Customized Customer Engagement Currciculum 2
Customized Customer Engagement Currciculum 2
Customized Customer Engagement Currciculum 2
ENGAGEMENT
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PAGE
INTRODUCTION…………………………………………………………………… i
MODULE HOURS…………………………………………………………………………… iv
References……………………………………………………………………………………… 9
References………………………………………………………………………………………. 17
References……………………………………………………………………………………….. 31
References………………………………………………………………………………………….. 41
HEART Trust/NTA has adopted, as a policy, a competency-based approach for the design,
development, and presentation of instructional materials in all its training programmes. This
concept is closely linked with the thrust in Technical Vocational Educational and Training
towards competency based training and performance based assessment. Competency by its
definition relates to the ability to demonstrate the requisite knowledge, skill and attitudes in
carrying out/ performing a specific task at an acceptable level.
This curriculum is presented in a modular format, and is benchmarked against the Competency
Standards for Customer Engagement of the Business Services industry developed by the
National Council on Technical Vocational Education and Training (NCTVET). Modules cover
major areas of competencies and are an organized group of “learning experiences assembled to
achieve a specific group of related objectives.”1 Each modular unit is designed to be self-
contained so that the successful completion of training in a modular unit would ensure the
acquisition of the minimum skill levels for performing the activity under employment conditions.
The modular training system allows for the continuous adaptation of training programmes and
independent units can be combined to suit the needs of individual learners, technical
development and to reflect changes in the occupation.
MODULE FORMAT
Module Overview
The module overview gives a synopsis of the module and highlights what the learner must be
able to do in order to demonstrate competence.
The suggested theory time represents recommended contact hours between learners and the
facilitator for instruction in the theoretical aspects of the module.
The suggested practical/lab time represents recommended contact hours between learners and the
facilitator in which learners are given opportunities to apply the theoretical concepts and
principles (theory) learnt in practical tasks/activities, with/without guidance of the facilitator.
1
Caribbean Glossary of Literary Terms (CATVET ILO 1991)
LRDU – CS – 1.0 i
August 2017
Knowledge Requirement
This component focuses on the cognitive domain and deals with the principles of operations,
theories, and related knowledge, which must be applied in the performance of the practical
activities.
Performance Requirement
This component focuses on the psychomotor domain and describes what the learner must do to
demonstrate competence. These are specific operations/activities which the learner must master.
This aspect focuses on the appropriate types of behaviour that the learner must employ in
carrying out the specific learning activity.
Related Content
This component specifies how the different types of instructional strategies (methods and media)
can be used to facilitate effective instructional delivery. The following list is by no means
exhaustive and it is assumed that the facilitator will utilize many other creative methods of
instruction.
Module Time
The module times suggested represent recommended contact hours between learners and the
facilitator. These time allocations are estimates and it is therefore anticipated that module hours
might be adjusted to meet the needs of individual learners.
LRDU – CS – 1.0 ii
August 2017
References
References suggested at the end of each module represent a sample of texts, internet websites
and audio-visual materials which have been found to be compatible with course requirements.
The selection is not exhaustive and facilitators/learners are encouraged to make use of other
reference materials which support the competency-based mode of the curriculum.
NOTE
Assessment
Assessment should be based on the objectives of the modules inclusive of the knowledge, the
performance and attitudinal/employability skills requirements. Careful attention must be paid to
the units of competency in the qualification plan of the Competency Standards for Customer
Engagement developed by the National Council on Technical and Vocational Education and
Training (NCTVET).
Assessment modes may include observation, practical exercises, rating sheets, self-evaluation,
and any other mode deemed appropriate by the assessor.
The underlying objective of all competency based training programmes is to promote a genuine
concern for the learning of each individual learner. When learning problems are identified
strategies must be employed to determine and address the cause. Provision must be made for
alternative teaching strategies based on the needs of the learner. Special programmes should also
be developed for learners with particular learning difficulties.
In any one group, learners will exhibit a range of skills/competencies and aptitudes and will
proceed at varying pace through the modules. Facilitators are therefore encouraged to be flexible
in order to allow learners to proceed in a manner compatible with their learning styles.
Module 1 ....................................................................................................... 20
Module 2 ....................................................................................................... 30
Module 3 ....................................................................................................... 30
Module 4 ....................................................................................................... 30
LRDU – CS – 1.0 iv
August 2017
MODULE 1
THE CUSTOMER ENGAGEMENT PROFESSIONAL
MODULE OVERVIEW
The module deals with orientation to the occupation. It focuses on skills necessary for
maintaining a professional approach to employment, participating in workplace team, identifying
and reporting hazards and observing ethical practices.
EXPECTED OUTCOMES
Performance Requirements
The following are specific tasks that learners must perform to the required standards
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module
1. Outline relevant Occupational Health and Safety issues, procedures and regulations that
govern the work environment after reviewing relevant employ act
OHS issues:
- Ensure working environment is safe and without risks to health and safety
- Provide information, instruction, training and supervision to ensure
employees‟ health and safety
- Use hazard identification and risk control processes to fulfil legal obligations
Responsibilities of employees:
3. Examine relevant legislations that affect business operations with the customer
engagement environment
- Equal opportunity
- Employment laws
- Industrial relations
- Anti-discrimination
4. Discuss the rationale for operating within reporting protocols, policies, and procedures of
customer contact organizational structure
Organisation’s goals and objectives may be stated or implied by the way the
organisation conducts its business, as well as other indicators such as the
following :
5. Establish the value of projecting and maintaining a professional image in the work
environment
- dressing appropriately
- treating others with respect
- acting in an ethical manner
- practising proper telephone etiquette
- adherence to schedule
- call rates
- conversion rates
- customer satisfaction
- data entry quality requirements
- first contact resolution
- quality targets
- sales targets
- Performance indicators
- Feedback from superiors/colleagues
- Personal assessment
Aims:
Requirements:
- Performance indicators
- Treatment of customers
- specific
- measurable
- attainable
- realistic
- timely
10. Discuss the use of effective communication and conflict resolution techniques to
facilitate teamwork
- Active listening
- Being careful about what you say and how you say it
- Being open
- Communicating in a way that facilitates a problem-solving and caring climate
- Summarise what you discuss and make plans to continue the discussion towards
resolution
11. Outline principles of ethical work practices used by an individual/organisation with the
customer engagement environment
- confidentiality
- social and environmentally responsible behaviour
- honesty
- commitment to diversity
- adherence to established standards
- honouring commitments to clients, colleagues and supervisors
- integrity
- honesty
- equity
- punctuality
- confidentiality
- headaches
- muscle pain
- blurred vision
- swelling
- stiffness
- watery eyes
- dizziness
The following represent the attitudes/behaviours that learners must employ in carrying out the
learning activities
The following strategies, along with additional creative ones, should be employed to facilitate
effective delivery of this module. In executing these strategies, serious consideration must be
given to the infusion of critical employability skills and Science, Technology, Engineering and
Mathematics
Ask the learners to work in pairs to role-play how they would handle and report an OHS
issue. The role-plays should include the following:
Allow learners to simulate scenarios that deal with ethical issues in the workplace. Issues
may include the following situations:
Ask learners to work in pairs to conduct a mock interview, with one learner being the
interviewer and the other the interviewee. Prior to the activity, assist them in developing
a checklist for the interviewer. Include in the questionnaire, key questions that an
employer in a BPO setting would ask a prospective employee.
Review with learners who will play the role of interviewees, tips for doing a good
interview. These should include the following
The references below are not exhaustive and other reference materials need to be accessed
and used
1. Amicus. (2006). Amicus guide to health and safety in call centres. Retrieved July 20,
2017, from http://amicustheunion.org/pdf/callcentreheaalthandsafety.pdf
2. Beich, E. (2001). The Pfeiffer book of successful team building tools: Best of the annuals.
San Francisco: Pfeiffer-Jossey/Bass.
3. Blonna, R.(1996). Coping with stress in a changing world. St. Louis, MS: Mosby-Year
Book Inc.
5. Bourne, L., & Scott, P. (1994). Administration (NVQ level 2, (2nd ed.) Pitman Publishing,
London, England.
6. Captain safety: Episode 3 avoids safety hazards [Video]. (n.d.). Retrieved July 23, 2017,
from http://www.youtube.com/watch?v=oJHy2239CcU&feature=related.
7. Learning Management Services Department. (2002). Call contact centre agent (level 1).
Kingston, Jamaica: HEART Trust/NTA
MODULE OVERVIEW
This module involves activities for conducting customer engagement. The module highlights
activities for choosing correct computer function keys, developing keyboarding skills, preparing
for customer engagement, and providing in-bound and out-bound customer engagement.
Additionally, developing multitasking techniques such as conversing, researching, retrieving and
pasting information simultaneously are key areas included.
EXPECTED OUTCOMES
Performance Requirements
The following are specific tasks that learners must perform to the required standards
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module
1. Describe specific customer engagement operations and relate them to the customer
engagement centre
- technical support
- debt collection
- customer support
- data collection
- information services
- marketing
- sales
- service provision
- combination of the above
Ergonomic requirements:
- Listen keenly
- Build rapport
- Use appropriate questioning techniques
- Confirm understanding of customers‟ needs with customers
Listening techniques:
The following are critical attitudes/behaviours that learners must employ in carrying out the
learning activities
7. Value the importance of communicating effectively with internal and external customers
The following strategies, along with additional creative ones, should be employed to facilitate
effective delivery of this module. In executing these strategies, serious consideration must be
given to the infusion of critical employability skills and Science, Technology, Engineering and
Mathematics
Have learners demonstrate competency in identifying computer equipment and starting and
closing a computer session. Assign them tasks to demonstrate their ability to access help
information, skills in operating a mouse and keyboard and knowledge of file management
system.
Show the learners how to perform actions which involve multitasking, such as communicating
on the telephone effectively while researching, retrieving and pasting information
simultaneously. After each demonstration, provide volunteers with scenarios and ask them to
show the class how to perform required tasks. Facilitate peer critique. Guide the learners as
necessary. If possible, allow each learner to practise task.
Have learners demonstrate competency in practising keyboarding skills while using the
telephone and also the ability to assist a customer while using a mouse.
The references below are not exhaustive and other reference materials need to be accessed
and used
1. Bourne, L., & Scott, P. (1994). Administration NVQ Level 2 (2nd Ed.). London, England:
Pitman Publishing.
3. Hanks, F. (1996). Procedures for the office professional (3rd ed.). OH: South-Western
Educational Publishing.
4. Jaderstorm, S., & Miller, J. (2003). Business English at work (2nd ed.). USA:
Glencoe/McGraw-Hill.
6. Milner, J., & Morcock Milner, L. (2003). Bridging English (3rd ed.). New Jersey, USA:
Pearson Education Inc.
7. Murphy, R., & Gentleman, C. (1999). Business administration for NVQ 1 & 2. Stanley
Thomas (Publishers) Ltd.
10. Teamwork and working in teams. Retrieved July 25, 2017, from:
http://itll.colorado.edu/GEEN1400/Templates/Textbook/Chapters/Ch06Teamwork%20an
d%20Working%20in%20Teams.pdf
11. The importance of effective communication. Retrieved July 25, 2017, from:
http://web.cba.neu.edu/~ewertheim/interper/commun.htm
MODULE OVERVIEW
This module involves communicating with customers. The module focuses on communicating
with colleagues and customers using effective communication skills and emotional intelligence,
handling telephone calls, speaking to customers with fluency and providing quality customer
service.
EXPECTED OUTCOMES
Performance Requirements
The following are specific tasks that learners must perform to the required standards
9. Assess the emotional state of customers and change approach in order to meet the
customers‟ needs
10. Demonstrate appropriate techniques for dealing with customers based on their emotional
state
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module
Communication process:
- sender (encoder)
- message (medium)
- receiver (decoder)
- feedback
Communication pathways:
- emails
- memorandum
- internal chats
- reports
- letters
- voice calls
- video calls
Strategies:
Non-verbal cues:
- Body language
- Voice
- Speech
- Posture
- Symbols, including sign language
5. Outline protocols and etiquette for communicating with colleagues and customers via e-
mail
- Use email as a tool to build and maintain relationships with customers (internal
and external)
- Respond to business emails in a timely manner
- Set email to auto-reply if you cannot respond in 24 hours
- Use a brief, descriptive subject title
- Be clear in your writing – use proper spelling, grammar and punctuation
- Do not write in capital letters
- Do not email or respond when angry or upset
- Copy (Cc) only when you wish to inform others but do not expect them to
respond
- Do not forward emails without the permission of the author
- Organise emails into folders
- Delete and purge emails and folders once per week
- Do not forward chain letters or libellous, offensive, racist or obscene remarks
- Add disclaimers to your emails
6. Explain the importance of using Standard English in the workplace while handling in-
bound and out-bound calls
- being discourteous
- displaying inadequate knowledge of organisation
- transferring blame to colleagues/customers
- speaking negatively about organisation and others
- being unprepared for customer
- forcing personal beliefs and opinions on others
- projecting negative attitude
- using offensive language
Benefits:
Techniques:
- Politely explain why you are unable to carry out their request citing privacy
policies/guidelines
- Do not provide customers‟ details to unauthorized persons
- Be alert – maintain your guard against savvy individuals seeking information
- Report identified breaches immediately
- Do not give out password
- Avoid leaving confidential information visible to others
- Never discuss confidential information with colleagues
13. Discuss how personal emotional strengths and weaknesses affect others in the workplace
Emotional intelligence (EI) is the ability to recognize and control your own
emotions, and understand what those emotions are telling you. EI also means that you
can recognize the emotional wants and needs of others and respond appropriately.
- Self-awareness – you recognize your own emotions and how they affect your
thoughts and behavior, know your strengths and weaknesses
- Self-management – you are able to control impulsive feelings and behaviours and
manage your emotions in healthy ways
- Social awareness – you understand the emotions, needs and concerns of other
people, pick up on emotional cues and recognize the power dynamics in a group
or organisation
- Relationship management – you know how to develop and maintain good
relationships, communicate clearly, inspire and influence others, work well in a
team and manage conflict
- social intelligence
- perseverance
- generosity
- self-control
- gratitude
- creativity
- forgiveness
- empathy
- open-minded
- communicative
- strategic thinking
- anti-social tendencies
- aggression
- cynicism
- impatience
- moodiness
- prejudice
- complaining
- arrogance
- laziness
14. Discuss how to identify emotional triggers and strategies for controlling them
Emotional triggers are events or people that consistently set off intense
emotional reactions within us. Triggers reflect a threat to our identity
- arrogant behavior
- aggressiveness
- condescension
- unashamed incompetence
- victim-syndrome or deliberate weakness
- lack of communication and follow-through
- avoidant or inconsistent behaviour
- acute stress
- discontent
- interpersonal conflict
- negatively impacts relationships and career
- passive-aggressive behaviour
- thinking positively
- understanding your triggers
- being mindful of your responses
- learning to anticipate them
- thinking of triggers as intuitive messages alerting you to certain aspects of
yourself that need to be explored
- seeking professional help
15. Discuss relevant legislation, codes and national standards for handling telephone calls
- Listen
- Empathise
- Apologise
- Offer a solution
- Act on problem
- Follow through
- superiors
- or recording, if possible
- The manner in which a call is answered impacts the image of your business
- Each caller is a potential client or repeat client
- Telephone is one of the primary points of contact between customers and business
- Each call (in-bound or out-bound) is an opportunity to increase sales
- Never offer customer to speak with your supervisor- allow them to ask.
- If customer asks for supervisor, try to handle situation as best as possible before
yielding to request.
- Before escalating call, notify supervisor.
The following are critical attitudes/behaviours that learners must employ in carrying out the
learning activities
The following strategies, along with additional creative ones, should be employed to facilitate
effective delivery of this module. In executing these strategies, serious consideration must be
given to the infusion of critical employability skills and Science, Technology, Engineering and
Mathematics
Demonstrate to learners, how to use vocal techniques to effectively communicate with clients.
Guide learners as they practise using each technique. Once learners have had some time to
become more comfortably with using the techniques, have them listen to a recording of a
customer engagement representative utilising the techniques and ask them to pay attention to
how the techniques are combined. Provide learners with a short script and ask them to record
themselves reading the script using the techniques. Allow them to listen to their recordings and
re-record as necessary. Monitor learners and provide feedback and support as needed. Allow
volunteers to play their recordings to the class. Facilitate peer critique and discussion.
Listening Exercise
Ask learners to work in pairs to complete this listening exercise. Learners should take turns with
one learner reading a list of questions provided to them and the other listening to the questions
and providing the answer. The following are some examples of questions that may be used:
In the list of words, “be-at-of-for-in, what is the word beginning with “a” ?
In the list of names, “Anthony, Richard, Jill, George, Amanda”, which begins with a “J”?
Answer true or false to the following: In the list of words “run-sun-snow-laugh-call”, the third
word mentioned is “laugh”
Create a simulated call where learners are required to respond to an irate caller. Ask learners to
work in pairs to complete this activity. They should take turns as caller and agent. Have one
learner from each pair to act as the irate caller, guided by a script provided to him or her.
Encourage the caller to act naturally. The partner should act as the agent. The learners acting as
agents should utilise effective communication skills and demonstrate emotional intelligence in
responding to the irate caller and managing the situation. Facilitate peer critique and discussion.
Discuss learners‟ emotional responses as callers and agents and provide feedback.
Have learners demonstrate competency in practising keyboarding while using the telephone.
Challenge them to demonstrate the ability to speak with and assist a customer while operating a
mouse.
The references below are not exhaustive and other reference materials need to be accessed
and used
1. Alexander, L.G. (1992). Longman English Grammar Practice for Intermediate Students.
United Kingdom: Longman Group.
2. Broukal, M. (2005). Grammar Form and Function Workbooks 3A & 3B. New York:
McGraw Hill.
3. Choy, T.W., & Chew, P. (1995). English in Basics – A Practical Handbook. Singapore:
Pan Pacific Publications.
4. Clark, L.R, et al. (1997). Business English and Communication (8th ed.). Ohio: McGraw
Hill.
5. HISEP. (2006). Language and Communication Part 1 (Stages 1, 2, and 3). Jamaica:
National Council on Technical and Vocational Training.
6. Jaderstorm, S., & Miller, J. (2003). Business English at Work (2nd ed.). USA:
Glencoe/McGraw-Hill.
8. Milner, J. & Morcock-Milner, L. (2003). Bridging English (3rd ed.). New Jersey: Pearson
Education Inc.
9. Odell, L., et al. (2005). Elements of Language – Third Course. Harcourt Education
Company.
10. Peel, M. (1990). Improving your Communication Skills. United Kingdom: Kogan Page
Ltd.
11. Positive Form and Comparison of Adjectives. (n.d.). Retrieved August, 2008, from
http://www.ego4u.com/en/cram-up/grammar/adjectives-adverbs/adjectives
12. Robbins, L.M. (1996). The Business of Writing and Speaking. New York: The McGraw-
Hill Companies.
MODULE OVERVIEW
The module examines principles and practices of cultural diversity in own country/region, its
impact on workplace communication and relationships and industry best practices for dealing
with persons from diverse backgrounds and cultures. It also introduces learners to North
American geography and culture such as identification of states and regions in the USA as well as
major time zones, American holidays, currency and consumer attitudes.
EXPECTED OUTCOMES:
Performance Requirements
The following are specific tasks that learners must perform to the required standards
Knowledge Requirement
The following are knowledge-related tasks which focus primarily on the theoretical aspect of
the module
Culture:
Cultural diversity:
Cultural awareness:
Features include:
- race
- language
- special needs
- disabilities
- family structure
- gender
- age
- religious practices
- sexual orientation
Principles include:
International Groups:
- North American
- European
- Asian
- Middle Eastern
- Islamic
- Hinduism
- Judaism
- languages spoken
- forms of address
- levels of formality/informality
- non-verbal behaviour
- work ethics
- personal grooming
- family obligations
- recognized holidays
- customs
- product preferences
5. Examine industry best practices for dealing with cultural diversity at the workplace
6. Explain the value of human relations skills in dealing with customers from diverse
cultural and ethnic backgrounds
7. Identify the 5 regions and 50 states of which the United States of America (USA) is
comprised.
Pennsylvania
(PA)
Ohio (OH)
Indiana (IN)
West Virginia
(WV)
8. List the six major time zones followed in the USA and the states which follow each.
Features
Denominations include:
11. Describe the typical American customer/consumer and factors that keeps him or her
satisfied.
- being friendly/polite
- being knowledgeable about product/service
- offering good value
- attending to their requests quickly
- ease of doing business/convenience
The following are critical attitudes/behaviours that learners must employ in carrying out the
learning activities
The following strategies, along with additional creative ones, should be employed to facilitate
effective delivery of this module. In executing these strategies, serious consideration must be
given to the infusion of critical employability skills and Science, Technology, Engineering and
Mathematics
Provide learners with case studies or scenarios involving foreign nationals who call various
organisations to conduct business and are treated poorly. For example, an American contacts a
call centre and is called a name that is used as a term of endearment locally. The caller finds this
insulting and calls back to complain. Allow learners to discuss different scenarios in groups. Let
each group share a summary of the discussion. Facilitate discussion of the ignorance/cultural
insensitivity toward foreign clients, the negative impact of such behaviours on the company and
the industry and the need for education in the area of cultural diversity.
Divide learners into small groups. Have learners view map of the United States which highlights
the 5 regions (do not include the states). After viewing, ask them to examine another map
showing the 50 states. Be sure to discuss the location of Hawaii and emphasize it as one of the
50 states. Allow them to compare both maps. Provide learners with a blank map. Ask them to
complete the map to include the 50 states and the regions in which they fall. Encourage them to
make the maps as attractive as possible. Let them also use the Internet to identify the standard
abbreviations used for each state and include them on the map.
Have learners volunteer to role-play how they imagine the typical American consumer behaves
when making a purchase. After role-playing activity, highlight the accuracies/inaccuracies in
their depictions and then guide them into a discussion of the features of the typical American
consumer. Show learners video(s) on consumer behavior such as the one located at
https://www.youtube.com/watch?v=65Vt9nmVYDM. After viewing, lead learners in discussion
about the importance of knowing/understanding your customers and satisfying their needs.
The references below are not exhaustive and other reference materials need to be accessed
and used
1. Auerbach, S., & Gramling, S. (1998). Stress management. Upper Saddle River, NJ:
Prentice-Hall Inc.
2. Barrett, C., Kimbrell G., & Odgers, P. (2003). Office skills (3rd ed.). USA: Thomson-
South Western.
3. Beich, E. (2001). The Pfeiffer book of successful team building tools: Best of the annuals.
San Francisco: Pfeiffer-Jossey/Bass.
4. Blonna, R.(1996). Coping with stress in a changing world. St. Louis, MS: Mosby-Year
Book Inc.
6. Bourne, L., & Scott, P. (1994). Administration (NVQ level 2, (2nd ed.) Pitman Publishing,
London, England.
7. Bradley, S. (2003). Customer service – Candidate handbook S/NVQ (level 2, unit 1).
United Kingdom: Heinemann Education Publishers.
9. Bulleid, A., Ritchie, C., & Whibberly, J. (1993). Reception – Student guide (NVQ/SVQ
2). United. Kingdom: Stanley Thornes Publishers
10. Captain safety: Episode 3 avoid safety hazards [Video]. (n.d.). Retrieved January 4,
2013,from http://www.youtube.com/watch?v=oJHy2239CcU&feature=related. Retrieved
8/4/2010
11. Cherry, K. (n.d.). What is emotional intelligence? Definitions, history and measures of
emotional intelligence. Retrieved August 29, 2013, from
http://psychology.about.com/od/personalitydevelopment/a/emotionalintell.htm
13. Computer workstation ergonomics: Keeping the workplace safe: UCDavis Health System
http://www.ucdmc.ucdavis.edu/hr/hrdepts/work_comp/Computer_Workstation_Manual.p
df
14. Davidoff, D.M. (1994). Contact – Customer service in the hospitality and tourism
industry, Prentice Hall Inc.
16. Gamvros, T. (2006). Team building: How to create a dynamic and successful work
environment. Retrieved January 29, 2013, from http://ezinearticles.com/?Team-Building:-
How-to-Create-a-Dynamic-and-Successful-Work-Environment&id=165362
17. Girdano, D. A. et al. (1997). Controlling stress and tension (5th ed.). Needhamm Heights,
Massachusetts: Allyn & Bacon.
18. Hanks, F. (1996). Procedures for the office professional (3rd ed.). Ohio: South-Western
Educational Publishing.
19. Hardwick, R. (1995). Responsive customer service (workbook 3). Pergamon Open
Learning.
20. Harrington-MacKin, D. (1993). The team building tool kit: Tips, tactics and rules for
effective workplace teams. AMACOM.
21. Learning Management Services Department. (2003). Operate in a culturally diverse work
environment. (LG - THHCOR0061A). Kingston, Jamaica: HEART Trust/NTA
22. Learning Management Services Department. (2002). Call contact centre agent (level 1).
Kingston, Jamaica: HEART Trust/NTA