Train the Trainer Resources

Activity title: Customer Care Role Play

Short description:

This activity is intended to help learners develop the interpersonal skills they need to deal with difficult customers.

Key competences in life skills:

Numeracy
Literacy and communication / ü
ICT
Interpersonal / ü
Use of foreign languages
Entrepreneurship
Job seeking / ü
Learning to learn

Situation:

This technique can be used in a range of different vocational areas where the learners will be required to deal with customers/clients.

Aims and objectives:

·  To develop communication and interpersonal skills, particularly in challenging situations

·  To build confidence

Detailed Description:

·  The preparation:

The teacher creates a range of scenarios to be used in the activity. For example, for motor vehicle engineers, it could relate to a customer who is not happy with the way their vehicle has been repaired; for hairdressers, it could relate to a customer who is not happy with their new hairstyle, etc.

·  The session

The session can be planned in two ways, depending on the maturity and confidence of the learners.

For learners who are less confident, the teacher can take the role of the unhappy customer while the learner takes the role of the workplace person who has to deal with the customer.

For learners who are more confident and/or mature, the learners can work in pairs, one taking the role of the unhappy customer and the other taking the role of the workplace person.

The role play can be carried out in front of the whole group, or with each pair working on their own while the teacher circulates to listen and observe.

Requirements and Resources:

Written scenarios.

If role play in pairs, then enough space is needed for them to be able to work together without being distracted by other pairs.

Assessment:

The teacher will assess appropriate communication and interpersonal skills by observing and listening to the role play. The teacher then gives feedback on what went well and what could be improved.

Hints and tips:

A group discussion on how to deliver a quality customer service could follow the activity.

Commentary:

If the teacher is role playing the dissatisfied customer, then the activity can be made more memorable if they “dress” for the part – for example, one male teacher wore a wig and the students really enjoyed this.

Good customer service skills are need in a wide variety of jobs so this activity could help learners to see the value of developing these skills. Research has shown that customer care is a key skill required by employers.

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