that you may be able to act upon includes your client:
You may need to refer the following client support requests to your supervisor:
You should check your organisation’s procedures manual to find out whether there is
a procedure relating to which type of client support requests need to be referred to
your manager or supervisor. If such a procedure exists, familiarise yourself with its
contents and follow them.
Once you have begun handling a client support requirement, it is important to keep in
touch with your client until the problem has been resolved. When you leave your
client without any information about the status of their problem it makes them feel
frustrated and out of control.
Keep the client updated of the action that is being taken to resolve his/her problem.
For example, suppose that rather than being able to fix your client’s computer on site,
you instead need to repair it off-site. You must let him/her know when you expect to
return it and if the situation changes, inform your client immediately. If the repairs
are complex, update your client as soon as possible. They can be updated by e-mail or
telephone.
TIP! Always give a realistic time regarding when you can start addressing the
client’s support request. Unrealistic deadlines will cause your client undue stress.
Some organizations require you to complete a form, paper or electronic, which gives
details about client contact. An example of this form is provided below.
Date:
Consultant:
Client:
Participant/s Name/s:
Issues discussed:
Problems Identified
Outcomes:
Actions to be taken:
Signed:
CHECKPOINT
• What are some of the ways in which you can maintain contact
with your client?
• Why do you need to maintain contact with a client who has a
problem that is being resolved?
ACTIVITY
Now that you have completed this element, check to see whether you have fully
grasped all the components by doing the following Self-Assessment:
Checklist 1 Yes No
Checklist 2 Yes No
LEARNING OUTCOMES
As you go through this element, you will acquire the necessary skills, knowledge and
attitudes to respond to client complaints. Your learning facilitator is there to assist you
with the various activities, so that on completion you will be able to:
The question above was the name of a once popular British comedy featuring workers
in a department store. In fact, this question is a welcoming gesture to every client. It
translates to, ‘May I be of service?’, and it is often said with a warm smile.
This profile should not change even if the client has a complaint. In fact, it is
especially important that you display a positive and helpful attitude when handling
customer complaints.
As an IT support professional, you will have many complaints to handle. There are
usually two main types in your industry:
In your interaction with your clients, you will find that they complain for a number of
reasons. These range from:
There are certain personality traits that will enhance your effectiveness when
interacting with clients:
A strict, rigid stance repels the client who becomes timid in his approach
• You can develop empathy by trying to view the situation from the client’s
perspective. In other words, put yourself in his position.
• Use statements such as, ‘I can see why you’re upset’, or ‘I understand your
point of view’. This conveys your concern.
• Try to form a connection with the client. Use phrases such as, ‘let’s see how
we can best solve this’
Optimism
• Reassuring the client that you will take the necessary steps to correct the
problem.
• Act on it as promptly as possible. The correction of a problem can never be
done quickly enough for a disgruntled customer.
CAUTION! In your effort to be upbeat and positive, you must be careful not to
downplay the clients concerns.
TIP! Above all, treat all clients as individuals with unique needs and concerns.
CHECKPOINT
In handling your client’s complaints you need to be mindful that computers can be
confusing and difficult for some people to use. These persons may find their
‘incompetence’ embarrassing which can make it hard for them to ask for help. This
makes them feel inadequate. Therefore, you need to treat their complaints with
sensitivity, courtesy and discretion. Do not treat them as if they are stupid; do not add
to their feeling of inadequacy by the words you use or by your attitude and do not
bombard them with terminology. Instead, manage the situation; diffuse any tension
while recognizing their needs at the same time.
• To be respected
• To be listened to and taken seriously
• The person handling their complaints to understand the problem and the
reason they are upset
• To deal with one or two persons only, not to be transferred from person to
person
• A sense of urgency; getting the problem handled quickly
• Avoidance of further inconvenience
CHECKPOINT
What are some of the ways in which you can display sensitivity and
courtesy when handling complaints?
ACTIVITY
Have you ever been conversing with someone when suddenly you realize that you
can’t remember a thing that was said? Clearly, you have heard but you were not
listening.
When you listen you construct meaning from information which has been taken in,
and then, in order to complete the process of communication you provide appropriate
feedback.
Hearing requires little effort, but listening is actually a skill. There are two kinds of
listeners.
Active listeners note what is not being said in addition to what is being said. An active
listener:
• Focuses on what is being said by the other person, not their own reply
• Maintains eye contact
• Shows concern and empathy
• Asks questions to confirm and clarify
• Uses non-verbal cues such as nodding, smiling, leaning forward to show that
they are ‘really listening’
• Use audible affirmations, for example ‘o.k.’, ‘yes’, ‘I see’, or ‘uh huh’.
• Keeps interruptions at a minimum
• Restates the information to show that you are listening and that you
understand.
• Summarizes the essence of the dialogue by saying, ‘I think your main
concerns are…’ or ‘I understand that you are dissatisfied with....’
There are several barriers to active listening that you need to be aware of:
• Assumptions – Do not assume that you know what the client is going to say.
This leads to misinterpretation, misunderstanding and confusion.
• Poor background information. When you are unaware of the ‘full picture,’
communication is hampered. Have the client clarify anything that is unclear to
you. A few pointed questions can save time and misunderstanding.
• Interrupting the speaker. When you butt in before your client has finished,
you may give the impression that you don’t consider what he/she is saying to
be important. Getting the ‘full picture’ before answering lets you formulate an
informed response.
• Hidden information. Not everyone can express themselves in a logical and
coherent way. This is why you have to listen keenly to identify the key issues.
This problem is further compounded if the client is angry and upset, in which
case you will need to use feedback to ensure that you have understood
correctly. “So what you are saying is you need to update your software so you
have compatibility with other team member’s documents?”
CHECKPOINT
ACTIVITY
Workings in pairs, and using the guidelines given for active listening,
take turns complaining to each other about something that upset you
recently. Compare what you understood to what was actually said.
Then, rate each others listening skill using the quiz in Appendix 1 on
pg 27.
QUESTIONING
One way of finding out what the customer wants from your organization is to use the
appropriate questioning techniques. Questions are tools that you can use to find out
the customers’ needs and to get the information you require. The effective use of
questions compliments listening. Good questioning techniques are a learnt skill that
you need to practise. There are three main types of questions and a combination of
all three is needed for effective communication with your customer.
Types of questions
• Factual – used when you need to get the who, why, when, and how of a
situation.
“Who else has had a chance to use the new software?
• Reflective – used when there is a need to both give feedback and urge your
client to offer more information. It can also be used to indicate understanding
of what the client is saying. In this case you would turn his/her statement into
a question.
“So you feel you are ready to move on to the next level of training?”
• Hypothetical – used to test your suppositions and are an excellent way for
you and your client to explore ‘maybe’ situations.
“If you were a member of a virtual community, would that help you in your
online studies?”
TIP! Do not confuse the client with too many questions at one time.
ACTIVITY
Problems are merely opportunities to improve the service or product that you provide
for your client. If you handle a complaint effectively your customer will return and in
the end you would have discovered a new way of pleasing your clientele.
As your objective is to arrive at a solution that satisfies everyone, you should avoid
erecting any barrier to solving the problem such as:
Once you follow these questioning and listening guidelines you will undoubtedly be
able to confirm the nature of your client’s complaint.
CHECKPOINT
ACTIVITY
Now that you have completed this element, check to see whether you have fully
grasped all the components by doing the following Self-Assessment:
Checklist 1 Yes No
Checklist 2 Yes No
LEARNING OUTCOMES
As you go through this element you will acquire the necessary knowledge, skills and
attitudes to convey information and ideas to people. Your learning facilitator is there
to assist you through the various activities, so that on completion you will be able to:
To convey information clearly and concisely to your clients, you need to understand
the elements of ‘good communication’ since communication by its very definition is
about exchanging ideas and information with others.
It has been said that words can be a weapon or a tool – it depends on your usage:
Above all elicit feedback from your client to see whether your message has been
understood.
Manager
↑
Assistant manger
↑
Head of Department
↑
Supervisor
↑
Customer relations clerk
Basic Guidelines
• Ensure that you have exhausted all the available avenues within your scope of
responsibility before the referral is made.
• Seek your supervisor’s advice. He/She may be able to guide you by giving
recommendations on how to assist the client.
• Give a complete update of the situation at hand.
• Inform the client of the reason he is being referred.
• Do not just pass on the case, but continue to show interest and if necessary, be
willing to step in and assist.
• Never try to override your supervisor’s authority. You must conform to the
chain of command.
• Monitor the feedback from the customer in order to ensure that he is satisfied
with the service.
Tip! Verbal communication is usually not sufficient. You need to document the
situation and any action taken and/or required according to the organization’s
established procedures and guidelines.
CHECKPOINT
Tip! Generally, you must adhere to company policy; however, your supervisor
has the authority to allow for flexibility in order to facilitate the client.
ACTIVITY
Now that you have completed this element, check to see whether you have fully
grasped all the components by doing the following Self-Assessment:
Checklist 1 Yes No
Checklist 2 Yes No
APPENDIX 1
Questions Yes No
Your feedback on the Learner Guides is important to us. Please complete the
form below to indicate areas for review as you see necessary. For each
component tick [√ ] the appropriate column.
Other Issues:
Telephone #: E-mail:
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