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A relevant solution In this fourth discussion on skills development, I will introduce our outcomes based approach to knowledge development and the application of skills, and will complete the discussion in subsequent entries. Let's first recap: in previous discussions we established that the key success factors for skills development for the Team Leader role are:
* knowledge development;
* the application of skills; and,
* developing an environment that is conducive to high performance.
Knowledge development We begin by addressing the knowledge development aspect of this holistic approach to skills development. As we all know, the Contact Centre environment can be a complex one in which today's effective team leader must not only have a very good understanding of the technical aspects of the operation but they must also have the correct business perspective of the operation, to ensure that they focus their efforts, and those of their teams, on the right things. Our learning programme therefore begins with the development of understanding of the environment in which the team operates. We assume a minimum level of knowledge of the Contact Centre technology and operations environment; although our programme caters for a refresher in this area if so required, and we focus on contextualizing the operation from a business perspective. With a solid understanding developed of what the team is tasked to do and why, we then build knowledge in basic management skills such as: goal and objective setting; analysis and interpretation; problem solving; solutioning; prioritization; and developing action plans for continuous improvement. Each of these subjects is covered in a particular learning module which involves the introduction of the concepts, the application of relevant tools and techniques, and the re-enforcement of these through assignment work. Each module has clearly defined learning outcomes / objectives, some of which can be achieved in the facilitated classroom sessions alone while others require more time and greater application / demonstration of learning in the live operational environment. Various methods of assessment are used including: case study based questionnaires; observation during classroom sessions and on the floor (in the operations); and written assignments. The key purpose and outcomes per module are summarised below:
| Module One - The context of the operation |
Purpose This module introduces learners to the broader environment in which they operate and provides a better understanding of the different roles within that environment and the value contribution that is being made. |
Learning outcomes * Have a good understanding of the role and value contribution of the team in the Call/Contact Centre and the business at large. |
Duration 3 1/2 hour session |
Delivery method Class room intervention with on-the-floor coaching |
Assessment methods * Case Study based questionnaire |
| Module Two - Your operational context |
Purpose This module introduces learners to the value chain, how to set goals and objectives that are linked to the overall business strategy that will contribute to performance improvement. |
Learning outcomes * Map your core processes and interpret the operating model and the role that the team performs in the value chain of the business |
Duration 3 x 3 1/2 hour sessions |
Delivery method Class room intervention with on-the-floor coaching |
Assessment methods * Case Study based questionnaire |
| Module Three - Quality Assurance |
Purpose This Module clarifies the meaning and role of quality monitoring and control and introduces the concept of Quality Assurance. |
Learning outcomes * Understand the difference between quality assurance and quality control |
Duration 3 1/2 hour session |
Delivery method Class room intervention with on-the-floor coaching |
Assessment methods * Case Study based questionnaire |
| Module Four - Management Information Systems |
Purpose This Module will enable learners to understand MIS and be able to analyse and interpret operational data that will inform improvement initiatives. |
Learning outcomes * Understand and explain the information value chain |
Duration 2 x 3 1/2 hour session |
Delivery method Class room intervention with on-the-floor coaching |
Assessment methods * Case Study based questionnaire |
| Module Five - Solution Sure |
Purpose This Module will enable learners to identify the root cause of operational problems, evidenced by operational MIS, using issued based problem solving techniques. |
Learning outcomes * Describe the characteristics of problem solving and be able to present an informed argument on a current issue in a business sector |
Duration 3 1/2 hour session |
Delivery method Class room intervention with on-the-floor coaching |
Assessment methods * Case Study based questionnaire |
| Module Six - Solutioning |
Purpose This Module will enable learners to define practical solutions to operational problems |
Learning outcomes * Be able to define the basic elements of a practical solution to a defined operational problem |
Duration 3 1/2 hour session |
Delivery method Class room intervention with on-the-floor coaching |
Assessment methods * Case Study based questionnaire |
| Module Seven - Prioritization |
Purpose This Module will enable learners to prioritize multiple initiatives within the operational environment. |
Learning outcomes * Be able to prioritize a list of required operational improvement initiatives using one or more of the prioritization frameworks and tools |
Duration 3 1/2 hour session |
Delivery method Class room intervention with on-the-floor coaching |
Assessment methods
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| Module Eight - Action planning |
Purpose This Module will enable learners to develop a 12 month action plan for targeted performance improvements based on fundamentals of project management |
Learning outcomes * Explain the nature of a project |
Duration 2 x 3 1/2 hour session |
Delivery method Class room intervention with on-the-floor coaching |
Assessment methods * Observation |
| Module Nine - Structured communication |
Purpose This Module will enable learners to use structured communication principles to communicate with all stakeholders using multimedia tools |
Learning outcomes * Be able to develop, a short, effective PowerPoint presentation on operational performance and be able to write a comprehensive monthly operational report |
Duration 3 1/2 hour session |
Delivery method Class room intervention with on-the-floor coaching |
Assessment methods * Observation |
The key success factor in the classroom component (knowledge building) of the programme is the extent to which the facilitator enables / encourages the learners to discover the concepts and to use the tools and techniques that we introduce themselves. It is this experiential learning that really unlocks the understanding of each and every learner. Most of the modules take one week to complete but there are some, in which the more complex concepts are addressed, that take two or even three weeks to complete. In my next discussion I will address the application of skills in the live environment and the role of performance coaching to bed down skills and to entrench new behaviors.