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Customer Service Role Play: Description

This document describes a role-playing activity to teach students customer service skills. Students are divided into groups of three, with one student acting as the customer, one as the business representative, and one as the observer. They act out scenarios focusing on verbal and non-verbal communication skills. The observer provides feedback on the representative's communication style. The roles rotate so each student gets to practice their skills. The goal is for students to recognize effective communication styles and how to positively interact with customers.

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Sajid Hasan
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453 views3 pages

Customer Service Role Play: Description

This document describes a role-playing activity to teach students customer service skills. Students are divided into groups of three, with one student acting as the customer, one as the business representative, and one as the observer. They act out scenarios focusing on verbal and non-verbal communication skills. The observer provides feedback on the representative's communication style. The roles rotate so each student gets to practice their skills. The goal is for students to recognize effective communication styles and how to positively interact with customers.

Uploaded by

Sajid Hasan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Youth Explore Trades Skills

Core Module – Transferable Skills

Customer Service Role Play

Description
In groups of three, one student is an observer, one is a customer, and one is the business/shop
representative. The customer and representative act out various scenarios. The observer offers
feedback in terms of how well the representative communicated with his/her customer. The roles
are rotated.

Note: It is recommended that the Communication 101 Activity Plan be taught first.

Lesson Objectives
Students will be able to:
• recognize their own verbal and non-verbal communication styles
• identify appropriate ways to communicate with customers in a work setting
• observe others’ communication styles

Terminology
Empathy: the ability to relate to another’s feelings
Body language: non-verbal communication using stances, movements, and gestures
Non-verbal communication: communication that involves sending and receiving messages
without words, includes body language such as gestures, facial expressions such as tone and
pitch of voice, and body posture

Estimated Time
1 hour

Facilities
Classroom

Materials
• Computer and projector
• Handout: Customer Service Role Play – Observer Notes

Videos
In the hardware store (2:59)

Texting on the job (2:02)

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License unless otherwise indicated.
Customer Service Role Play Core Module

Student Activity

Procedure
1. As the class watches the customer service videos, have them write down the verbal and
non-verbal communication they observe in both the customer and the hardware store
employees.
2. Project the videos:
–– In the hardware store (2:59)
–– Texting on the job (2:02)

3. After viewing the videos, discuss as a class. What verbal and non-verbal communication
(gestures, facial expressions, tones of voice, etc.) did they observe (hardware store
employees and the customer)? Have any students had similar customer service
experiences? How did it make them feel? How would the employer/owner feel if they saw
their employee behave this way?
4. Invite a few students to role play the same hardware store scenario, but incorporate proper
customer service (eye contact, friendliness, helpfulness, gestures, tone of voice, etc.).
What would be appropriate behaviour, body language, etc. in this scenario? Discuss the
importance of empathy when dealing with customers. What behaviours would make the
customer want to return to this place of business?
5. Divide the class into groups of three to role play the following scenarios. For the first
scenario, one student will be the customer, one will be the business representative, and
one will be the observer. Make sure each student has a handout.
Possible scenarios:
–– Customer complains a product/service is defective. The representative has to convince
the customer it isn’t.
–– Customer asks a question about a product or service that the representative doesn’t
know the answer to. Customer isn’t happy.
–– Representative is asked to “bend the rules” on a return policy by the customer. The
representative has to explain he/she can’t bend the rules, but the customer is insistent.
–– Angry customer demands a solution for his/her complaint.
Note: Teacher may want to create/tailor the scenarios depending on the module(s) they
teach (automotive shop, drafting office, home under construction, bakery, etc.).

6. Have groups role play customer service scenarios, rotating roles after each role play.
Encourage students be aware of their verbal and non-verbal communication as the
representative. The observer will write down notes in the handout on the representative’s
verbal and non-verbal communication.
7. Groups debrief after each role play. Observer shares notes.

2 Youth Explore Trades Skills


Core Module Customer Service Role Play

Extension
Scenarios could also be acted out non-verbally with gestures and actions only, showing the
power of nonverbal communication.

Role plays could be videotaped so students can view how they present themselves.

Reflection
In small groups, have students reflect on what the role play activity taught them about their
communication style and strategies they could use when dealing with customers.

Assessment
• Participation in role plays.
• Peer and self-assessment.

Youth Explore Trades Skills 3

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