Professional Documents
Culture Documents
Information and
Communications
Technology
Teachers Guide
ContactCenterServices
GOVERNMENT PROPERTY
NOT FOR SALE
ALLOTTED TO
Department of Education
Republic of the Philippines
Technology and Livelihood Education Grade 10
Learners 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
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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,
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effort has been exerted to locate and seek permission to use these materials from their
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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 Learners 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. Marias,
and Dr. Jose D. Tuguinayo, Jr.
ii
4 hrs.
Personal
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 teachers 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
Pre-Assessment
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
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.
Know
Discuss / present the importance of assessing personal
entrepreneurial competencies (PECs) and skills vis--vis a
practicing entrepreneur or employee; provide an actual example of
an entrepreneur or employee existing in your province.
Expand learners 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
4 hrs.
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
Transfer
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
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 teachers 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 teachers 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.
What to Know
What to Process
Task 1: Matching Type
Guide the learners to identify the different barriers in communication through
the given matching type test.
What to Transfer
Task 3: In the Real World
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 Teachers 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.
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.
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
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.
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 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
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 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.
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.
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
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
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
learners module.
Have the students present the activity.
Prepare questions relevant to the students 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 learners learning
by having them answer Task 2.
What to KNOW
ICT-CONTACT CENTER SERVICES- Grade 10
31
Discuss the competencies that would most likely fit in the BPO industry.
What to PROCESS
TASK 1: Customer Service Representatives Competencies
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
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.
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
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 dos and donts.
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 learners 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 learners work instantaneously to correct misconceptions.
What to TRANSFER
ICT-CONTACT CENTER SERVICES- Grade 10
40
relevant examples.
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 students 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
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.
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 companys 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
What to KNOW
10.4
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
customers 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
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.
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
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.
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.
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 Teachers 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.
1.
2.
3.
4.
5.
E
K
H
A
J
6. B
7. C
8. I
9. D
10. F
-END of MODULE 1-
D
C
A
B
A
6. D
7. B
8. C
9. D
10. D
-END of MODULE 2-
TYPE
OF REASON
COMMUNICATION
CHOOSING
FOR
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.
communication
1. You were in Oral
the middle of a (telephone call)
call when all of
a sudden the
line
got
disconnected.
CONTEXT
RECIPIENT
MEDIUM
MESSAGE
SENDER
NOISE
Liza Mcneil
Recipient
Message
Transmission
medium
Wriiten letter
Word
Stand
a
ICT- CONTACT CENTER SERVICES- Grade 10
58
Roof
Relate
E and ei
Concentrate
O, e, ei
Name
ei
Skip
Short i
Internet
Shoprt i, and e
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
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)
8. Ask
9. Asked
10. Will call
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-
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
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.
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
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 withEnglish 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.
Very Good
Presenter spoke
Good
Presenter usually
Fair
Presenter
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
developed with
sufficient and
appropriate
details.
appropriate
details.
TOTAL: 100%
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
1
Needs
improvement
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
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
flexible time schedule which may be good for some people who
have time preferences.
ICT- CONTACT CENTER SERVICES- Grade 9
71
5. Answer varies.
Written Report
(25%)
Full of relevant,
useful and up-todate information
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
limited content
and was
was presented
and was
presented in a
comprehensively,
presented in a
comprehensive,
brief manner.
manner.
of errors.
Creative and
Appropriate
(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
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 groups work by using this rubrics:
ICT- CONTACT CENTER SERVICES- Grade 9
73
5
Presentation
(70%)
(30%)
(100%)
5- Outstanding
3- Satisfactory
4- Very Satisfactory
2- Fair
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.
Development of
topic
Ability to engage
and involve
audience
Suitability of
presentation for
purpose and
audience
Voice: clarity,
pace, fluency
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.
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.
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.
Vocabulary,
sentence
structure,
grammar
Pronunciation
Use of visual
aids
Conclusion of
topic
Answering
questions from
audience
Pronunciation
occasionally correct,
but often hesitant and
inaccurate.
Pronunciation and
intonation is usually
correct.
Pronunciation and
intonation is correct
and confident.
Most questions
answered.
Questions answered
with little difficulty. Very
good knowledge of the
topic was
demonstrated.
Language was correct
and fluent.
2. I
7.
3. H
8.
4. C
9. G
10. E
5. B
Process
TASK 1: Type of calls are in Accordance with the Customers 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/ Customers Needs
1. Directory
2. Technical
3. Data gathering
4. Sales
5. Booking
6. Academic Instruction
7. Counselling
8. Sales
9. Technical
10. Inquiry services
Process
TASK 1: Products and Services
3.Sales Support
2. Technical
4. ClientSpecific
Products
Support/ Help
Desk
B.
Collections
A.Billing
support
1.Financial
Services
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%
2.
3.
4.
5.
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
Process
TASK 1: Paraphrasing Exercise
Customer says:
Sample Answers
Process
TASK 1: Identifying Sensitive Issues
1. Religion
2. Racial and Ethnic groups
3. Politics
4. Illness and Disability
5. Age
corrections and suggestions have been applied so that the students would be
aware of it next time.
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)
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 students
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. )
Tone
Energy
Pronunciation
Inflection
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.
customer
4. the concern is outside your support service
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
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
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
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
Acknowledgement
This Teachers 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
REVIEWERS
DOCUMENTORS / SECRETARIAT