Customer Service: Skills for Success, 4th Edition
INSTRUCTORS MANUAL
Chapter 4 Nonverbal Communication Skills
LESSON OVERVIEW
Chapter 4 focuses on the nonverbal communication skills needed to be successful in a customer service environment and in life. Throughout the chapter, students are asked to analyze their current skill levels and to think of new ways to implement the strategies outlined in the text. The features, interactive exercises and ancillary materials provided with Customer Service: Skills for Success, 4e are designed to facilitate better student comprehension and learning. You may want to begin this chapter with a practical application of the impact that nonverbal cues can have on others. Have each student take out a sheet of paper and list the names of each person in his/her group. Then, have each student select one of the following descriptive words from each pair of words (they will end up with five descriptors for each person in the group) and write that descriptor by each student name listed on the paper. The student’s impressions will be solely based on the nonverbal image projected by the others in his/her group.
Descriptors:
Shy/outgoing
Artistic/non-artistic
Goal-oriented/carefree
Organized/disorganized
Conformist/rebellious
1 Note: If you want feedback on the image you project, have students select descriptors for you as well. This gives you a perspective that can be shared later if no one else volunteers to share information about the accuracy of the perceptions of others.
After students have generated a list, have them discuss perceptions with each other and explain why they have such views. Then, as a class, ask for volunteers to rate the accuracy of the views that others have of them. Based on their revelations, you can talk about how nonverbal cues are not always 100 percent accurate and caution students on forming strong opinions before getting to know others. Also, discuss how people sometimes unknowingly send messages about their personality to others. Suggest that each student reflect on how others perceive him or her. If they believe that the image they are projecting is contrary to the one desired, they may want to work to change their behavior/image. Relate all of this to the need to project a positive customer service image and to be consciously aware that messages are being sent nonverbally to others.
2 CHAPTER OUTLINE
The textbook outlines the chapter with the following headings to focus and direct major lecture topics.
Learning Objectives, p. 86
In the Real World –Retail, p. 86
Quick Preview, p. 87
What is Nonverbal Communication?, p. 88
The Scope of Nonverbal Behavior, p. 89
--Body Language, p. 89
Eye Contact, p.89
Posture, p. 90
Facial Expressions, p. 90
Nodding of the Head, p. 91
Gestures, p. 92
--Vocal Cutes, p. 92
Volume, p. 93
Rate of Speech, p. 93
Voice Quality, p. 93
Articulation, p. 93
Pauses, p. 94
Silence, p. 94
Semantics, p. 94
--Appearance and Grooming, p. 95
3 Hygiene, p. 95
Clothing and Accessories, p. 96
--Spatial Cues, p. 96
--Environmental Cues, p. 96
--Miscellaneous Cues, p. 97
Time Allocation and Attention, p. 98
Follow-Through, p. 98
Proper Etiquette and Manners, p. 98
Color, p. 99
The Role of Gender in Nonverbal Communication, p. 99
The Impact of Culture on Nonverbal Communication, p. 102
Unproductive Behaviors, p. 102
--Unprofessional Handshake, p. 103
--Fidgeting, p. 103
--Pointing a Finger or Other Object, p. 103
--Raising Eyebrow, p. 103
--Peering Over Glasses, p. 103
--Crossing Arms or Putting Hands on Hips, p. 104
--Holding Hands Near Mouth, p. 104
Strategies for Improving Nonverbal Communication, p. 104
--Seek Out Nonverbal Cues, p. 104
--Confirm Your Perceptions, p. 105
--Seek Clarifying Feedback, p. 105
4 --Analyze Your Interpretations of Nonverbal Cues, p.105
Customer-Focused Behavior, p. 106
--Stand Up, if Appropriate, p. 106
--Act Promptly, p. 106
--Guide Rather Than Direct, p. 106
--Be Patient with Customers, p. 106
--Offer Assistance, p. 106
--Reduce Customer Wait Times, p. 107
--Allow Customers to Go First, p. 107
--Offer Refreshments, if Appropriate, p. 107
--Be Professional, p. 108
Summary, p. 108
Key Terms, p. 108
Review Questions, p. 108
Search It Out, p. 109
Collaborative Learning Activity, p. 109
Face to Face, p. 109
In the Real World, p. 110
Planning to Serve, p. 110
Quick Preview Answers, p. 111
Ethical Dilemma Summary, p. 111
5 CHAPTER OBJECTIVES
The objectives will help you and the students discover the concepts and information that should be understood upon completion of the chapter. You may want to access the
PowerPoint (PPTs) slides for Chapter 4 when you begin the study of the chapter and discuss each Learning Objective briefly. Each Learning Objective will be discussed separately in the Lecture Notes below, but are shown here in total as an overview of the sections being presented in Chapter 4. Use PPT1 and PPT2: Chapter Objectives in discussing the Chapter Objectives. You may want to flip back to the PPT1 and PPT2 as you discuss each objective in the next sections.
After completing this chapter, the students will be able to:
1. Define nonverbal communication.
2. Recognize various nonverbal cues and their effect on customers.
3. Explain the effect that gender has on communication.
4. Describe the effect of culture on nonverbal communication.
5. Identifying unproductive behaviors.
6. Use a variety of nonverbal communication strategies.
7. Demonstrate specific customer-focused nonverbal behavior.
6 KEY TERMS, p. 108
Key terms are posted in the student textbook margins and placed in bold in the copy.
They are listed alphabetically here for your quick reference. appearance and grooming, p. 95 pauses, p. 94 articulation, enunciation, or pronunciation, p. 93 perception checking, p. 105 body language, p. 89 pitch, p. 92 clusters of nonverbal behavior, p. 105 posture, p. 90 emotional messages of color, p. 95 proxemics, p. 96 environmental cues, p. 96 rate of speech, p. 93 etiquette and manners, p. 99 semantics, p. 94 gender communication, p. 100 silence, p. 94 hygiene, p. 95 spatial cues, p. 96 impact of culture, p. 102 time allocation, p. 98 inflection, p. 92 verbal fillers, p. 94 inferences, p. 94 vocal cues, p. 92 miscellaneous cues, p. 98 voice quality, p. 93 nonverbal messages, p. 88 volume, p. 93 paralanguage, p. 92
7 LECTURE OUTLINE AND LECTURE NOTES
General Teaching Suggestions for Chapter 4:
Instructor Note 1:
This chapter helps emphasize the importance of nonverbal cues in sending and
receiving messages from others. Depending on the students’ level of knowledge
or expertise, you may want to bring in additional articles, handouts and activities
to supplement and reinforce the text content.
Additionally, as suggested in the Search It Out activity on page 109 in the
chapter, you may want to have students do some Internet research and report
findings to the class. This research might be collecting other organizational
philosophies and material related to the topic of nonverbal communication.
Instructor Note 2:
Before the students arrive: Write the terms that you will be emphasizing in this
chapter on the board. When the students settle in, you may do a quick review of
the terms by asking students to provide an impromptu definition. This activity
may serve to let you know what information students remember from reading the
chapter or from experiences in the business world.
Instructor Note 3:
First of the class: Take attendance and take care of other administrative duties or
paperwork. Here are some optional activities to supplement those listed in the
chapter. Use these as you wish to supplement and enhance the content of the
chapter.
8 General Notes for Selected Activities: Use these as you have time and as
students’ interest dictates:
1. Activity: Set up a panel of managers from local businesses or have a guest
speaker (a consultant or professor who teaches the topic regularly or conducts
research or works with organizations to improve communication within an
employee group) to come in to talk with the group.
2. Activity: Begin the class by dividing learners into equal groups of 3 or 4 people
(depending on class size). Give each group a marker and sheet of newsprint
(flipchart paper). Ask each group to brainstorm a list of factors they believe
contribute to good nonverbal communication techniques. Have them explain their
list to the rest of the class. Tie in their comments to chapter content.
3. Activity: You may want to gather additional reference material related to
organizations that have had breakdowns in communication. Get personal
experience input from learners. You may find interesting stories on various
company communication issues in The Wall Street Journal, U.S. News and World
Report, and your local newspapers.
4. Activity: Assign an out-of-class activity for learners to gather additional articles
or information about chapter-related topics. Have them write a brief (no more
than one typed page) summary of the article properly documented.
5. Activity: Have learners conduct field research and write a brief report before the
next meeting. The focus might be on a visit to an organization or business to
observe factors related to chapter content (e.g., the approach service providers
9 take to nonverbal communication, the appearance of the business, and any other
factor that contributes to the service culture).
If you have not secured the Video to be used with Customer Service: Skills for
Success, 4th Edition, you may want to order it now so that you can use it for the
end-of-chapter video scripts.
Chapter 3 Activities from last class meeting: Activities may have been assigned
to student groups from last week to turn in on this week or at another time you
have designated. If you assigned or plan to assign any of the activities noted in
Chapter 3 Lesson Notes, you may want to discuss them during this class meeting.
(See Instructor Note 8 in the Instructors Manual, p. 11). You may also want to
spend some time reviewing the activities from the Search It Out, Collaborative
Learning Activity, Planning to Serve, and the In the Real World sections, which
are listed in the end-of-chapter materials. Note: Your students may need
additional time to do some of the research activities. If so, assign the reports to be
completed by another class meeting of your choosing.
10 LESSON NOTES
The following are specific instructional strategies related to Chapter 4: Nonverbal
Communication Skills.
Instructor Note 4:
Consider beginning with another brainstorming activity that generates a list of
items related to any of the chapter topics and tie that into overall chapter content.
The Quote on page 86 may stimulate some discussion: what did Peter F. Drucker
mean by the statement that the “the most important thing in communication is
hearing what isn’t said”? How does this relate to the study of customer service?
(Student answers will vary for all class discussions; you can contribute your
interpretations of the quote as well). You may discuss with students that much can
be communicated without even ever opinion one’s mouth.
Instructor Note 5:
Show PPTs 1 and 2: Chapter Objectives to briefly introduce students to the
topics in Chapter 4. As you briefly introduce each objective, ask students for
comments about what they think each objective will involve.
Move quickly on to the In the Real World on pages 86-87. Review the
information about the Starbucks Corporation. Review with students how it started
and how they rate customer service in the organization. What are the guiding
principles that Starbucks emphasizes? (Relate their answers to the concept of
creating a great work environment where people are treated with respect and
dignity and developing enthusiastically satisfied customers.) What awards has
Starbucks earned?
11 Ask students if they know anyone who is or has been an employee of Starbucks;
perhaps some of your students work there while attending school. Ask them what
they think of the Starbucks philosophy. (Answers will vary.)
Quick Preview—Have students respond (orally or in writing) to the Quick
Preview questions. The answers are located in the student text on page 111. A
show of hands will give you an understanding of these questions. Tie the
information to the objectives and the material in the chapter.
Instructor Note 6:
Learning Objective 1: Define nonverbal communication.
Learning Objective Note: PPTs 1, 3, 4 should be used with Learning Objective 1,
pages 88-89.
WHAT IS NONVERBAL COMMUNICATION? p. 88
Students should understand the importance of effective communication. Use
PPT3 to define what nonverbal communication is and how it impacts the
customer service environment. Ask students to name the factors that they believe
are included under the umbrella of “nonverbal communication.” Record their
answers on a flipchart for discussion and later reference. Mention that the study of
nonverbal communication has fascinated people for decades. The general public
became aware of this subject when the book Body Language (authored by Julius
Fast) and several others were published.
Show PPT4: Communication Feelings and discuss the work of Dr. Albert
Mehrabian.
THE SCOPE OF NONVERBAL BEHAVIOR, p. 89
12 Instructor Note 7:
Learning Objective 2: Recognize various nonverbal cues and
their effect on customers.
Learning Objective Note: PPTs 5-6 should be used with Learning Objective 2,
pages 89-99.
Students should understand the concept behind this objective, since various
nonverbal cues will impact how customers and others view them.
Using PPT 5, mention that there are basically six categories of nonverbal
communication:
Body language
Vocal cues
Appearance/grooming
Spatial cues (proxemics)
Environmental cues
Miscellaneous cues
BODY LANGUAGE, p. 89
Review the components of Body Language (eye contact, posture, facial
expressions, nodding of the head, and gestures) as you show PPT: 6 Body
Language.
Stress that while reading the nonverbal body cues given by others can be useful in
determining total message meaning, students must also be cautious about what
they think they see. This is because each person interprets cues somewhat
differently based on background, culture, physical condition, communication
13 ability and other factors. Nonverbal cues should be viewed as a partial rather than
definitive answer when determining someone’s true message. Take some time to
go through each of the types of cues and talk about how they impact message
interpretation. Stress that culture, gender and many other diversity-related factors
come into play when interpreting cues.
Instructor Note 8:
Activity: Ask students: When someone does not make eye contact with you
when you are speaking, what thoughts go through your head? Lead a discussion
on the importance of eye contact (see text pages 89-90) in communicating with
others. Solicit examples from students of situations in which they were involved
that had negative outcomes because of the way eye contact was used or misused.
Remind students that cultural differences related to eye contact need to be
considered as part of any analysis of a customer service situation.
Activity: Ask: The Customer Service Success Tip on page 89 should be the
next attention-getter for students. Ask students to review these items, thinking
about themselves and those with whom they communicate. Then assign an
activity in which students keep a record of these attributes as they notice them in
individuals with whom they deal regularly for five days. Have them keep a list of
these attributes to share with the class during the next meeting.
Instructor Note 9:
Point out the photo on page 90. Ask students what they think is going on in this
photo. Have students provide answers to the question: What cues do you
regularly send that impact the way customers perceive you and your organization?
14 This photo will tie in nicely with the Customer Service Success Tip activity
above.
Refer to the section on Posture, page 90 in the text.
Instructor Note 10:
Activity: Ask the class if their parents or another adult told them as a child to
“Stand/Sit up straight.” What message were they trying to convey that can help
you as a service provider? Solicit answers from the class and have a volunteer list
them on the flipchart.
Instructor Note 11:
Refer to Facial Expressions in the section on page 90. Students will find a
discussion about the emotions expressed through the face interesting. Smiling is
one of the few nonverbal cues that has a universal meaning but can still lead to
problems. Refer the class to the scenario regarding a person of the Middle East in
the section on page 90. Ask students if they realized that even a smile can be a
problem in some cultures.
Activity: Use the chart of facial expressions in the Work It Out 4.1 on page 91.
Have students write the letters ‘A’ to ‘T’ in a straight line on a sheet of paper.
Then, ask them to provide the emotion they think is being shown in each face.
After about 5-10 minutes, solicit answers; compare them with those the author
suggests below:
A. Aggressive B. Happy C. Indifferent D. Innocent E. Perplexed F. Sad
G. Smug H. Surprised I. Blissful J. Ecstatic K. Disgusted L. Puzzled
15 M. Lovestruck N. Regretful O. Bored P. Bashful Q. Determined
R. Exhausted S. Frightened T. Hysterical
Ask students how they did in reading the faces.
Instructor Note 12:
Refer to the section Nodding of the Head on page 91. Ask students to think of a
time when nodding of the head was misinterpreted, perhaps when buying an
article. Mention that paralanguage (a vocal effect such as “uh huh,” “I see,”
“hmmm”) may help avoid misinterpretation of the nods. Along with the head
nodding, gestures are also used to add color, excitement and enthusiasm to
communication. The key is to make gestures seem natural.
Activity: Lead a discussion using Figure 4.2 on page 92. Have students offer
additional positive and negative gestures and other behaviors as you write their
responses on a flipchart.
Instructor Note 13:
Activity: Have students come to the front of the class, one at a time, and without
others hearing, privately assign each an emotion from Work It Out 4.1, page 91.
Have him/her demonstrate that emotion nonverbally, while other students attempt
to guess the emotion being displayed. After each demonstration, have students
give constructive feedback.
VOCAL CUES, p. 92
Voice qualities (pitch, volume, rate, quality and articulation) and other attributes
of verbal communication can send nonverbal messages as well.
16 Discuss each voice quality noted: pitch, p. 92; volume, rate of speech, voice
quality, articulation, p. 93. Ask students to demonstrate some of these qualities,
such as volume and rate of speech.
Instructor Note 14:
Point out the photo on page 93 to the class. Ask them what they think is
happening in the photo. Ask how they feel when a service provider smiles at
them. (They will mostly likely be pleased, but you may get some negative
responses).
Instructor Note 15:
Following up on the activity where students performed impressions of facial
expressions, have them review Work It Out 4.2 on page 94. Mention that they
may want to practice these gestures in front of a mirror at home.
Instructor Note 16:
Refer the class to the Customer Service Success Tip on page 94. Mention the
reasons stated in the Tip about standing up straight when speaking. You may want
to have some students practice not standing up straight while talking to see how
their voices are impacted. You can take part in this activity and exaggerate some
positions so that your voice is restricted.
Instructor Note 17:
Spend some time discussing pauses, silence and semantics from page 94 in the
text. Mention that pauses can aid message interpretation by punctuating sentences
17 and adding emphasis, or can detract from interpretation by creating audible gaps
in message delivery.
Silence can also send positive or negative messages. While semantics is not
actually a vocal quality, word selection is often crucial in determining the
outcome of an interaction with a customer. Stress the tie to vocal delivery. Using
Work It Out 4.3, page 95, have students pair up and take turns with the
examples. Let them stop to listen to other pairs also.
APPEARANCE AND GROOMING, p. 95.
Through appearance and grooming habits, you project an image of yourself and
the organization. Good personal hygiene and attention to your appearance are
crucial in a customer environment. Remember, customers do not have to return if
they find you or your peers offensive in any manner. And without customers, you
do not have a job.
Discuss the section on hygiene, page 95.
Instructor Note 18:
Activity: Ask students to think of people who either do not clean themselves well
or who go to the extreme, overusing grooming products, especially cologne, after
shave or perfume. How do you think your customers will react to both examples?
Students will provide a variety of situations and scenarios. Discuss with the class
the section on Clothing and Accessories and how they should determine the attire
for the workplace. (Answers may be to check with human resources, to read the
company manual, to watch videos or read books that are available about
appropriate workplace attire.)
18 SPATIAL CUES, p. 96.
Spatial distances are important and unique to each individual. In addition, many
cultures also have accepted spatial distances. Review Figure 4.3 on page 97 with
the class. Ask them to think about these distances and offer an opinion as to
whether they should be observed in customer service.
Instructor Note 19:
Refer the class to the photo on page 96. What is happening here? Has the
proxemics been violated here? Refer the class also to the Customer Service
Success Tip, page 96. Ask for input about how they feel about touching (refer to
the photo again) in the workplace.
ENVIRONMENTAL CUES, p. 96
Instructor Note 20:
Use PPT7: Environment Cues while discussing the section on pages 96-97.
Note that the surroundings or environment in which you work or service
customers send messages. For example, if your work area appears dirty or
disorganized with pencils, materials, staplers, forms, and other items such as food
or drink cartons, trash or visible clutter, customers may perceive that you and the
organization have a lackadaisical attitude and approach to business. This
perception may cause customers to question your ability and commitment to
serve. If every employee takes responsibility for cleaning the area when he or she
works there, then it becomes a normal event during a work shift shared by
everyone. Additionally, this reduces the chance that a customer may react
negatively. Keep in mind, also, that posters, banners, photos of any potentially
19 offensive items (photos of men or women in inappropriate attire) or photos that
target any group or religious view can be offensive.
MISCELLANEOUS CUES, p. 97
Work with students about various miscellaneous cues they may encounter, such as
personal habits, time allocation and attention, follow-through, proper etiquette and
manners and color (see pages 97-99). Refer to Figure 4. 4, page 99, and lead a
discussion about the emotional messages of color. Ask students for their input on
each color choice and the message it may entail.
Instructor Note 21:
Activity: Using Work It Out 4.4, page 98, have students pair up, complete the
activity and then answer the questions in the exercise.
Instructor Note 22:
Refer the class to Ethical Dilemma 4.1, pages 98, 99. Have students read the
scenario, and then work in groups of 4 (depending on the size of the class) to
answer the questions at the end of the exercise. Review their answers before
having them compare them to the possible answers on page 111 in the text.
To tie into this last section on nonverbal behavior, use a flipchart; facilitate a
discussion in which students identify a list of annoying behaviors they have seen
service providers use. After the list is generated, stress that the students
themselves represent the consumers that they may one day encounter in the
service environment. Suggest that they use their list as a checklist to avoid these
engaging in these behaviors.
THE ROLE OF GENDER IN NONVERBAL COMMUNICATION, p. 99
20 Instructor Note 23:
Learning Objective 3: Explain the effect that gender has on
communication.
Learning Objective Note: PPT 8 should be used with Learning Objective 3, pages
99-102.
Students should understand the gender concept and how it affects communication.
Since they will have customers from both sexes, they should understand how to
deal with both female and male customers.
Lead a discussion on how men and women communicate (see the reference to the
book The Difference by Judy Mann on page 100). This book examines the
hypothesis that boys and girls are different in many ways, are acculturated to act
and behave differently, and have some real biological differences that account for
actions (and inactions). The book discusses various studies that have found that
boys and girls typically learn to interact with each other and among their own sex
in different ways. Girls tend to learn more about nurturing and relationship skills
early, while boys approach life from a more aggressive, competitive stance. While
girls often search for more relationship messages during an interaction and strive
to develop a collaborative approach, boys typically focus on competitiveness
“bottom line” responses in which there is a distinct winner. Obviously, these
different approaches to relationship building can have an impact on the customer
service environment, where people of all walks of life come together. Author Dr.
Deborah Tannen has researched and written extensively on topics of relationships.
You may want to review some of her research by searching for links on the
21 Internet, or assign a group of students to research and report on this topic on a
class date that you indicate.
These life lessons usually carry over to the workplace and ultimately to your
customer interactions. If you fail to recognize these differences and do not
develop the skills necessary to interact with both sexes, you could encounter some
breakdowns in communication and ultimately in the customer-provider
relationship. Follow up this discussion by pointing to the Customer Service
Success Tip on page 100.
Instructor Note 24:
Activity: Divide students into equal sized groups and have them share the
answers to the topics they have researched from Work It Out 4.5, page 100. (If
you want to assign this for another class meeting, you may do so during this
period.) If you want to assign it for further study, let them decide if they want to
use the library, a bookstore, or the Internet for the majority of their research. Have
them make notes on what they learned.
Instructor Note 25:
Activity: Using PPT 8, review the basic behavioral differences between males
and females as shown in Figure 4.5, pages 101-102. Lead a discussion in which
you ask for input on each item shown: body, vocal, facial, behavior and
environmental.
Instructor Note 26:
22 Learning Objective 4: Describe the effects of culture on
nonverbal communication.
Learning Objective Note: PPT 9 should be used with Learning Objective 4, page
102.
THE IMPACT OF CULTURE ON NONVERBAL COMMUNICATION, p.
102
Students should understand this objective because they will encounter various
cultures while on the job and in life in general. How nonverbal communication is
impacted by culture is a significant concept that they need to realize. Start the
discussion by emphasizing the Concept: To be successful in a global economy,
you need to be familiar with the many cultures, habits, values and beliefs of a
wide variety of people.
Stress that similar gestures viewed by people of varying cultures take on different
meanings (refer back to the activities on gestures and facial expressions). You
may want to have students research this topic and come prepared to give
examples of gestures with multiple meanings. Take advantage, also, if you have
international students in your class; these students can provide insight into the
types of gestures and other behaviors they have seen in their culture and how
these are similar or different from those used by people from other cultures; for
example, those in the United States. Use PPT9: The Impact of Culture (see
page 102 to review the definition that is on the slide also).
Cultural diversity has a significant impact on the customer service environment.
The number of service providers with varied backgrounds is growing at a rapid
23 pace. This trend provides a tremendous opportunity for personal knowledge
growth and interaction with people from cultures you might not otherwise
encounter. However, with this opportunity comes challenge. For you to
effectively understand and serve people who might be different from you, you
must first become aware that they are also very similar to you. To successfully
interact with a wide variety of people, you need to learn about many cultures,
habits, values and beliefs from around the world. To learn about these cultures,
develop an action plan that may include talking with people from other cultures,
reviewing materials in National Geographic, or searching the Internet or other
types of materials that you may find in Chambers of Commerce or Visitor
Bureaus.
Instructor Note 27:
Learning Objective 5: Identifying unproductive behaviors.
Learning Objective Note: PPTs 10-11 should be used with Learning Objective 5,
pages 102-104.
UNPRODUCTIVE BEHAVIORS, p. 102
Students should be able to identify unproductive behaviors and understand the
effect they may have on customers and others. The following activities will help
students understand these unproductive behaviors better and know how to look
for any impact they may have.
Show PPT10 and PPT11: Unproductive Behaviors, and lead a discussion on
the topic. Elicit and record on a flipchart additional examples from students.
24 Stress that these can provide a checklist of behaviors they should avoid in the
customer-service environment:
UNPROFESSIONAL HANDSHAKE, p. 103
A firm palm-to-palm grip with a couple of pumps up and down is appropriate.
The grip should not be overly loose or overly firm. You may injure a person who
has specific medical issues (e.g., arthritis) with an overly powerful handshake.
FIDGETING, p. 103
Mannerisms such as playing with or putting hair in your mouth, tugging at
clothing, hand-wringing, throat clearing, playing with a pen or pencil at you talk,
biting or licking your lips or drumming your fingers can indicate that you are
anxious, annoyed or distracted.
POINTING A FINGER OR OTHER OBJECT, p. 103
This is a very accusatory mannerism and can lead to anger or violence on the part
of your customer. If you must gesture, do so with open flat hand (palm up) in a
casual manner. Point out the photo on page 104 on the left of the page; ask
students what is going on in this photo and how they would react to this
environment.
RAISING EYEBROW, p. 103
Sometimes called an “editorial eyebrow” because of the tendency of some
television broadcasters to use it, the editorial eyebrow is accomplished when only
one eyebrow is arched, usually in response to something the person has heard.
This mannerism potentially signals skepticism or doubt in what your customer has
25 said. In effect, it could be viewed as a challenge to his or her truthfulness or the
validity of what was said.
PEERING OVER GLASSES, p. 103
This gesture might be identified with a professor who is in a position of authority,
looking down upon a subordinate, or a judge in a courtroom looking down at the
parties before him or her. For that reason, a customer may not react positively to
your doing it. Typical nonverbal messages that this cue might send are
displeasure, condescension, disbelief or looking down upon someone. Point to the
photo on page 104; ask students how they would react if this person were looking
at them over her glasses.
CROSSING ARMS OR PUTTING HANDS ON HIPS, p. 104
Typically this is viewed as a closed gesture or physical barrier between the sender
and receiver of a message. It can also come across as defiant.
HOLDING HANDS NEAR MOUTH, p. 104
This gesture can indicate embarrassment, can look as if one is hiding, or can
obscure the mouth from someone with a hearing impairment who needs to see the
mouth as while one speaks. By assuming this position, you can muffle your voice
or distort your message. If someone is hearing impaired or speaks English as a
second language and relies on seeing the formation of words on your lips, you
will totally eliminate their ability to understand your message. Additionally,
placing your hands over or in front of your mouth can send a message of doubt or
uncertainty.
Instructor Note 28:
26 Activity: Ask students: do you know people who use some of the mannerisms
that we have discussed? How do you typically react when you experience them?
Instructor Note 29:
Learning Objective 6: Use a variety of nonverbal
communication strategies.
Learning Objective Note: PPT 12 should be used with Learning Objective 6,
pages 104-106.
STRATEGIES FOR IMPROVING NONVERBAL COMMUNICATION, p.
104
Students should understand how to identify nonverbal behaviors and therefore
understand the strategies to help them improve their nonverbal skills.
Use PPT12 as you introduce students to the strategies:
Seek out the Nonverbal Cues, Confirm your Perceptions, Seek Clarifying
Feedback, and Analyze Your Interpretations of Nonverbal Cues sections that are
shown on the PPT slide and discussed briefly below. As you discuss each one, ask
for input or clarification from the students about their interpretation of each
strategy.
SEEK OUT NONVERBAL CUES, p. 104
Often service providers miss important vocal and visual cues because they are
distracted or doing other things that requires their attention. These missed cues are
often the difference between successful and unsuccessful customer experiences.
Train yourself to look for nonverbal cues by becoming a “student of human
nature.” Open your eyes and spend some time watching for these cues in places
27 you visit, such as restaurants, the student cafeteria and classes, the airport and
other areas where people meet to attend an event. Watch the behaviors and try to
interpret them. Keep in mind that human nature is not exact and that many factors
impact the nonverbal cues.
Look at clusters of nonverbal behavior that might be positive or negative.
Evaluating clusters can give you a more accurate view of what is going on in a
communication exchange.
CONFIRM YOUR PERCEPTIONS, p. 105
Let others know that you have received and interpreted their nonverbal cues. Ask
for clarification by perception checking if necessary. This means that you state the
behavior you observed, giving one or two possible interpretations, and then
asking for clarification of the message’s meaning.
SEEK CLARIFYING FEEDBACK, p. 105
In many instances you need feedback to adjust your behavior. You can ask
someone to help you with this by giving you feedback, but keep in mind that
everyone does not like to give feedback and may not give you an honest appraisal.
ANALYZE YOUR INTERPRETATIONS OF NONVERBAL CUES, p. 105
One way to ensure that you are accurately evaluating nonverbal cues given by a
variety of people is to analyze your own perceptions, stereotypes and biases. The
way you view certain things or groups of people might negatively impact your
ability to provide professional and effective customer service to all your
customers.
Instructor Note 30:
28 Learning Objective 7: Demonstrate specific customer-focused
nonverbal behavior.
Learning Objective Note: PPTs 13-16 should be used with Learning Objective 7,
pages 106-108.
CUSTOMER-FOCUSED BEHAVIOR, p. 106
Students need to be able to demonstrate knowledge of customer-focused
nonverbal behavior since it will be a primary part of the service provider
relationship on the job.
Use PPTs 13-14 to show the ways to accomplish customer-focused behavior
when dealing with internal or external customers; see text pages 106-108. Have
students review the sections and provide input about why they believe (or do not)
these are good customer-focused behaviors. If someone feels one or more is
inappropriate, ask for clarification using the perception checking technique
discussed earlier.
In addition to the environment and culture, the nonverbal behavior you exhibit in
the presence of a customer can send a powerful message. You should constantly
remind yourself of a caution probably heard many times during your lifetime: “Be
nice to people.” One way to do this is to send customer-focused messages.
Instructor Note 31:
Using PPTs15-16 and referring to Figure 4.6 on page 107, introduce students to
the reasons to be courteous. Ask them if they believe each of these as you present
them; do they think courtesy pays? Ask for clarification of their reasons.
SUMMARY, p. 108
29 Spend approximately 5-10 minutes reviewing the key concepts of the chapter. Start by having students review the objectives at the front of the chapter and then discuss specific items covered to highlight and accomplish those objectives. You may want to go back through the PowerPoint slides one more time and quickly make a few brief comments related to each item. Use a question-and-answer format to see what students learned.
KEY TERMS, p. 108
Review the key terms. Students should have used the Student Study Guide to help review and study the concepts. You may want to give a review quiz on the Key Terms.
REVIEW QUESTIONS, p. 108
Instructor Note: 32
Activity: You may want to divide the class into small groups or conduct a class discussion of the questions in the Review Section. Possible answers may vary, such as:
1. What are six categories of nonverbal cues?
Body language, vocal cues, appearance/clothing, spatial cues, environmental cues and
miscellaneous cues.
2. What are some of the voice qualities that can affect message meaning?
Pitch, volume, rate of speech, voice quality, articulation, pauses, silence and
semantics.
3. What are some examples of inappropriate workplace attire?
Unclean or unpressed clothing, unpolished shoes, and clothing or accessories that
might distract others; clothing that deviates from organizational standards; items that
might create an unfavorable public image (e.g., bare midriffs, mini-skirts, spiked
30 heels, worn jeans, T-shirts, or tennis shoes). Some of these may be acceptable if worn
with other garments.
4. How can grooming affect your relationship with customers?
Good hygiene and grooming habits can send a professional image. Regular bathing,
brushing teeth, using mouthwash and deodorant, and cleaning hands regularly are
basic expectations in most work environments. Excessive use of makeup, colognes or
perfumes or failure to maintain good hygiene sends a very negative message and can
cause customers and peers to avoid you or to complain to management.
5. What are the four spatial distances observed in Western cultures, and for which
people or situations are each typically reserved?
Refer to Figure 4.3, on page 97:
Intimate distance: 0 to 18 inches; for family and intimate relationships
Personal distance: 18 inches to 4 feet; for close friends or business colleagues with
whom you have an established level of comfort and trust.
Social and work distance: 4 to 12 feet; usually for customer service setting.
Public distance: 12 or more feet; maintained at large gatherings.
6. What are some of the miscellaneous nonverbal cues that can affect your
effectiveness in a customer environment?
Personal habits (e.g., eating, drinking, smoking, chewing food or gum); annoying
phrases that are overused (e.g., cool, awesome, you know, like, solid); time
allocations, follow through, proper etiquette/manners, and use of color.
7. What are some ways in which men and women differ in their nonverbal
communication?
31 Females Males
BODY Claim smaller areas of personal Claim larger areas of personal space
space (e.g., figure four leg cross, armrests
(e.g., cross legs at knees/ankles) on airplanes)
Cross arms/legs frequently Relaxed arm and leg posture
(e.g., over arm of a chair)
Sit/stand closer to same sex Sit/stand further from same sex, but
closer to females
More subdued gestures Use dramatic gestures
Touch more (both sexes) Touch males less, females more
Frequent nodding to indicate Occasional nodding to indicate
receptiveness agreement
Lean forward to speaker Lean away from speaker
Casual glances at watch Dramatic glances at watch
(e.g., arm fully extending and
retracting to raise sleeve, then
looking at watch)
Hugs and possible kisses Hugs and possible kisses for females
for both sexes upon greeting
VOCAL Higher inflection at end of Subdued use of vocal inflection
statements (sounds like a question)
Higher pitch Lower pitch
Faster rate Slower rate
32 Use paralanguage frequently Use paralanguage occasionally
More emotion expressed Less emotion expressed
Use more polite “requesting” Use more “command” language
Language (e.g., “Would you please?) (e.g., “Get me the...)
Focus on relationship messages Focus on business messages
Vocal variety greater Often monotone
Interrupt less, more tolerant of Interrupt more, but tolerate
interruptions interruptions less
Articulation more precise Less precision in word endings and
enunciation (e.g., drop the “g” off
word endings)
FACIAL Maintain eye contact Frequent glances away
Smile frequently Infrequent smiles (with strangers)
Expressive facial movements Little variation in facial expression
BEHAVIOR
Focus more on details Focus less on details
More emotional in problem- Analytical in problem-solving
solving (e.g., try to find cause and fix it)
View verbal rejection as personal Don’t dwell on verbal rejection
Apologize more after a Little apology after disagreements
disagreement
Hold grudges longer Don’t retain grudges
33 ENVIRONMENTAL
Personal objects common in Items exhibiting achievement
the workplace common
More bright color in clothing/ More subdued colors used
decorations
Higher use of patterns in clothing Minimal use of patterns
and decoration
8. What are some examples of unproductive communication?
Nervous mannerisms (e.g., scratching, pulling an ear or playing with hair);
unprofessional handshake, fidgeting, pointing a finger or object at people; raising
eyebrow; peering over glasses; crossing arms and holding hands near your mouth
when speaking.
9. List four strategies for improving nonverbal communication.
Seek nonverbal cues, confirm perceptions, seek clarifying feedback and analyze
interpretations.
10. What are five examples of customer-focused behavior?
Stand up, act promptly, guide rather than direct customers and do not rush customers;
offer assistance, do not keep customers waiting and allow customers to go first; offer
refreshments and avoid unprofessional actions.
SEARCH IT OUT, p. 109
Instructor Note 33:
34 Assign the Search It Out activity as an out-of-class project and have students bring in their results to discuss for the next class.
COLLABORATIVE LEARNING ACTIVITY, p. 109
Instructor Note 34:
Pair up with someone to discuss what you believe are the benefits of understanding and using nonverbal cues for building customer relations. (A minimum of five minutes.) After you have finished, your partner will present his or her views to you. Before starting your discussion set up an audiocassette or video camera to record the conversation. Once both of you have presented your ideas, listen to each of the presentations with your partner and focus on speech patterns. Students’ answers will vary.
FACE-TO-FACE, p. 109
You are an employee of the Central Petroleum National Bank and your job is to provide customer service and establish new checking and savings accounts. On this day, a new customer came in, a Mr. Gomez, who was moving over $200,000 from a competitor bank for poor service. He is opening an account with you when another customer, Mrs. Wyatt, walks in and catches your eye. You hold up a finger, indicating that you will be right with her. And you would—except that Mr. Gomez’s son, who is on his lunch break and about
20 minutes left, came in to meet his father and also wants open an account. You notice that Mrs. Wyatt is looking at her watch and glancing in your direction; when you don’t respond, she soon leaves.
The next morning the branch vice president calls you in to say that Mrs. Wyatt had sent a complaint letter about your customer service and attitude.
35 Have students read and reflect on this scenario and then answer the four questions as if they were the person taking care of the new customers.
Possible answers are given. Have students write their answers and then after 30 minutes in a group or individually (as you select), compare with the answers below:
1. What did you do right in this situation?
Your initial behavior of making eye contact with Mrs. Wyatt—smiling, nodding, and
nonverbally signaling with your finger were all positive and customer-focused.
2. What could you have done differently?
In this situation, the learner’s character is in the precarious situation of having to
possibly offend at least one customer. You might either excuse yourself for a
moment, go to Mrs. Wyatt to explain the situation, and ask if she would mind waiting
for a brief time. You could also ask what service she required and, if someone else
could help, direct her to them. If she does mind waiting, you might try finding an
acceptable alternative to offer, such as calling her later to discuss her need. You might
also see if someone else is available to assist or scheduling a specific time for her to
return for service.
Another option would be to tell Mr. Gomez’s son that you would be happy to assist
him; however, other customers are waiting ahead of him. Possibly ask him to wait,
come back at another time, or try to find someone else to assist him.
3. Do you believe that Mrs. Wyatt was justified in her perception of the situation?
Explain.
Possibly. She may not have realized the Gomezes were together or may have felt that
she had been forgotten. An explanation of the situation might have reduced her
36 frustrations. Additionally, waiting and then seeing someone else move ahead of her
could be irritating. Perceptions are reality, and if she perceived one or more of these
things happened, they did. It is better to speak to her before the situation gets out of
control, as it did.
4. Could Mrs. Wyatt have misinterpreted your nonverbal messages? Explain.
Perhaps. If she interpreted from your gesture that it would be literally one minute and
it took longer, then she might have been confused or irritated. Additionally, if she
actually overheard the conversation between you and the son, she may feel that he is
being unfairly moved ahead of her because of his time constraints. She might also
assume that new customers get priority over those already established and feel that
she is not as valued. This could lead to her deserting the bank for a more customer-
friendly branch.
IN THE REAL WORLD, p. 110
Select a partner or two to work through the Retail Starbucks Corporation exercise. With the partner(s), answer the questions about Starbucks. Your instructor may ask you to share your experiences and answers with the other groups and report on them in class.
PLANNING TO SERVE, p. 110
Instructor Note 35:
Have students prepare their plans. This is a personal assignment and students may not want to show their list. If they want input from you, you may make any comments on their plans that you think are needed to clarify the concepts the students should be using.
No final solutions are given here.
QUICK PREVIEW ANSWERS, p. 111
37 The answers to the Quick Preview are provided.
ETHICAL DILEMMA SUMMARY 4.1, p. 111. Possible answers are provided in the text in addition to the activity noted in the IM on page 20.
VIDEO NOTES:
If you ordered the Videos for Customer Service: Skills for Success, 4th Edition, locate the
Video 4 for Chapter 4 to show the class. This scenario takes place in a medical office and highlights a breakdown in nonverbal communication. One of the employees, Joe, is watching a site on his computer with a baby dancing, laughing to himself. A patient, an elderly lady named Mrs. Elaine Vogel, comes in during his screen capture session and wants an appointment with the doctor. She begins to explain her back going out and Joe continues on the computer, clicking away without much response but with just enough to get Mrs. Vogel started on the back attack situation. The appointment is finally scheduled and Mrs. Vogel is taken a bit aback by his treatment of her so she scurries out.
Have the students view the video, taking notes and paying particular attention to the Joe’s verbal and body language and his attitude. Ask the students to write down what they think were inadequate behaviors and what should have happened.
38