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Chapter 06 - Customer Service and Behavior
6-1
Chapter 6
Customer Service and Behavior
Table of Contents
Teaching Tools ................................................................................................................ 2
Instructor Teaching Tools ............................................................................................ 2
Student Learning Tools ............................................................................................... 2
Brief Chapter Outline ....................................................................................................... 3
Chapter Outline and Lecture Notes ................................................................................. 4
Class Activities and Sample Assignments ..................................................................... 10
Discussion Opportunities ............................................................................................... 11
In the Real World Notes ................................................................................................ 12
Supermarket—Traders Joe’s .................................................................................... 12
Work It Out Notes .......................................................................................................... 14
Work It Out 6.1—Describing Your Behaviour ............................................................ 14
Work It Out 6.2—Monitoring Behaviour ..................................................................... 14
Work It Out 6.3—Determining Styles ........................................................................ 14
Work It Out 6.4—Discovering Common Characteristics............................................ 15
End-of-Chapter Material Notes ...................................................................................... 16
Key Terms ................................................................................................................. 16
Review Questions ..................................................................................................... 16
Collaborative Learning Activity .................................................................................. 18
Face to Face—Working through Technology and People Problems at Child’s Play
Toy Company ............................................................................................................ 18
Chapter 06 - Customer Service and Behavior
6-2
Teaching Tools
This book has several tools for both students and instructors to assist in the learning
and development on the topic of customer service. Those tools are listed below:
Instructor Teaching Tools
▪ Instructor’s Manual
▪ PowerPoint Presentations
▪ Asset Map
▪ Test Bank
▪ Customer Service Videos
▪ Sample Syllabi
Student Learning Tools
▪ Customer Service Interactions
▪ Customer Service Videos
▪ Chapter Objectives
▪ Flashcards
▪ Online Quizzes
▪ Practice Tests
▪ Glossary
▪ Spanish Glossary
▪ Worksheets
Chapter 06 - Customer Service and Behavior
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Brief Chapter Outline
Learning Outcomes
➢ 6-1: Explain what behavioral styles are and why you should be concerned with
them.
➢ 6-2: Identify four key behavioral styles and the roles they play in customer service.
➢ 6-3: Develop strategies for communicating effectively with each behavioral style.
➢ 6-4: Respond to customer problems effectively while building relationships.
➢ 6-5: Use knowledge of behavioral styles to help manage perceptions of others.
I. What are Behavioral Styles?
II. Identifying Behavioral Styles
A. R: Rational
B. I: Inquisitive
C: D: Decisive
D. E: Expressive
III. Communicating with Each Style
IV. Building Stronger Relationships
A. Discover Customer Needs
B. Say “Yes”
C. Seek Opportunities for Service
D. Focus on Process Improvement
E. Make Customers Feel Special
F. Be Culturally Aware
G. Know Your Products/Services
V. Dealing with Perceptions
A. Perceptions and Stereotypes
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Chapter Outline and Lecture Notes
I. What are Behavioral Styles?
• Behavioral styles are observable tendencies that people exhibit when dealing
with tasks or other people.
• Customer service professional need to understand human behavioral style
characteristics.
o The more proficient service professionals become at identifying their own
behavioral characteristics and those of others, the better they will be at
establishing and maintaining positive relationships with customers.
II. Identifying Behavioral Styles
• Much of the research related to behavioral styles and many self-assessment
questionnaires are based on the work begun by psychiatrist Carl Jung.
o He divided behavior into two “attitudes” (introvert and extrovert), and four
“functions” (thinking, feeling, sensing, and intuitive).
o These attitudes and functions can intermingle to form eight psychological
types.
• From Jung’s complex research (and that of others) has come many variations,
additional studies, and a variety of behavioral style self-assessment
questionnaires and models for explaining personal behavior.
o Examples of these questionnaires are Meyers-Briggs Type indicator (MBTI)
and the Personal Profile System (DiSC).
• Although everyone typically has a primary behavior pattern—the way a person
acts or reacts under certain circumstances—to which he or she reverts in
stressful situations, people are a combination of various behavioural styles that
they pull from as situations change.
• An important point to remember about behavioral survey is that there is no “best”
or “worst” style in a questionnaire or a survey, each style has its own attributes.
A. R: Rational
• People who have a preference for the rational style may tend to:
o Listen and observe more than they talk
o Be very patient
o Wait or stand in one place for periods of time without complaining,
although they may be internally irritated
o Exhibit congenial eye contact and facial expressions
Chapter 06 - Customer Service and Behavior
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o Prefer one-on-one or small group interactions over large-group ones
o Seek specific or complete explanations to questions
o Dislike calling attention to themselves or a situation
o Avoid conflict and anger
o Often wear subdued colors and informal, conservative, or conventional
clothing styles and accessories.
o Ask questions rather than state their opinion
o Communicate more in writing and like the use of notes, birthday cards,
or thank-you cards just to stay in touch
o Like to be on a first-name basis with others
o Have intermittent eye contact, with a brief, businesslike handshake
o Have informal, comfortable office spaces, possibly with pictures of
family in view
o Like leisure activities that involve people
B. I: Inquisitive
• People who have a preference for the inquisitive style may tend to:
o Rarely volunteer feelings freely
o Ask specific, pertinent questions rather than make statements of their
feelings
o Rely heavily on facts, times, dates, and practical information to make
their point
o Prefer to interact in writing rather than in person or on the phone
o Prefer formality and distance in interactions
o Use formal titles and last names as opposed to first names
o Use cool, brief handshakes, often without a smile
o Wear conservative clothing
o Be impeccable in their grooming
o Be very punctual and time-conscious
o Carry on lengthy conversations
o Be diplomatic with others
o Prefer solitary leisure activities
o Keep their personal life separate from business
C. D: Decisive
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o Work proactively toward a solution to a problem
o Be forceful and assertive in their approach
o Project a competitive nature
o Display a confident, possibly arrogant demeanor
o Asks specific, direct questions and give short, straight answers
o Discuss rather than write about something
o Talk and interrupt more than listen
o Display symbols of power to demonstrate their own importance
o Be solems and use closed, nonverbal body cues
o Have firm handshakes and strong, direct eye contact
o Have functionally decorated offices
o Prefer active, competitive leisure activities
D. E: Expressive
• People who have a preference for the expressive style may tend to:
o Look for opportunities to socialize or talk with others
o Project a friendly and positive attitude
o Be enthusiastic, even animated while talking, using wide, free-flowing
gestures
o Use direct eye contact and enthusiastic, warm handshake
o Smile and use open body language
o Get close or touch when speaking to someone
o Talk rather than write about something
o Initiate projects
o May wear bright, modern or unusual clothes
o Dislike routine
o Share feelings and express opinions or ideas easily
o Get distracted in conversations and start discussing other issues
o Prefer informal use of names and like first-name communications
o Not be time-conscious and may often be late for appointments
o Speak loudly and expressively
o Like action-oriented and people-centered leisure activities
III. Communicating with Each Style
• Once service professionals recognize people’s style tendencies, they can
improve their relationships and chances of success by tailoring their
communication strategies.
• Figure 6.2 lists down the different behavioral styles, the behaviors exhibited by
Chapter 06 - Customer Service and Behavior
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the different styles, the provider response for the different styles, and the
customer relationship strategies for the different styles.
IV. Building Stronger Relationships
• Recognizing and relating to customer’s behavior style is the first step in providing
better service.
• To deliver total customer satisfaction, service professionals need to make the
customer feel special, which often requires skills such as relationship building
through effective communication and problem solving.
• There are many ways of partnering with either internal or external customers to
solve problems and produce a win-win situation—one in which both the
customer and you and your organization succeed and feel good about the
outcome.
A. Discover Customer Needs
• Using sound listening and verbal and nonverbal communication skills, service
professionals should engage customers in a dialogue that allows them to
identify what they really need or want.
o If service professionals can determine a customer’s behavioral style,
they can tailor their communication strategy to that style.
B. Say “Yes”
• If service professionals must decline a request or cannot provide a product or
service, they should do so in a positive manner.
• Deemphasizing what service professionals cannot do and providing an
alternative puts the customer in a power position.
o This approach not only serve the customer but also ( sometimes)
results in a sale.
C. Seek Opportunities for Service
• Service professionals should view complaints as a chance to create a
favorable impression by solving a problem.
o They should watch the behavioral characteristics being exhibited by
their customer.
• Using what they see and hear, service professionals can take appropriate
action to adapt to the customer’s personality needs and solve the problem
Chapter 06 - Customer Service and Behavior
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professionally.
D. Focus on Process Improvement
• Defects in the service professionals’ system or processes or delays should
be handled when the customer is not present.
• The service professionals should strive to provide seamless service to the
customers.
• When breakdowns do occur, they should be fixed quickly, and the customer
relationship smoothed over.
E. Make Customers Feel Special
• Most people like to feel special and appreciated.
o Creating that feeling in others is what stellar customer service is all
about.
• By creating a bond with the customers though positive words and actions,
service professionals can easily help them feel as if there is no other place
they would rather be or with whom they would rather do business.
• When customers feel good about themselves as a result of something a
service professional did or said, they are likely to better appreciate what the
service professional and his or her organization can offer them.
F. Be Culturally Aware
• Service professionals must remember that because values and beliefs vary
from one culture to another, behavior is also likely to vary.
• A heightened knowledge of behavioral styles, can better prepare service
professionals to serve a wide variety of customers.
G. Know your Products and Services
• Customers expect that service professionals will be able to identify and
describe it the products and services offered by their company.
• Service providers need to have a sound knowledge of the products and
services they are offering so that they can provide the best customer service
possible.
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V. Dealing with Perceptions
• Everyone has perceptions about the people and events he or she encounters.
• A person’s behavioral style as well as background, based on education,
experiences, events, and interpersonal contacts, can influence how he or she
views the world.
A. Perceptions and Stereotypes
• People’s perception of events and each other vary greatly.
• A customer service provider should be aware of how he or she perceives his
or her customers and, in turn, how they perceive him or her.
• The following are some of the factors affecting perceptions:
o Personal appearance
o Physical qualities
o Social roles
o Social behaviors
o Psychological qualities
o Group affiliations
• In some cases, service providers may stereotype people and, in doing so,
adversely affect delivery of services.
o Stereotype refers to generalization made about an individual or group
not based on reality.
• Stereotyping people affects service providers’ relationships with customers
and could even lead to legal charges of disparate treatment and become a
liability for service providers and their organization.
• To avoid categorizing or stereotyping people, service providers should spend
time observing them, listen to them objectively, and respond according to
each situation and person.
Chapter 06 - Customer Service and Behavior
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Class Activities and Sample Assignments
1. Read chapter six. (LO 6-1 through 6-5)
2. Ask students to visit http://www.colorcode.com/personality_test/ and take the free
basic analysis test to determine their “color.” Then, use the following information to
a. RED (Motive: Power)—these are the power wielders. Power, the ability to move
3. Ask students to get into groups and brainstorm a list of at least ten things a
company can do to make the customer feel special. (LO 6-4)
4. Ask students to look at figure 6.4, which includes the factors affecting perception.
5. Ask students to discuss in groups (LO 6-5):
a. What is perception, as discussed in this chapter?
Chapter 06 - Customer Service and Behavior
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Discussion Opportunities
1. What impact do a person’s life experiences have on perception of situations, people
and things? Give an example of how one of your life experiences impacts your
6.1? Describe what makes it accurate or inaccurate. (LO 6-2)
3. What is process improvement? If you could improve a process at your current or
4. What are some of the barriers that prevent customer service people from being able
Chapter 06 - Customer Service and Behavior
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In the Real World Notes
Supermarket—Trader Joe’s
The beginnings for Trader Joe’s started in 1958 with a small chain of convenience
stores called Pronto Markets. In 1967, the owner changed the name to Trader Joe’s and
opened his first store in California. The business model evolved over the next few years.
Ahead of their time, they started using recyclable canvas bags for shoppers.They even
began to market food that contained no color and wines under the brand name “Trader
Joe’s”.
Early on in their life-cycle, the company started offering innovative, hard-to-find foods
that contain no colors or preservatives before many of their competitors joined this
trend. They market these products under the trademarked “Trader Joe’s” brand along
with an expanded selection of their own wines. As the organization grew, new and fun
ways to communicate and connect with customers and employees evolved, starting with
a newsletter that, to this day, is their primary form of advertising. By the 1990s, the
company’s efforts to grow and gain market share paid off as they expanded throughout
the Pacific Northwest and by 1993 opened their 70th store.
In 1996, they went online and the following year, the organization moved to the East
Coast with a store in Boston. Stores in the Midwest and Southeast followed in coming
years. Their philopsphy is to provide value to customers. They accomplish this by
continuously striving to cut costs in the way they procure products and manage their
stores. They try to buy directly from local suppliers whenever possible and they do not
add additional supplier and customer fees onto their products. The result of their efforts
is that customers always get the best prices available everyday.
This case is a great example of how an organization can provide outstanding customer
service without eating into its profit share. It is also an example of how important it is to
keep both the customers and the employees satisfied.
1. Why do you think Trader Joe’s might have such a loyal customer base?
Trader Joe’s might have such a loyal customer base because of the following
reasons:
Chapter 06 - Customer Service and Behavior
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Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
decisions.
• Customers also get the best prices available every day and do not have to
shop with coupons or membership cards or search out for discounts or sales.
2. Based on what you read above, on their website, and on an Internet search for the
company, what do think about their approach to satisfying customer needs?
3. Is this a company that you would patronize as a customer? Why or why not?
4. Would you want to work for this company? Why or why not?
Chapter 06 - Customer Service and Behavior
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Work It Out Notes
Work It Out 6.1—Describing your Behavior
This work it out box asks students to rate words to figure out their behavioral style
preference. Remind students that this quiz is merely one tool among hundreds to help
determine their behavior style. No one quiz and no one person will have the same style
all of the time. Students may need help assessing the quiz. Ask them to put an R next to
the first word, I to the second, D to the third and E to the fourth. Have them repeat this
pattern. Then, for all of the R’s, they add up the 1-5 point value they assigned to it.
Work It Out 6.2—Monitoring Behavior
This activity asks students to observe the behavior of people they know over a week’s
time. Many students, if they know the person well, could already make guesses about
the person’s preferred style. If you are limited on time, a variation of this exercise might
be the best way to go. Ask students to think about someone they know well, then ask:
1. How does this person write? Is their writing short and formal?
2. Is this person a good listener? Is he direct?
3. How is this person’s body movement and other nonverbal behavior?
4. How is this peson’s dressing style?
5. What does this person’s home, office, or car look like in terms of decorations?
6. What activities does this person like to do?
Based on what they know, ask students to select a preferred style for the person they
are thinking of. Of course it is best to have them observe for a week, but this is a good
alternative if you don’t have time to ask students to do that.
Work It Out 6.3—Determining Styles
This box gives four situations and asks students to figure out which behavioral style
each person is. You can ask the students to do this in groups or independently. It might
be interesting to have the students work alone first and then get into groups to compare
answers.
In situation one, the person is a decisive style based on her direct manner of
communicating. In situation two, the person is likely a rational style, evidenced by the
family picture and facial expressions used. In the third situation, the customer is likely
inquisitive since she asks detailed information and is focused on the task at hand. In the
fourth situation, this customer is most definitely expressive since she shares pictures,
uses a lot of touching, and speaks exuberantly.
Chapter 06 - Customer Service and Behavior
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Work It Out 6.4—Discovering Common Characteristics
In this box, students are asked to describe the shopping habits of people they know. If
you prefer for this to be an in-class activity, you can ask students to get into groups of
five and answer the questions in the box. You can then ask students to state what style
they are. Obviously, at least two students will have the same style, but those two will not
probably have the same answers on their reasoning for shopping. Use this is an
example that even though we may have the same behavioral style, our needs may be
different. You can also use this box to talk about stereotyping and the negative impact it
can have on customer service.
Chapter 06 - Customer Service and Behavior
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End-of-Chapter Material Notes
Key Terms
• Behavioral styles (p. 202)
• Decisive style (P. 208)
• Disparate treatment (p. 224)
• Expressive style (p. 209)
• Inquisitive style (p. 207)
• Perceptions (p. 222)
• Primary behavior pattern (p. 204)
• Problem solving (p. 213)
• Process improvement (p. 218)
• Rational style (p. 206)
• Seamless service (p. 218)
• Stereotype (p. 223)
• Win-win situation (p. 213)
Review Questions
1. What are behavioral styles?
2. What are the four behavioral style categories discussed in this chapter?
3. What are some of the characteristics that can help you identify a person who has
the following style preferences: R, I, D, E?
6-17
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
The expressive style likes to socialize and is enthusiastic. They smile and use open
body language, and they tend to get close when speaking with someone.
4. When communicating with someone who has an “R” preference, what can you do to
improve your effectiveness?
5. When communicating with someone who has an “I” preference, what can you do to
increase effectiveness?
6. When communicating with someone who has a “D” preference, what can you do to
increase effectiveness?
7. When communicating with someone who has an “E” preference, what can you do to
increase effectiveness?
8. What are some strategies for eliminating service barriers by using your knowledge
of behavioral styles?
Chapter 06 - Customer Service and Behavior
6-18
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
By having an idea of someone’s behavioral style, service professionals can help the
customer solve problems and create a win-win situation. By understanding their
style, service professionals can better serve them and answer questions, and can
address body language in a method that is similar to theirs, thus creating a better
relationship.
9. What are perceptions?
10. How can perceptions affect customer relations?
Collaborative Learning Activity
This activity can be done with or without the worksheet mentioned in the text. If you
don’t have a lot of time, ask students to go to the student union, student library, or
somewhere else on campus for their observations. Ask them to take notes on their
behavior observations and then discuss in class. This activity can be as short as 30
minutes—15 minutes for observation on campus and 15 minutes for discussion. If you
like, you can make it longer by asking students to observe for an hour or more. Students
should write down thoughts on which behaviors they saw and then (either in writing or in
class) categorize them into the behavior personalities discussed in this chapter.
Face to Face—Working through Technology and People Problems at Child’s Play Toy
Company
Since opening its newest store in Princeton, New Jersey, Child’s Play Toy Company of
Minneapolis, Minnesota, has been getting mixed customer reviews. In order to reduce
staffing costs, the store has stationed its customer service representatives at
Philadelphia, Pennsylvania, who are remotely connected via satellite and computer to
all new stores. This system is used for special ordering, billing questions, and complaint
resolution. In recent months, the number of customer complaints has been rising. Many
Chapter 06 - Customer Service and Behavior
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people complain about not getting the product that they ordered over the system, some
are uncomfortable using the computer keyboard, while others dislike the impersonal
touch and that they have to answer a series of standard questions asked by a “talking
head” on the screen, they have encountered system or computer breakdowns, and they
cannot get timely service or resolution of problems. Mrs. Sakuro, likely a D behavior
profile, comes in and is upset that her order never shipped and she was also never
notified. Even though she placed the order using the in-store system, she is upset with
the customer service representative.
The challenge in this case is that the customer service representatives in the store are
the ones who take the brunt of dissatisfied customers because the system is not
working well. The case ultimately boils down to communication and the lack of
communication by the kiosk customer service representatives.
The customer service representatives can make a few changes to the technical aspects
of their system, or they can consider no longer offering the in-store systems and
separating the online part of the business from the retail part of the business.
To address Mrs. Sakuro’s concerns, the customer service representative should be
direct and concise and find a way to solve the problem right away because Mrs. Sakuro
is a D style. Mrs. Sakuro is also a regular customer, so it is important to apologize and
make her feel special.
