Thursday, June 23, 2011

Telephone etiquette - Communicate clearly

The Star Online ; Sunday June 19, 2011

Hello, are you listening?

Let's Communic By Alex Cummins

Apart from basic etiquette, one must make it a point to communicate clearly when speaking on the phone.
CAN you hold for a while Mr Alex?” the call agent asked before hanging up and leaving me slamming my phone down. Sounds familiar?
Everybody has encountered this kind of scenario on the telephone; whether it is dealing with telephone banking, trying to talk to someone from IT support or simply trying to book an airplane ticket.
When so much of our daily lives are spent on the telephone these days, being an effective communicator on the telephone is vital. So whether you work in finance or IT solutions, here are a few tips to help improve your telephone skills.
Address correctly
Remember to address the person you are speaking to correctly. Be aware that for most European countries we address the customer or client with his or her title plus the family name. So, instead of being Mr Alex, the correct way to address me would be to say the family name as in this case Mr Cummins.
What if I were a woman? Would I be Miss Cummins or Mrs Cummins? The answer would of course depend on my marital status, but what if you did not know? The answer would be to address me as Ms Cummins (pronounced as “muz”’).
Addressing someone as Mrs when they are unmarried can cause great offense as I found out for myself when working for a company, a long time ago.
If you are unsure of how to address someone in a service role, using Sir or Madam can be a way to get round the problem.
Most of the time we use the telephone to exchange information. Whether it is to “‘meet me at KLCC at 8 pm” or “please can you give me your full telephone number and address”, there seems to be endless room for error.
Problems can be created by the sender, listener or the environment. These can range from anything like a noisy office (environmental) to mispronunciation (sender/ listener).
The effect of getting an information exchange wrong can result in missing an appointment or losing a client. How can we make sure that we take down information correctly?
·Ask for repetition. Never be shy to ask for repetition on the telephone: “Could you repeat that please?” Sometimes you may feel shy to ask for repetition and are afraid that you may annoy the person on the other end of the line.
However, you will save yourself considerable heartache in the future if you can get the details right first time. Remember that if you ask for repetition, then repetition is what you will get!
This may not be appropriate if you want the person to spell something for you. Also, try to avoid saying “repeat again” and “repeat back” as these are redundant prepositions.
·Ask for spelling. “Could you spell that for me?” alleviates the problem of trying to guess a confusing spelling.
·If you want to double check that you have taken down details correctly, ask the other person if you can read back what they have just said: “Can I read that back to you?” When spelling a word, use a standard system (like Alfa , Bravo, Charlie, etc) or use a system that is familiar to the listener (K for Kuantan might not be suitable for non-Malaysians).
Listen actively
Don’t zone off and start playing with your favourite iPhone application while you are on the phone.
Make sure that you are actively listening to the other person. Use verbal nods to encourage the speaker, “uh-huh”, “right” and “yes”.
Ensure that you have understood what the person is saying by summarising: “OK, so you want an aisle seat on the outward flight”. Ask for clarification if you are not clear: “What do you mean by the SMTP server?”
And, you can even paraphrase what a speaker has said to demonstrate that you have really listened to them: “So you are saying that I need to login my bank details before the security number”.
Never assume or presume on the phone, especially if you don’t know the caller. What might start off like a routine call may in fact be something entirely different.
Etiquette
Lastly, don’t forget some basic phone etiquette. Bid farewell to the person who has called you or whom you called. Even if you had called the wrong number, it doesn’t hurt to apologise and say “bye”.
Also, ask before you put someone on hold: “Would you mind if I put you on hold for a moment Sir?”
Try not to make the person hold “for a while”. You might think that the caller doesn’t mind listening to the recorded music, but listen to any song 20 times on a muffled line and you might just lose your rag!
The phone needn’t be an enemy at work. Treat people with respect and remember: just because you cannot see someone, doesn’t mean they won’t hear you slouching in your chair grumpily.
Hang on — got to dash — the phone is ringing!
> Alex Cummins is a trainer with the Professional Development Unit of the British Council in Kuala Lumpur.

Wednesday, June 22, 2011

This is one letter from a concerned citizen found in NST Online dated 19/4/2011

Lessons in violence at school


I WAS appalled to read about a teacher in Perlis who had his nose broken when he was assaulted by a student. The boy has been charged in court. There is still recourse for reconciliation in cases classified under this section of the law, which allows for it to be compounded, and compensation can be part of the settlement.

There are obviously certain conditions that have to be met before the terms of reconciliation can be agreed upon. It has to be part of the judgement.

It is a cause for great concern when a 14-year-old boy can react with such fury against a teacher in his school. Such violence in the youth does not augur well for society.
Cases like this should be carefully handled and investigated. It is important to establish the reasons the boy reacted in such an aggressive manner.

Surely there were warning signs of the brewing fight. Did some alarm bells go off, only to go unheard or ignored by the guardians and teachers of the school?

On the other side of the coin, but in the same state, was the death of 7-year-old Saiful, allegedly at the hands of his teacher, who has been charged for murder.

The circumstances and the manner in which the boy died was horrific enough, but what was truly shocking was that the alleged perpetrator was someone from a noble and respected profession.

I am surprised that the suspect's violent nature went undetected by everyone in the school. There should have been tell-tale signs, or were those ignored as well?

Contributory negligence of those responsible for the safety of both the suspect and victim is a pertinent point that should be taken into account.

Both cases are perfect illustrations of a serious problem in dealing with the youth culture of today.

On one hand you have an escalation in juvenile delinquency arising from social ills, negative influences in the child's environment and poor upbringing.

On the other, there is the declining standards of some in the teaching profession.

The standards of discipline in schools have dropped over the years, in stark contrast to the previous generation.

Students these days are more complex because of constant exposure to global media and easy access to information and knowledge.

Modern day teaching is an exhausting job, and the teacher-student relationship bears all the traits of a pressure cooker.

Student reprisals are a real fear for some teachers..

Teachers, therefore, should not only be academically qualified for the job. They must also have the passion, the patience and the flair for it as they play a crucial role in shaping young minds especially during the impressionable years.

Police action after a nasty incident is not the answer to the problem. It is just a reaction to a situation. It is damage control instead of getting to the bottom of the problem to root it out.

We are well into the second decade of the new millennium and the Information Age has entered almost everyone's living rooms through the radio, idiot box and the Internet.

We cannot ignore the problem while we keep up on the information superhighway towards progress. Values and morals can be compromised as a consequence.

Knowledge in the young can lead to higher expectations and the pursuit of the good life. Proper guidance and supervision to ensure that the child receives the right flow of information are crucial..

Negative traits must be recognised and reined in early by both the child's guardians and teachers. The latter, who are trained in the honourable profession, act as a check-and-balance to poor guardianship.

It is the callous few that need to be weeded out as they mar the image of the majority who are doing their best.

It really is up to all of us to achieve this.

The writer is a retired police officer

Sample Questions - Prisoner of Zenda


I have been asked to form some questions concerning this novel...Here they are...

Literature Questions :

Task : Based on the novel you have chosen, write about ,

  1.  
Write about one moral value found in the novel.

  1.  
Write about one theme which is discussed the most in the novel.

  1.  
Explain why you find the novel interesting. Give reasons for your answer.

  1.  
Write about a character that you think is important in the novel.  Give reasons for your answer.

  1.  
Write about a place where many interesting events happened. Give details of the place and the incidents or events that happened there.

  1.  
Write about a character that you dislike . Give reasons for your answer.

  1.  
Write the synopsis of the novel.

  1.  
You are given a chance to change the endi ng of the story. How do you think the story should end.

  1.  
Write about an incident you find interesting. Give reasons and examples for your answer.

  1.  
Write about an important lesson you have learnt in the novel. Give reasons why you think the lesson is important.
  1.  
Write about the coronation procession. Describe the event and places involved.

  1.  
Compare two characters in the novel. Which do you like better?


The answer must : - 

Show full knowledge of the relevant aspects & conveys it with close reference to the text.The response must be relevant.