1. Setup & Materials Prerequisite: None Duration: 3 ½ hours
Format: On-site, two facilitators
Audience: This training is designed for groups of Activities and/or discussions may need to be tailored to accommodate larger group sizes.
Training Materials:
Laptop Projector/In-Focus
Speakers for laptop Media: PPT, Leadership video, All video links, tagul.com
Flip chart pads Masking tape
Flip chart markers Pens
Dry erase markers Laminated customer service model poster
Laminated ground rules poster Sign-in sheet
Name tent cards Blank cards/post-its for good greeting/bad greeting activity
SWAG Snacks/water (optional)
Handouts (in folder):
Service Principles & Behaviors Leadership Statement
Think Yes Statements Greeting Guidelines
Communication Tips Difficult Conversations
Empathetic Communication Empathy Activity Worksheet
Be Part of Your Team Checklist Self-Care Resource List
Set Up:
Configure tables and chairs depending on size of group
Materials folders & small stack of blank cards is placed on each table prior to participant’s arrival.
Hang laminated Think Yes to Care poster
Prepare small group work and materials
Write facilitator contact information on white board or flip chart paper
Cue media

2. Customer Service Training
Think YES to Care
START TRAINING HERE
Objectives:
Participants understand the purpose of this training
Participants understand how training will unfold
Participants understand training objectives
Identify attributes of good customer service.
Understand how the examples relate to the Service Principles.
Materials:
Agenda
Leadership statement and video
Flip chart & markers
- Laminated Ground Rules
- Customer Service Examples
- Personal Objectives
Folders with handouts
Trainer Introductions
SAY: Welcome to the Think Yes to Care customer service training. My name is {insert name}, and this is {insert name}, and we will be your trainers for today. We are excited to spend this time together to introduce you to the Think Yes to Care customer service model. This training will be interactive with lots of activities and discussions built into it. We all bring a unique perspective and experiences, so we encourage you to participate to a level you feel comfortable with.
A little bit of background: This model was created over the course of a year with a cross-departmental workgroup. It was a combination of past Think Yes efforts at other County Departments as well as Kaiser’s CARE model.
Customer Service Training

3. Why are we here? This IS: This is NOT
A forum to learn techniques and approaches from each other
An opportunity to understand how the five service principles fit into our work
This is NOT
A top-down training
A criticism of the great work you do every day
SAY: One of the strongest pieces of feedback we have received so far is the value in taking the time to really talk about what customer service means and to share our ideas and techniques with each other. Although we will be reviewing new expectations for our daily work, we hope that this training provides you with some new perspectives on how to best meet the needs of our customers and each other.
Before we get started, {site facilitator name} will review some housekeeping items:

4. Housekeeping Bathroom/bio breaks/stretching Emergencies
Review housekeeping
Bathrooms/biobreaks
Emergency

5. Agenda Welcome – 30 minutes Think YES Service Principles – 150 minutes
Closing and Evaluation – 30 minutes
TOTAL TIME: 3.5 hours
Review agenda
SAY: Next, we’d like to review our agenda for the training.

6. Introductions Introductions
Icebreaker: What is a great example of Customer Service?
Participants Introductions
If time permits, go around the room and ask each person to introduce themselves by name, role, and length of time they’ve been with the County. An alternate approach to introductions might be to call out different role groups and have participants raise their hands if they are in that role group.
Icebreaker Activity
What is an example of great customer service? This can be something you or a coworker have done, or service at a business or other organization. Go around the room until you have heard from everyone (for large groups, have participants shout out examples); provide examples, if necessary.
Record ideas on flip chart paper.
SAY: Thank you for these examples! This shows that recognizing good customer service is something we can all do, but providing it consistently, every day, is what this model was created for.

7. Leadership Statement Handout Leadership in-person welcome or video
SAY:We’re thrilled to kick off  this training with a welcome from ICS leadership. This project wouldn’t be successful without leadership commitment and support. Without further adieu, I’d like to turn it over to {insert name} to share some thoughts with you about the importance of this work (or share video if leadership not present):
Leader to address the following as it relates to customer service:
Environment of care is changing
Clients have choice
Clients give us feedback and expect the best
Clients view us as the face of Multnomah County - you are the front lines!
Strategic plan goals around patient centeredness, culturally competent care, quality…
Staff deserve dignity and respect, and to be supported by colleagues
Leader to talk about expectations and accountability
Leader to talk about how this is an opportunity to constantly learn and improve what we already do well

8. Ground Rules Be respectful Everyone has a voice Assume good intent
Bring a positive attitude
Keep things confidential
Be a good listener
Be respectful of time
There are no stupid questions
Have fun!
Develop ground rules
Since we will be working together closely over the next few hours, we would like to develop some ground rules to ensure we maintain a climate of respect. Let’s review this basic set of ground rules that were developed in the customer service work group and see how we might want to adapt it. Is there anything you’d like to add?

9. Training Objectives
Upon completion of this training participants will:
be able to define the 5 Think Yes to Care Service Principles.
have experience practicing Think Yes to Care behaviors with coworkers.
be familiar with resources to effectively integrate the model into daily work.
Upon completion of this training participants will:
Be able to define the 5 Think Yes to Care Service Principles.
Have experience practicing Think Yes to Care Behaviors.
Be familiar with resources to effectively integrate the model into daily work.
Be familiar with tools to evaluate use of the Think Yes to Care model.
In addition to these objectives, does anyone have a personal objective you’d like to gain from this training? (Other facilitator to record on flip chart)

10. Bring a think yes attitude
Service Principle #1
Bring a think yes attitude
Objectives:
Identify what makes up a Think Yes attitude
Materials:
Flip chart & markers
Model handout
Think Yes to Care Statements handout
SAY:The first service principle is about having a Think Yes attitude. Without looking at the model, what does this service principal mean to you? [ask participants to share ideas]
Go ahead and pull the Think Yes to Care model out of your folder.
- Would someone please read this service principle and related behaviors?
This service principle doesn’t mean we say “yes” to every request. What it DOES mean is that we approach every situation with our clients and coworkers with the intent to find a solution.
20 mins

11. Think Yes Statements Instead Of… I can't help you with that. Next?
You have the wrong number, and you’ll need to call someone else.
Someone else must have made a mistake.
There aren’t any more appointments today.
I don’t work on that day, so I can’t help.
I don't know.
It’s not my fault.
That won't work.
It is time for my break.
We can't do that.
Your application is denied.
I don't have time to do that.
SAY: Here are some examples of non-Think Yes statements that might be said in a customer service situation.
Can you think of a “Think Yes” alternative for [select examples from list]?

12. Think Yes Statements Think Yes! Instead Of…
Let me see what I can help you with.
I can't help you with that.
Can I help you?
Next?
Here is the telephone number; let me connect you.
You have the wrong number, and you’ll need to call someone else.
Let’s see how we can straighten this out.
Someone else must have made a mistake.
Let me check what’s available.
There aren’t any more appointments today.
Although I’m not working on that day, I’ll find a coworker who can help you.
I don’t work on that day, so I can’t help.
I will find out.
I don't know.
I’m sorry to hear that.
It’s not my fault.
Here are some options...
That won't work.
I’m stepping out for a bit, but my coworker is going to help you with this question.
It is time for my break.
Let's look at some options.
We can't do that.
I'm sorry, you are unable to qualify at this time. Here are some other options.
Your application is denied.
This might take a little time. Let me do some research on this and I'll be back in touch.
I don't have time to do that.
SAY: Here are some alternative responses.
These aren’t necessarily the only or best responses for every situation, but they are a good starting point to help us Think Yes.

13. Activity 1: Negative to Positive
Handout: Think Yes Statements
Identify a time where a negative statement was used
How could a Think Yes statement have been used instead?
Activity #1
SAY: Let’s pair up with the person next to you for this activity. Think about a time in your own work experience where you heard one of these negative statements being used. (3 minutes)
Ok, let’s come back together. Does anyone have an example you’d like to share?
To group: How could that example be turned into a “Think Yes” statement? (repeat for each example) Write on flip charts.
Summary:
SAY: It was wonderful to hear about the examples you all came up with. In a nutshell, having a Think Yes! attitude is about bringing positivity, kindness, respect and good listening to every interaction. Which brings us to service principle #2.

14. BE Welcoming and Friendly
Service Principle #2
BE Welcoming and Friendly
Objectives:
Be able to demonstrate effective and appropriate greetings. Materials:
Blank cards
Pens
Greeting Standards Handout
SAY: The second service principle is about being welcoming and friendly.
Would someone please read the principle description and behaviors?
This principle is about making a connection with and greeting the individual. The way you greet someone can leave a lasting impression. As front line staff, the clients’ first impression of Multnomah County is from you—this might include an observation of how we interact with each other.
Let’s take a look at some greeting standards--go ahead and pull out the next handout in your packet.
15 mins

15. Activity #2: Greetings What are some examples of BAD greetings?
What are some examples of GOOD greetings?
Activity #2
SAY: Who has an example of a BAD greeting, either from work or personal life? Write on flip chart paper.
Who has an example of a GOOD greeting, either from work or personal life? Write on flip chart paper.
Why is it important to have a good greeting, either with clients or coworkers?
Summary:
SAY: Remember that first impressions last! Our clients have a choice to go elsewhere, and we want to keep them with us!

16. Greeting Guidelines
Greet the client within 3 seconds of arrival via eye contact and a smile, or greeting and a smile.
Patients will feel welcome
Greet clients with their preferred name.
Personalizes service
Offer service within 3 minutes, if at all possible.
Clients have confidence that they will be serviced in a timely manner
Make a non-business related statement or question to the client as an initial statement.
Personalizes service and builds a relationship by learning more about them as a person and not just a patient.
Review the Greetings Guidelines handout with the group.

17. Be Person-Centered and Culturally Relevant
Service Principle #3
Be Person-Centered and Culturally Relevant
Objectives:
Describe how this principle fits into other public health frameworks.
Demonstrate understanding of the impact to the client when applying this principle.
Demonstrate how to apply empathy in interpersonal situations.
Materials:
Flip chart & markers
Empathetic Communication handout
Empathy Activity worksheet
SAY: The third service principle is about being person-centered and culturally relevant. We’ll spend the most time talking about this principle because it applies to everything we do.
Would someone please read the principle description and behaviors?
Person centered services are about fostering strong relationships with patients and their families to better care for the whole person. They also ensure care is delivered with respect for cultural background and preferred language.  Let’s watch a quick video demonstrating client needs not being met based on cultural and linguistic barriers.
45 mins

18. Video: Language Barriers
Link to video
Play the language barrier video:
Take a few moments to reflect on the video with participants.
SAY: How do you think the hospital could’ve been more patient-centered and culturally relevant?
This video shows what many of our patients experience, whether it’s a literal language barrier or just not understanding the complex health care system. Fortunately, we do have several tools to help with this issue.
52 % of our clients have a preferred language other than English. Many of these clients are Limited English Proficient and may have experiences like the one in the video.

19. Related Strategies
Patient-Centered Primary Care Home model Core Attributes
MCHD/ICS Mission & Vision statements
Cultural Competency Framework
Client Experience work
Surveys
Comment cards
SAY: Some of the current tools and strategies to help us achieve our aim of being patient-centered and culturally relevant include:
Reference:
Patient-Centered Primary Care Home Model
ACCESS TO CARE - “Health care team, be there when we need you.”
ACCOUNTABILITY - “Take responsibility for making sure we receive the best possible health care.”
COMPREHENSIVE WHOLE-PERSON CARE - “Provide or help us get the health care, information, and services we need.”
CONTINUITY - “Be our partner over time in caring for us.”
COORDINATION AND INTEGRATION - “Help us navigate the health care system to get the care we need in a safe and timely way.”
PERSON AND FAMILY CENTERED CARE - “Recognize that we are the most important part of the care team - and that we are ultimately responsible for our overall health and wellness.”
MCHD & ICS Vision/Mission
MCHD Vision: “Healthy People in Healthy Communities”
MCHD Mission: “In partnership with the diverse communities we serve, the Health Department strives to assure, promote, and protect the
health of the people of Multnomah County.”
ICS Vision: Patient and family-centered services designed and integrated for optimal health.
ICS Mission: We provide quality health services for people who experience barriers to accessing care.
ICS Values: Quality and safety  Patient centered and culturally relevant  Fiscally sound and accountable  Engaged, expert workforce

20. Video: Microaggressions
Training opportunity through the training calendar: “Interrupting Microaggressions” & “OUCH – that Stereotype Hurts”
SAY: Even with our best intentions, our words and actions can have unintended impact. Now we want to share a video that illustrates that impact, and helps make the case for culturally-sensitive care.
Play the Microaggressions video
SAY: So, do you have any initial thoughts or reactions to what you just heard? Why do you think we had you watch this video?
In an effort to be truly patient-centered and culturally relevant, it’s important to consider the intended and unintended impact of your words. This will help keep interactions positive and Think Yes-oriented.
If you’d like to learn more about this topic, check out the “Interrupting Microaggressions” and the “OUCH” trainings on the MCHD training calendar.

21. Video: Empathy Empathy video
SAY: Another tool to help us be person-centered and culturally relevant is through the use of empathy. Go ahead and pull out the Empathetic Communication handout.
Review the Empathy and Sympathy definitions.
SAY: How do you think using empathy with our patients applies to this service principle?
Let’s watch another video to help show what empathy is and what empathy isn’t.
Play the Empathy video

22. Activity #3: Empathy HANDOUT: Empathy Activity Worksheet
In pairs, practice responding to scenarios
SAY: Now that you’ve reviewed the handout and watched the video, let’s practice using empathy.
Go ahead and take out the Empathy Activity worksheet and find someone to pair up with that you haven’t worked with yet today. (5-10 minutes)
Choose a scenario
Develop a script that includes the statement from the client and an empathetic response from the staff
Be prepared to role-play for the large group
Ok, let’s come back together.
Is anyone brave enough to act out their scenario? (We understand we only gave you a few minutes to put this together, so we’re not expecting perfect answers!)
What challenges or thoughts did you have while developing your response? Was it easy? Difficult?
Summary:
Just like with anything, developing skills that allow us to continually remain person-centered and culturally relevant takes practice. It can be especially difficult to do so after long frustrating days at work. How might you practice using empathy in your day to day work?
By continually refining skills and taking the time to actively focus and engage with clients, we will strengthen relationships and prevent problems from occurring.

23. Break time!
Be back in 15 minutes

24. Be an Educator Service Principle #4 25 mins Objectives:
Understand role as educator for clients and each other.
Learn about tools and techniques to strengthen and improve communication.
Materials:
Flip chart & markers
Communication Tips handout
Difficult Conversations handout
SAY: Another way we can assure a smooth experience for our clients is by being an educator. So much of what we do is offering information to people we interact with.
Would someone please read the service principle and behaviors?
Working in the health care field, we have a fairly high knowledge of the system. However, we need to remember that not everyone has the same level of understanding, and that certain factors may make it difficult to understand and retain the information that is given to them.
What parts of your job role make you an educator?
25 mins

25. Patient Education Patient Education & Health Promotion Commons Page
SAY: Here’s a resource that was developed by a colleague in ICS that can help us be great patient educators.
Open the Patient Education & Health Promotion Commons page.
This page has a wealth of information, tips, and techniques, but one of the things we’d like to focus on for this training is Health Literacy.
Has anyone heard the term Health Literacy? Can anyone define it?
Click link for Health Literacy.

26. Health Literacy Health Literacy:
The degree to which individuals have the capacity to obtain, process, and understand health information and services needed to make appropriate health decisions.
Health Literacy video
Teachback
Plain Language
SAY: The degree to which individuals have the capacity to obtain, process, and understand health information and services needed to make appropriate health decisions.
Let’s watch a quick video to illustrate the importance health literacy. Play Health Literacy video
Why do you think we had you watch this video?
If you would like to go a step further in understanding how to address health literacy issues, visit our Commons page, where you can learn about a technique called “Teachback,” which will help you check for understanding with clients.
SAY: In your packet is a handout called Communication Tips. We’d also like to spend a moment talking about plain language as it relates to health literacy:
What do you think plain language means?
Plain language is simply using common, easily understood word and phrases instead of jargon, technical language, and acronyms.
Using plain language is important so that clients can better understand information related to their care. It is also important to use with coworkers and partners who may not be familiar with technical words or acronyms related to our work.
What are some words we use every day that might not be easily understood by clients? (examples: Eligibility, Referrals, Nominal Fee, CCO/DCO…)

27. Discussion: “What’s next?”
What are some ways you help clients understand what’s coming next for them?
SAY: Another important component in being a good educator is making sure they understand next steps in any given situation.
A couple of examples include:
a) making sure that they have the location and time of their next appointment
b) making sure they know who to contact for future appointments
c) letting them know when they will be contacted about lab results or referrals
d) helping clients understand what to expect after their health insurance application has been submitted
What are some other examples?
Summary:
Our clients rely on us for clear, accurate and consistent information regarding their care. Being an educator is about going above and beyond to offer as much information, options, or choices needed at every interaction, and that these are understood. These concepts are not only important when working with clients, but also apply when interacting with coworkers.

28. “Everyone you will ever meet knows something you don’t.”
Bill Nye
SAY: As coworkers, we have an opportunity to learn from each other’s knowledge and experience.
This means that we should feel safe asking, and answering, questions that might arise from discussion.
We all have different learning styles, preferences and personalities, and we all want to do the best job that we can and are capable of supporting each other in that goal.

29. Be a Part of Your Team Service Principle # 5 20 mins Objectives:
Identify positive attributes in co-workers.
List qualities of being a Team Player.
Materials:
Flip chart & markers
Card stock paper
Tape
Self Care Resources handout
Be Part of Your Team Checklist handout
SAY:The final service principle is about being a positive and collaborative member of your team. What do the words “Team Player” mean to you and why do you think it’s important to have this as part of the customer service model?
Would someone please read the service principle definition and behaviors?
Review “Be a part of your team” checklist with the group.
Thank you! Those examples really reflect what this service principle is all about.
20 mins

30. Activity #5: Appreciation
Write your name on your paper and tape to your back
With a marker, write 1-2 positive words on each other person’s piece of paper that describes them
SAY: Next, we’d like to do an activity that will help remind us about what we appreciate in each other.
Activity #5:
(Pass out 1 sheet of paper, masking tape, and pens to each participant)
SAY: Write your name on your paper and tape to your back
With a marker, write 1-2 positive words on each other person’s piece of paper that describes them
(5-7 minutes, depending on size of group)
Go ahead and take your piece of paper off and take a few minutes to read through what everyone wrote.
SAY: Did anything surprise you? How did it feel to be appreciated?
If possible, have co-trainer create and print word clouds for each person using an online word cloud program, such as (requires access to color printer). If this cannot be completed during the training, have the trainer complete afterward.

31. Video: Teamwork Teamwork video
SAY: It’s critical that as co-workers, we interact in a supportive and respectful way that promotes collaboration and cooperation. Being a Team Player is not only about respecting each other, but about supporting each other whenever we can. This may be difficult to do in an environment where we are continually trying to provide care and fix people’s problems. We must remember that we are stronger when we work together.
Play Teamwork video:

32. Self Care Employee Assistance Program (EAP)
Multnomah County Training Calendar
Multnomah County Wellness Program
Employee Resource Group (ERG)
Colleagues
SAY: One way that we can make sure we are fully present for our coworkers and clients is by taking care of ourselves.
What do you do to practice self care?
Take the Self Care Resources document out of your folder. We won’t go through these one by one, but you can keep this as a reference for when you need these resources.
Taking care of ourselves is an integral part of providing excellent customer service to colleagues and our clients, and to make help us create a positive atmosphere.

33. Bringing it All Together
Objectives:
Shared understanding of next steps related to training performance and evaluation.
Shared understanding of action items or parking lot issues.
Materials:
Flip chart & markers
Applying Think Yes to Care handout
SAY: We’d like to summarize everything we’ve learned over the past few hours together. Our final activity will help prepare us to apply the customer service model to our work.
25 mins

34. Activity #6: Applying Think Yes
Final activity!
Place flip chart paper next to each of the 5 service principle posters. Students will rotate to each service principle for 2-3 minutes each, and discuss and record ideas for applying each service principle to their daily work.
SAY: For this activity, you will have 2 minutes at each station to think about and discuss how that service principle can be applied to your work, and write your ideas on the flip charts. We’ll rotate, then after you get through all 5 stations, we’ll come back together as a group.
Do activity, then have them come back together as a large group.
Go through each flip chart notes. Ask participants to report out on how they plan to apply each principle.

35. Training Wrap Up Online Evaluation Learning Objectives Plus/Delta
Thank you!!
SAY: To wrap up, we’d like to let you know what else is available to you related to this trianing.
All of our materials, including the presentation, links to these and other videos, and other resources is available on our Commons page.
We will be sending out an online training evaluation to all of you within the next few days. Please provide feedback, which will help us improve the trainings in the future.
Alright, take a look at the personal objectives we came up with at the beginning of this training. Is there anything on there that you feel we didn’t meet?
One last item - Let’s do a quick plus/delta to capture some real-time thoughts about this training.
Do plus/delta evaluation on flip chart to evaluate the training experience.
Thank and dismiss the group.