If you have not read this post – Ethnography in Learning – please take some time to read the basics of ethnography and its application as a research methodology in ‘needs analysis’.
Background:
A client from the banking industry approached us to create materials for an instructor-led training session. The target audience was Relationship Professionals (RPs) who regularly engage with customers. This request was surprising because the client usually preferred e-learning solutions to address performance issues or raise awareness among employees. However, the issue at hand was related to a lack of interpersonal skills, not just technical know-how. The client wanted a classroom training session where the trainer and senior stakeholders could contribute their extensive knowledge.
Problem:
The RPs interact with customers daily, providing clarifications, offering consultations, and validating customers’ product knowledge. Recently, stakeholders received numerous complaints about the RPs’ inability to successfully close deals. Although this problem was more pronounced in one location, employees in other locations also faced similar issues.
Expectation:
The senior stakeholders provided a transcript of recorded conversations between RPs and customers, along with a list of topics and reference content for the training. They also shared a list of topics and reference content that they want the training to cover. In addition, the stakeholder asked me to create scenarios that would set the context. A marathon call was scheduled to discuss the stakeholders’ concerns and at the end of the call, the Academy Lead emphasized that the training session needed to be “a roaring success,” which would mean:
- The session should impact the learners positively and motivate them to:
- hone their interpersonal and communication skills
- increase their commitment to delivering admirable customer service
- reduce the number of complaints, immediately and considerably, and eventually bringing them to “zero”
- The success of this training session would also determine whether similar sessions would be planned for other locations across the country.
Needs Analysis and Ethnography:
After the marathon call, I realized that listening to the actual calls was essential. The transcripts provided only a superficial understanding of the issues. While scheduling a face-to-face session with the SMEs, I decided to conduct short ethnographic research to gather more in-depth information. The client granted permission for me to visit the bank facility to listen to some conversations, as they couldn’t share the audio files digitally.
Observing, Recording and Reporting:
I visited the facility and met with a coordinator who was assigned to support me. I started observing as much as can, while I was within the facility and tried to interact with him. I wanted to get his perspective on the issues related to the calls. He was reluctant to share any information and was a tad apprehensive when I asked a couple of questions. Later, I came to know that even the calls he placed with the RPs, were among the ones that were being scrutinized.
As we settled into a meeting room with his laptop to listen to the audio files, I also started observing his behavior. (non participant observation)
From a Customer POV:
I was wondering, if I were his customer at that point, how he would support me in getting what I want; both of us were aware that he was tasked to support me.
He started accessing Facebook (with the videos in auto-play mode) causing the audio to play and halt frequently. I looked at him a couple of time to subtly convey that his behaviour was annoying. He didn’t heed to it and simply continued doing that. He went on to even attend his phone calls within the meeting room as I tried to listen to the audio recordings. As I noted my understanding from the audio clips, I was also wondering how observant he would have been when he was placing calls with the customers, especially with the customers whom he didn’t even have to meet face to face.
I started listening to the audio calls, paying attention to the tone of voice, clarity, responses to critical statements or queries from the customer. Many a time, it was only evident that the client was anxious and in distress, but the RPs offered no solace or assurance. The RPs were not observing or responding to the open/subtle signs that reflected their customers’ concerns. I made note of all these aspects, which affected the quality of their conversations.
Reporting:
My observations were well-received by the stakeholders, who were surprised by the specific issues recurring in most calls. In a subsequent discussion with the trainer and stakeholders, “Listening” emerged as a critical topic. I suggested additional topics like empathy, tone of voice, acknowledging clients’ states of mind, and identifying potentially vulnerable customers. The trainer, who also listened to the calls, agreed with my suggestions.
Curating Content:
We tailored the content specifically for this target audience. The source content from the SMEs was relevant only for the introductory session. Initially planned as a 3-hour session, it expanded into a full-day training.
I created role-play scenarios reflecting actual issues and designed the session to start with one of these scenarios. This approach allowed the audience to identify problems in conversations and reflect on steps to improve their communication.
The content included role-plays, sample conversations (both successful and ineffective), and focused on topics such as:
- Effective communication
- Personal branding message and signposting
- Building conversations
- Listening skills
- Effective probing
- Empathy via tone, language and expression
- Identifying Potential Vulnerable Customers
I conducted a “train-the-trainer” session where I explained why I had added certain topics at specific points in the course. As the trainer also shared some valuable feedback, we enhanced the role-play scenarios and included a lot of open-ended questions to understand why they do things a certain way.
Result:
The trainer and an SME provided positive feedback, stating the training was enlightening for both the audience and SMEs. The specific and realistic scenarios helped participants identify and address issues in their conversations. The audience recognized the importance of various conversational nuances and how small cues could impact customer perception. The trainer and manager started investigating similar issues in other locations to identify skill gaps.
The training was a success, meeting the client’s expectations and setting the stage for similar sessions across other locations.