Interact With Clients 2

LG – ITICOR1341A INTERACT WITH CLIENTS
LEARNER GUIDE
INTERACT WITH CLIENTS
Published by
HEART TRUST/NATIONAL TRAINING AGENCY
Produced by
Learning Management Services Department

Gordon Town Road
Kingston 7
Jamaica W.I.
This material is protected by copyright. Copying this material or any part of it by any means,
including digital or in any form is prohibited unless prior written permission is obtained from
the HEART Trust/NTA.
*** 2005 ***
Version 1 LRDU – MAR. 05

TABLE OF CONTENTS
PAGE
Introduction....................................................................................................................................1
Welcome ..............................................................................................................................1
Before you start....................................................................................................................2
Planning your learning programme .....................................................................................2
Self-Assessment Checklist..................................................................................................3
How did you do?..................................................................................................................4
How to use this Learner Guide ............................................................................................4
Using the Computer and Other Resources...........................................................................6
Method of Assessment.........................................................................................................6
Quality Assurance................................................................................................................6
Element 1: Deliver support to clients ..........................................................................................7
Self-Assessment Checklis..................................................................................................11
Element 2: Respond to client complaints..................................................................................12
Self-Assessment Checklist.................................................................................................22
Element 3: Convey information and ideas to people ...............................................................23
Self-Assessment Checklist.................................................................................................26
Version 1 LRDU – MAR. 05

ITICOR1341A
INTERACT WITH CLIENTS
INTRODUCTION
Welcome
Welcome to the Learner Guide for competency Standard “Interact with Clients”.
This is just one of a number of Learner Guides produced for the Data Operations
Skills stream of the Information and Communication Industry, and is designed to
guide you, the learner, through a series of learning processes and activities that will
enable you to achieve the specified learning outcomes for the competency units.
The content of this guide was developed from the Competency Standard
ITICOR1314A, which is one of the basic building blocks for the National Vocational
Qualification of Jamaica (NVQ-J) certification within the industry. Please refer to
your Learner Handbook for a thorough explanation of standards and competencies,
and how these relate to the NVQ-J certification.
You are also advised to consult the Competency Standard for a better understanding
of what is required to master the competency.
This Competency Unit
“Interact with Clients” addresses the knowledge and skills requirements for
effectively interacting with clients. There are three main areas or elements:
Element 1: Deliver support to clients
Element 2: Respond to client complaints
Element 3: Convey information and ideas to people
As you go through each element you will find critical information relating to each
one. You are advised to study them carefully so that you will be able to develop the
necessary knowledge, skills and attitudes for interacting with clients.
Version 1 LRDU – MAR. 05 1

Before you start
Before you start this Learner Guide, you need to:
a. Obtain a Learner’s Logbook. You will use it to record evidence of your new
skills/competence. As you demonstrate your new skills, record your activities and
have your learning facilitator sign off on them. This will allow you to provide
evidence of your competence when you are being assessed against the
competency standard.
b. Ensure that you have access to the facilities and equipment necessary for learning.
c. Ensure that your learning resources are available.
d. Ensure that tools and equipment are safe, and that the correct safety equipment is
used.
e. Plan your learning programme (see below)
f. Understand how to use this Learner Guide (see below)
Planning your learning programme
The self-assessment checklist on the following page will assist you in planning your
training programme as it will help you to think about the knowledge and skills needed
to demonstrate competency in this unit. As you go through the checklist you will be
able to find out what competencies you have already mastered and which ones you
will need to pay more attention to as you go through the learning process.
To complete the self-assessment checklist simply read the statements and tick the
‘Yes’ or ‘No’ box. You should do this exercise now.

Self-Assessment Checklist
- Interact with clients
Element 1 Deliver support to clients Yes No
1. I can conduct communication with clients in a courteous

and professional manner, according to organisational
policy ( ) ( )
2. I can act on or refer routine client support requirements to

supervisor according to organisational policy ( ) ( )
3. I can maintain client contact until problem is resolved ( ) ( )
Element 2 Respond to client complaints Yes No
1. I can convey a positive, helpful attitude to clients when

handling complaints ( ) ( )
2. I can handle complaints sensitively, courteously and with

discretion ( ) ( )
3. I can use active listening and questioning to establish and

confirm nature of complaint with client ( ) ( )
4. I can take action to resolve client complaint to client

satisfaction wherever possible or promptly refer to
supervisor ( ) ( )
Element 3 Convey information and ideas to people Yes No
1. I can express ideas and suggestions clearly to clients ( ) ( )
2. I can relay problems and concerns to the supervisor

according to procedures and guidelines ( ) ( )
3. I can develop query with multiple criteria and retrieve the

required information using correct procedures ( ) ( )
4. I can act on supervisor’s recommendations in line with

procedures and guidelines ( ) ( )

How did you do?
If you ticked most of the ‘Yes’ boxes then you might not need to go through the entire
guide.
Ask your learning facilitator to assist you in determining the most appropriate
direction for this competency.
If you ticked few of the ‘Yes” boxes or none at all then you should work through all
of the guide, even though some of the material might be familiar to you.
Plan your learning based on your answers. Be sure to involve your learning facilitator
in the planning process.
How to use this Learner Guide
This Learner Guide is designed to assist you in working and learning at your own
pace. We suggest that you:
• Go through the sections/elements as they are presented (starting at Section 1)
• Check your progress at each checkpoint to ensure that you have understood the
material.
• Observe the icons and special graphics used throughout this guide to remind you
of what you have to do to enhance your learning. The icons and their meanings are
as follows:

Complete Assessment Exercise

This exercise requires you to think about the knowledge and
skills that you have or will develop in this competency unit.
Definition Box
Words/phrases are defined or explained in this box. The
words/phrases being explained are in bold print.
Checkpoint
This denotes a brain teaser and is used to check your
understanding of the materials presented. No answers are
provided for the questions asked.
Activity
This denotes something for you to do either alone or with the
assistance of your trainer/supervisor.
Reference
This points you to the reference materials and other support
documents or resources used in compiling the unit content.
• Ask your learning facilitator for help if you have any problems with the
interpretation of the contents, the procedures, or the availability.
• Complete each activity as you come to it. If the activity requires you to perform an
actual task, be sure to tell your learning facilitator when you get to that activity so
that he/she can make arrangements, if necessary.
• Get your learning facilitator to sign and date the Learner’s Logbook when you
have completed an activity.
• Complete the self-assessment checklist at the end of each section or element.

When you have worked through all elements of the guide, and when you can tick
every ‘Yes’ box, you are ready for assessment and may ask your learning facilitator to
assist you in making the arrangements to have your performance assessed.
Using the Computer and Other Resources
Where your activities refer you to the library, computer and Internet resources, ask
your learning facilitator to assist you with locating these resources. If you are getting
your training in an institution, there may be a library and computer laboratory. If this
is not the case, visit the local library and find out what resources are available.
If you are new to the computer and the Internet, someone should be able to show you
how to use these resources.
Please note that in many of your activities you have been referred to information on
the Internet. This is because the Internet has a vast amount of information that can
help you in acquiring the particular competencies. We would like to advise you,
however, that we cannot guarantee that all the sites will be available when you need
them. If this happens, ask your learning facilitator to assist you with locating other
sites that have the information you require.
Method of Assessment
Competency will be assessed while work is being undertaken under direct supervision
with regular checks, but may include some autonomy when working as a team. You
are advised to consult the associated competency standard for further details relating
to the assessment strategies.
Quality Assurance
A feedback form is included at the back of each learner guide, to give users an
opportunity to document their concerns about any aspect of the guide. Such feedback
will assist in the review of the guide. Users are encouraged to complete the form and
send it to the address given.
You may now start your learning. Have fun while you work!

ELEMENT 1: DELIVER SUPPORT TO CLIENTS
LEARNING OUTCOMES
As you go through this element, you will acquire the necessary skills, knowledge and
attitudes to deliver support to clients. Your learning facilitator is there to assist you
with the various activities, so that on completion you will be able to:
1. Communicate with clients in a courteous and professional manner, in

accordance with organizational policy
2. Act on routine client support requirements or refer them to your supervisor
according to organizational policy
3. Maintain client contact until problem is resolved
COMMUNICATE WITH CLIENTS IN A COURTEOUS AND PROFESSIONAL

MANNER
Note: For best results, use this Learner Guide in conjunction with
LG- ITICOR0041A Communicate in the Workplace. It provides detailed
information on communication skills.
As an Information Technology professional you will be called upon to interact with

people at all levels within your own organization and with your client companies.
These clients will have varying computer knowledge and you will be required to
provide routine client support in a courteous and professional manner. This will
require you to use communication skills.
Your communication tasks may include:
• Presenting your company’s products/services to prospective clients

(organizations or individuals)
• Responding to technical questions from both internal and external clients
• Explaining company policies and procedures to internal and external clients
• Delivering one-to-one and or group instruction
• Undertaking routine communication tasks using the telephone, e-mail or
letters
Your communication with clients should be easy to understand, clear and delivered in
a pleasant manner and tone of voice. Communication can be reinforced in the
following ways:
• Appearance
• Posture and body orientation
• Gestures and body movements
• Head movements
• Facial expressions

• Eye contact
• Use of distance and pace
• Non-verbal communication
Courtesy will also be a part of your communication norm when interacting with
clients. Courtesy includes:
• Showing respect for your client’s point of view

• Demonstrating interest by asking relevant questions
• Using appropriate gestures and facial expressions to reinforce your interest
• Not talking above your client’s level of understanding
• Not talking down to your client
TIP! A professional is completely knowledgeable about his/her organization’s

products and services.
As an IT professional, you will need to be familiar with your organizational policy

and procedures which may have an impact on your provision of IT support. You will
not only need to be familiar with, but operate within, the boundaries of those relevant
policies. The organization’s policies may include:
• Client service standards

• Complaints handling policy
• Client liaison policy
CHECKPOINT
What are some of the ways in which courtesy and professionalism

can be displayed?
ACTIVITY
Group Activity
Set up and man a mock ‘help desk’. Have your colleagues act as
clients and practise communicating with them in a courteous and
professional manner.

ACT ON ROUTINE CLIENT SUPPORT REQUIREMENTS
Client support requirements may include:
• Providing information about products and services

• Providing general information
• Clarifying or resolving problems
• Referrals to other departments
• Arranging for technical support
Routine support that you may be able to act upon includes your client:
• Not being able to understand the ‘help’ information

• Asking how to download software program upgrades
• Navigating the organization’s intranet
• System ‘freezing’
• Wanting to know how to insert a table
• Not being able to insert pictures or text into a document
• Wanting to know how to track changes in a document
You may need to refer the following client support requests to your supervisor:
• Training on a new software program

• Acquisition and installing a new software program
• Any request that is outside the client’s authorised level of expenditure
You should check your organisation’s procedures manual to find out whether there is
a procedure relating to which type of client support requests need to be referred to
your manager or supervisor. If such a procedure exists, familiarise yourself with its
contents and follow them.
MAINTAIN CLIENT CONTACT UNTIL PROBLEM IS RESOLVED
Once you have begun handling a client support requirement, it is important to keep in
touch with your client until the problem has been resolved. When you leave your
client without any information about the status of their problem it makes them feel
frustrated and out of control.
Keep the client updated of the action that is being taken to resolve his/her problem.
For example, suppose that rather than being able to fix your client’s computer on site,
you instead need to repair it off-site. You must let him/her know when you expect to
return it and if the situation changes, inform your client immediately. If the repairs
are complex, update your client as soon as possible. They can be updated by e-mail or
telephone.

TIP! Always give a realistic time regarding when you can start addressing the
client’s support request. Unrealistic deadlines will cause your client undue stress.
Some organizations require you to complete a form, paper or electronic, which gives
details about client contact. An example of this form is provided below.
Client Contact Report
Date:
Consultant:
Client:
Contact was by: Telephone

Email
Face to face contact
Participant/s Name/s:
Issues discussed:
Problems Identified
Outcomes:
Actions to be taken:
Action Date/By whom:
Signed:
CHECKPOINT
• What are some of the ways in which you can maintain contact
with your client?
• Why do you need to maintain contact with a client who has a
problem that is being resolved?

ACTIVITY
A colleague from another location calls to complain that her

computer is ‘freezing’ up. You try to assist her on the phone but to no
avail. Finally, you tell her that you will send a technician in two
hours. You pass the information on to the dispatcher. Role play this
scenario making sure to demonstrate competence in performing all 3
criteria in this element.
READY TO PROVE YOU COMPETENCE?
Now that you have completed this element, check to see whether you have fully
grasped all the components by doing the following Self-Assessment:
Checklist 1 Yes No
1. I know how communicate with clients in a courteous

and professional manner, according to organizational
policy ( ) ( )
2. I understand how act on routine client support

requirements or to refer them to a supervisor according
to organizational policy ( ) ( )
3. I know how to maintain client contact until problem is

resolved ( ) ( )
Checklist 2 Yes No
1. Communication is conducted with clients in a

courteous and professional manner, according to
organizational policy ( ) ( )
2. Routine client support requirements are acted on, or

referred to the supervisor according to organizational
policy ( ) ( )
3. Client contact is maintained until problem is resolved ( ) ( )

ELEMENT 2: RESPOND TO CLIENT COMPLAINTS
LEARNING OUTCOMES
As you go through this element, you will acquire the necessary skills, knowledge and
attitudes to respond to client complaints. Your learning facilitator is there to assist you
with the various activities, so that on completion you will be able to:
1. Convey a positive, helpful attitude to clients when handling complaints.

2. Handle complaints sensitively, courteously and with discretion.
3. Use active listening and questioning with clients to establish the nature of
complaints.
4. Take action to resolve client complaint to client satisfaction whenever possible
or promptly refer to supervisor.
CONVEY A POSITIVE, HELPFUL ATTITUDE TO CLIENTS WHEN HANDLING

COMPLAINTS
“Are you being served?”
The question above was the name of a once popular British comedy featuring workers
in a department store. In fact, this question is a welcoming gesture to every client. It
translates to, ‘May I be of service?’, and it is often said with a warm smile.
This profile should not change even if the client has a complaint. In fact, it is
especially important that you display a positive and helpful attitude when handling
customer complaints.
It is said that a complaining customer is an organization’s best friend as his/her

complaint provides an:
• Opportunity to put things right

• Opportunity to build a relationship with the customer (how the complaint is
handled is key)
• Opportunity to improve customer service
As an IT support professional, you will have many complaints to handle. There are
usually two main types in your industry:
• Time complaints – it took too long to respond to a ‘help request’ or to find a

solution
• Equipment complaints – inefficient or unsuitable equipment which prevents
the client from doing his/her job properly.

In your interaction with your clients, you will find that they complain for a number of
reasons. These range from:
• Feeling frustrated that they are apparently IT illiterate

• They have not been able to complete their work
• Having a valid complaint which they feel has not been properly addressed
To:
• Complaining about products and services
• Complaining about staff conduct
• Complaining about incorrect billing
When your client lodges a complaint, make sure that you:
• Don’t pre-judge the clients competence

• Give the client time to explain the problem
• Communicate in a positive attitude – be pleasant and courteous
• Demonstrate a willingness to help your client.
There are certain personality traits that will enhance your effectiveness when
interacting with clients:
Approachability - A pleasant face or voice and a mild manner encourage others to

approach you and share their concerns.
A strict, rigid stance repels the client who becomes timid in his approach
Openness - This is a combination of a relaxed stance and an inviting attitude. Your

attitude conveys that you are available and willing to assist.
• Make eye contact

• Use gestures to show the customer he is welcome
• Allow him as much time as he needs to explain the problem fully
• Assure him of your attention by using brief acknowledgements such as, ‘I
see’, ‘yes’, and ‘I understand’.
Empathy - (The ability to identify with a person.)
• You can develop empathy by trying to view the situation from the client’s
perspective. In other words, put yourself in his position.
• Use statements such as, ‘I can see why you’re upset’, or ‘I understand your
point of view’. This conveys your concern.
• Try to form a connection with the client. Use phrases such as, ‘let’s see how
we can best solve this’

Optimism
You must project an attitude of optimism by:
• Reassuring the client that you will take the necessary steps to correct the
problem.
• Act on it as promptly as possible. The correction of a problem can never be
done quickly enough for a disgruntled customer.
CAUTION! In your effort to be upbeat and positive, you must be careful not to
downplay the clients concerns.
TIP! Above all, treat all clients as individuals with unique needs and concerns.
CHECKPOINT
Can you explain why it is important to demonstrate an empathetic

attitude when dealing with a client who has a problem?
HANDLE COMPLAINTS SENSITIVELY, COURTEOUSLY AND WITH

DISCRETION
In handling your client’s complaints you need to be mindful that computers can be
confusing and difficult for some people to use. These persons may find their
‘incompetence’ embarrassing which can make it hard for them to ask for help. This
makes them feel inadequate. Therefore, you need to treat their complaints with
sensitivity, courtesy and discretion. Do not treat them as if they are stupid; do not add
to their feeling of inadequacy by the words you use or by your attitude and do not
bombard them with terminology. Instead, manage the situation; diffuse any tension
while recognizing their needs at the same time.
Complaining customers expect:
• To be respected
• To be listened to and taken seriously
• The person handling their complaints to understand the problem and the
reason they are upset
• To deal with one or two persons only, not to be transferred from person to
person
• A sense of urgency; getting the problem handled quickly
• Avoidance of further inconvenience

Thus, you need to:
• Validate your client’s frustration regardless of how insignificant the

problem may appear to you. Denying that a problem exists will only
increase his/her level of frustration.
• Listen attentively
• Treat your client as an equal
• Show empathy
• Establish the facts – ask questions to clarify and summarise. Make sure
you understand the complaint clearly
• Don’t give excuses
• Agree on a course of action
• Do it!
• Follow up
CHECKPOINT
What are some of the ways in which you can display sensitivity and
courtesy when handling complaints?
ACTIVITY
Working with 3 other colleagues, create a case in which a client

complains about the new software that was recently installed. Then
take turns responding to his/her complaint making sure to
demonstrate a positive and helpful attitude while also displaying
sensitivity, courtesy and discretion. Ask your learning facilitator to
assess your presentation.

USE ACTIVE LISTENING AND QUESTIONING TECHNIQUES
“I know you’re hearing, but are you listening?”
Have you ever been conversing with someone when suddenly you realize that you
can’t remember a thing that was said? Clearly, you have heard but you were not
listening.
When you listen you construct meaning from information which has been taken in,
and then, in order to complete the process of communication you provide appropriate
feedback.
Hearing requires little effort, but listening is actually a skill. There are two kinds of
listeners.
Active listener - Is mentally Passive listener - Receives the

involved with the speaker and the message but does not evaluate the
message. content.
Active listeners note what is not being said in addition to what is being said. An active
listener:
• Focuses on what is being said by the other person, not their own reply
• Maintains eye contact
• Shows concern and empathy
• Asks questions to confirm and clarify
• Uses non-verbal cues such as nodding, smiling, leaning forward to show that
they are ‘really listening’
• Use audible affirmations, for example ‘o.k.’, ‘yes’, ‘I see’, or ‘uh huh’.
• Keeps interruptions at a minimum
• Restates the information to show that you are listening and that you
understand.
• Summarizes the essence of the dialogue by saying, ‘I think your main
concerns are…’ or ‘I understand that you are dissatisfied with....’
There are several barriers to active listening that you need to be aware of:
• Assumptions – Do not assume that you know what the client is going to say.
This leads to misinterpretation, misunderstanding and confusion.
• Poor background information. When you are unaware of the ‘full picture,’
communication is hampered. Have the client clarify anything that is unclear to
you. A few pointed questions can save time and misunderstanding.
• Interrupting the speaker. When you butt in before your client has finished,
you may give the impression that you don’t consider what he/she is saying to
be important. Getting the ‘full picture’ before answering lets you formulate an
informed response.
• Hidden information. Not everyone can express themselves in a logical and
coherent way. This is why you have to listen keenly to identify the key issues.

This problem is further compounded if the client is angry and upset, in which
case you will need to use feedback to ensure that you have understood
correctly. “So what you are saying is you need to update your software so you
have compatibility with other team member’s documents?”
CHECKPOINT
Indicate whether the following statements are true by placing ‘T’ or

‘F’ in the space provided.
• Relationships within a team become more effective when you

become an active listener……..
• Relationships are more harmonious when you take the time to
listen to people…………
• When listening to a client I should avoid making eye contact
in case he/she thinks I’m rude………..
• I should take notes when listening to a client …….
• I should not ask the client any questions……….
ACTIVITY
Workings in pairs, and using the guidelines given for active listening,
take turns complaining to each other about something that upset you
recently. Compare what you understood to what was actually said.
Then, rate each others listening skill using the quiz in Appendix 1 on
pg 27.
QUESTIONING
One way of finding out what the customer wants from your organization is to use the
appropriate questioning techniques. Questions are tools that you can use to find out
the customers’ needs and to get the information you require. The effective use of
questions compliments listening. Good questioning techniques are a learnt skill that
you need to practise. There are three main types of questions and a combination of
all three is needed for effective communication with your customer.

Types of questions
• Open-ended – used to give the customer the opportunity to provide detailed

information that will help you to solve the problem or identify the cause(s) of
the problem.
“How are you finding the software?”
This type of question will encourage the client to tell you the pros and cons of
new software from their perspective. If you ask, “do you like the new
software?” this becomes a closed question and the client will answer either
“yes” or “no” and you will not find out what he/she likes or dislikes about the
software program.
• Closed –ended – used to gain agreement or commitment. These questions
give very limited amounts of information, usually yes/no or another one word
answers, such as ‘maybe.’ Closed questions are suitable when you are looking
for single facts
“Have you had this problem before?”
You can also use a closed question to confirm you have the right information.
“So you are the only one using this computer?”
• Probing – used when you need to guide a client to discuss the ‘where’ ‘when’
and ‘how’ of a problem
“What were you doing when you first noticed this problem? What did do to try
to fix it? When did it get worse?”
Other questioning techniques include:
• Factual – used when you need to get the who, why, when, and how of a
situation.
“Who else has had a chance to use the new software?
• Reflective – used when there is a need to both give feedback and urge your
client to offer more information. It can also be used to indicate understanding
of what the client is saying. In this case you would turn his/her statement into
a question.
“So you feel you are ready to move on to the next level of training?”
• Hypothetical – used to test your suppositions and are an excellent way for
you and your client to explore ‘maybe’ situations.
“If you were a member of a virtual community, would that help you in your
online studies?”
TIP! Do not confuse the client with too many questions at one time.

ACTIVITY
Working with a colleague, take turns interviewing each other by first

using closed questions only. Then re-interview each other using a
combination of closed, open and probing questions.
Refer to: HEART Trust/NTA, (2004). Communicate in the

Workplace Learner Guide, pages 21-22,
Bradley et al (2001). Customer Service S/NVQ Level 3 Heinemann, pages 93-
94
Henry, Ben (1997). The essentials of Quality Customer Service, Nova
Personal Dev. Pub. Pages 79-80 ‘Are you a good listener’.
TAKE ACTION TO RESOLVE CLIENT COMPLAINT
Problems are merely opportunities to improve the service or product that you provide
for your client. If you handle a complaint effectively your customer will return and in
the end you would have discovered a new way of pleasing your clientele.
Problem-solving is a step by step process:
Identify the problem. Obtain all the facts.

Use open-ended, closed and probing
questions
Summarise the problem. Check with the

Client to confirm understanding of the
Problem
Document the problem using complaint

handling procedure

Keep client informed of process
Action solution or confer with

supervisor if applicable
Follow up with client
TIP! Your objective is to achieve a win-win situation.
As your objective is to arrive at a solution that satisfies everyone, you should avoid
erecting any barrier to solving the problem such as:
• Taking a defensive stance when customers complain. The criticism is not

aimed at you, do not take it personally.
• Not taking ownership of the problem. Nothing creates a feeling of
dissatisfaction more in a customer than being shuttled from department to
department.
• Displaying an attitude of disinterest. This frustrates clients. Treat them with
empathy; they need to feel that you are concerned about their welfare.
• Delaying corrective action. This causes great inconvenience.
• Not informing the client. She/he needs to be updated of the situation and what
actions will be taken in order to feel reassured of your concern.
Once you follow these questioning and listening guidelines you will undoubtedly be
able to confirm the nature of your client’s complaint.
CHECKPOINT
Can you outline the procedures for handling complaints?

ACTIVITY
Role play a scenario in which you have to respond to a client’s

complaint. Be sure to incorporate all that you learnt in this element
in this activity.
Refer to: Bradley et al (2001). Customer Service S/NVQ Level 3

Heinemann, pages 156-163

Checklist 1 Yes No
1. I know how to convey a positive, helpful attitude to

clients when handling complaints ( ) ( )
2. I understand how to handle complaints sensitively,

courteously and with discretion
( ) ( )
3. I can use active listening and questioning techniques to

establish and confirm nature of complaint with client ( ) ( )
4. I know how to take action to resolve client complaint

to client satisfaction wherever possible or promptly
refer (the matter) to a supervisor ( ) ( )
Checklist 2 Yes No
1. A positive, helpful attitude is conveyed to clients when

handling complaints ( ) ( )
2. Complaints are handled sensitively, courteously, and

with discretion ( ) ( )
3. Active listening and questioning techniques are used to

establish and confirm nature of complaint with client ( ) ( )
4. Action to resolve client complaint to client satisfaction

is taken wherever possible or promptly referred to
supervisor ( ) ( )

ELEMENT 3: CONVEY INFORMATION AND IDEAS TO PEOPLE
LEARNING OUTCOMES
As you go through this element you will acquire the necessary knowledge, skills and
attitudes to convey information and ideas to people. Your learning facilitator is there
to assist you through the various activities, so that on completion you will be able to:
1. Express ideas and suggestions clearly to clients

2. Relay problems and concerns to the supervisor according to procedures and
guidelines
3. Act on supervisors recommendations in line with procedures and guidelines
EXPRESS IDEAS AND SUGGESTIONS CLEARLY
To convey information clearly and concisely to your clients, you need to understand
the elements of ‘good communication’ since communication by its very definition is
about exchanging ideas and information with others.
It has been said that words can be a weapon or a tool – it depends on your usage:
• Use simple words that are easy to understand

• Avoid the use of technical words which may be unfamiliar to your client
• Do not use demeaning language
Above all elicit feedback from your client to see whether your message has been
understood.
Another important element to consider is that people take in information in different

ways. Some prefer to read instructions for themselves while others are more
comfortable being shown by someone. Here’s a communication checklist that you
may find useful:
• Get all the facts by using probing questions to encourage two-way

communication
• Listen to your client. Observe body language as well as the spoken words
• Restate the facts as you understand them
• Summarize what your client has told you, and check their agreement
• Present the solution, and get your client’s agreement
• Work with your client to implement the solution
Note: The mechanics of the communication process are documented in the

following Learner Guide:

Refer to HEART Trust/NTA (2004). LG- ITICOR0041A Communicate

in the Workplace
RELAY PROBLEMS AND CONCERNS TO THE SUPERVISOR
A basic principle of management is that supervisors need to be aware of what is going

on in their department. It is your duty to keep your supervisor informed.
Most organizations have what is referred to as a hierarchal structure which determines

the chain of command. The most basic chain of command in an organization is similar
to the one below:
Manager
↑
Assistant manger
↑
Head of Department
↑
Supervisor
↑
Customer relations clerk
Basic Guidelines
• Ensure that you have exhausted all the available avenues within your scope of
responsibility before the referral is made.
• Seek your supervisor’s advice. He/She may be able to guide you by giving
recommendations on how to assist the client.
• Give a complete update of the situation at hand.
• Inform the client of the reason he is being referred.
• Do not just pass on the case, but continue to show interest and if necessary, be
willing to step in and assist.
• Never try to override your supervisor’s authority. You must conform to the
chain of command.
• Monitor the feedback from the customer in order to ensure that he is satisfied
with the service.
Tip! Verbal communication is usually not sufficient. You need to document the
situation and any action taken and/or required according to the organization’s
established procedures and guidelines.

CHECKPOINT
What should you do if you cannot resolve a client’s problem

satisfactorily?
ACT ON SUPERVISORS RECOMMENDATIONS
No time should be wasted before acting on the recommendations of your supervisor:
• Inform the client of the action to be taken

• Do not delay in acting on the instructions given
• Follow up the outcome of your actions taken in order to measure customer
satisfaction
• Your supervisor should be given an oral or written report of your progress.
Tip! Generally, you must adhere to company policy; however, your supervisor
has the authority to allow for flexibility in order to facilitate the client.
ACTIVITY
Consider the following scenario:
Mary Smith works at the ‘help desk’ of ABC Computer Solutions. A

client telephones to complain that the p.c. she purchased the previous
day is ‘too slow’. She was particularly irate because she had
explained her needs to the sales person who assisted her. She is
demanding that the company retrieve the computer at once and that
she gets a full refund. Your company policy does not allow either of
those options.
Role-play how you would handle this situation, making sure to

incorporate all you learnt in this element.
Where applicable, have your learning facilitator observe and rate
your performance.

Checklist 1 Yes No
1. I know how express ideas and suggestions clearly to

clients ( ) ( )
2. I understand how to relay problems and concerns to

the supervisor according to procedures and guidelines ( ) ( )
3. I know how to act on supervisor’s recommendations in

line with procedures and guidelines. ( ) ( )
Checklist 2 Yes No
1. Ideas and suggestions are expressed clearly to clients ( ) ( )
2. Problems and concerns are relayed to the supervisor

according to procedures and guidelines ( ) ( )
3. Supervisor’s recommendations are acted on in line

with procedures and guidelines ( ) ( )

APPENDIX 1
Questions Yes No
1. I gave the client my full attention and made

eye contact ( ) ( )
2. I made mental note of valid points ( ) ( )
3. I thought of questions to ask as I listened ( ) ( )
4. I challenged some points made by the speaker ( ) ( )
5. I related some of the things I heard to things

I knew before ( ) ( )
6. I was sincere in my reaction ( ) ( )
7. I demonstrated non-verbal cues to indicate

I was listening ( ) ( )
8. I used audible affirmations ( ) ( )
9. I did not interrupt the speaker ( ) ( )
10. I restated the information to show I understood ( ) ( )

Learning Management Services Department
Learning Resources Development Unit
Learner Guide Feedback Form
Your feedback on the Learner Guides is important to us. Please complete the
form below to indicate areas for review as you see necessary. For each
component tick [√ ] the appropriate column.
Learner Guide Title:
Learner Guide Code:
LEARNER GUIDE INVESTIGATION

Area of Concern Good Fair Weak Element/Page
[ ] Self Assessment Checklist
[ ] [ ] [ ]
[ ] Content [ ] [ ] [ ]
[ ] Activities [ ] [ ] [ ]
[ ] Checkpoints [ ] [ ] [ ]
[ ] Element Checklists [ ] [ ] [ ]
[ ] Graphics [ ] [ ] [ ]
[ ] References [ ] [ ] [ ]
Details of Concern:
Other Issues:
Your contact details:
[ ] Learner [ ] Instructor Institution: _______
Telephone #: E-mail:
Please cut along the dotted line and submit to:
Learning Resources Development Unit, Learning Management Services Department

Gordon Town Road, Kingston 6. Tel: 977-1700-5; Fax: 977-1115/977-1707
Version Control 1

Interact With Clients 2

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Interact With Clients 2

Uploaded by

Copyright:

Available Formats

LG – ITICOR1341A INTERACT WITH CLIENTS

HEART TRUST/NATIONAL TRAINING AGENCY

Learning Management Services Department

*** 2005 ***

Version 1 LRDU – MAR. 05

Element 1: Deliver support to clients ..........................................................................................7

Element 2: Respond to client complaints..................................................................................12

Element 3: Convey information and ideas to people ...............................................................23

Version 1 LRDU – MAR. 05

This Competency Unit

Element 1: Deliver support to clients

Element 2: Respond to client complaints

Element 3: Convey information and ideas to people

Version 1 LRDU – MAR. 05 1

Before you start

Before you start this Learner Guide, you need to:

c. Ensure that your learning resources are available.

e. Plan your learning programme (see below)

f. Understand how to use this Learner Guide (see below)

Planning your learning programme

Version 1 LRDU – MAR. 05 2

Element 1 Deliver support to clients Yes No

1. I can conduct communication with clients in a courteous

2. I can act on or refer routine client support requirements to

3. I can maintain client contact until problem is resolved ( ) ( )

Element 2 Respond to client complaints Yes No

1. I can convey a positive, helpful attitude to clients when

2. I can handle complaints sensitively, courteously and with

3. I can use active listening and questioning to establish and

4. I can take action to resolve client complaint to client

Element 3 Convey information and ideas to people Yes No

1. I can express ideas and suggestions clearly to clients ( ) ( )

2. I can relay problems and concerns to the supervisor

3. I can develop query with multiple criteria and retrieve the

4. I can act on supervisor’s recommendations in line with

Version 1 LRDU – MAR. 05 3

How did you do?

How to use this Learner Guide

• Go through the sections/elements as they are presented (starting at Section 1)

Version 1 LRDU – MAR. 05 4

Complete Assessment Exercise

• Complete the self-assessment checklist at the end of each section or element.

Version 1 LRDU – MAR. 05 5

Using the Computer and Other Resources

Version 1 LRDU – MAR. 05 6

ELEMENT 1: DELIVER SUPPORT TO CLIENTS

1. Communicate with clients in a courteous and professional manner, in

COMMUNICATE WITH CLIENTS IN A COURTEOUS AND PROFESSIONAL

As an Information Technology professional you will be called upon to interact with

Your communication tasks may include:

• Presenting your company’s products/services to prospective clients

Version 1 LRDU – MAR. 05 7

• Showing respect for your client’s point of view

TIP! A professional is completely knowledgeable about his/her organization’s

As an IT professional, you will need to be familiar with your organizational policy

• Client service standards

What are some of the ways in which courtesy and professionalism

Version 1 LRDU – MAR. 05 8

ACT ON ROUTINE CLIENT SUPPORT REQUIREMENTS

Client support requirements may include:

• Providing information about products and services

• Not being able to understand the ‘help’ information

• Training on a new software program

* 2005 *