TLE-ICT-Contact Center Services Grade 10 TG

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Information and

Communications

Technology

Teacher’s Guide

10

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ii Department of Education

Republic of the Philippines Technology and Livelihood Education – Grade 10 Learner’s Material

First Edition, 2014 ISBN: ___________

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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.

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Office Address: 2nd_{Floor Dorm G, Philsports Complex, Meralco Avenue,} Pasig City, Philippines 1600

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Development Team of the Learner’s 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

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Caoagdan

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ICT- CONTACT CENTER SERVICES- Grade 10 1

K to12 BASIC EDUCATION CURRICULUM Information and Communications Technology

CONTACT CENTER SERVICES (CCS) (SPECIALIZATION)

GRADE 10 – MODULE 1

Personal Entrepreneurial Competencies (PECs) Teacher’s Guide

Quarter I 4 hrs.

Grade Level Standard

This is a specialization course which leads to Contact Center Services National Certificate Level II (NC II). It covers two (2) core competencies that a Grade 10 Technology and Livelihood Education (TLE) student ought to possess, namely: 1) communicate effectively using the English language and 2) deliver quality customer service.

The preliminaries of this specialization course include the following: 1) discussion on the relevance of the course, 2) explanation of key

concepts relative to the course, and 3) exploration of career opportunities. Content Standard

The learner demonstrates understanding of one’s Personal Entrepreneurial Competencies in Contact Center Services.

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 inContact Center Services. I. Introduction

This teacher’s 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

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competencies related to Contact Center Services.

This module will also provide learners an opportunity to know that individuals possess different PECs. These PECs include characteristics, attributes, lifestyles, skills, or traits. Likewise, when one aligns these competencies with the competencies of successful practitioners or entrepreneurs, he or she will be ready to face the experiences of starting a business or being employed.

Moreover, the module is designed to stimulate the learners to think about entrepreneurship and its role in the business community and in economic and social development.

II. Objectives

With your assistance and the guidance of this module, learners are expected to understand the underlying principles and concepts of PECs, particularly in:

- identifying areas for improvement, development, and growth,

- aligning learners’ PECs according to their business or career choice, and

- creating a plan of action that ensures success in their business or career choice.

III. Presentation of Content Introduction

 Guide learners in appreciating and understanding PECs for them to be successful in business or in the workforce by sharing inspiring real-life stories of successful businessman and or well-known employees in the field of Contact Center Services in the province.  Explain to learners the importance of assessing their PECs.

 Guide learners in understanding the importance of entrepreneurs and entrepreneurship.

Objectives

 Guide learners in identifying and understanding the objectives of Module 1.

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Pre-Assessment

 Use the sample pre-assessment test available in the learners’ materials or craft a comprehensive teacher-made test to assess learner’s prior knowledge and skills in PECs.

 Evaluate the result of the pre-assessment and prepare a plan of action to strategically address the learning needs and requirements of the learners.

Guide Questions

 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

 Help learners utilize available technologies / resources in planning their own learning goals and targets as reflected on page 4. Group Activity

 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.

IV. Know, Process, Reflect and Understand, and Transfer Know

 Discuss / present the importance of assessing personal entrepreneurial competencies (PECs) and skills vis-à-vis a practicing entrepreneur or employee; provide an actual example of an entrepreneur or employee existing in your province.

 Expand learner’s 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.

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 Assess learner’s knowledge and skills on understanding of topic. Use the result of the pre-assessment to improve their learning. Process

 Ask the learners accomplish task 4 (PECs Checklist) on page 8-9. Let them make their interpretation or personal insights based on the accomplished task.

 Facilitate student-to-student interactions and process learners understanding.

Reflect and Understand

 Deepen learners’ understanding of PECs by guiding them in accomplishing task 5 (Interview) on page 9-12.

 Facilitate appropriate learning activities to finish the task.

 Encourage learners to report their accomplishments to the class.  Process learners’ understanding.

Transfer

 Assist learners in individually accomplishing task 6 (Preparation of a Plan of Action) on page 12. Let them craft their own plan of action intelligently. Have learners present this in class.

 Process their understanding.

 Guide learners in answering the essential questions presented in task 7 on page 13.

 Have learners share their answers with the class, and then process their understanding.

 Provide learners more concrete example and enrichment activities to further deepen their understanding about PECs and its importance in day-to-day living as future entrepreneurs or employees.

 Provide learners applicable activities whereby they can transfer to the community what they have learned.

 Let learners use available resources in the community to accomplish the task.

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ICT-CONTACT CENTER SERVICES- Grade 10 5

K to12 BASIC EDUCATION CURRICULUM Information and Communications Technology

CONTACT CENTER SERVICES (CCS) (SPECIALIZATION)

GRADE 10 – MODULE 2 Environment and Market (EM)

Teacher’s Guide

Quarter I 4 hrs.

Grade Level Standard

This is a specialization course which leads to Contact Center Services National Certificate Level II (NC II). It covers two (2) core competencies that a Grade 10 Technology and Livelihood Education (TLE) student ought to possess, namely: 1) communicate effectively using the English language and 2) deliver quality customer service.

The preliminaries of this specialization course include the following: 1) discussion on the relevance of the course, 2) explanation of key concepts

relative to the course, and 3) exploration on career opportunities. Content Standard

The learner demonstrates understanding of environment and market in Contact Center Services in one’s province.

Performance Standard

The learner independently creates a business vicinity map reflective of potential market in Contact Center Services in a province.

Learning Competencies

 Develop a quality and marketable product or service in Contact Center Services

 Select a business idea based on the criteria and techniques set  Develop a brand for the product

I. Introduction

People who aspire to start a business need to explore the economic, cultural, and social conditions prevailing in an area. Needs and wants of the people in a certain area that are not met may be considered as business

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opportunities. Identifying the needs of the community, its resources, available raw materials, skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity.

To be successful in any kind of business venture, potential entrepreneurs should always look closely at the environment and market. They should always be watchful on the existing opportunities and constraints. The opportunities in the business environment are those factors that provide possibilities for a business to expand and make more profits. Constraints, on the other hand, are those factors that limit the business to grow, hence reduce the chance of generating profit. One of the best ways to evaluate the opportunities and constraints is to conduct Strengths, Weakness, Opportunities and Threats (SWOT) Analysis.

II. Objectives

With your assistance and guidance in facilitating this module, learners are expected to understand the underlying principles and concepts of environment and market more particularly in:

- identifying what is of “value” to the customer, - identifying the customer to sell to,

- explaining what makes a product unique and competitive,

- applying creativity and innovative techniques to develop marketable product, and

- employing a unique selling proposition (USP) to the product and or service.

III. Presentation of Content 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.

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 Using your processing and questioning skills, guide learners in coming up with a generalization about the environment and market and its relationship to a successful field of Contact Center Services. Objectives

 Guide learners in identifying and understanding the objectives of this module.

Pre-assessment

 Use the sample pre-assessment test available in the learner’s materials or craft a comprehensive teacher-made test to assess learner’s prior knowledge and skills in environment and market.  Evaluate the result of the pre-assessment and prepare a plan of

action to strategically address the learning needs and requirements of the learners.

Guide Questions

 Ask learners to perform task 2 and guide them in presenting their answers to the class.

 Process learners’ responses and guide them in making appropriate generalizations.

Learning Goals and Target

 Help learners in planning their own learning goals and target as reflected on page 18.

 Provide enrichment activities and guide them in analyzing available resources and technology in the community to be used in accomplishing their learning goals and targets.

IV. Know, Process, Reflect and Understand, and Transfer Product development

Know

 Discuss product development, concept of developing a product, finding value, innovation, unique selling proposition, and its relationship to environment and market and business at large.  Let learners participate in the discussion on the aforementioned

topics. Assist and/or guide learners in presenting their ideas and relevant experiences.

 Design varied levels of learning activities for the learners to better understand the topics related above.

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 Guide learners in reflecting on the importance of product development, concept of developing a product, finding value, innovation, and unique selling proposition.

 Design an assessment to evaluate learners’ knowledge, skills, and understanding of the previous topics.

 Use the result of the assessment in designing / developing learning activities that will enrich learners’ understanding.

Process

 Guide learners in accomplishing task 3 on pages 24 to 25. Let them conduct a research by interviewing a successful entrepreneur or practitioner within the province.

 Have learners present their research to the class. Process their understanding in relation to the objectives of this module.

 Inspire learners to deepen their understanding about the environment and market by carefully watching the videos related to the prescribed topics on task 4 on page 25.

 After watching the videos, let them prepare a comprehensive narrative report on the topics they watched.

 Encourage learners to present their accomplishments to the class.

 Process learners’ understanding in relation to the objectives of this module.

Transfer

 Guide learners in developing concepts for their own product or service as reflected on task 5 on page 26.

 Assist learners in analyzing and utilizing available resources in developing their concept of their own product or service.

 Evaluate learners’ output by referring to teacher-made rubrics which is aligned to the performance standards.

 Let learners eloquently share and present their output with the class.

 Lead learners in reflecting on the importance of product conceptualization.

Generating Ideas for Business Know

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 Let learners read and understand topics related to generating ideas for business, selecting a business idea, and branding.  Let learners undergo varied levels of learning activities to better

appreciate the importance of generating ideas for business, selecting a business idea, and branding.

 Process learners’ understanding relative to the objectives of this module.

Process

 Lead learners in reflecting on their SWOT Analysis and its importance in generating business ideas by engaging them in learning opportunities for interaction with others outside the classroom and with the use of technology.

 Instruct learners to enrich their knowledge on SWOT Analysis by conducting researches.

 Provide an appropriate type of assessment to evaluate learners’ understanding of the SWOT Analysis. Use the result of the assessment to craft more appropriate and productive learning activities.

 Assist learners in performing task 6 (SWOT Analysis).

 Evaluate / Assess learners’ output and check it against the objectives of this module.

 Let learners work on an independent learning activity or cooperative learning (ICL) in accomplishing task 7 (Extra Readings and Video Viewing) on page 33.

 Assist learners in presenting their output. Assess the evidence of learning and provide useful input to improve their output.

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

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asking relevant and essential questions.

 Assess learners’ output using teacher-made rubrics following the standards and objectives of this module.

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K to 12 BASIC EDUCATION CURRICULUM Information and Communications Technology

CONTACT CENTER SERVICES (SPECIALIZATION) GRADE 10- MODULE 3

TEACHER’S GUIDE Grade Level Standard

Information and Communication Technology (ICT) is one of the four components of Technology and Livelihood Education (TLE). This module focuses on the ICT specialization Contact Center Services. It covers the following:

1. Personal Entrepreneurial Competencies; 2. Environment and Market;

3. Communicate Effectively in English; and 4. Deliver Quality Customer Service

CONTENT STANDARD

The learner demonstrates understanding of the concepts and underlying principles in communicating effectively in English.

PERFORMANCE STANDARD

The learner independently demonstrates the proper skills of communicating effectively in English in accordance with company policies.

LEARNING COMPETENCIES

The competencies expressed as learning outcomes in this teaching guide are the exact competencies that will be used to assess the learners / trainees for them to secure COC or NC in Contact Center Service.

This teaching guide would allow teachers / instructors 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.

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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 teacher’s 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 teacher’s 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.

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LESSON 1: COMMUNICATE EFFECTIVELY IN ENGLISH (CE)  Analyzing communication process;

 Communicating and listening effectively; and  Using paralanguage communication cues. 

III. Pre- Assessment

 Guide learners in assessing their actual communication skills by answering Survey 1 for oral communication and Survey 2 for written communication.

 Assess learners’ prior knowledge and skills in Contact Center Services using:

 paper and pencil test  performance test  other appropriate tools

 Check their answers using the answer key on this Teachers Guide. IV. Reading Resources and Instructional Activities

 Guide learners in answering the guide questions and in performing the activities that will measure how much they know about the topic.

 Let learners share their experiences to the class.

 Process learners’ responses, let them reflect, revise or rethink their understanding.

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Lesson 1.1- Communication Pathways A. What to KNOW

 Guide learners in answering the Preliminary Activities.

 Ask learners what they think are the different ways to communicate in the workplace and the different people they might communicate with.

 Discuss the meaning of communication pathway.

 Use creative and innovative strategies on educating the learners about the different communication pathway.

 Have a brainstorming on the best time to use a particular communication pathway.

 Utilize creative and innovative strategies on the discussion of the different characteristics needed in establishing good communication among their customers and other people in the workplace.

B. What to PROCESS

Task 1: Modified True or False

 Have the learners determine whether the given statements are true or false  Ask the learners to rewrite the incorrect statements to correct them.

 Process the learner’s responses. C. What to REFLECT and UNDERSTAND

Task 2: Choose the Best!

 Guide learners in deepening their understanding by Identifying the best type or pathway of communication to use in each of the given situation.

 Ask them to provide reasons for choosing the specific communication pathway.

 Process the students’ answers.

Lesson 1.2. Elements of Communication A. What to KNOW

 Guide learners in answering the Preliminary Activity.

 Utilize creative and innovative strategies on discussing the different elements of communication.

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 Have a brainstorming of how each elements contribute to the success or failure of the communication process.

B. What to PROCESS Task 1: Pool Up!

 Ask the learners to complete the crossword puzzle by identifying the element of communication described in each number.

 Check their answers based on the Answer Key included in this teaching guide.

C. What to Reflect and Understand

 Enhance their learning further by having them do the following activities: Task 2: Elements of Communication

 Guide the learners in analyzing the given example of piece of communication.  Have the learners identify elements of communication.

Lesson 1.3: Barriers to Communication

What to Know

 Assist the learners in accomplishing the Preliminary Activity.

 Utilize creative and innovative ways in teaching barriers to communication.  Ask the learners to cite examples for each type of barrier to communication.  Guide the students in understanding how these barriers affect the

communication process.

What to Process Task 1: Matching Type

 Guide the learners to identify the different barriers in communication through the given matching type test.

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What to Reflect and Understand Task 2: Let’s Get Updated!

 Assist the students in sourcing for a copy of the article.  You may also provide the students with a copy of the article.  Guide them in answering the questions provided.

 Process the students answer.

What to Transfer Task 3: In the Real World  Group the students into five.

 Guide the students in choosing whom to interview.

 Assist them in creating questions for their impromptu interview.

 Remind the students to be courteous and polite while talking with their interviewee.

 Guide the students in sharing their findings and insights in front of the class.

Lesson 2: Communicate and listen effectively Lesson 2.1: Oral Skills

What to Know

 Assist the learners in accomplishing the Preliminary Activity.

 Provide the students with an option to record themselves as they read the excerpt in the Preliminary Activity.

 Encourage the students to be ready with any device that can be used to record their voice (voice recorder or their cellphones).

A. Phonemes

 Utilize creative and innovative ways in teaching phonemes.  Ensure understanding of what phonemes are.

 Apply the proper pronunciation of vowel and consonant sounds in front of the class.

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 Demonstrate or illustrate the proper positioning of the vocal apparatus to ensure correct production of phonemes.

 Guide the learners in proper articulation of each phonemes. B. Sentence Construction

 Use creative and innovative ways in teaching the principles in sentence construction.

 Establish clear understanding on how to construct grammatically correct sentences.

 Differentiate the group of learners who still need more enhancements on the previous performance among those who are ready to move forward.

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 Teacher’s 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. Task 4: Read. Pair. Critique.

 Guide the students as they look for a partner.

 Assist the students in performing the steps in the task.  Guide the students in sharing their comments.

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What to Reflect and Understand

 Assist the students in sourcing for a copy of the article.  You may also provide the students with a copy.

 Guide them in answering the questions.  Process the students answer.

Lesson 2.2: Listening Skills

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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

Task 1: This is Their Story Part 1: The Interview

 Assist the learner in identifying their interviewee.  Help the learners understand the interview questions.

 Clarify with the students that they cannot remove questions from the list.  Remind the students to be polite and courteous while conducting the

interview.

Part 2: The Transcription

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Part 3: The Reflection

 Ask the students to identify parts of the interview where they did not fully understand each other.

 Ask them to identify the cause.

 Ask them to suggest ways to resolve it.

 Be guided by the rubric in grading the students. Lesson 2.3: Grammar

What to Know

 Utilize creative and innovative ways in teaching grammar topics such as subject-verb agreement, tense and aspect of verbs, preposition, modifiers, and conditionals.

 Cite additional examples to reinforce students understanding of the topics. 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.

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Lesson 2.4: Writing Skills What to Know

 Establish a connection of this lesson with the past lesson.

 Use creative and innovative ways in teaching topics in writing skills.

 Guide them in understanding the rules in spelling, paragraphing, punctuation and transition markers.

 Provide a review of the lessons in sentence construction and jargons.

 Provide an opportunity for students to apply what they learned in short self-check exercises.

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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 ¼ 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.

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 Guide the students as they listen to stories shared by the speakers.  Encourage the students to ask questions related to the topic.

 Provide ample time for the students to write their essay that includes their insights and realizations.

 Be guided by the rubric in grading the students’ output.

Lesson 3. Use paralanguage cues

This lesson marks the beginning of Quarter 3. It focuses on the use of paralanguage cues that will help Contact Center Services provider become more efficient in carrying out their tasks.

Lesson 3.1: Voice 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 3. Spot the Difference

 Assist the students in accessing the URL.  Guide them in navigating through the website.

 Provide ample time for them to listen and study the content of the audio recording.

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 Process the students answer to the guide questions. Lesson 3.2: Accent

What to Know

 Use creative and innovative ways in teaching the topics included in the lesson.

 Provide plenty of examples that the students can imitate for practice. What to Process

Task 1: Pool up!

 Guide the students in answering the task.  Process the students answers.

Task 2: The Last Man Standing  Explain the mechanics of the game.  Choose a phrase or statement to use.

 Assist them in practicing the pronunciation of the statement.  Implement the rules of the game.

Task 3: Read! Speak up!

 Guide the students in choosing a partner.

 Ask the students to take turns in reading the given sentences and in giving comments on their classmate.

 Remind the students that comments should be based on the principles of accent discussed in the previous lesson.

 Remind the students to be constructive in giving their comments.

What to Reflect and Understand Task 4: Getting Updated!

 Assist the students in using a functional computer with internet service.  Otherwise, provide a copy of the article.

 Ask the students to read the feature article from philstar.com.  Ask them to gather data based on the guide questions.  Be ready to process the students’ responses.

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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.

Task 7: Read. Speak. Check.

 Assist the students in using the computer.  Guide them in recording their voices.

 Remind them to apply the lesson that they have learned about voice and accent.

 Allow them to pratice and re-record their voices if necessary. Lesson 3.3 : Conversational Cues

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

 Guide the students in accomplishing the task.  Be ready to process the students’ answers.

 Provide additional examples of conversational cues and ask the students to decode it.

What to Transfer Task 2: Mock Call

 Guide the students in choosing a partner.

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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.

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marketable in the field of contact center.

Lastly, Lesson 10 gave them a clear understanding of conversational cues. It helped them learn how to interpret certain cues that may be used by customers. It also developed their sensitivity to their use of conversational cues.

After finishing Module 3, learners are expected to be more confident in communicating either orally or written.

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K to 12 BASIC EDUCATION CURRICULUM Information and Communications Technology

CONTACT CENTER SERVICES (SPECIALIZATION) GRADE 10- MODULE 4

TEACHER’S GUIDE Grade Level Standard

Information and Communication Technology (ICT) is one of the four components of Technology and Livelihood Education (TLE). This module focuses on the ICT specialization Contact Center Services. It covers the following:

1. Personal Entrepreneurial Competencies; 2. Environment and Market;

3. Communicating Effectively in English; and 4. Delivering Quality Customer Services. CONTENT STANDARD

The learner demonstrates understanding of concepts and underlying principles in delivering quality customer services.

PERFORMANCE STANDARD

The learner independently demonstrates appropriate approaches in delivering quality customer services in accordance with call center industry policies.

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. demonstrate understanding of the BPO/Call Center industry; 2. transmit/receive calls to or from customers; 3. handle customers’ complaints; and 4. apply knowledge of common cultural variables as well as local and international geography.

Orient learners on the following:

 Entrepreneurship-based Technology and Livelihood Education curriculum

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 Parts of the module  How to use the module

II. Learning Competencies/ Objectives

The competencies expressed as learning outcomes in this teaching 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 teaching 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. Lesson 1: The BPO/Call Center Industry

 Describing the BPO/ Call Center Industry

 Describing the basic services related to customer service, sales and technical support within the BPO/ Call Center Industry

 Explaining the basic performance metrics of a call center agent Lesson 2: Transmitting / Receiving Calls To or From Customers

 Identifying types of calls in accordance with the client or customer’s needs  Using interactive communication in accordance with customer –

management relationship standards

 Addressing customers’ inquiries and concerns

 Providing courteous service to the customer in accordance with customer relationship management

 Establishing rapport in accordance with customer or client relationship

 Identifying inquiries and concerns required for transfer and or hold in accordance with the enterprise policy

 Summarizing the information and confirming that the objectives are met when ending calls

 Observing proper telephone etiquette in closing the conversation  Protecting customer information

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Lesson 3: Handling Customers’ Complaints

 Responding to complaints promptly and empathetically.

 Addressing customers’ complaints with clear, direct, accurate and timely response

 Establishing details of complaints and using basic remedies in accordance with enterprise policy

 Implementing appropriate referral or hands-off procedures as required  Referring complicated concerns to higher authority

Lesson 4: Providing After-Sales Support and Documenting Events  Ensuring customer satisfaction by making a return call

 Discussing action/s necessary to resolve complaint/s and confirming with the customer

 Recording agreements reached with the customer and implementing within agreed timeframe

 Initiating follow-up action/s to ensure that agreements with customers are implemented

 Documenting actions and resolutions agreed-upon with the customer in accordance with company procedures

Pre-Assessment

 Assess learners’ prior knowledge and skills in Contact Center Services using:

 paper and pencil test  performance test  other appropriate tools

 Guide learners in assessing their prior knowledge by answering the pretest.  Check their answers using the answer key in this Teacher’s Guide.

 Ask your students to read and reflect on the introduction and objectives of the module. Conduct an active discussion about the module. Have the students accomplish the Goals and Targets using the provided graphic organizer on the page.

Reading Resources and Instructional Activities

 Guide learners in answering the guide questions and performing the activities to measure how much they know about the topic.

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 Process learners’ responses, let them reflect, revise, or rethink their understanding.

What to KNOW

Lesson 1: The BPO/Call Center Industry

 Guide learners in answering the preliminary activity.

 Ask learners to define terms related to BPO such as customers, clients, agents, outsourcing, telemarketing and the likes.

 Use creative and innovative strategies in discussing the benefits of outsourcing.

 Have learners reflect on the perceived benefits of outsourcing. Let them discuss each benefit as seen in the module.

 Discuss the implications of BPOs in the local and global economy. What to PROCESS

TASK 1: Business Process Outsourcing

 Guide students in accomplishing the graphic organizer. TASK 2: BPO Industry in the Philippines

 Let them write a short composition on why the Philippines is a better BPO market compared to other nations. Process their answers by asking students to present their reasons to the class.

What to REFLECT AND UNDERSTAND TASK 3: Video Presentation

 Download the video presentation on Youtube

URL: http://www.youtube.com/watch?v=9w1MJnz-vbg Video title: Phoning from the Philippines

 Remind the students to take down notes as they watch the video.

 Encourage learners to create a functional and creative graphic organizer in presenting the data they have gathered.

TASK 4: Cooperative Learning – Reflection on the Video Presentation

 Conduct a group activity for the class. Follow the guidelines presented in the task. Construct your own rubrics based on the type of activity of the learners. TASK 5: Oral Presentation- Economic Implications of the BPO Industry

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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 learner’s module.

 Have the students present the activity.

 Prepare questions relevant to the student’s 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 learner’s learning by having them answer Task 2.

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Lesson 3: Basic Services within BPO Industry

 Discuss the categories under the Business Process Outsourcing industry.  Enumerate the call center services and give specific examples of available

call center firms here in the country.

 Explore more on the different BPO firms in the country through online research and call center agent interviews.

What to PROCESS

TASK 1: Identification of BPO Services

 Familiarize students with the BPO services by having them identify the services described in Task 1.

TASK 2: Basic Services within the BPO Industry

 Elicit students’ understanding of the lesson by having them answer the essay type questions in Task 2.

What to REFLECT AND UNDERSTAND TASK 3: BPO Services: Explored

 Have learners identify a call center agent whom they can interview about the different job descriptions in their work place. Encourage them to generate good outputs by focusing on questions that describe the services the interviewee render in the call center firm.

 Explore more on the services by letting them conduct an online research. TASK 4: BPO Services: Career Graph of an Agent

 Familiarize students with the career track of a call center/ customer service representative.

 Explore on the said job roles by researching about the duties and responsibilities of each.

What to KNOW

Lesson 4: Call Center Agents’ Performance Metrics

 Have the students answer the preliminary activity. Discuss the concept of Venn diagram. Have them predict the different means of maintaining quality service by listing the down then plotting them in the Venn diagram.

 Define the word “competencies.” Ask the learners for their ideas of the qualifications of a competent call center representative.

 Stress that there are two different qualities that the employer look for in prospective employee:

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a. Personal qualities-the personality, attitude and behaviour of the person that affects his/ her performance at work

b. Professional qualities-work related qualities which directly affect the performance at work

Discuss that both of these are important. One would not work without the other.

Typical Customer Service Representatives’ Competencies

 Discuss the competencies that would most likely fit in the BPO industry.  Have a brainstorming on how students see these competencies from their

perspective. Correct and align their understanding to the correct description afterwards.

 Give specific examples on how each competency could be observed in a call center workplace.

What to PROCESS

TASK 1: Customer Service Representatives’ Competencies

 Identify the customer contact representatives’ competencies being referred to by the items given.

TASK 2: Recognizing the CSR Competencies

 Have the students act out short skits on how these competencies may be demonstrated in the conduct of one’s responsibilities as a contact center service representative.

 Hone their assessment skills by criticizing critically the competencies shown during the presentation.

What to REFLECT AND UNDERSTAND

TASK 3: Rating CSR Competencies Based on their Importance

 Let the students appraise the competencies and guide them in weighing their importance.

 Supervise the cooperative learning activity and give assistance to those who need it.

 Guide them in realizing that each of the competencies have their own value and they go hand in hand. They need to develop them all to become the best

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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

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Give examples if necessary.

 Assess learners’ understanding by thoroughly discussing all possible answers.

What to KNOW

Lesson 5: Transmit and Receive Calls to or from Customers

 Activate prior schema by letting the students answer the preliminary activity.  Enumerate the different tasks that a call center agent performs.

5.1 Client’s / Customer’s Needs

 Establish clear understanding of the most common customer service and related functions provided by call or customer contact center employees by discussing the types of calls in accordance to the customer’s needs.

 Widen student’s perspective on the different call center services by discussing: 5.1.1 Counseling; 5.1.2 Directory; 5.1.3 Booking; 5.1.4 Technical Support; 5.1.5 Academic Instruction; 5.1.6 Travel Advisories; 5.1.7 Sales; and 5.1.8 Data gathering. What to PROCESS

TASK 1: Types of Call in Accordance with the Customer’s Needs  Have the students enumerate the type of calls in a typical call center. TASK 2: Identifying Client’s / Customer’s Needs

 Familiarize students with the client’s / customer’s needs in the BPO industry. What to KNOW

Lesson 6: Products and Services

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 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.

7.1.1 Call Structure

 Introduce the parts of a call. Stress the importance of completing the necessary information in each part. Note that companies have their unique protocols in receiving or sending out a call. Remind them that these are general guidelines which they may use to develop their communication skills.  Provide generous amount of examples in taking and receiving calls.

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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

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 Have the students enumerate the beneficial factors of active listening.

 Discuss the relevance of these benefits to their tasks as future contact center representatives.

TASK 2: Internal and External Barriers

 This is a self-assessment test. Guide the students in writing their internal and external barriers that interfere with effective listening skills.

 Have the learners identify their personal barriers to listening.

 Stress that knowing these barriers will help them improve their listening skills.  Have them prepare a checklist which they will visit once in a while to check

their improvement regarding these barriers.

 Assess the students’ work by critiquing and suggest ways on how to improve their listening skills.

What to REFLECT AND UNDERSTAND TASK 3: Listening Exercise

 The following is a sample message for the message relay activity: (Ms. Marilyn Monroe, 45, of 65 Crestwood St. SunnyVille Los Angeles California, will be ordering 8 sets of chestnut brown filing cabinets and 10 Model 345 safety boxes to be delivered in her place of residence a week from now. )

Create your own messages. Just make sure that it is appropriate for a call center setting.

 Supervise the students in seeing and comparing the subtle changes in word use, and slight additions or eliminations, that significantly alter the meaning of any message.

 Stress the importance of active listening as an integral part of good

communication. Let them create their conclusion based on the outcome of the activity.

TASK 4: Selective Listening Exercises

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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 do’s and dont’s.

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.

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 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 learner’s 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 learner’s work instantaneously to correct misconceptions. What to TRANSFER

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TASK 4: Actual Paraphrasing Exercises

 Act as a moderator of a call center simulation. Instructions are already written in the Learners’ Module. You may adapt the criteria provided or you may opt to create your own rubrics.

7.4 Ensuring consistent quality service for all types of customers

 Conduct an interactive discussion about the following means of ensuring consistent quality service:

Reporting Packages ACD Integration Trends

Quality Monitoring and Recording Contact Management Systems 7.5 Avoiding Sensitive Topics

 Have a brainstorming activity on how call center agents come across sensitive topics as they converse with customers.

 Discuss the importance of distinguishing topics that are related to one’s work and those that they should not dwell so much on, such as sensitive topics that might cause discomfort and are offensive.

 Go about the specific sensitive topics enumerated in the module. Discuss them and try to give examples through recorded voice clips or video clips.  Make students realize that people are unique in their own way. How they

perceive a conversation depends on a lot of factors. Therefore, we will never know who can tolerate such sensitive topics and those who can’t. Avoiding them is the best way to go on with the business transaction.

 Discuss the instances where these may pose sensitivity: 7.5.1. Racial and Ethnic groups

7.5.2. Gender 7.5.3. Age

7.5.4. Illness and Disability 7.5.5. Sexual Preference

7.5.6. Titles 7.5.7. Politics 7.5.8. Religion What to PROCESS

TASK 1: Identifying Sensitive Issues