I agree. Callers tend to have their backs-up when calling in. Seems they have either had a bad experience with a College in the pasts or are just do not understand how important it is to ask questions besides price and length of time. I find telling price information and what they want, but asking them other probing questions to continue the conversations helps.
After taking this module; the area in our process that needs improvement most is logging calls. Monitoring the time of day and show vs. no show or call-ins is essential. We currently have a system in place for web leads, but are lacking in call-ins. During a busy day it is sometimes difficult to do this, but making a conscious effort to jot down the information will have great payback. I am going to create a call-log this afternoon!
That is great awareness Linda. It sounds like you have a plan in place to start making those outbound calls a success. Please keep us informed of your success.
Dr. Jean Norris
I think my incoming calls are handled pretty well. I need to work on actually making outbound calls. It is something I don't like to do and so is painful for me. I will be practicing on setting aside the time each day and actually doing the calls. I also do not leave adequate voicemail messages and will have to work on that. I learned useful things in the course. The 4 C's, WIIFT, and many other useful concepts to practice. I will be referring to the module for the next few weeks/month to help implant the concepts in my mind.
Steve,
It looks like you've considered all of the possibilities when it comes to managing your call process with the ultimate goal being serving your students to the best of your ability. How do your students respond to this level of service?
Dr. Jean Norris
We use two call centers to handle inbound calls for our online division. We receive approximately 20 inbounds per day with four Admissions Reps. Our biggest challenges have been 1)managing breaks to minimize missed calls 2)maximizing coverage during peak times and 3)managing outbound call activity during non-peak times. To halp with these challenges we 1)stagger 15 minute breaks throughout the day 2)use a daily call log report to analyze peak hours and schedule coverage accordingly and 3)use an outbound call log/report to analyze outbound dial activity on an hourly/daily/weekly basis. Most importantly, we have implemented a break policy whereby Reps will trynot go on break unless two Reps are available to accept inbound calls. Obviously, sometimes this is unavoidable but we strive to work as a team for the greater good even though at times it may may result in individual sacrifice.
I'd be interested to hear how others deal with these same challenges.
Julie,
Sounds like you are using technology to your advantage, that's great! It sounds like you are doing your best to get information to your students in a way that makes sense for them. I bet they appreciate your attention and flexibility in your approach.
Shannon Gormley
I try to answer any questions they ask when they are on the phone. While I want to them to come in, I know that doing so is not always feasible. I gage by their questions what issues they may have (transportation, money, child care, etc). In the case they are not able to come in, I do a first appointment over the phone.
All calls first go to the front desk coordinator and then to me. I also have a school blackberry that prospects can call or text anytime. I also get my emails this way as well. I love this because if I am at a fair and a new lead comes in, I can immediately text them or respond to an email.
Interesting insights, Sharon. It sounds like you really try to build rapport with your student by using small talk and working to find a mutual interest. I'm also hearing that a lack of time impacts the phone call in many cases. How do you balance building rapport with the time factor for your students?
Thanks for sharing your process, Rose. It sounds like you'd like to improve the questions you ask on the phone to increase the amount of information you are able to gather, is that right? What types of questions do you think would be helpful in this sense?
Excellent observations and insights, Jeriann. It sounds like you are not only committed to your students but also your staff to improving the process for all. I imagine that your staff appreciates the fact that you're willing to put yourself in their shoes to get an insider perspective. Listening is a crtical component and improving this skill can enhance not only communication skills but also relationships.
Thanks for sharing your approach, Madelin. I get the sense that the process runs pretty smoothly for you with the exception of the service calls. You mention that you'd like to do a better job filtering those calls. What ideas do you have for addressing this process and improving the experience for all involved?
Thanks for sharing your approach, Deanna. It sounds like you do your best to establish a positive first impression with your caller to connect with them. What are some of the things that you do to establish that rapport?
The inbound call system is answered by a Communication center representative; the Communication center representative will transfer all Salon services or other department to their direct ext; and for the Leads interested in the program of study they will set an appointment for the admissions rep. The system will notify the representative that they have an appointment scheduled.
The Process is good. We need to do a better job in filtering the service calls.
Currently I am the President of the school and I am taking this course to try and help my admissions representatives. I do not feel that my representatives are probing or listening to the prospects. I am going to implement some listening exercises into their daily training in an effort to make them aware that it is so important to hear what is being said and show the prospect that they are important. Everyone likes to be heard.
Thanks for sharing your process with us, Heather. I'm guessing that some of the other participants in this course experience a similar process. You mention that you'd like to improve how inbound calls are managed as a team. As you think about the current system, what are some of the immediate "tweaks" that you believe should be made, based on your experiences?
Excellent awareness, Joshua. Sometimes when we skip ahead to giving information without giving our students the opportunity to fully explain what's going on for them, we experience a disconnect. How have you addressed this in the past?
Great awareness, Devin. It sounds like you use a defined system to help you gather and give information and yet you find that there may still be pieces of information missing after the call, is that right? I think you've got good reminders in place for your call; work to build rapport and connect with your students; ask about them and their stories; and give information when appropriate. How might you put together an outline that will help you to get all the important information you need?
Thanks for sharing your call process, Elizabeth. It sounds like the process you use allows you more time to be attentive to your students motivation and needs. Since this is an area that you'd like to improve in on the phone, what do you think you'll do differently with your next call?
Great awareness, Sharon. It can be a challenge at times to keep monotony at bay. What are some of the things that you do now that you find helpful when you're having a hard time sounding enthusiastic?
