Call Center Customer Service

Call Center Customer Service
Call Center Customer Service



Call Center Customer Service



Theory of constraints boosts call center customer service, operational efficiency


Theory Of Constraints


  • To combat high levels of customer dissatisfaction, staff turnover and operational ineffi ciencies, call centers can benefi t from using the theory of constraints (TOC).
  • TOC is a management method that helps call centers reduce waste, and identify and resolve bottlenecks that prevent them from


Identify the system’s constraints

Decide how to exploit the constraint.

Subordinate the whole system to the


Alleviate the bottleneck.

Reevaluate the constraint.

10 Simple Steps to Increase Effectiveness, Efficiency and Adaptability


10 Simple Steps to Increase Effectiveness, Efficiency and Adaptability


The Power of Business Process Improvement techniques have been proven by many industiries. The most important concern there is how to apply them into different industies to fit the individuel company. It is realy crucial to find the best posture for your organization. To simplify the process I have underlined a roadmap for.


The Power of Business Process Improvement


  1. Develop the process inventory.
  2. Establish the foundation.
  3. Draw the process map.
  4. Estimate time and cost.
  5. Verify the process map.
  6. Apply improvement techniques.
  7. Create internal controls, tools and metrics.
  8. Test and rework.
  9. Implement the change.
  10. Drive continuous improvement.


Your feedbacks will be appreciated.




How to Train People More Effectively

How to Train People More Effectively

How to Train People More Effectively


HOW DO YOU keep a group of adult learners engaged for a full day of training?


Four steps for teaching a skill more effectively,


Explain: Explain what you are going to teach and why. The why is important because it provides participants with the context around a particular concept. Tell them the steps involved. Visual aids might be helpful for this step. Use questions to gauge their understanding.


Demonstrate: Demonstrate the steps using an example or actual materials. Describe what you are doing. Go at a slow pace so each step in the process is clearly demonstrated.


Guide: Guide learners as they go through the exercise for the first time. Provide the materials and tools needed to complete the exercise. A learner

must do a new activity at least twice. That’s how real learning takes place. Repetition is essential. Let them practice the skills.


Enable: Enable learners by letting them perform the skill themselves without intervention. Evaluate the effort. Encourage the learners to keep trying

until they master the skill. Recognize and celebrate success. Only then have you enabled learners to go off on their own and use that skill.


EDGE in action

The following example describes how I use the EDGE model with process mapping.


Explain: In most businesses, so much of what occurs is invisible. Process maps help make processes visible. The process map is fundamental in

achieving consistency and repeatable results in business. From my experience, the most effective explanations incorporate stories, and the most

effective stories are personal. My own personal story describes my father’s experience in the emergency room a few years ago. During his stay, I observed

several process breakdowns and captured them on a process map. I used the map to effectively start a constructive dialogue with hospital executives.


Demonstrate: I demonstrate how to build a simple process map by walking everyone through the step-by-step process. The animation feature in PowerPoint is powerful to demonstrate the steps.


Guide: Now we’re ready to start learning by doing. Our exercise contains contains a short narrative and objectives to build a current-state map. A time limit is provided with expectations for a read-out. Each team is given Post-Its, markers and fl ip charts to complete the exercise. Learning during this stage is discovery driven. Ideas are shared and knowledge transfer occurs. As the trainer, I walk around the room listening to and observing each team. I answer questions, and offer guidance and direction when I see teams are stuck. My role is coach and mentor.


Enable: After 20 minutes, I ask for volunteers to give a read-out. There is always some anxiety when presenting to a class. It is critical, however, that I give the presenter and his or her team some breathing room. The presenter must feel empowered without any intervention. I facilitate the discussion by asking questions and encouraging other teams for their perspective. At the end of each read-out, we recognize each team’s efforts with a round of applause. Taking the time to recognize a team and celebrate it in a public way more effectively communicates your goal than any other method. Using the EDGE model in your training can give you an edge and ensure learning really takes place.



Source QP April