Drama in the teaching and learning methodology of Customer service training

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TABLE OF CONTENTS

LITERATURE REVIEW1

Introduction1

Customer Service Training2

Role play and Drama activities in Customer Service Training3

Learning through Drama5

Effect of drama-enhanced curriculum on students6

Theory of drama in education8

Introduction to Drama in Training Techniques9

Improvisation10

Role Play10

Trainers' role in drama-enhanced curriculum11

Learning through Role-Play12

Strategies that Assist Students in Role-play14

Informal Role-Playing16

Structured Role-Playing17

Reflecting on the Role-Play18

Summary20

REFERENCES22

LITERATURE REVIEW

Introduction

The quality of customer service is a process aimed at achieving the total satisfaction of the needs and requirements, as well as attracting an increasing number of customers by positioning it, leading them to make free publicity person to person.

Customers are the lifeblood of any organization. However, few organizations get adapted to the needs of their customers either in terms of quality, efficiency and personal service. That is why managers must improve the quality of service they offer to their clients; there is no question of choice: the life of the organization depends on it.

In the training workshop, I don't use drama to gain direct benefits on academic domains (CS skill theories) but rather focus on the indirect benefits in Drama-in-Education. Drama provides a safe practicing environment for the students to fully utilize their knowledge in action with feelings and emotions involved. It is believed that besides the known direct benefits on academic domains and indirect benefits, such as creativity and communication skills, more benefits of drama-enhanced curriculum could be found through carefully-designed studies (Berry, Schmied and Schrock 2008, p. 437). Self-actualization takes place more easily and the self-esteem of students is believed to be enhanced (Chapman, Meuter, Toy and Wright 2006, p. 557) Drama is an effective way to encourage students to be attending, displaying eye contacts, listening attentively and reacting with supportive non-verbal responses (Harris and Daley 2008, p. 50). It is a good way to engage students to participate actively, identify with the characters and gaining satisfaction through engagement (Harris and Daley 2008, p. 50). The third process of committing is requiring students to accept limits and responsibilities and emphathizing with the roles (Harris and Daley 2008, p. 50).

Abraham Maslow's Hierarchy of needs theory can be used to argue there are other needs in a customer that we can satisfy and focus to deliver a genuine high level of CS, rather than merely focusing on delivering the said product and service. In the training program, real difficult situation from the group can be enacted with the participants in a hot seating and forum theatre contexts to explore the possibilities to resolve the situation. This process can also increase understand of the particular customer group of their needs and desire, as well as ways to satisfying those. That is one reason why there is a need for continuous professional development, as customers, service standards and tools to provide the services are constantly evolving. Drama-based education often speaks of providing a venue for the student to experience being empowered. It echoes the learning from using drama in education, as it can engage the student psychologically and physically in the ...