INSTRUCTIONAL COMPREHENSIVE PROGRAM PLANNING AND REVIEW (CPPR)
Program: Customer Service Program Planning Year: 2014-2015 Last Year CPPR Completed: 2008-2009
Unit: Business Education Cluster: WED
I. GENERAL INFORMATION AND PROGRAM OUTCOMES A. Program Description
Cuesta College’s Customer Service Academy offers professional development training that provides you with life skills needed throughout your career. Our cutting edge training is designed to empower you with the skills needed to effectively work with customers and co-workers. Participants will learn valuable workplace traits and behaviors such as reliable attendance and punctuality, appropriate attire, receptiveness to constructive criticism, effective interpersonal skills, conflict management, time management, and organizational skills. Using videos, case studies, and experiential learning activities, the courses are a combination of presentation, discussion, and practical workplace-related learning activities that allow participants to practice what we teach. Each of the following topics is designed for a 9-hour training session:
Attitude in the Workplace Professional Image
Communicating with People Stress Management
Conflict Resolution Team Building
Customer Service Time Management
Dealing with Change Using Technology to Communicate
Decision Making & Problem Solving Values & Ethics Goal Setting
Earn a certificate of completion by completing any ten of the 13 courses
Whether you own a company, work in a local supermarket, bank, eatery or other retail operation, customer service training is important in assuring you satisfy the needs of the customer at all times. The Customer Service Academy emphasizes quality service, and targets careers in the following areas: Retail Sales, Cashier, Hostess, Barista, Wait-service, Catering, Reception, Customer Support Services, Customer Service Desk, Help Desk, Telephone Sales and Order Taking, and most other careers involving public interaction. Graduates often pursue front-line and administrative positions in sales, cashiering, customer service, and help desk as well as many others.
History
The Customer Service courses were designed in Fall 2002 to complete the academic curriculum of the Business Administration Program. A series of 10 classes were designed to teach students the customer service or people skills/behaviors necessary for the workplace.
• BUS 170 Dealing with Change • BUS 175 Values & Ethics
• BUS 171 Team Building • BUS 176 Attitude in the Workplace
• BUS 172 Communicating with People • BUS 177 Stress Management
• BUS 173 Conflict Resolution • BUS 178 Decision Making & Problem Solving
• BUS 174 Customer Service • BUS 179 Time Management
In Spring 2009 the work experience curriculum was revised to eliminate the requirement that students enroll in a 3-hour customer service workshop. Instead, students are now required to complete one course from the BUS 170-180 series. The Dean, Division Chair and Work Experience Coordinator reviewed the workshop offerings and it was determined that three new courses would be added in Spring 2010 to ensure all workshop course content was part of the Customer Service Academy.
• BUS 181 Professional Image • BUS 183 Using Technology to Communicate
• BUS 182 Goal Setting
Between 2012 and 2014, there was no clear lead of the CSA program as it was between departments. Beginning Fall 2014, the Workforce Economic Development and Community
Programs department is taking over responsibility of this set of courses, along with the Supervision and Management Academy courses. (BUS 190-192, 194, 195, 197). The courses will be converted to WEXP courses and integrated into the set of resources promoted to local employers within the context of Supervision and Management Academy.
The current faculty members are as follows: • Deborah Bayles • Kimberley Blackie • Cheryl Garnsey • Kathy Marcove • Traci Robichaud • Tracy Scovil • Priscilla Simoes • Bonnie Woodson • Maryanne Zarycka B. Program Objectives
The Customer Service Academy program established three program learning outcomes:
1. Demonstrate and ability to recognize and assess barriers to success affecting education, work, health – professional, academic and personal relationships, communication,
interdependence, adaptability, and self-management.
2. Demonstrate an ability to uncover resources that are useful in addressing barriers to success affecting education, work, health – professional, academic and personal relationships, communication, interdependence, adaptability, and self-management.
3. Demonstrate an ability to identify and implement strategies to overcome barriers affecting education, work, health – professional, academic and personal relationships, communication, interdependence, adaptability, and self-management.
The Customer Service Academy Certificate of Completion has strengthened the relationship between community employers and Cuesta College while demonstrating the benefits of working together toward the mutual goals of providing a trained (and retained) workforce.
Customer Service courses provide a practical link between the academics learned in the classroom and the real skills used in the workplace, adding value to the local community workforce.
C. Program Outcomes
The Customer Service Academy (CSA) courses (BUS170-183) have the following student learning outcomes:
BUS 170 – Dealing with Change
• Identify the role managers play as change agents • Develop the skills necessary for managing change
• Identify various theoretical models of dealing with change • Identify the states of change and how to effectively deal with • Recognize the symptoms of resistance to change and be able to • Develop a Change Action Plan
BUS 171 – Team Building
• Identify team building techniques
• Utilize team building techniques in handling a variety of • Assess various team player styles
• Evaluate common team problems and discuss methods to solve them
BUS 172 - Communicating with People
• Identify the communication process
• Recognize the do’s and don’ts when communicating with diverse personality styles • Know how to adjust your style to adapt to other people
• Recognize barriers to effective communication
• Identify and be able to demonstrate the use of active listening • Know the power of non-verbal communication
• Know how to resolve a communication problem
• Recognize words and phrases that anger people and know how to rephrase them
BUS 173 – Conflict Resolution
• Define the meaning of conflict
• Recognize the five conflict handling modes
• Understand different personalities and demonstrate strategies of dealing with various personality styles
• Define the causes of conflict
• Demonstrate strategies for resolving interpersonal conflict • Define and be able to use various techniques of resolving • Demonstrate how to handle conflict with co-workers • Understand where anger comes from
BUS 174 – Customer Service
• Identify key skills in order to effectively meet customer needs • Practice valuable communication and listening techniques • Recognize how attitude ties in with customer service • Analyze complaints from customers in a positive way
• Recognize the key elements of customer satisfaction and customer retention
BUS 175 – Values & Ethics
• Identify values, where they come from and how they influence our actions/decisions • Recognize how values operate in the workplace
• Identify a personal philosophy of ethics which demonstrates one’s own values and how those values affect one’s individual actions/decision making
• Define how to apply professional ethics in the workplace
• Develop an understanding of the differing ethical frameworks that influence the individual as well as other’s actions/decisions
BUS 176 - Attitude in the Workplace
• Identify the key areas where our attitudes are formed
• Demonstrate use of specific strategies to adjust your attitude and conquer negativity • Identify specific ways to maintain a positive outlook towards work/family/life
• Analyze specific types of attitude problems on the job and how to resolve each attitude problem
• Analyze the three personality types and learn how they impact you and those around you • Recognize the primary causes of a bad attitude and turnaround
BUS 177 – Stress Management
• Define stress and what it costs in the workplace • Identify stressors, both internal and external • Diagnose his/her own stress condition
• Identify ways to manage stress, both personal and organizational
BUS 178 – Decision Making & Problem Solving
• Define the role of decision makers
• Identify what is involved in decision making • Recognize the best approach for specific situations • Define the types of decisions
• Apply the steps of decision making
• Recognize the various aids available to assist in decision making
• Recognize the elements involved in individual decision making as opposed to group decision making
• Identify factors to keep in mind when making decisions • Use information acquired to improve decision making
BUS 179 - Time Management
• Apply a self-diagnosis to determine where his/her time goes • Identify the benefits of time management
• Identify common time wasters and be able to eliminate them • Recognize the importance of setting priorities
• Identify various time control systems
• Practice skills in handling crisis and interruptions on the job • Plan a system for handling incoming correspondence
• Identify and incorporate various techniques for managing the workplace
BUS 181 – Professional Image
• Identify, analyze, and judge the physical characteristics that influence a first impression • Identify and interpret business appropriate attire and other physical factors as they relate to a
variety of employment environments
• Identify, explain, and practice basic business etiquette skills as they relate to various work related situations
• Define, explain, and demonstrate the relevancy of professional networking fundamentals
BUS 182 – Goal Setting
• Identify, analyze and prioritize important factors that contribute to a personal vision
• Define, explain and differentiate between Mission Statements, Vision Statements and Values Statements
• Define and write a personal vision, mission and values statement
• Define, explain and utilize fundamental concepts of the Goal Setting Process • Create and implement a Personal Goal Setting Action Plan
• Identify potential industries and career fields as they relate to personal values systems and interests
• Develop and implement job search strategies for pursuing and obtaining a meaningful career and work life
BUS 183 – Using Technology to Communicate
• Understand the impact of technology on customer service and the communication process in business
• Identify obstacles to effective communication inherent in business technology tools • Demonstrate good customer service skills using the telephone
• Effectively communicate using computer-based tools
• Determine the benefits and drawbacks of business-wide technology from a customer service perspective
At present, there is a wide variance in the number of student learning outcomes from one course to another. In order to provide more meaningful student learning outcomes and to create more uniformity among the various training courses, no more than 3 student learning outcomes should be established for each course
Assessment is an ongoing process aimed at understanding and improving student learning. It involves making our expectations explicit and public; setting appropriate criteria and high standards for
performance matches those expectations and standards; and using the resulting information to document, explain, and improve performance.
II. PROGRAM SUPPORT OF INSTITUTIONAL GOALS AND OBJECTIVES
A. Identify how your program addresses or helps the district to achieve its institutional goals, objectives,
and/or operational planning initiatives.
1. San Luis Obispo County Community College District will enhance its programs and services to promote
students’ successful completion of transfer requirements, degrees, certificates, and courses. In addition to the primary objective of improving student’s employability skills, Customer Service Academy is often utilized to:
Help the student be:
• More productive in current jobs and/or future careers • Reduce the time needed to learn on the job behavior lessons • Apply many of these behaviors to appropriate academic situations
• Provide potential employers with documentation of successful obtainment of skills Help the employers to:
• Hire more trained and productive employees
• Employ employees who can serve as role models for other company employees
2. San Luis Obispo County Community College District will build a sustainable base of enrollment by
effectively responding to the needs of its local service area.
Customer Service Academy supports this institutional goal as the program helps retain students. The courses allows a student to maintain required minimum units and can help them stay a student even when they may not be able to take a larger course load any given semester. Once a student learns about the program, it attracts a diversity of students: first time students, re-entry students, transfer students, and more. With increasing costs, Customer Service Academy offers courses with exceeding low costs: no text books, materials are made available in class, requires limited travel for class purposes.
3. San Luis Obispo County Community College District will assess and improve the quality and
effectiveness of its participatory governance and decision-making structures and processes. N/A
4. San Luis Obispo County Community College District will implement, assess, and improve its
The program will continue to take the planning process seriously and be a strong participant and advocate of real program improvement.
5. San Luis Obispo County Community College District will strengthen its partnerships with local
educational institutions, civic organizations, businesses, and industries.
The Customer Service Academy program partners with a wide variety of local businesses, government agencies, and non-profit organizations. For some of our students, Customer Service Academy is the first class they take at Cuesta- perhaps as a re-entry student easing into college, or as an employee who has been encouraged to go to school to improve skills, etc.
Customer Service Academy will move forward to specifically partner with local business sectors. Workshops can be customized in a program designed to meet the needs of the client.
III. PROGRAM DATA ANALYSIS AND PROGRAM-SPECIFIC MEASUREMENTS A. Data Summary
The Business Department enrollment/headcount mirrors the data for the college. Over the 5 year period we have seen a decrease in enrollments due to cancelled sections that resulted from state budget cuts as well as accreditation angst.
The Annual 2008/2009 – 2012/2103 Department data shows:
2008/2009 2009/2010 2010/2011 2011/2012 2012/2013 Sections 123 144 140 136 116 Fill Rate 77.9% 92.4% 87.4% 80.5% 74.1% Enrollments 3451 4690 4378 3953 3072 Headcount 1861 2344 2091 2052 1824 FTES 279.24 313.56 284.24 284.93 265.86 FTEF 17.07 18.80 17.77 16.93 17.33 FTES/FTEF 16.36 16.68 16.00 16.83 15.34 Success Rate 72.3% 68.5% 69.1% 75.2% 81.3% Retention Rate 85.3% 78.1% 77.5% 83.0% 91.7%
Course enrollments for the Customer Service Academy courses for 2012/2013 are as follows:
2008 / 2009 2009/2010 2010/2011 2011/2012 2012/2013 BUS 170 94 184 118 96 70 BUS 171 112 199 214 182 71 BUS 172 94 262 195 131 85 BUS 173 96 123 134 141 60 BUS 174 134 185 154 120 85
BUS 175 105 193 210 149 79 BUS 176 113 211 170 105 56 BUS 177 99 134 138 130 54 BUS 178 100 167 133 89 49 BUS 179 104 124 138 134 62 BUS 181 68 107 118 63 BUS 182 65 111 154 93 BUS 183 34 114 104 29 B. Data Interpretation
The success of the program is dependent on maintaining optimal course enrollments. Outreach efforts will include soliciting input from local businesses on what particular skill development will provide them with the most value. This information will be used to tailor specific course offerings that will increase a student’s value to a current or future employer. The program coordinator will also work with other local organizations to identify opportunities for increasing course enrollments. Course instructors will make use of myCuesta and Google voice to communicate with students and provide reminders on course schedules, topics and requirements.
IV. CURRICULUM REVIEW
The department plans to update all Customer Service Academy courses CurricUNET to revise Student Learning Outcomes for each course.
The computer program where the entire curriculum resides as the SLOCCCD is CurricUNET. CurricUNET interfaces local campuses curriculum design components with local student systems, multi-campus curriculum searches, and state reporting standards.
V. PROGRAM OUTCOMES. ASSESSMENTS AND IMPROVEMENTS
Many of the Customer Service Academy classes were assessed in 2012. All Customer Service Academy classes will be re-assessed once the SLOs are modified in 2015.
VI. PROGRAM DEVELOPMENT / FORECASTING
The program coordinator will attend The Professional Learning Academy (also known as Customer Service Academy) at Merced College, a nationally recognized and award winning “train the trainers” program. The coordinator will receive training in key areas of customer service, communication and business skills that can be used to train program instructors and further enhance the program. Customer Service Academy will move forward to specifically partner with local business sectors. Workshops can be customized in a program designed to meet the needs of the client.
An advisory board will be created to provide recommendations to the Program Coordinator on ways to improve course offerings which will increase the employability and business skills of our students. Representatives from local chambers of commerce and personnel agencies will be invited to join the advisory board.
In order to help make the program recognizable to more students, training course prefixes will be changed from BUS to PD (Professional Development). This will distinguish the program from other Business Department offerings and build a brand that will enhance the Program’s profile in the community.
