Advisor Training for Transformative Customer Service Mandy niemiec Academic Advisor Eastern Michigan University Gregg Heinrichs Academic Advisor Eastern Michigan University First the worst ID: 676095
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Learning for flourishingAdvisor Training for Transformative Customer Service
Mandy
niemiec
, Academic Advisor, Eastern Michigan University
Gregg Heinrichs, Academic Advisor, Eastern Michigan UniversitySlide2
First, the worst…Think about the WORST customer service you ever received
What makes bad customer service bad?
Zombie Go Boom. (2013)Slide3
Anybody need an antidote?
Think of an example of the BEST customer service you ever received
What makes great customer service great?
Kozlowski, Michael (2012).Slide4
How many stories took place in academic settings?
Why wouldn’t we want our student advisees to feel as good about working with us as the best customer service makes us feel?Slide5
Our provost told us…“Students don’t complain to us about academic advising any more.”Slide6
What’s Next?Defining “Customer Service”
The science behind happiness and fulfillment
The practice of happiness at Zappos and Starbucks
From retail to academia
Outlining a customer service-centered advisor training programSlide7
How Do You Define Customer Service?
Slide8
Elements of Your DefinitionWho does what to whom?
Who gives?
Who receives?
What’s the outcome?Slide9
Definitions of Customer Service
“The provision of service to customers before, during, and after a purchase” (“Customer service,” Wikipedia)
“The act of taking care of the customer’s needs by providing and delivering professional, helpful, high quality service and assistance before, during, and after the customer’s needs are met” (
Mckinney
)“The degree of assistance and courtesy granted those who patronize a business” (“Customer Service – Small Business Encyclopedia)Slide10
A Customer’s Definition
“A customer defines good customer service as how she perceives that an organization has delighted her, by exceeding to meet her needs” (“A customer service definition…”)
Wade, Jared. (photographer)Slide11
The Science Behind Happiness and FulfillmentSlide12
Martin Seligman and Positive Psychology
“Psychology as usual does not do much for the well-being of its practitioners” (Seligman, 2002, p. 1).
The same is true of advising that’s merely transactional!
Martin Seligman (2010)Slide13
More Seligman
Happiness is a by-product of flourishing
Recipe for Flourishing:
Express positive emotions concerning past, present, and future
Use “signature strengths to obtain abundant gratification”Use “signature strengths and virtues in the service of something much larger than you are” (Seligman 2002, p.249)
Reconciles individualistic and altruistic approaches to happiness (“Martin Seligman and Positive…”)Slide14
Growing Happiness at Starbucks and ZapposSlide15
Starbucks
Howard Behar in It’s Not About the Coffee: Leadership Principles from a Life at Starbucks
Human Service, not Customer Service
Don’t compartmentalize affect and emotions
Erase borders between personal and professional selves
Recipes and tools over rules
Employer’s job: Provide freedom
Howard Behar [Photograph]Slide16
Zappos
Tony Hsieh, Delivering Happiness: A Path to Profits, Passion, and Purpose
Goal to “create an experience and emotional journey for people,” leaving them “nothing but memories afterward”
“Without a separation of work and life, it’s remarkable how values can be exactly the same”
Brugge
, Marius (Photographer)
Picture hereSlide17
But Can This S
tuff
W
ork
In Academia???Slide18
From Retail to Academia
Many students have had customer service training
Meet them as customers, nurture them as students
Flourishing requires collaborative inquiry and learning
Free flow of energy between student and staff/facultyWhat are we “selling”? Relationships with us, our institutions, and learning.Slide19
Elements of Your Definition Revisited
“Who does what to whom?”
Who gives?
Who receives?
What’s the outcome?
People exchange info
Both parties!
Both parties!
Enhanced relationshipSlide20
Habley’s (1987) Three ComponentsOutline of a Customer Service-Centered Advisor Training Program
Conceptual
Informational
RelationalSlide21
Conceptual ComponentsCustomer service-centered advising develops and enhances flourishing relationships between stakeholders (students, parents, faculty, staff, self)
Collaboration creates seamless experience and feeling for stakeholders, including space for learning
Make stakeholders’ rights and responsibilities explicit in an “academic advising syllabus”Slide22
INFORMATIONAL COMPONENTS
A. Technologies
B
. Student Populations
C. Policies and ProcessesD. Academic ProgramsSlide23
RELATIONAL COMPONENTS
Welcome, Praise, and Thanks
Asking Questions
Calling/Emailing During
Appointment
Welfare Checks
Give Student Written DocumentationSlide24
Mise
En
Scene
Visual Icons
Create ConnectionsSlide25
Mandy’s DeskSlide26
Role Playing
Scenarios written and enacted by trainees themselves
Depict distance between what students ask for and what they want/need
Re-imaging challenges as opportunities
Debriefing vital!!!Slide27
Now it’s your turn!Create a quick outline of your training programBe sure it has conceptual, informational, and relational components
Coworkers Eating Pizza…. (2016)Slide28
Conceptual ComponentsRead a book on customer service and/or the science of fulfillment and discuss it with colleaguesTalk/write about the ideals informing your decision to work in academic advising
Ask your colleagues about their best/worst customer service experiences (as we asked you)
When in doubt, collaborate!Slide29
INFORMATIONAL COMPONENTS
A. Technologies
B
. Student Populations
C. Policies and ProcessesD. Academic ProgramsSlide30
RELATIONAL COMPONENTS
What are you comfortable doing and saying to help students feel comfortable?Slide31
Some data…Slide32
Reliability of service
Questions
Total Responses
Strongly Disagree
Disagree
Neutral
Agree
Strongly
Agree
Average
Value
Standard
Deviation
When
this advising office promises to do something by a specific time, they will do so.
1548
24
5
115
452
952
4.49
.078
When
a student has a problem, this advising office shows a sincere interest in solving it.
1548
27
8
74
406
1033
4.56
0.76
This
advising office provides services at the time they promise to do so.
1548
24
7
62
454
1001
4.55
0.74
The
behavior of employees in this advising office instills confidence in students.
1546
29
14
54
427
1022
4.55
0.77
Students who use this advising office feel safe in their transactions.
1545
22
5
64
418
1036
4.58
0.72Slide33
Assurance and empathy
Questions
Total Responses
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
Average Value
Standard Deviation
Employees
in this advising office are consistently courteous with students.
1546
24
11
43
403
1065
4.6
0.72
Employees in this advising office have the knowledge to answer students’ questions.
1546
22
7
42
421
1054
4.60
0.70
This
advising office has employees who give students personal attention.
1545
23
9
36
408
1069
4.61
0.71
This advising office has students’ best interests at heart.
1544
25
7
46
393
1073
4.61
0.72
The employees of this office understand the specific needs of students.
1543
24
15
35
404
1065
4.60
0.73Slide34
Overall satisfaction
Question
% Agreeing
It is likely I will recommend the services of this office to other EMU students.
94.3%Slide35
What Are Your Ideas and Questions?Slide36
Thank You Very M
uch!